Group items tagged

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.

3.1.2 "Investigate how the loudness and pitch of sound changes when the rate of vibrations changes." This activity can be used with ELL students by having them do the activity while saying a variety of words that they need to practice learning. These words could be said in Spanish and English, both. This is a great way to use this activity in a way that is meaningful for those students. This activity can also be used with older ages by having the students record their predictions about what will happen if they use a louder voice, or a deeper pitch with the sound. The students could then compare their results with other students in the class.

4.4.1    Disney Monorail ELL:  Disney website is available in many languages Gifted:  Build a model of the monorail system

Additional activities:  Math story problems based on miles traveled, number of passengers, etc.

5.4.1 Investigate technologies that mimic human or animal musculoskeletal systems in order to meet a need.5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.5.4.3 Design solutions to problems in the context of musculoskeletal body systems. Using suitable tools, techniques and materials, draw or build a prototype or model of a proposed design. Differentiation: For ELL and special education students; Create the model hand with the class as they create it.  Go step by step and do the process with them so they can watch you and hear the directions you are giving.

4.1.1 Describe and investigate the different ways in which heat can be generated.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. Differentiation: For ELL students, allow them to draw their predictions and also draw which direction they think the heat is moving after testing.

Great for ESL.  Can easily be adapted for higher ability students as well.  Can also be adapted if no camera or computer is available 

Can be differentiated for ELL's by using pictures to demonstrate the history of toothbrushes, and how to properly care for your teeth. Higher ability students could keep a journal of the experiments complete with pictures.

This is a creative activity that addresses science and language arts curricula.  Computers/internet access is required.

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.

Sticky Note: This could also be added to a science lesson where students have been creating vehicles and also have a class vehicle and class ramp that students could test. That way they could compare their own vehicles with the class vehicle and same with the class ramp (kind of like a control subjects). It could also be added to math lessons because of the measuring involved in each part of the activity.

Nature of Science Standards: Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently; use measurement skills and apply appropriate units when collecting data; keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports. This activity can be adjusted for ELL students by giving them a picture chart on which to record their data. Rather than using all words on the chart, pictures of a cup, plate, cake pan, etc. can be place on the chart, and the students can fill in the results of the distance for each picture. This activity can also be used with younger age groups by having them use other objects, such as a small ping pong ball, to throw. A bigger object may be easier for younger children to throw.

3.2.1. "Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves." 3.2.2 "Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals."

There are a ton of resources for extension activities with this unit on this site. This is a hands-on approach to rock and mineral exploration.

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.

5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction. Differentiation: For special needs students to practice their life skills, give them a Wal-Mart or grocery store add and help them look up the price of one roll of aluminum foil.  Then, help them look up the price of a newspaper.  Assist students in deciding which material was more cost effective, and which material worked the best.  Take a vote on which you would use.

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...

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!

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