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4.1.1 Describe and investigate the different ways in which heat can be generated.4.1.2 Investigate the variety of ways in which heat can be generated and moved from one place to another. Explain the direction the heat moved. Differentiation: For ELL students, allow them to draw their predictions and also draw which direction they think the heat is moving after testing.

1. OA. 2 "Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem." This activity can be modified for gifted students by having them use more "pins" to add up. In the same way, the activity can be modified for ELL students by giving them fewer "pins" to add up. The activity can be used for older ages by having them multiply the numbers together.

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.

Extensions: Life Science connects with Recycling (Environment). Adaptations: Gifted students can determine other parts of plants that can be used instead of throwing away.  ESL & Special Ed students can help with experiment or draw pictures of results of experiment.

5.1.3 "Demonstrate that regardless of how parts of an object are assembled the weight of the whole object is identical to the sum of the weight of the parts; however, the volume can differ from the sum of the volumes."

Extension: Incorporate social studies and language arts- The Cartesian diver is named after Rene Descartes, a French philosopher and physicist. Students can do a research report on scientists that have made significant contributions to the world of science throughout history.

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.

Extensions: Connect Life Science with LA - Write predictions and observations in an Ant Observation Journal. Adaptations: ESL & Special Ed Students can draw pictures in their journal to show their knowledge.  A movie on the topic could be provided to extend knowledge after journals are complete to assess accuracy of predictions.  Gifted students can predict what the ants will need for their habitat/survival.

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. 

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.

1.3.3 "Observe and explain that plants and animals have basic needs for growth and survival: plants need to take in water and need light, and animals need to take in water and food and have a way to dispose of waste." This activity can be modified for ELL students by having them strictly draw pictures of their observations, rather than writing words to describe their observations. This can also be adjusted for older grades, by having them grow several different types of flowers, or by using different fertilizers to help the flowers grow. The students can then compare their effects of the different fertilizers on the same flowers.

4.1.2 "Investigate the variety of ways in which heat can be generated and moved from one place to another. Explain the direction the heat moved." This activity can be used with gifted students by allowing them to observe another candle burning in a bowl with no water present. The students can then compare and contrast the differences in the candles and the way in which they burn, and make inferences about why they believe the candles are different. This activity can be used with older age groups in the same way. The older students may be able to light their own candles as they work in groups, while still monitoring their progress.

How cool is this! I definitely want to try it!

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?"

SC.1.1.2 2000Investigate and make observations to seek answers to questions about the world, such as "In what ways do animals move?"

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.