Group items tagged

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.

Alter the number of pictures that a student needs to collect if they struggle. Define rolls so that students who need help are in a role they can be successful to help the group. 

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!

6.4.1 "Understand how to apply potential or kinetic energy to power a simple device"

This activity could be differentiated for gifted students by challenging them to use materials they can find around the classroom other than those provided once they have determined how to successfully build the wheel and axle devices out of the provided materials.

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.

The Challenger Center also offers Special Needs missions. Lessons are differentiated as students will be assigned to different roles.  This is a very "challenging" endeavor, and requires completion of lessons prior to the visit.

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.

6.4.2 Construct a simple device that uses potential or kinetic energy to perform work. Differentiation: Gifted students could go a step further and cover the next standard "6.4.3 Describe the transfer of energy amongst energy interactions" and do a write up on how energy was transferred during this activity

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.

3.4.2 "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.

Simple activity for most, but if certain students struggle, have a couple that are pre-lined to show where students need to fold, or even pre-creased to help them complete the instructions. 

For students who struggle to follow directions have some that have dotted lines showing them where they need to fold the paper. 

Consider the difficulty building these birdhouses might be for students, possibly contract several over the course of a couple years and lend them to students who may need one to enjoy the activity

4.4.3 "Investigate how changes in speed or direction are caused by forces: the greater the force exerted on an object, the greater the change."

This would be a great inclusion activity for special needs students. Students could work in groups to calculate the work. Even though this is listed as a middle school activity, with thorough explanation, 4th grade students would be able to complete this activity to meet standard 4.4.3.

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.

Have students find real life machines that use this advancement to function. 

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.