Group items tagged

Extension: Students could make a "My Rock Collection Book" and include drawings and lists of adjectives used to describe the rocks

Extension: Students could make a "My Rock Collection Book" and include drawings and lists of adjectives used to describe the rocks.

Adaptation: Teacher could use leaves, toys, or any other classifiable objects in the room to practice observing and classifying based on visible and physical characteristics

Adaptation: Teacher could use leaves, toys, or any other classifiable objects in the room to practice observing and classifying based on visible and physical characteristics.

Standard: K.NS.1 - Adaptation: Teacher could use leaves, toys, or any other classifiable objects in the room to practice observing and classifying based on visible and physical characteristics

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.

4.NS.3 - Observe, describe and ask questions about structures of organisms and how they affect their growth and survival

Adaptations - If large number of students will not be able to reach extended family to complete the chart, class could conduct a study to see how many share traits with immediate family.

Extensions - Students with access to relatives information could try going back as far as they could, creating a "family tree of genes".

For advanced students, Punnit Squares could be introduced and students could find out which traits or dominant and which traits are recessive based on their position in the Punnit Square.

Expansion: 4.4.1, 4.4.3, 4.4.4

Expansion: Have students theorize what a water wheel like this could be used for.  Have them try to develop a simple machine that could be attached to the wheel and moved via the water, then record their findings.  Have them vary the rates of water flow to determine how it effects the wheel. 

ESL: Cooperative work, innovation and hands-on time will help students better understand how water creates movement. 

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.

C.C. Standards: 1.MD.2, 1.MD.4, 2.MD.1, 2.MD.9, 2.MD.10

Expansion: As kicked balls could take a lot of time to measure, students could throw bean bags or jump.  For jumping they could work in pairs to measure each other's jumps and then report the data. 

ESL: Physical and visual aids in learning measurement will help ESL students retain measurement information. 

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.

CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape

Game is great for ELL learners because it requires no English proficiency to complete the online tasks. Students can log into the program and begin working immediately, discovering the relationships between different 2-dimensional plane shapes on their own. Activity could be extended by bringing in physical tangram sets for students to complete during down time.

Standards: 6.1.1, 6.1.2, 6.1.3, 6.NS.1, 6.NS.2, 6.NS.4, 6.NS.10

Expansion: Have students predict what will happen to the paperclips when soap is added before they do it, then compare their predictions to their results.  Have them record and discuss their findings.  

ESL: Group cooperation will help students retain science vocabulary and understand more.  

This activity could be adapted for ELLs and special needs students by showing them on the board or overhead what the completed project should look like.  If they have difficulty reading, it could be hard to know where to put the different labels, but this would be much easier for them if they had an example to look at. K.3.1 Observe and draw physical features of common plants and animals. K.NS.6 Make and use simple equipment and tools to gather data and extend the senses.

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.   

Standards: 6.NS.2, 6.NS.3, 6.NS.4, 6.NS.5, 6.1.2, 6.1.3 

Expansion: This experiement could be expanded to fulfill all of the sixth grade nature of science standards with the addition of predictions, deliberate recording of observations, multiple tests, analysis and presentation of findings.  It could be expanded into a unit-long project.  

ESL: Cooperative learning and recording of data will help reinforce student understanding.  Full use of science procedures will reinforce the scientific method. 

This activity could be adapted for English Language learners by creating an instructional guide on how to set up the still that uses pictures and illustrations heavily.  This way, if the students have difficulty understanding spoken English, they can use the direction handout to figure out  5.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses. 5.NS.3 Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently.

Standards: 1.1.2, 1.1.3

Expansion: The maple syrup part of this will be a little difficult with a stove in a classroom, but experiment with different types of liquids or solids.  Salt-water might be an interesting long-term experiment for changing a liquid to a solid.  That, or be very cautious how this is done. 

ESL: Recording findings will help students reinforce science writing skills. 

2.2.3 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks. 2.NS.3 Generate questions and make observations about natural processes. Students who are having a hard time getting a handle on the concepts presented in this lesson could be given additional time.  Really, any adaptation you make to this activity for slower learners would be a good thing for all students, so additional pictures and resources should be shared with all students.  Time is the only thing I could think of that could become an issue for students, so slower students could be given more time and one-on-one teacher help for this activity.

Standard: 2.1.1, 2.NS.2

Expansion: Have student record their observations of the changes of state in a notebook. 

ESL: Use of a notebook for recording, and peer work within a classroom will help ESL students reinforce vocabulary and language through communication.