Group items tagged

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. 

3.MD.2 "Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem." This activity can be modified for ELL students by having them work in pairs or small groups. The ELL students could have the role as "recorder" until they grasp the concept of how estimation works. This activity can be modified for gifted students by having them measure more objects, and then make a graph based on their results. For older ages, this activity could be used to measure objects, and then convert the weight into other units of measurement.

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

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.

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.

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.

Extenstion: A connection between math and science are in this activity. Adaptations: This can be a small group activity or team approach for help with ELL and Special Ed students.  Physical objects can be seen and touched.