Group items tagged

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.

6.3.5 Describe how all animals, including humans, meet their energy needs by consuming other organisms, breaking down their structures, and using the materials to grow and function. 5.3.1 Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem. This activity works really well for all types of learners because it is interactive and involves group knowledge.  For English Language learners, it would be a good idea to not only write the names of the species on the card, but to place pictures of the species on these cards as well.  This will help your ELLs, but it will also add another layer of knowledge for all students because they will start to notice that how the animal looks reflects its place on the food chain.  Animals that are fast and have sharp teeth and claws are probably at the top of the food chain, and plants are near the bottom.

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.

This activity should be done as an experiment in class.  This means that students should make a prediction about how the match will heat the air and affect the egg.  Students will write down their predictions in their science notebooks.  They should also draw pictures and make notes about what is happening in their science notebooks.  All students will be expected to participate in this activity and take notes, make predictions, draw pictures, and describe whether or not their predictions were correct.  Adaptations could be made for students with special needs by allowing them to express themselves more with pictures than words, and giving them additional time to complete their work. 5.NS.1 Make predictions and formulate testable questions 5.NS.7 Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps, and models through oral and written reports.

5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

As a child, I loved making origami, and I think origami lends itself naturally to studying geometry, so I love the idea of turning making origami into a math lesson. This is a really good whole-group activity because it allows everyone to follow along and be interested in what is going on.  It is especially nice for ELLs because by seeing you work on your box simultaneously through the projector, these students are not as restricted by the language barrier.

This activity could be adapted for struggling students by giving them less advanced story problems with easier to spot unnecessary information.  More advanced students could be given more detailed story problems.  Struggling students could also be given story problems with some of the unnecessary information already crossed out and some of the valuable information pre-underlined, giving them a head start

4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Students who take a longer time to complete the activity could be given a number board with numbers one through ten on it, rather than one through sixteen.  This would save some time and allow slower students to finish at around the same time as the rest of the class.

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Although I really like how this activity involves all aspects of trip planning, it could be adapted for less-advanced students by simply having them measure rather than calculate out travel time.  Students could still come up with the total distance, but travel time could be turned into a group activity that the class and teacher solve together until students become more confident in their abilities.

This activity should be introduced with a discussion about the properties of light.  The teacher could talk about why rainbows are all different colors or use a prism to show how light can be broken into all different colors.  A short video on the topic might work well for this topic as well, if you can find a good one.  By the end of the initial introduction, students should understand that all different colors of light, when combined, create white light.  Then students will be introduced to the experiment, write their predictions in their science notebooks, conduct the experiment, and record their findings. 4.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses. 5.NS.7 Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports. Like most experiments, student capabilities should be taken into consideration. If they cannot handle conducting this experiment on their own or with a small group, they can observe another student's or the teacher's experiment.

4.OA.1 Interpret a multiplication equation as a comparison

This activity could be adapted so that rather than individual students playing against each other, groups could play the game competitively.  This would take pressure off of those students who are not as fluent in their math facts as others.  It also makes it less stressful for individual students.

Students who struggle more with this more challenging activity could have more time to plan and view pictures of actual bridges with the teacher pointing out the structural elements and geometric shapes on these bridges.

6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

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

This activity could be made more difficult by adding negative numbers and turning it into an actual plane (x and y axes).  For example, points would be identified as (-3,4) rather than A2

5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

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.  

CCSS.Math.Content.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

This game enforces fluency of adding and subtracting multi-digit numbers. It could be extended to the teaching of probablity, as every turn runs the risk of not rolling a 5 or a 1 (to continue playing) and requires players to regularly assess the chances of rolling a specific combination. This game gives ELL students and lower English speaking students lots of practice talking large math problems out in their heads as they keep track of each other's scores.

Standards: 3.1.2, 3.1.3, 3.NS.5

Expansion: Have student make predictions of what will occur to the crystals before they begin the experiment.  Have them record the results of each different type of voice.   

ESL: Doing this experiment in pairs with classmates will help reinforce English science vocabulary 

This activity looks like a lot of fun for young learners.  The activity itself should be good for all learners, but the paper at the end that students fill out to show what they have learned might give some students trouble.  I would emphasize using best guess spelling for this paper, and I would spell common words that students will use on the board.  If a student is really having trouble making letters or forming words, you could talk to that student individually and find out what they want to write for each blank, then copy it down for them with a highlighter or other light marker, and have the students trace what you have written with their pencils. K.NS.2 Conduct investigations that may happen over time as a class, in small groups, or independently. K.NS.6 Make and use simple equipment and tools to gather data and extend the senses. 1.3.5 Observe and describe ways in which animals and plants depend on one another for survival.