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Amanda McCarthy

http://www.childrensengineering.com/PlantingaRainbowDB.pdf - 1 views

www.childrensengineering.com/PlantingaRainbowDB.pdf

The Design Process Grade K Life Science Plants

shared by Amanda McCarthy on 12 Feb 12 - No Cached
  • Amanda McCarthy on 12 Feb 12
     
    Students will help create a fake classroom garden out of craft materials to help them understand the design of a plant. They will have to understand the different parts a plant and how to put the parts together to create a plant. Post-It (diigo would not let me place a post-it on this pdf page): Students can work in pairs to construct their plants (high ability with a low ability student). Advanced students could put labels on thier plants' parts. Students in higher grades could construct certain species of plants and descibe what makes their plant unique.
Jessica Buell

SkyTellers - Moon Phases Activity - Fruit for Phases - 1 views

www.lpi.usra.edu/...fruit.shtml

5th Grade Earth Science 5.2.1 5.2.4

shared by Jessica Buell on 12 Feb 12 - No Cached
    • Jessica Buell
      Jessica Buell on 12 Feb 12
       
      I love this activity for 5th graders. Great way to teach about the phases of the moon!
  • Jessica Buell on 12 Feb 12
     
    Adaption: SEE "MOON PHASES ACTIVITY-PHRASES FOR PHASES: A MOON TUNE. Extensions: You can extend this activity for 6th grade my having them creat a model of the moon and it's phases and demonstrating their understanding through a presentations. ( I would group them and have each person write about their part of the demonstration and that it what they present) You can extend it you younger grades by having them draw the phases of the moon and with parents (as homework) go outside at night and dermine which phase the moon is in and drawing a picture of that phase on the claendar. 5.2.4 Use a calendar to record observations of the shape of the moon and the rising and setting times over the course of a month. Based on the observations, describe patterns in the moon cycle. 5.2.1 Recognize that our earth is part of the solar system in which the sun, an average star, is the central and largest body. Observe that our solar system includes the sun, moon, seven other planets and their moons, and many other smaller objects like asteroids and comets.
Liz Dilts

Make a Wind Vane - Fun Science Fair Projects for Kids - 1 views

www.sciencekids.co.nz/...windvane.html

Grade 2 Earth Science 2.2.1 2.2.2

shared by Liz Dilts on 15 Feb 12 - Cached
    • Liz Dilts
      Liz Dilts on 15 Feb 12
       
      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.
  • Liz Dilts on 15 Feb 12
     
    Using a container lid, scissors, a marker, a straw, and a pin students will create their own weather vanes that they can use to go outside and observe the act and direction of wind.
Mary Jo Mack

Take a Scavenger Hunt for Shapes! - 1 views

www.education.com/...shapescavenger_kindergarten

K.G.4 scavenger hunt shapes nature

shared by Mary Jo Mack on 01 Feb 12 - No Cached
  • Mary Jo Mack on 01 Feb 12
     
    We live in a world of shapes. That window in the living room is also a square, that steaming bowl of chili is a circle, and the bed your son regularly refuses to sleep in at night is a rectangle. Learning to identify and categorize different geometric shapes is a big goal for early learners
Laura Riggins

Odyssey of the Mind Curriculum Activity: Extend-sive Thinking - 1 views

www.odysseyofthemind.com/...extend_sive_thinking.php

6.4.2 Grade 6 Grade 5 Building Machines

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 addition to a math lesson as well if the students were required to create, maintain, and balance a budget for creating this machine.
  • Laura Riggins on 11 Feb 12
     
    6.4.2 Construct a simple device that uses potential or kinetic energy to perform work. Activities 2 and 3 Sticky Note: This would be a great addition to a math lesson as well if the students were required to create, maintain, and balance a budget for creating this machine.
Ashley Stewart

MAIS K-6 Science Inquiry, Investigation, and Design Technology - All in the Balance Qui... - 1 views

www.maisk-6scienceinquiry.org/balance.htm

Grade 6 Design Process Balance Grade 5 Grade 4

shared by Ashley Stewart on 15 Feb 12 - No Cached
    • Ashley Stewart
      Ashley Stewart on 15 Feb 12
       
      The Design Process: Identify a need or problem to be solved; brainstorm potential solutions; throughout the entire design process, document the design with drawings (including labels) in a portfolio or notebook so that the process can be replicated; select a solution to the need or problem; select the most appropriate materials to develop a solution that will meet the need; evaluate and test the design. This activity can be adapted for gifted students by allowing them to first draw a blueprint of their model. This will allow them to make predictions and hypothesis about their cube model and their tag board model. These students can then record their observations and their conclusions about their final product. This activity can also be adapted for younger grades by giving the students more materials to help them balance their models. Also, allowing the younger students to work in partners, rather than pairs, will allow them to more freely express their ideas. Working with a partner will give each student the opportunity to make sure their ideas are heard. For younger students, omitting the blueprint may also be helpful. Rather, having the students simply draw a picture of their model with labels may be more appropriate.
  • Ashley Stewart on 15 Feb 12
     
    Children use styrofoam cubes to design and construct an object that will balance on your finger. Also, another challenge can be given to the students after completing the first challenge. Students use tag board to design and construct a model figure that will balance on a high wire. Students should draw their own blueprint to illustrate what they did and what they discovered.
thennessy

Listen Up - 1 views

www.reachoutmichigan.org/...listen.html

grade 5 listen up

shared by thennessy on 18 Feb 12 - No Cached
  • thennessy on 18 Feb 12
     
    state standard: 3.1.1 This is an activity that has a lot of depth to it. This is a good opportunity to establish groups that have a variety of ability levels in it. It may be an actiity that couldbe done as a whole class activity. Vibrations and how sounds are transmitted and heard is something that students are fascinated by.
  • Susie Beesley on 21 Feb 12
     
    Since you're using a third grade standard (and most of the standards dealing with sound are third grade standards), I would also tag this as a "grade 3" activity and also tag with "sound" and "physical science"
Liz Dilts

ZOOM . activities . sci . Butter | PBS Kids - 2 views

pbskids.org/...butter.html

Grade 1 Physical Science 1.1.2 1.1.3

shared by Liz Dilts on 16 Feb 12 - No Cached
    • Liz Dilts
      Liz Dilts on 16 Feb 12
       
      1.1.2 Characterize materials as solid or liquid, investigate their properties, record observations and explain the choices to others based on evidence (i.e., physical properties). 1.1.3  Experiment with simple methods for separating solids and liquids based on their physical properties. Differentiation: Gifted students could do extended research on how people used to make butter in the pioneer days.  Have them note what was similar to how they made butter, and what was different.
  • Liz Dilts on 16 Feb 12
     
    In this activity, students will shake heavy cream in a jar to watch a liquid turn into a solid-butter!  This is a very simple, yet exciting project that can then be eaten later!
  • Susie Beesley on 19 Feb 12
     
    I remember doing this as a child in school. We spread it on saltine crackers because the teacher said that it needed a little salt to make it taste better.
Lori Jones

Make a Living and Non Living Scrapbook | Education.com - 1 views

www.education.com/...ake_Living_Nonliving_Scrapbook

Kindergarten Nature of Science Living and Non Living Scrapbook

shared by Lori Jones on 19 Feb 12 - No Cached
    • Lori Jones
      Lori Jones on 19 Feb 12
       
      Great for ESL.  Can easily be adapted for higher ability students as well.  Can also be adapted if no camera or computer is available 
  • Lori Jones on 19 Feb 12
     
    Students will use a camera to investigate and collect data on living and non-living things.  They will compare living things to non-living things, and keep a record of their findings.  (scrapbook). Extension:  Easy to extend for higher ability students by having them write their observations along with the pictures.  (i.e. compare why they categorize something as "living or non-living." ESL:  Easy activity for students with a language barrier as it is a picture driven lesson.  Students will learn through their own observations and the pictures they keep. Adaptation:  Could easily be adapted to be an internet research project or magazine research project (students cut out pictures to keep.)
Lori Jones

Math Activities Addition Mission - 1 views

www.kellyskindergarten.com/...math_activities.htm

Operations and Algebraic Thinking 1.OA.3 math activities Grade 1 Centers Stations

shared by Lori Jones on 02 Feb 12 - Cached
  • Addition Mission         Game mats               Number cards This game is designed to practice addition skills. Children should be somewhat familiar with addition before playing. Print one set of game mats (enough for 6 players) and one set of number cards (pages 2-5 ONLY). Then reinsert the number card pages into your printer so that you can print Buzz Light Year (page 1 ONLY) on the back (or use your printers double-sided feature if it has one). Cut apart number cards. Laminate the game mats or place inside plastic protectors. To play, children take turns choosing 2 Buzz cards. The child adds the numbers together and if he has the matching sum on his game mat, he places the cards on the mat. If not, he discards them. Play continues until one player fills his game mat. This player wins.
    • Lori Jones
      Lori Jones on 02 Feb 12
       
      1 OA.3  This is a fun game that reinforces addition skills.  It would be a great family game or station/center game.
  • Lori Jones on 02 Feb 12
     
    Addition Mission:  Students each have a game mat and take turns choosing two cards.  He/she adds the two cards together, and if he has a matching sum on the game mat, he puts the cards on the mat.  If not, he discards him.
Liz Dilts

"Spot's Space" - 0 views

docs.google.com/viewer

Grade 4 FInding perimeter and area 4.G.1

shared by Liz Dilts on 06 Feb 12 - No Cached
    • Liz Dilts
      Liz Dilts on 06 Feb 12
       
      4.G.1  Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines.   Identify these in two-dimensional figures. Differentiation: Pair an ELL student with a classroom "buddy."  This person can help to model the game and walk the student through the directions.  By modeling the game for the ELL student, the other student will be re-affirming their knowledge in the subject.
  • Liz Dilts on 06 Feb 12
     
    This activity will help students find perimeter and area.  Students will draw a card from a bag and then use a colored pencil to draw that shape.  After time, students may flip or rotate their figures to fit on the board but figures may not overlap.  This activity makes students pay attention to precise angles and makes them think critically about a shapes sides and angles when rotating or flipping.
Laura Riggins

Addition Playdough - 1 views

docs.google.com/viewer

Grade K K.OA.1

shared by Laura Riggins on 01 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 01 Feb 12
       
      This would be a great game to manipulate to be a shape finding game. Instead of doing addition problems, have a list of attributes and have students create the shape with their playdough.
    • Laura Riggins
      Laura Riggins on 01 Feb 12
       
      The directions are at the end and it shows up better if you down load the pdf
  • Laura Riggins on 01 Feb 12
     
    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. Sticky Note: This would be a great game to manipulate to be a shape finding game. Instead of doing addition problems, have a list of attributes and have students create the shape with their playdough.
Laura Riggins

patternblockpictures.pdf - 0 views

docs.google.com/viewer

Grade K K.G.6 Compose simple shapes to form larger shapes.

shared by Laura Riggins on 01 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 01 Feb 12
       
      This would be great to use in an ELL classroom as a way of using vocabulary such as "above", "below" etc and color so that it becomes a following the instructions game where the person is telling you where to put your pattern block. In this case the picture would be the key and the child could make the shape on a blank table.
  • Laura Riggins on 01 Feb 12
     
    Print all pages on cardstock and laminate. Students use pattern blocks to recreate the images. K.G.6: Compose simple shapes to form larger shapes. Sticky Note: This would be great to use in an ELL classroom as a way of using vocabulary such as "above", "below" etc and color so that it becomes a following the instructions game where the person is telling you where to put your pattern block. In this case the picture would be the key and the child could make the shape on a blank table.
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!
Laura Riggins

Odyssey of the Mind - 1 views

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

5.NS.2-3 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1

shared by Laura Riggins on 11 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 11 Feb 12
       
      Sticky Note: This could be used for graphing if students had to test their structures multiple times, create a graph and find the average. Then could create a class graph of each group's averages. Could also be manipulated for younger students by changing the amount of materials.
  • Laura Riggins on 11 Feb 12
     
    5.DP.2-4: Brainstorm potential solutions. Document the design throughout the entire design process. Select a solution to the need or problem. Omit the scoring, extend the time frame so that each group gets 15 minutes to brainstorm their solution and 20 minutes to build/test their structure Sticky Note: This could be used for graphing if students had to test their structures multiple times, create a graph and find the average. Then could create a class graph of each group's averages. Could also be manipulated for younger students by changing the amount of materials.
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

CloudinaJarDemo.pdf (application/pdf Object) - 1 views

lauracandler.com/...CloudinaJarDemo.pdf

2.2.1 Grade 2 Cloud in a Jar Grade 1 Grade K

shared by Laura Riggins on 15 Feb 12 - No Cached
    • Laura Riggins
      Laura Riggins on 15 Feb 12
       
      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.
  • Laura Riggins on 15 Feb 12
     
    2.2.1 Construct and use tools to observe and measure weather phenomena like precipitation, changes in temperature, wind speed and direction. 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.
  • Susie Beesley on 21 Feb 12
     
    I really like this variation of the demonstration I shared in class because it also includes the precipitation stage of the water cycle.
Liz Dilts

Melting Chocolate Experiment - Science Experiments for Kids - 1 views

www.sciencekids.co.nz/...chocolate.html

Grade 1 Physical Science 1.1.2 1.1.3

shared by Liz Dilts on 15 Feb 12 - No Cached
    • Liz Dilts
      Liz Dilts on 15 Feb 12
       
      1.1.2 Characterize materials as solid or liquid, investigate their properties, record observations and explain the choices to others based on evidence (i.e., physical properties) 1.1.3 Experiment with simple methods for separating solids and liquids based on their physical properties. Differentiation: For gifted students, have them melt a solid in different ways (microwave, oven, stovetop, heat from sun).  Ask them to predict which will melt the fastest and then record their observations
  • Liz Dilts on 15 Feb 12
     
    Using a chocolate bar or chocolate chips students will experiment with melting the chocolate in a microwave or over a stove.  Students will make predictions and will make observations about the solid turning into a liquid.  After they have made these observations they will put the chocolate back into the freezer and make predictions and observations about what happens next.
Amanda McCarthy

Snag a Spoon! A Math Game | Education.com - 1 views

www.education.com/...Spoons_fifth

4.NF.6 Grade 4 Grade 5 Grade 6 Fractions

shared by Amanda McCarthy on 29 Jan 12 - No Cached
    • Jessica Buell
      Jessica Buell on 29 Jan 12
       
      You can adapt this lesson by using smaller numbers until the concept is grasped, then you can move to larger numbers
    • Jessica Buell
      Jessica Buell on 03 Feb 12
       
      You could extend this activity to higher grades by using higher fractions, adding or subrtacting fractions, or for younder geades by using number cards instead of a deck of cards to help them identify numbers.
    • Amanda McCarthy
      Amanda McCarthy on 01 Feb 12
       
      This game could be used in younger grades (K and 1st) by having the students use a regular deck of cards and finding four numbers of the same kind instead of equivalent numbers. Higher advanced students could use a deck of cards with harder fractions and percentages. They could also create their own decks of cards to play with. Lower ability students could use decks of cards were they have to find two fractions and/or two percentages instead of four different equivalent numbers.
  • Amanda McCarthy on 01 Feb 12
     
    In this version of the classic card game, students gain a solid understanding of basic equivalents, while having so much fun they may not realize it's a math review.
Mary Jo Mack

Nuts and Bolts: A Sorting Activity - 1 views

www.education.com/...Nuts_Bolts_Kindergarten

Grade K K.MD.3 sorting

shared by Mary Jo Mack on 31 Jan 12 - No Cached
  • Does Dad’s tool box need to be tidied up? Get your child to help you clean, while sneaking in a little math along the way. Sorting objects by size, color, shape, or function is an important concept in mathematical reasoning, and it’s the perfect excuse for a little housekeeping!
    • Mary Jo Mack
      Mary Jo Mack on 31 Jan 12
       
      This activity can be used as a language development activity for ELL students. You can ask them to describe the shapes and colors of the nuts and bolts. ELL students can use their visual strengths to excel in sorting activities such as this one.
    • Mary Jo Mack
      Mary Jo Mack on 31 Jan 12
       
      This would be a great activity for math tubs. Make sure not to include anything that could be sharp or a danger to a 5 or 6 year old student!
    • Mary Jo Mack
      Mary Jo Mack on 31 Jan 12
       
      K.MD.3 "Classify objects into given categories; count the numbers of objects in each category and sort the categories by count."
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