4.NS.5 Use measurement skills and apply appropriate units when collecting data. Sticky Note: This would be great to add to a fourth grade social studies unit to make a topo map of the state of Indiana which includes information pertinent to the Indiana social studies unit.

4.2.2 Describe how wind, water and glacial ice shape and reshape earth's land surface by eroding rock and soil in some areas and depositing them in other areas in a process that occurs over a long period of time. Sticky Note: This would be great to add for ELL students as a preview for a unit on weather so they have a good foundation of the vocabulary needed to understand the upcoming unit.

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. 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.

K.1.1. Use all senses as appropriate to observe, sort and describe objects according to their composition and physical properties, such as size, color and shape. Explain these choices to others and generate questions about the objects. Sticky Note: I choose a kindergarten standard for this because it could be easily manipulated to fit this standard. They could be grouping these based on how high they bounce. It could also be used with higher grade levels with math and doing measuring, graphs and data (range, mean, median, mode, etc).

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. Sticky Note: This would be a great beginning activity to describe the 3 states of matter. Also could be manipulated to be turned into a math activity where students = different fraction lengths (12 kids =1 whole...what would 6 kids equal, etc.)

3.2.6 Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. Sticky Note: This would also be a great activity to attach to fractions because you have to be able to understand fractions to put the ingredients in the correct places. It could also be used in younger grades where groups are making one together or the class creates one together and discusses our responsibilities to keep the earth clean.

2.2.1 Construct and use tools to observe and measure weather phenomena like precipitation, changes in temperature, wind speed and direction. Sticky Note: This would also be a great activity to have after calendar in the morning of a younger class who has just discussed the weather to give kids a hands-on activity about weather.

4.4.1 Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion. Sticky Note: This could also be added to a science lesson where students have been creating vehicles and also have a class vehicle and class ramp that students could test. That way they could compare their own vehicles with the class vehicle and same with the class ramp (kind of like a control subjects). It could also be added to math lessons because of the measuring involved in each part of the activity.

5.2.1 Recognize that our earth is part of the solar system in which the sun, an average star, is the central and largest body. Observe that our solar system includes the sun, moon, seven other planets and their moons, and many other smaller objects like asteroids and comets. 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.

5.DP.2-4: Brainstorm potential solutions. Document the design throughout the entire design process. Select a solution to the need or problem. Omit the scoring, extend the time frame so that each group gets 15 minutes to brainstorm their solution and 20 minutes to build/test their structure Sticky Note: This could be used for graphing if students had to test their structures multiple times, create a graph and find the average. Then could create a class graph of each group's averages. Could also be manipulated for younger students by changing the amount of materials.

2.DP.4-6: Select a solution to the need or problem. Select the materials to develop a solution. Create the solution. Do not use the scoring, just the activity. I would extend time frame to twenty minutes: 10 to brainstorm solutions and 10 to complete their structure Sticky Note: This would be easy to manipulate for younger students by changing it from a cantilever structure to creating the highest structure with a certain number of materials. It could also be manipulated for older students by changing the materials to less obvious choices.

6.4.2 Construct a simple device that uses potential or kinetic energy to perform work. Activities 2 and 3 Sticky Note: This would be a great addition to a math lesson as well if the students were required to create, maintain, and balance a budget for creating this machine.

5.3.1 Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem. I would use parts A and C as descriptions of the project and disregard part B. Sticky Note: Grades 2-5 all have portions of Life Sciences devoted to ecosystems and this project could be easily manipulated to focus on different aspects of an ecosystem. I would give specific guidelines in some cases, especially for younger grades, but it would be great to allow older students to have time to brainstorm the kind of ecosystem they wanted to complete and allow them to go through the research process to create a good replica of that ecosystem.

3.DP.4: Select a solution to the need or problem. I would use only part of this activity (The Problem) and give students a list of pollutions they could choose to do their project on. Sticky Note: This would be a great end of unit project as an assessment to see whether students have understood different parts of pollution. Could be useful to make groups inclusive including ELL) and give job titles to ensure that all students would learn and feel comfortable in their groups.

4.NS.6: Test predictions with multiple trials. I would put the limitations in less words with visuals to show what the different things mean to make it clearer for all participating. I would also take the competition aspect out of it (limitations 5-7)and use it simply as a group activity. 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.

Identify the digits students will use by handing demo digit cards to selected students (e.g. 3, 5, 8). Students at desks should take these same digits from their card decks. Give directions for students to form a number to meet specific criteria. Students in front rearrange themselves to build a number. Students at desks arrange digit cards to build a number to satisfy the conditions. Build the largest number you can. Build the smallest number you can. Build a number less than 800. Build a number greater than 800. Build a number that is between 300 and 500. Build a different number that is between 300 and 500. Repeat with different digits and different directions. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Sticky Note: This could be enriched by having students call out directions and do as group table activities as a review game before a test

This game is played by the teacher calling out a number to go in a place value and students holding cards create the number. Could be played in teams. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Sticky Note: This could be used at higher levels by changing how you as the teacher call out the numbers to go in the place values...using fact questions to get the answer.

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Sticky Note: This would be easy to manipulate as a game for higher grades by adding operational thinking problems to come up with the numbers for the place values.

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Sticky Note: This would be a great game to manipulate to be a shape finding game. Instead of doing addition problems, have a list of attributes and have students create the shape with their playdough.

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings), and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Sticky Note: This would be great to have as a station with other similar games to use as a review day before a math test.