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.

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.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram

This game could benefit those students who are struggling with the concept of adding and taking away from a number and how that changes the value of something. Particularly helpful for ELL students who might lose understanding in the translation. One way to extend this game would be to include positive and negative numbers to demonstrate how negative numbers work.

Adaptations: Activities could be completed alone and not as part of 5 day unit if time did not permit. Experiments could be completed in small groups or modeled explicitly by the teacher.

Use of graphs and graphic organizers could be varied depending on ability of students.

Extension: This is a science project heavy on language arts (writing). Allowing ELL students to draw more pictures may make this project more memorable for these students.

Once students have determined what soil is good for plants, students could test different plant seeds. Compare and contrast what soil works best for different plants.

Standard: 1.NS.2 - Observe, describe and ask questions about soil components and properties.