Group items tagged

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.

This activity allows itself to adapt to all sorts of different learners, because it gives everyone a chance to work at their own pace.  For example, fast finishers can work to see how many colors they can find in nature and document those observations in their journals.  Slower students can be allowed to take their time and focus on one or two colors.  This is perfectly fine as long as everyone is learning and participating. K.NS.1=Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words K.NS.6=Make and use simple equipment and tools to gather data and extend the senses.

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. 

Standard: K.2.1

Expansion: have student record observations in a notebook.  For Kindergarten, students could do so via observational drawings. 

ESL: Done in pairs, this could be a cooperative learning process that will familiarize ESL students with observational techniques and discussion.  

K.2.3=Describe in words and pictures the changes in weather from month to month and season to season K.NS.3=Generate questions and make observations about natural processes.  This activity could be extended for special needs children by allowing them to explain to the teacher what they are thinking, and then the teacher could help the student express themselves through writing.  Kindergarteners don't know how to write very well yet, anyway, so they will probably need a lot of help and creative teachers to understand their written work.

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: MA.3.1.15 2000, MA.2.1.12 2000, SCI.2.2.1 2010, SCI.2.2.3 2010

C.C. Standard: 2.MD.9

Expansion: Students could graph their weather findings over time and use those graphs to learn how to interpret data and predict future weather patterns.

ENL: ENL students can expand their weather and observational vocabulary through constant repetition of particular words and images.  The spinner is very visual, offering a graphic representation of the weather pattern they are recording. 

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.