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These experiments should be conducted with a science notebook so students make predictions and observations, draw pictures, and record their findings. They are fun experiments to do in class, but they should be tied into a lesson about why the things happen in the experiment.  Like I have been noting in many of my science lesson activities, know your students and their capabilities and make sure that they understand what is going on.  Lessons that involve the student observing and note-taking in a science journal allow them to work at their own pace and according to their own abilities, so the nature of the assignment means that it is already adapted for all different learners. 5.NS.1 Make predictions and formulate testable questions. 5.NS.3 Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently.

5.DP.3 Document the design throughout the entire design process. 5.DP.4 Select a solution to the need or problem.

2.4.3 Identify a need and design a simple tool to meet that need.

4.DS.4 - Design a moving system and measure its motion. 4.DS.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.

Adaptation - Lesson could be shortened by discussing the principles of flight, reviewing possible designs, then have students design 1 paper airplane based on what they think will work best.

Extension: Students could be given a second chance to construct a paper airplane, providing a written explanation and model drawing for what they did differently.

This lesson could be extended in all sorts of directions, depending on what stage the children are in their learning.  For example, you could tie the lesson into other sorts of measurement and have students estimate how much the mitten can stretch. This lesson can be adapted for more accelerated students by allowing them to experiment with different mittens and gloves to see which is the most efficient at holding heat. 2.NS.3=Generate questions and make observations about natural processes. 2.NS.5=Discuss observations with peers and be able to support your conclusion with evidence.

5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.

Students could also extend the activity to see how different types of gloves and mittens hold heat, thereby deciding which is the most efficient.

2.4.3 Identify a need and design a simple tool to meet that need.

Standards: 4.DP.1-11, 4.1.3, 4.1.4

Expansion: Have students record hypotheses about what will happen and results.  Have students try other types of liquids and solids to see if they work.  Hook juice up to a lightbulb to test whether it works.  

ESL: Collaborative work and recording data will help reinforce esl vocabulary and understanding of science processes.   

Standard: 6.DP.1-11, 5.DP.1-11

Expansion: Have students record their hypothesis of what the different liquids will do before they perform the experiment, and then the results when they are finished.  

ESL: working in groups to perform experiments will help reinforce vocabulary and understanding.  

Standards: 3.3.2, 2.3.1, 1.3.2, 1.DP.5, 1.DP.6

Expansion: Students can observe and record changes in their terrarium over time, and create a log.  

ESL: Cooperative work and practice writing will help reinforce science vocabulary.  

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.

Standards: 2.DP.2 - Day to day and over the seasons, observe, measure, record and recognize patterns and ask questions about features of weather. (2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6) Investigate how the position of the sun and moon and the shape of the moon change in observable patterns. (2.2.7, 2.2.8, 2.2.9)

Extension: Students could use this activity as a stepping stone to study the phases of the moon in greater depth. The next step could be to model the changes of the moon as it rotates the earth by using a flashlight as the sun.

Adaptation: This is a great physical representation to descripe words that may have no meaning to ELL students. Students are more likely to remember the phases because there is food involved and it was studied in a casual setting.

Standard: 5.DP.1 - Describe the weight and volume and measure the weight and volume of various objects.(5.1.1, 5.1.2) Demonstrate that mass is conserved even when a substance has undergone a change in its state. (5.1.3, 5.1.4)

Extension: Students could weigh the materials seperately before combining into the slime mixture and compare and contrast the weight with after the slime has been created. Students could hypothesize where some of the mass was relocated (assuming some moisture was worked out of slime while handling).

Adaptation: Students could make homemade ice cream, and other baked goods to demonstrate the difference between chemical and physical changes.

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.