Group items tagged

Sticky Note: I choose a kindergarten standard for this because it could be easily manipulated to fit this standard. They could be grouping these based on how high they bounce. It could also be used with higher grade levels with math and doing measuring, graphs and data (range, mean, median, mode, etc).

Nature of Science Standard: Make predictions and formulate testable questions; plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently; perform investigations using appropriate tools and technologies that will extend the senses; use measurement skills and apply appropriate units when collecting data; test predictions with multiple trials; keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports; compare the results of an investigation with the prediction. This activity can be modified for ELL students by allowing those students to be the recorder for the group. This will allow those students to participate, without having the pressure of attempting to measure and use words they may not be comfortable with yet. Allowing these students to be the recorder keeps them involved with the group, while also allowing them to practice the English words for the numbers being recorded. This activity can also be used for younger ages by shortening the activity to throwing the ball five times, rather than ten. The act of throwing the ball make take longer for these students, as well as measuring an angle.

K.2.3 "Describe in words and pictures the changes in weather from month to month and season to season."  This activity can be adjusted for ELL students by allowing them to use only pictures for recording their observations. If the students are feeling somewhat comfortable with the new language, they can be paired with English speaking students to work together to spell and sound out words for their notebooks. This activity can be modified for older age groups by having the students make predictions about what is going to happen with the weather conditions. These students can also make predictions about why they think the seasons change.

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."

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.

Not sure how to differentiate this experiment. 

The Challenger Center also offers Special Needs missions. Lessons are differentiated as students will be assigned to different roles.  This is a very "challenging" endeavor, and requires completion of lessons prior to the visit.

MA.K.5 2000 - MeasurementStudents understand the concept of time and units to measure it. They understand that objects have length, capacity, weight, and temperature, and that they can compare objects using these qualities.

You need the book "The Greedy Triangle."

Goes with book I tagged.  This could be a project for one child, or small group.  It could be a class project.  Very versatile.

Students could each have a different "job" to differentiate skills.  Teacher could group the students of different abilities together.  Students could wear lab glasses as they measure.

K.2.3 "Describe in words and pictures the changes in weather from month to month and season to season."

This is a great science activity that can be used every day during calendar time. This helps the students work on their vocabulary while learning weather terms, as well as incorporating math, using graphs. Providing visuals to describe the weather at the top of the graph is a great way to provide visual connections for ELL students.

Extensions: Physical Science connects with Math (measurement). Extensions: ESL & Special Ed students can help in preparation process and can taste the fancy meringues. Gifted students can measure ingredients and predict outcome or explain why there is a change in the state of matter.

Sticky Note: This would be great to add to a fourth grade social studies unit to make a topo map of the state of Indiana which includes information pertinent to the Indiana social studies unit.

Sticky Note: This would be a great beginning activity to describe the 3 states of matter. Also could be manipulated to be turned into a math activity where students = different fraction lengths (12 kids =1 whole...what would 6 kids equal, etc.)

Sticky Note: This would also be a great activity to have after calendar in the morning of a younger class who has just discussed the weather to give kids a hands-on activity about weather.

3.3.1 Identify the common structures of a plant including its roots, stems, leaves, flowers, fruits and seeds. Describe their functions.3.3.2 Investigate plant growth over time, take measurements in SI units, record the data and display the data in graphs. Examine factors that might influence plant growth. Differentiation: Have gifted and special needs students come up with a creative way to display their plant's structures.  This can be oral, artistic, acted out, etc...

The Design Process: Identify a need or problem to be solved; brainstorm potential solutions; document the design throughout the entire design process; select the most appropriate materials to develop a solution that will meet the need; create the solution through a prototype; test and evaluate how well the solution meets the goal; communicate how to improve the solution. This activity can be modified for gifted students by having them record their predictions, as well as measure how much weight each bridge held. The activity can be adjusted for younger grades by having them design only one bridge, rather than several. It can also be adjusted by providing specific materials for the younger students, rather than giving them a wide variety of choices for materials.

2.2.1 Construct and use tools to observe and measure weather phenomena like precipitation, changes in temperature, wind speed and direction.2.2.2 Experience and describe wind as the motion of the air. Differentiation: Allow gifted students to record the direction of wind for a week or even a few weeks.  With this information discuss with the class the effects of wind direction and how it correlates to weather.

This would be a great activity to cross with a science unit.  It might work better in groups because of the number of objects to manage and carry around.

Additionally making groups in a mindful way would allow for accommodation for children with exceptional needs.

K.OA.1 "Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations." K.OA.2 "Solve addition and subtraction word problems, and add and subtract within (e.g., by using objects or drawings to represent the problem)." K.OA.3 "Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings), and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., by using objects or drawings), and record the answer with a drawing or equation."

Great activities for a winter theme unit!

These activities can be used as sensory counting activities for special needs students.