Group items tagged

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.

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.

5.4.3

4.3.3 Design investigations to explore how organisms meet some of their needs by responding to stimuli from their environments.4.3.4 Describe a way that a given plant or animal might adapt to a change arising from a human or non-human impact on its environment. Differentiation: Have ELL students record their biome's progress and changes using a picture graph.

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." This activity can be used with gifted students by allowing them to observe another candle burning in a bowl with no water present. The students can then compare and contrast the differences in the candles and the way in which they burn, and make inferences about why they believe the candles are different. This activity can be used with older age groups in the same way. The older students may be able to light their own candles as they work in groups, while still monitoring their progress.

How cool is this! I definitely want to try it!

Extension: This activity can connect math with art if pictures, or number lines, or graphs are used with this activity to represent the fractions and number order. Adaptations: Manipulatives can be used for this activity. Gifted students can help peers with game. Special Ed  students can draw or graph the fractions if this helps them to better understand concepts.

Extensions:  Add graphing of fractions or drawing of fractions to help with understanding.  This would connect math with art. Adaptations: Add manipulatives if needed.  Gifted students could help peers in game.  Keep the denominators the same in fractions to help Special Ed students.  ELL students would benefit from pictures or graphing of fractions.

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.

Differentiation:  Good small group activity or activity that could be independent for some, and teacher-table directed for others.

Differentiation:  Good small group activity or activity that could be independent for some, and teacher-table directed for others.

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."

I would use an activity like this to incorporate learning into a reward, for example, taking students outside for good behavior, test grades, etc. Keeping hula hoops on hand is an inexpensive way to incorporate physical activity into academic instruction.

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.

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.

5.1.2 "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.