Group items tagged

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 

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

Expansion: In order to cover several other Nature of Science, students could be required to make predictions, record their results in a log, test their predictions through multiple tries, and then analyze the results.  

ESL: Students would be able to practice using the American standard measuring system with cooking, and have that reinforced.  

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.

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: 2.NS.1.1- Observe, describe and measure ways in which the properties of a sample of water (including volume) change or stay the same as the water is heated and cooled and then transformed into different states. Extensions: Students can graph the weight of the sponge over time on a line graph. Students can discuss their predicitions and/or inferences (depending on how familiar they are with the water cycle) as a class. This activity is a good segwey into concepts such as the water cycle, evaporation, and states of matter. Adaptations: ELL students benefit from the whole class discussion stemming from the single experiement performed at the front of the class. Students gain a better idea of what is going on as they listen to each others' predictions and inferences as to where the water is going if it is leaving the sponge.

Standard 6.NS.1 - Understand that the properties and behavior of matter can be explained by a model that depicts particles representing atoms or molecules in motion. Extension: Once students understand properties of different liquids, they can think how to manipulate those liquids and their properties. One example would be to heat up one liquid to several different temperatures and see how they interact. Adaptation: Teacher could split students into groups of 3-4 and have them stack liquids on their own. Students could bring in several liquids from home (all approved) and try stacking them based on the observed properties.

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