Group items tagged

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.

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.

5.4.3

Allow students to work independently or in small groups.  Provide legos and base plates for student use.  Differentiation may include the chance to design the entire room, or just the toy box.  Students would have an opportunity to visually present, or just set up the model.  

Modification to project required to meet standard.  *** Can be modified to include discussion of recycling***

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.

SC.3.3 2000 - The Physical SettingStudents observe changes of the Earth and sky. They continue to explore the concepts of energy and motion.SC.3.3.1 2000Observe and describe the apparent motion of the sun and moon over a time span of one day.

Students who finish early could try drawing the structures of blood.  If the teacher can obtain the materials, looking through a microscope at real slides of blood and draw that for a further extension.

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.

6.4.2. "Construct a simple device that uses potential or kinetic energy to perform work"

This is a great activity that takes this standard to a whole new level- using the body to make a model of a machine.  Once the students have completed the activity, I would challenge them to think of what we use in our every day life that is made out of machines like the "marshmallow-smashing machine." Sixth grade students will love coming up with silly noises and motions- awesome learning tool/visual for kinesthetic students!

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.

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. 

Differentiation:  planting trees is a universal activity that would build community within the classroom and within the school.   Gifted students could make models of what "trees" are used for to assist human beings.  

4.NBT.2 "Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons." This activity can be adjusted for ELL students by using a smaller deck of cards. The game can first be mastered by using only the black cards (positive numbers). Once the student(s) is comfortable with the concept of the game with the positive numbers, the negative numbers (red cards) can be introduced. This activity can be used for younger ages by working with only the black cards, and modeling proper mathematical words, such as "greater than" and "less than".

4.NF.1  Explain why a fraction a/b is equivalent to a fraction (nxa) (nxb) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Differentiation: For gifted students, the problems on the board can be changed to best suit the child's abilities.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value. Differentiation: For younger students, use place value cards and base 10 materials.  Using these manipulatives have students add and find place value with mats.

5.NBT.7  add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies  Differentiation: Have gifted students multiply up to three dominoes or divide the numbers instead