Group items tagged

An extension for this activity would be to have students who seem to be enjoying it but are moving ahead of the group try the growing experiment with different plants.  These students could then compare the lima bean growth to that of other plants. Students who are struggling, or maybe who have had a plant die could work together in groups and share plants to observe and experiment with. 4.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. 4.3.4 Describe a way that a given plant or animal might adapt to a change arising from a human or non-human impact on its environment.

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. 

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 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.

4.NS.3 Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently. 4.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses. Of course, you should know your students and whether or not they are capable of using knives.  Consider using plastic knives instead of real knives or cutting the apples for them, doing a demonstration. Students who need adaptations due to special needs could work in small groups or could just observe the teacher doing the demonstration, and other students could cut the apples themselves.

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.

Adaptations: Activities could be completed alone and not as part of 5 day unit if time did not permit. Experiments could be completed in small groups or modeled explicitly by the teacher.

Use of graphs and graphic organizers could be varied depending on ability of students.

Extension: This is a science project heavy on language arts (writing). Allowing ELL students to draw more pictures may make this project more memorable for these students.

Once students have determined what soil is good for plants, students could test different plant seeds. Compare and contrast what soil works best for different plants.

Standard: 1.NS.2 - Observe, describe and ask questions about soil components and properties.

Standard: 5.NS.3 - 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.

Extension: After playing game, students could break up into small groups and create their own food webs and food chains with animals and other living organisms of their choice.

Adaptation: Activity could be modified for ELL students by placing short definitions on the backs of their cards for "Consumer" and "Producer" so they can observe the relationship even if they don't know the words.

Pictures could be added to index cards for ELL students who struggle with the variety of animal names that they might not be exposed to yet.

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: 4.4.1, 4.4.3

Expansion: Have students vary and record the amount of air inside the balloon to see how it effects how far and fast the hovercraft moves.  Set up a fan to see if air currents effect movement.   

ESL: Cooperative learning and recording of findings will help reinforce student vocabulary.  

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.

Standard: 1.3.1, K.3.1, K.3.2

Expansion: Have students record details about the bugs they find, or spend some time afterwards discussing how they knew what kind of insect was what.  

ESL: Repetition of vocabulary, visual links between real creatures and their names, and cooperative work will help students reinforce their English skills.