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Jessica Buell

Electric Science: Make a Battery! | Education.com - 1 views

www.education.com/...make_a_battery

4th Grade Physical Science 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5

shared by Jessica Buell on 09 Feb 12 - No Cached
    • Jessica Buell
      Jessica Buell on 12 Feb 12
       
      Fun 4th grade activity
    • Jessica Buell
      Jessica Buell on 17 Feb 12
       
      Adaptions: This is a great activity for ELL and special need students. Be sure to go over vocabulary and explain what electricity is and use the same terms for the experiements in order not to confuse them. Extensions: You can extend this activity to higher grades by first doing this experiment, then doing another experiment to demonstrate how batteries make electricty (by lighting a lightbulb)
  • Jessica Buell on 12 Feb 12
     
    Core Standard: Provide evidence that heat and electricity are forms of energy. (4.1.1, 4.1.2) Core Standard: Design and assemble electric circuits that provide a means of transferring energy from one form or place to another. (4.1.3, 4.1.4, 4.1.5)
Lori Jones

Education World: Dental Health Month: Hands-On Science Activities - 1 views

www.educationworld.com/...lp332-01.shtml

Grade 2 Second grade 2.4.1 2.4.2 teeth dental care Science Engineering and Technology

shared by Lori Jones on 19 Feb 12 - No Cached
    • Lori Jones
      Lori Jones on 19 Feb 12
       
      Can be differentiated for ELL's by using pictures to demonstrate the history of toothbrushes, and how to properly care for your teeth. Higher ability students could keep a journal of the experiments complete with pictures.
  • Lori Jones on 19 Feb 12
     
    This is an excellent lesson that can be modified a number of ways.  I find that it fits well with Science and Technology Standards 2.4.1 and 2.4.2.   2.4.1:  Identify parts of the human body that can be used as tools. 2.4.2:  Identify technologies developed by humans to meet human needs.  Investigate the limitations of technologies and how they have improved quality of life. Students could identify how teeth can be considered a tool.  They could discuss the toothbrush (and its evolution to items like Sonicare.)  The experiments will help them understand the limitations of the toothbrush, and how their choices affect their teeth.
Lori Jones

Walt Disney World Monorail System - 1 views

www.wdwmagic.com/...monorail.htm

Grade 4 Disney Monorail 4.4.1 transpotation

shared by Lori Jones on 20 Feb 12 - No Cached
    • Lori Jones
      Lori Jones on 20 Feb 12
       
      4.4.1    Disney Monorail ELL:  Disney website is available in many languages Gifted:  Build a model of the monorail system
    • Lori Jones
      Lori Jones on 20 Feb 12
       
      Additional activities:  Math story problems based on miles traveled, number of passengers, etc.
  • Lori Jones on 20 Feb 12
     
    4.4.1:  Investigate transportation systems and devices that operate on or in land, water, air, and space and recognize the forces (lift, drag, thrust, and gravity) that affect their motion.  Students will study the monorail to determine how it operates, what generates the power, and what are the effects to our environment.
Mary Jo Mack

Work: Force through a Distance | Education.com - 1 views

www.education.com/...work-force-distance

4.4.3 force distance Science Engineering and Technology Grade 4

shared by Mary Jo Mack on 15 Feb 12 - No Cached
    • Mary Jo Mack
      Mary Jo Mack on 15 Feb 12
       
      4.4.3 "Investigate how changes in speed or direction are caused by forces: the greater the force exerted on an object, the greater the change."
    • Mary Jo Mack
      Mary Jo Mack on 15 Feb 12
       
      This would be a great inclusion activity for special needs students. Students could work in groups to calculate the work. Even though this is listed as a middle school activity, with thorough explanation, 4th grade students would be able to complete this activity to meet standard 4.4.3.
  • Mary Jo Mack on 15 Feb 12
     
    In this project, you will learn how to measure the work done on an object. You will determine the effect that a simple machine has on work. You will also determine the effect of the direction of the force on work.
Lori Jones

http://www.k-5mathteachingresources.com/support-files/primenumberhunt.pdf - 1 views

www.k-5mathteachingresources.com/...primenumberhunt.pdf

Grade 4 Math activity prime number 4 OA 4

shared by Lori Jones on 02 Feb 12 - No Cached
    • Lori Jones
      Lori Jones on 02 Feb 12
       
      GRADE 4 40A 4
    • Lori Jones
      Lori Jones on 02 Feb 12
       
      Grade 4 4OA.4  By balancing students abilities you can differentiate this game.  You could also allow ALL students to earn a Hunting Expert award (instead of having them compete.)
  • Lori Jones on 02 Feb 12
     
    Review definition of prime numbers.  Pair students and have them experiment to "hunt" for prime numbers.
Laura Riggins

Odyssey of the Mind Curriculum Activity: Up to Speed - 1 views

www.odysseyofthemind.com/...up_to_speed.php

4.4.1 Grade 4 Transportation energy

shared by Laura Riggins on 11 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 11 Feb 12
       
      Sticky Note: This could also be added to a science lesson where students have been creating vehicles and also have a class vehicle and class ramp that students could test. That way they could compare their own vehicles with the class vehicle and same with the class ramp (kind of like a control subjects). It could also be added to math lessons because of the measuring involved in each part of the activity.
  • Laura Riggins on 11 Feb 12
     
    4.4.1 Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion. Sticky Note: This could also be added to a science lesson where students have been creating vehicles and also have a class vehicle and class ramp that students could test. That way they could compare their own vehicles with the class vehicle and same with the class ramp (kind of like a control subjects). It could also be added to math lessons because of the measuring involved in each part of the activity.
Liz Dilts

Make a Model Hand with Working Muscles & Tendons - Fun Science Fair Project - 2 views

www.sciencekids.co.nz/...modelhand.html

Grade 5 Science Engineering Technology 5.4.1 5.4.2 5.4.3

shared by Liz Dilts on 15 Feb 12 - No Cached
    • Liz Dilts
      Liz Dilts on 15 Feb 12
       
      5.4.1 Investigate technologies that mimic human or animal musculoskeletal systems in order to meet a need.5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.5.4.3 Design solutions to problems in the context of musculoskeletal body systems. Using suitable tools, techniques and materials, draw or build a prototype or model of a proposed design. Differentiation: For ELL and special education students; Create the model hand with the class as they create it.  Go step by step and do the process with them so they can watch you and hear the directions you are giving.
  • Liz Dilts on 15 Feb 12
     
    Have students look up a prototype online that mimics a human musculoskeletal system.  Have them share with the class the purpose and prototype. Next, as a class students will create a model hand using simple materials such as string, paper, and a pen or pencil.  Have the students create this hand and see how the "tendons" mimic the musculoskeletal system in a real human hand.
Laura Riggins

patternblockpictures2.pdf - 0 views

docs.google.com/viewer

Grade K K.G.4

shared by Laura Riggins on 01 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 01 Feb 12
       
      This would be easy to use over and over by having kids focus on different attribute each time (i.e the different colors used, or counting all the 4 sided shapes, etc.)
  • Laura Riggins on 01 Feb 12
     
    K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ "corners") and other attributes (e.g., having sides of equal length). Sticky Note: this would be easy to use over and over by having kids focus on different attribute each time (i.e the different colors used, or counting all the 4 sided shapes, etc.).
Liz Dilts

Keeping Drinks Hot - Fun Science Fair Projects for Kids - 2 views

www.sciencekids.co.nz/...keepdrinkshot.html

Grade 4 Physical Science 4.1.1 4.1.2

shared by Liz Dilts on 15 Feb 12 - No Cached
    • Liz Dilts
      Liz Dilts on 15 Feb 12
       
      4.1.1 Describe and investigate the different ways in which heat can be generated.4.1.2 Investigate the variety of ways in which heat can be generated and moved from one place to another. Explain the direction the heat moved. Differentiation: For ELL students, allow them to draw their predictions and also draw which direction they think the heat is moving after testing.
  • Liz Dilts on 15 Feb 12
     
    In this activity, students will make predictions about how heat moves in a hot drink.  Students will make predictions about how cool a drink will get over time and what some factors are in changing the heat.  Then hot and cold water and milk, students will test these predictions.
thennessy

Roll a Can with Static Electricity - Science Bob - 1 views

www.sciencebob.com/...staticroll.php

static electricity physical science grade 4

shared by thennessy on 18 Feb 12 - No Cached
  • thennessy on 18 Feb 12
     
    state standard: 4.1.4 This activity specifically hits an state standard. This is a really good activity because it does not take a lot of time to set up and do, and the materials are real easy to come by. This activity has extensions to it that can be used for those who may need some enrichment.
Liz Dilts

"Carnival Roundup" - 0 views

docs.google.com/viewer

Grade 4 Rounding Whole Numbers 4.NBT.3

shared by Liz Dilts on 06 Feb 12 - No Cached
    • Liz Dilts
      Liz Dilts on 06 Feb 12
       
      4.NBT.3  Use place value understanding to round multi-digit whole numbers to any place
  • Liz Dilts on 06 Feb 12
     
    Using the game board students will practice rounding whole numbers to the nearest 10,100, and 1,000. Each opponent takes turns reading a question and then choosing a number to round to the nearest 10, 100, or 1,000.  The answer is to be checked by the opponent.
Liz Dilts

"Counting Sheep" - 0 views

docs.google.com/viewer

Grade 4 Adding two- three- and four-digit numbers 4.NBT.4

shared by Liz Dilts on 06 Feb 12 - No Cached
    • Liz Dilts
      Liz Dilts on 06 Feb 12
       
      4.NBT.4 Fluently add or subtract multi-digit whole numbers using standard algorithm Differentiation: For ELL students I would model the game for them, allowing them to help me show the class instead of relying on written directions to tell them how to play.
  • Liz Dilts on 06 Feb 12
     
    In this activity students will practice adding two-, three-, and four-digit numbers.  Player's take turns adding numbers that they land on after rolling a dice.  Each player will also take turns checking his or her partner's answers on a calculator.
Ashley Stewart

Multiplication Math War | Education.com - 1 views

www.education.com/...multiplication_math_war_fourth

Grade 3 3.OA.7 Multiplication Grade 4 Grade 5

shared by Ashley Stewart on 31 Jan 12 - No Cached
    • Ashley Stewart
      Ashley Stewart on 31 Jan 12
       
      3.OA.7 "Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers." This activity can be adjusted for ELL students by allowing them more time on the timer. The extra time may allow them enough time to think through their answers without feeling rushed. This can also be used for gifted students in the opposite way. The allotted time can be shorter, which encourages them to give their answers quickly! This activity can be used with younger ages by having the students practice their math facts, rather than their multiplication facts.
  • Ashley Stewart on 31 Jan 12
     
    In this activity, students play a game of war using multiplication facts. Each player flips over two cards, and says the math sentence for those two cards. For example, if one student flipped over a 4 and a 5, he or she would say, "4 x 5 = 20". Using a timer, the teacher can set a designated amount of time. When the time is up, each player counts their cards. The person with the most cards wins!
Jessica Buell

Make a Butterfly Habitat | Education.com - 1 views

www.education.com/...butterfly_habitat_first

1st Grade Science Engineering and Technology Earth Science 1.4.3 1.3.5 1.3.4 1.3.2

shared by Jessica Buell on 12 Feb 12 - No Cached
    • Jessica Buell
      Jessica Buell on 12 Feb 12
       
      A lot of ways you could adapt this for ELL learners or Special needs 1st grade
    • Jessica Buell
      Jessica Buell on 17 Feb 12
       
      Adaptions: You can adapt this activity for ELL and special needs by doing an into to the bufferfly lifecycle, you can include books, do drawings charting the life cycle. While you are doing this you can have the students make a vocabulary journal identifying vocabulary used in the butterfly life cycle. Extensions: I think ALL grades would love this activity, you would want to add things to the activity depending on the grade level. For example, for 2nd graders you can have them journal and write stories about their butterflies, 3rd grade you can have them define different types of butterfies and then see which type they have from their habitats, 4th graders can identify different locations you may find different types of butterflies, and for kindergarten you can identify differences between butterflies and moths....etc!
  • Jessica Buell on 12 Feb 12
     
    1.3.4 Describe how animals' habitats, including plants, meet their needs for food, water, shelter and an environment in which they can live. 1.3.5 Observe and describe ways in which animals and plants depend on one another for survival. 1.3.2 Observe organisms closely over a period of time in different habitats such as terrariums, aquariums, lawns and trees. Draw and write about observations. 1.4.3 Construct a simple shelter for an animal with natural and human-made materials.
Lori Jones

5th Grade SC Unit 3 Activity 6 - 1 views

www.vrml.k12.la.us/...un3_act6.htm

kinetic energy potential energy Grade 6 6.4.1 yoyo

shared by Lori Jones on 20 Feb 12 - No Cached
    • Lori Jones
      Lori Jones on 20 Feb 12
       
      6.4.1  Potential / kinetic energy.  Love how this students to be the access of their own learning journey.  
  • Lori Jones on 20 Feb 12
     
    Students will discuss and understand how to apply potential or kinetic energy to power a simple device (in this case, a yoyo.)   Standard 6.4.1 Working in groups, allow students to experiment with yoyos, a marble rollercoaster, etc.  Follow activity guidelines. Gifted students could design an amusement park (to be used in school.)   ELL's pair with a gifted student who can assist them with this project.  
Laura Riggins

Odyssey of the Mind - 1 views

www.odysseyofthemind.com/...default_problem_details.php

4.NS.6 Grade 4 Grade 3 Grade 5 Powering a Ballon with Air

shared by Laura Riggins on 11 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 11 Feb 12
       
      Sticky Note: This would be great to use with younger kids by making the distance shorter that the balloon had to travel and making the material list shorter. It would be a great way of graphing as well: graph the length of of each trial for each team.
  • Laura Riggins on 11 Feb 12
     
    4.NS.6: Test predictions with multiple trials. I would put the limitations in less words with visuals to show what the different things mean to make it clearer for all participating. I would also take the competition aspect out of it (limitations 5-7)and use it simply as a group activity. Sticky Note: This would be great to use with younger kids by making the distance shorter that the balloon had to travel and making the material list shorter. It would be a great way of graphing as well: graph the length of of each trial for each team.
Laura Riggins

Odyssey of the Mind - 1 views

www.odysseyofthemind.com/...default_problem_details.php

2.DP.4-6 Grade 2 Grade 1 Grade 3 Grade 4 Grade 5 Creating Cantilever Structures

shared by Laura Riggins on 11 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 11 Feb 12
       
      Sticky Note: This would be easy to manipulate for younger students by changing it from a cantilever structure to creating the highest structure with a certain number of materials. It could also be manipulated for older students by changing the materials to less obvious choices.
  • Laura Riggins on 11 Feb 12
     
    2.DP.4-6: Select a solution to the need or problem. Select the materials to develop a solution. Create the solution. Do not use the scoring, just the activity. I would extend time frame to twenty minutes: 10 to brainstorm solutions and 10 to complete their structure Sticky Note: This would be easy to manipulate for younger students by changing it from a cantilever structure to creating the highest structure with a certain number of materials. It could also be manipulated for older students by changing the materials to less obvious choices.
Laura Riggins

Odyssey of the Mind - 1 views

www.odysseyofthemind.com/...default_problem_details.php

3.DP.4 Grade 3 Grade 4 Grade 5 Creating a solution to a pollution issue

shared by Laura Riggins on 11 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 11 Feb 12
       
      Sticky Note: This would be a great end of unit project as an assessment to see whether students have understood different parts of pollution. Could be useful to make groups inclusive including ELL) and give job titles to ensure that all students would learn and feel comfortable in their groups.
  • Laura Riggins on 11 Feb 12
     
    3.DP.4: Select a solution to the need or problem. I would use only part of this activity (The Problem) and give students a list of pollutions they could choose to do their project on. Sticky Note: This would be a great end of unit project as an assessment to see whether students have understood different parts of pollution. Could be useful to make groups inclusive including ELL) and give job titles to ensure that all students would learn and feel comfortable in their groups.
Jessica Buell

Make an Electrical Zapper | Education.com - 2 views

www.education.com/...Electrical_Zapper

4th Grade Physical Sciene 4.1.4 4.1.5

shared by Jessica Buell on 11 Feb 12 - No Cached
    • Jessica Buell
      Jessica Buell on 11 Feb 12
       
      4th Grade Physical Science Activity. 4.1.4 Experiment with materials to identify conductors and insulators of heat and electricity. 4.1.5 Demonstrate that electrical energy can be transformed into heat, light, and sound.
    • Jessica Buell
      Jessica Buell on 17 Feb 12
       
      Adaptions: have the ELL and special need students (as well as whole class in order not to single out students) draw a demonstration of how + & - affect each other before doign the experiment in oder to enhance understanding of what the objects represent in regards to their charge. Extensions: You can extend this activity to younger get students by using balloons and rubbing them on their heads. Also, draw a demonstration showing the charges. Then, have the students determine how the positive charge of the balloon affects different items.
Laura Riggins

Weathering&ErosionSorting.pdf (application/pdf Object) - 1 views

lauracandler.com/...Weathering&ErosionSorting.pdf

4.2.2 Grade 4 Weathering_Erosion

shared by Laura Riggins on 15 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 15 Feb 12
       
      Sticky Note: This would be great to add for ELL students as a preview for a unit on weather so they have a good foundation of the vocabulary needed to understand the upcoming unit.
  • Laura Riggins on 15 Feb 12
     
    4.2.2 Describe how wind, water and glacial ice shape and reshape earth's land surface by eroding rock and soil in some areas and depositing them in other areas in a process that occurs over a long period of time. Sticky Note: This would be great to add for ELL students as a preview for a unit on weather so they have a good foundation of the vocabulary needed to understand the upcoming unit.
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