Group items tagged

K.NS.3 - Observe living organisms, compare and contrast their characteristics, and ask questions about them

1.NS.3 - Describe objects in terms of the materials that compose them and in terms of their physical properties

2.NS.3 - Observe, ask questions about and describe how organisms change their forms and behaviors during their life cycles

CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing.

These activities are great to get more parents involved at home with their children's learning. The supplies needed to play these games makes it very easy to do at home. Great for ELL students because it helps equip parents with the same terms and activities being performed in class.

CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums

ELL and low English speaking students would benefit from the discussion present when solving long addition, subtraction, or multiplication problems with a partner.

Game could be modified or extended for higher grades by allowing the students to draw four cards each, then arrange them in a way to represent a 2-digit by 2-digit multiplication problem. The player with the highest total gets all four cards.

This is an experiment that is fun to do in class, but it needs to incorporate the scientific method and discussion of the laws of physics in order to be educational.  I would start by explaining Newton's Laws of Motion to the class, writing them on the board, and having students copy them down in their science notebooks.  Then, after they understand the Laws of Motion, set up the egg experiment and talk about what will be going on.  Have the students draw the initial set-up in their journals, then have them make predictions about what will happen when the experiment is conducted.  All of this should be recorded in the journals.  Finally, do the experiment (it would be best if students could work in small groups so that they can conduct the experiment for themselves).  Have them record what happened with words and pictures and identify if their hypothesis was correct or not.  Then explain how this experiment uses the Laws of Motion. This activity could be adapted for special needs kids by allowing them to observe the teacher conducting the experiment rather than doing it themselves.  They could try it by themselves first, but then they should watch the teacher do it so that they are certain to see the experiment conducted correctly. 5.NS.1 Make predictions and formulate testable questions. 5.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses.

5.DP.1 Identify a need or problem to be solved.

CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

Bodily Kinesthetic learners benefit from this type of instruction because it utilizes movement and patterns to teach skip counting and multiplication. ELL and low English speaking students get practice counting by pattenrs. The physical mats help students visualize the jumps they are making during skip counting.

Provides a fun and engaging way for partners to work together in pairs of two while practicing math facts. Provides ELL and low English speaking students extra practice recalling math facts. Provides the group learning environment as well.,

CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction

CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

This activity is great for all learners because it takes an abstract concept like mass (weight) and provides a visual for students to think about, in terms of 1 crayon equals 2 erasers in mass, or 2 crayons equal 1 pencil in length). It provides opportunities for ELL and low English speaking students to work with measurement on terms they are familiar with. It could be extended by switching to standard units of measurement such as inches, centimeters, or grams.

CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

CCSS.Math.Content.3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2

Activity is great to add real world context to ELL and low English speaking students. Provides a real world context for students to start thinking about measurement in. Brings items from the household into the classroom. Extend the activity by introducing the concept of adding two different measurements (1/4 + 3/4) together to make one whole.

CCSS.Math.Content.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale

CCSS.Math.Content.3.NF.A.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

This activity would be beneficial for ELL students because they could discuss with classmates why the two different parts (represented by the cards) makes one whole. It would give ELL students opportunity to construct own meaning for concepts represented. It could be extended by adding unline denominators, which would require students to simplify or factor to find the answer.

CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories

3-Dimensional component can be removed, and younger students can work with 2-Dimensional shapes instead. Students can practice identifying the attributes that make geometric shapes different from each other. ELL students could use these creations to help understand the "definition heavy" parts of Geometry (i.e. faces, vertices, sides, corners).

CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem

This activity is great for students who are struggling with the concept of division. The activity is especially helpful for students who need to visualize the statement before properly solving the problem. Again, these visual representations will make it easier for ELL and low performing English students to understand the concepts behind division. It could be extended by having students determine the number sentence from a story problem.

Standard: 3.NS.2 Identify fossils and describe how they provide evidence about the plants and animals that lived long ago and the nature of their environment at that time.

Extension: Students could create an fossil then research that prehistoric animal. Students could find out when they lived, how common the fossils are, and how they became extinct.

Adaptation: Students could work together in groups to make fossils if resources were limited. Students might make their own fossils, but then work in groups for the research component. This way the ELL and lower English speaking students could handle the research part of the activity.

Standards: 3.DS.1 - Observe and describe how sound is produced by vibrations. (3.1.1, 3.1.2, 3.1.3) Observe and describe how light travels from point to point. (3.1.4, 3.1.5, 3.1.6)

Adaptation- Different instruments could be placed at stations throughout the room if there were not enough to pass out to everyone. Students could move table to table recording what they observe about the sound.

Extension: This could be extended by turning it into a research project. Students could research specific instruments, then with classroom materials or materials from home, students could construct homemade instruments resembling what they researched. Knowledge of sounds waves and vibrations would be used to create working instruments.