Bridge12

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.

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.

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.

Students ask questions about a variety of living things and everyday events that can be answered through shared observations.SC.K.4.1 2000Give examples of plants and animals.SC.K.4.2 2000Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

SC.1.1.1 2000Observe, describe, draw, and sort objects carefully to learn about them.

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.)

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

Extensions:  This activity connects Natural Science to Art. Adaptations:  Gifted students can name the different objects and describe their texture.  ESL and Special Ed students can pair-share to find the objects outdoors.

Have students describe the create their own fossil. Have students who create their fossil to provide a story about they fossil. If students struggle with writing have them present something orally to give them another option if they struggle in their writing. 

I have a fossilized imprint of one of my son's hands that he made in school. It makes a nice keepsake while also teaching about fossils.

This is simple for most students to take part in, but be sure to put students in pairs to help assist those with needs to put together the experiment correctly. When assessing it may require pictures to have students explain what is being done.

Extensions: Science connects with a historical figure: Isaac Newton.  Teacher can give background on him prior to experiment or allow students time to research via book or internet this important historical figure. Adaptations Gifted students can choose one of Newton's laws and give a presentation on it after researching the topic.  ESL & Special Ed students can illustrate one of Newton's Laws on poster board or foam core.

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. 

Extensions: Physical Science connects with Math (measurement). Extensions: ESL & Special Ed students can help in preparation process and can taste the fancy meringues. Gifted students can measure ingredients and predict outcome or explain why there is a change in the state of matter.

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.

If students struggle to get this activity there are two more to try to attempt to get them to understand how rocks break down. Not a whole lot else you can do with this activity to differentiate that I can think of, feel free to post any ideas

You could have English Language Learners work in small groups with native English speakers; students often feel more comfortable with contributing comments and asking questions in small groups.

You could address other multiple intelligences by asking students to draw the results of their experiments. There are several variations already included on the site.

Can make low-ability students only separate a into two or three categories. While have high-ability students separate into more than 4 categories and possibly add names to leaves or categories. 

Be sure to separate kids based into mixed ability groups or pairs because their could be a lot of directions for low-ability students. Plus mixing them up by ability can really help students learn from one another.