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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.

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.

5.1.2 "Describe the difference between weight and mass. Understand that weight is dependent on gravity and mass is the amount of matter in a given substance or material."

Extension: After completing the experiment with oil and water, students could experiment with other liquids and make a hypothesis whether or not the density of the two liquids will be the same or different.

4.G.3 "Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry." This activity can be modified for gifted students by challenging them with more cards. Encourage them to use as many cards as they would like while participating in this activity! This activity can be used with younger ages by using objects other than cards. A big picture cut into pieces would help the students visualize symmetry, as it would be more like putting a puzzle together. The leader just gets to choose in what order the puzzle is assembled! Both players could check their work by knowing if the picture looks right.

2.2.1 "Observe, describe and measure ways in which the properties of a sample of water (including volume) change or stay the same as the water is heated and cooled and then transformed into different states." This activity can be modified for ELL students by having them record drawings during each observation, rather than writing the words for their observations. This would be a great activity for drawing, because each state looks so much different than the others (solid, liquid, and gas). This activity can be adjusted for older grades by having the students do the same activity with predictions at the beginning of the experiment about what they believe will happen. These students could also make other predictions about other types of matter that would react in the same way the juice ice did. For further exploration, these students could then test their hypothesis regarding other objects and their state of matter.

This goes with the Blubber worksheet from the other website about Polar Bear Blubber.

1.NBT.4 "Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten." This activity can be modified for gifted students by adding the number of die used. Try using two or more die as a challenge! The final score can be adjusted as well. This may be beneficial for ELL students. Instead of using 30 as the score to try to reach, try using 20. In the same way, the final score can be raised for gifted students. This activity can be used for older ages by multiplying the numbers, rather than adding them.

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.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".

K.CC.4 "Understand the relationship between numbers and quantities; connect counting to cardinality." This activity can be used with ELL students by having them simply count the spaces, rather than finding the matching number from the die. The gifted students can be given cards, rather than die, with simple math problems on them. The student would move their froggy to the number on the board that is the solution to their math problem. For example, if their card read "3 + 2", the child would move their froggy to the 5 space. This activity could be used with older grades by using the card concept, but using multiplication or division problems.

2.2.9: Investigate how the shape of the moon changes from day to day in a repeating cycle that lasts about a month. This activity can be adapted for gifted students by having them identify specific words that describe the phases of the moon they're observing. For example, under "Day 1," the student could write words such as "waxing," "waning," "full moon," or "new moon." This activity could also be used for younger age groups by having the students observe the moon for one week, rather than one month.

My only concern is that the students may think the moon actually does get "a bite" taken out of it and changes shape instead of realizing that it always remains circular, but it just appears to be different shapes based on the position of the moon in relation to the sun and the Earth. If you use this activity, be sure to make it perfectly clear that the moon is always round.

Sticky Note: This activity could be differentiated so that each group was working with a different planet in the solar system so that when the exhibits were displayed the class would see the whole solar system.

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.

1.2.1 "Observe and compare properties of sand, clay, silt and organic matter. Look for evidence of sand, clay, silt and organic matter as components of soil samples." This activity can be modified for gifted students by having them record their predictions about which particles will sink and which particles will float, rather than solely making the observations. This activity can also be modified for older grades by having them do the same thing. The older students can also be told to gather material that is sand, silt, and clay, and try to keep these in separate jars. 

This would be great to use in an ELL classroom as a way of using vocabulary such as "above", "below" etc and color so that it becomes a following the instructions game where the person is telling you where to put your pattern block. In this case the picture would be the key and the child could make the shape on a blank table.

The Design Process: Identify a need or problem to be solved; brainstorm potential solutions; document the design throughout the entire design process; select the most appropriate materials to develop a solution that will meet the need; create the solution through a prototype; test and evaluate how well the solution meets the goal; communicate how to improve the solution. This activity can be modified for gifted students by having them record their predictions, as well as measure how much weight each bridge held. The activity can be adjusted for younger grades by having them design only one bridge, rather than several. It can also be adjusted by providing specific materials for the younger students, rather than giving them a wide variety of choices for materials.

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

Sticky Note: This would be great to use with younger kids by making the distance shorter that the balloon had to travel and making the material list shorter. It would be a great way of graphing as well: graph the length of of each trial for each team.