Group items tagged

5.NBT.7  add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies  Differentiation: Have gifted students multiply up to three dominoes or divide the numbers instead

5.NF.1  Add and subtract fractions with unlike denominators by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. Differentiation: Have gifted students go a step further.  Time them to race against each other in how fast they can collect 16 cards.  Reward PR's!

K.OA.5 "Fluently add and subtract within 5."

Can create several types of boards using different equations to help differentiate with various students

5.NBT.7 "Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used."

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.

5.4.1 "Investigate technologies that mimic human or animal musculoskeletal systems in order to meet a need." This activity can be adapted for ELL students by allowing those students to draw pictures of their design, rather than write a paragraph or make a chart. If the students are able, they can label the parts of their picture, using the English words they know. This activity can also be adjusted for younger grades by allowing them more than one science class time to work on the project. This may be an activity that can span a few days. The activity can then be broken down into sections. The students could use one class time to ask their questions within their group, and plan what they want their product to look like. The actual design and implementation of their product can be put into place on a separate class day.

5.3.1

Standard 5.3.1 is mainly about producers, consumers, decomposers, and the predator/prey relationship so I don't see the connection to this activity.

5.1.3 "Demonstrate that regardless of how parts of an object are assembled the weight of the whole object is identical to the sum of the weight of the parts; however, the volume can differ from the sum of the volumes."

Extension: Incorporate social studies and language arts- The Cartesian diver is named after Rene Descartes, a French philosopher and physicist. Students can do a research report on scientists that have made significant contributions to the world of science throughout history.

5.1.2 "Describe the difference between weight and mass. Understand that weight is dependent on gravity and mass is the amount of matter in a given substance or material."

Extension: After completing the experiment with oil and water, students could experiment with other liquids and make a hypothesis whether or not the density of the two liquids will be the same or different.

To differentiate pair students with different ability levels. If ELL students struggle, provide pictures of what activities you hope to have them accomplish

Extensions: This activity connects Natural Science with English (LA).   Students read books about recycling, reusing and reducing waste.   They also read about birdhouses. Finally, they write an essay on how the house is earth friendly. Adaptations: Gifted students can make their own birdhouse and document type of bird and habitat it is designed for.  ESL and Special Ed students can work in small groups or pairs to design birdhouse and do research/reading together. 

Observe, describe and ask questions about how changes in one part of an ecosystem create changes in other parts of the ecosystem 5.3.1

You might also want to add a "life science" tag to this activity to make it easier for your colleagues to find and use.

Not sure how this gets differentiated, be sure to assign roles to students in groups to maximize their success. 

Not much differentiation needed, possibly change what certain students have to record. Add lesson writing for some who struggle and more pictures of what they are viewing. 

2.1.3. Predict and experiment with methods (e.g. sieving, evaporation) to separate solids and liquids based on their physical properties.2.1.4 Observe, sketch, demonstrate and compare how objects can move in different ways (e.g., straight, zig-zag, back-and-forth, rolling, fast and slow).2.1.5 Describe the position or motion of an object relative to a point of reference (e.g., background, another object).2.1.6 Observe, demonstrate, sketch and compare how applied force (i.e., push or pull) changes the motion of objects. Differentiation: Instead of writing out a hypothesis, have special education students draw the designs or what they predict will happen to the salt when they swing their pendulum.

This activity has a natural connection to a science lesson about how our senses and nerves work to create reactions.  The teacher can require different forms of data analysis based on the students' skill level.  Simple min/max to averages and standard deviation are available.