Group items tagged

1.1.1 Use all senses as appropriate to identify the component parts of objects and the materials from which they are made. Differentiation: For students with learning disabilities, coming up with the words to describe what their senses are communicating to them can be very difficult.  Writing down their experience can be even more difficult.  Instead, allow students to draw what they think they are tasting and pictures to represent certain adjectives such as 'sweet'.

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.

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.

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.

2.1.1. "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 used as a cross-curricular activity as well; the teacher can require the students to use a certain number of adjectives to describe the states of the water.

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: Students can create mobiles to reveal their understanding of the rainforest ecosystem. Using coat hanger wire and string, students can construct a three-dimensional "dependence web" utilizing the animal and people-characters in The Great Kapok Tree.

1.3.1. "Classify living organisms according to variations in specific physical features (e.g., body coverings, appendages) and describe how those features may provide an advantage for survival in different environments." This activity can be modified for ELL students by having them draw pictures of the bugs they find, rather than writing words or numbers. This can also be adjusted for older groups by having them classify animals they see, which could include mammals, insects, fish, etc. They could also describe many other characteristics, such as the types of food these animals or insects eat.