Group items tagged

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.

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.

CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

This activity is great for all learners because it takes an abstract concept like mass (weight) and provides a visual for students to think about, in terms of 1 crayon equals 2 erasers in mass, or 2 crayons equal 1 pencil in length). It provides opportunities for ELL and low English speaking students to work with measurement on terms they are familiar with. It could be extended by switching to standard units of measurement such as inches, centimeters, or grams.

CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

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: K.CC.4, K.CC.5

Expansion: This game could be expanded to use a pair of dice which are added or subtracted to find the body-part number.  Dice with more than six sides could be used to make higher numbers.  

ENL: This activity teaches body-part vocabulary in addition to counting.  

CCSS.Math.Content.6.SP.B.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Students get to practice collecting data, making graphs, and finding mean, median, mode, and range all in a fun activity involving candy and group work. The activity only calls for students to find mean, median, mode, and range. Extend the activity by having students write hypotheses, conclusions, and by making graphs to display data.

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