Group items tagged

Sticky Note: This would be a great addition to a math lesson on measurement as a good follow-up to a lesson involving the gallon guy because it requires many types of measurement.

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.

Extensions: This activity can connect Science to LA using a writing prompt. Adaptations:  Gifted students can write a short essay on how an animal can use a tool to solve a problem.  Teacher would allow time for research (tool-using animals at PBS.org).  ESL & Special Ed students can draw a picture of an animal using a tool to solve a problem.  Teacher would pair up students for the research phase.

2.3.2 "Compare and contrast details of body plans and structures within the life cycles of plants and animals."

Extension: This activity could be a culminating activity to a unit on monarch butterflies, integrating Language Arts.

I have seen a pasta butterfly life cycle created on a paper plate divided into fourths (similar to the one I shared in class that used other materials) which helps to emphasize the cyclical nature because next to the adult section is the egg section which starts the process all over again.

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.

Make sure to add taking measurements in metric units to this activity in order to fully meet the standard.  This unit could be connected to a social studies unit on the plants that are important to the local community and humans in general.

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.

To differentiate pair students with different ability levels. If ELL students struggle, provide pictures of what activities you hope to have them accomplish

Extensions:  This activity connects Natural Science to Art. Adaptations:  Gifted students can name the different objects and describe their texture.  ESL and Special Ed students can pair-share to find the objects outdoors.

The Design ProcessAs citizens of the constructed world, students will participate in the design process.  Students will learn to use materials and tools safely and employ the basic principles of the engineering design process in order to find solutions to problems.3.4.2

1.3.4 "Describe how animals' habitats, including plants, meet their needs for food, water, shelter and an environment in which they can live."

Extension: This is a great way to open up conversation between the students and increase communication skills as they work together to determine what they need in their habitat in order for their living organisms to survive. This could also be a fun language arts cross-curricular activity- students could answer the question "What would your shoebox habitat look like?"

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

Not much differentiation needed, possibly change what certain students have to record. Add lesson writing for some who struggle and more pictures of what they are viewing. 

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 

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