Group items tagged

Text Types and Purposes6-8.WS.1Write arguments to focus on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge anddistinguish the claim(s) from alternate or opposing claims,and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant,accurate data and evidence that demonstrate anunderstanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion andclarify the relationships among claim(s), counterclaims,reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows fromand supports the argument presented. Differentiation: For gifted students, have them create a "moon finder" that will show the moon for any given phase and time.  Students can make this in a circle on a paper plate or on black construction paper.  Other students can use these "moon finders" to help them determine if the moon is depicted accurately or not.

Adaptations: Gifted students can show the sum multiple ways (using different currency) or write the equation for the addition or subtraction problem. EL Students can draw a picture of the currency needed to represent the sum. Other manipulatives can be used with this activity with the amount written in cents or dollars on the manipulatives.

This activity can be used with other manipulatives that are labeled with the coin amounts. This activity connects math and LA. Adaptations include: require gifted students to show 3-5 ways to represent the sum using different currency or give the equation. EL students can draw a picture to represent the coins used.

Private 4.G.2  This book goes with other activities I've bookmarked for this standard.

4.G.2  This book goes with other activities I've bookmarked for this standard.

Extension: Math and LA connections are in this activity. Adaptations: Gifted students could make their own multiplication book.  ELL and Special Ed students can read the book with a partner and check each others answers on their dry erase board for accuracy.

Extensions: (math/art/language arts/social studies) Use alphabet letters with numbers to count/ represent how many of the same objects are in the picture (sample: 6 branches on the tree) Adaptations: Give Special Ed students option of markers or crayons.  Allow ESL students to draw pictures from their cultural environment.

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 ask questions about a variety of living things and everyday events that can be answered through shared observations.SC.K.4.1 2000Give examples of plants and animals.SC.K.4.2 2000Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

3.4.2 "Define the uses and types of simple machines and utilize simple machines in the solution to a ―real world problem."

Extension: Our water needs to be clean for so many reasons- not just taking a bath! Students could brainstorm in groups reasons why we need clean, filtered water (i.e. cooking, cleaning, etc.)  Extension: Social Studies- What an eye opening experience it could be for students to learn about third world countries and how lucky we are to not have to worry about having clean water to clean, cook, and bathe with.

Put students with partners who can help one another with the activity. For students who may struggle, have video of the experiment for them to observe if they are struggling with instructions. 

Can be differentiated with ELL by using primarily pictures to aid comparison. Gifted students can expand and cover more than one animal in the biome.  

Very cool website.  This could be a place to discuss African American scientist, George Alcorn.  (invented the Imaging XRay Spectrometer.)  Black History Month opportunity

Differentiate as needed by utilizing as a Teacher Table activity or station work.  

Differentiate as needed by utilizing as a Teacher Table activity or station work.

1.MD.3 "Tell and write time in hours and half-hours using analog and digital clocks." This activity can be modified for ELL students or gifted students by giving them less dates to put on their timeline, or more dates to put on their timeline. The ELL students should be encouraged to draw pictures with their events in order to convey what each event is. This activity could be used across the curriculum by having students make a timeline of their favorite book. The plot of the book should go along the timeline. This can be done in various subject areas!

Extensions: Science connects with a historical figure: Isaac Newton.  Teacher can give background on him prior to experiment or allow students time to research via book or internet this important historical figure. Adaptations Gifted students can choose one of Newton's laws and give a presentation on it after researching the topic.  ESL & Special Ed students can illustrate one of Newton's Laws on poster board or foam core.

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. 

This project would also be excellent for creating a sense of community in the classroom as everyone would be working together toward a common goal (acceptance of their project by NASA_.   ELL differentiation:  I would probably find a different project to accommodate ELL's as this project is very intense, and requires a strong command of language (in order to follow instructions.)  It is possible to create a book of picture instructions for the project or give them a smaller, yet still important role in the class for this particular assignment.

For use with the Science Process standard, Prediction.  This hands on activity would be useful with ESL, and the cooperative learning style would also help with ESL,and also be easy to differentiate g/t kids by allowing them to make a video or podcast of the daily weather and thew news.  If grants can be written, this would be a good one to take a field trip to a local television station 

I would read a book about shapes first as part of the discussion on shapes. I like in the end when the students come back and tally their results. You could also do a bar graph with the tally marks.

Scavenger hunts are usually motivating for kids.

Differentiation:  students will need to have premade graphs for some with pictures (vs. being able to read "flat" or "solid".)  Allow students to graph their findings.