Skip to main content

Home/ Bridge13/ Group items tagged construct

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Caitlin Ridley

Getting to the Bottom of the Pyramids - 1 views

www2.mcrel.org/...activityDetail.asp

math Grade 6 Grade 7 Grade 8 problem solving

shared by Caitlin Ridley on 25 Jan 13 - No Cached
  • Caitlin Ridley on 25 Jan 13
     
    As a result of this activity, students will be able to construct informal logical arguments to justify reasoning processes and conclusions.
Andrew Todd

Making a Terrarium Lesson Plan, Building, Plants Design, Teaching Science Activity - 1 views

www.instructorweb.com/...maketerrarium.asp

Nature Observation Kingergarten terrarium insects plants

shared by Andrew Todd on 15 Feb 13 - Cached
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Standard: 1.NS.3 - Observe, describe and ask questions about living things and their relationships to their environments.
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Extension: Students could maintain terrariums for various lengths of time, depending on the goals behind building the terrariums. Students could make representations of what they have observed over time in the terrariums.
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Adaptation: ELL students could work with English Speaking students to bridge the language gap needed when following instructions for making terrariums. ELL students could also get support from English Speaking students when writing down what they observe, because it may be unfamiliar language. Graphs and charts could be made as a class, to keep track of height of plants and number of insects.
  • Andrew Todd on 15 Feb 13
     
    Students can learn, step by step, how to construct a terrarium so to see how insects and plants interact in a controlled environment.
Mary Miller

Illuminations: Count on Math - 1 views

illuminations.nctm.org/LessonDetail.aspx

Grade 5 estimation math Grade 4

shared by Mary Miller on 01 Feb 13 - Cached
  • Every Breath You Take
    • Mary Miller
      Mary Miller on 01 Feb 13
       
      This website is the best one I found for reliable quality and well-constructed lesson plans!  I am looking forward to exploring it some more.
    • Mary Miller
      Mary Miller on 01 Feb 13
       
      1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
    • Mary Miller
      Mary Miller on 01 Feb 13
       
      3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
    • Mary Miller
      Mary Miller on 01 Feb 13
       
      This activity lends itself naturally to children who may not grasp the concept very well because it allows them to work in groups.  Heterogeneous grouping for this activity would allow everyone to work together in a fun, non-competitive environment.  The worksheet could be adapted for ELLs by including pictures or changing the wording to simpler words.  I found the wording of the activity sheet to be a little advanced for the age group in general, so ELLs would have particular trouble with it.  Also, it never hurts to read the activity sheet aloud before asking the studnets to fill it out.
  • Mary Miller on 01 Feb 13
     
    Students count the number of breaths taken in a given amount of time to make predictions.
Andrew Todd

Great Geoboard Activities for Guided Math Groups « Dr. Nicki's Guided Math Blog - 1 views

guidedmath.wordpress.com/...ivities-for-guided-math-groups

Geometry 4th grade 5th grade 6th grade

shared by Andrew Todd on 01 Feb 13 - No Cached
    • Andrew Todd
      Andrew Todd on 01 Feb 13
       
      CCSS.Math.Content.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles
    • Andrew Todd
      Andrew Todd on 01 Feb 13
       
      CCSS.Math.Content.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
    • Andrew Todd
      Andrew Todd on 01 Feb 13
       
      CCSS.Math.Content.6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
    • Andrew Todd
      Andrew Todd on 01 Feb 13
       
      Geoboards are used to make polygons, angles, and lines. All students, including ELL and low performing students, benefit from the hands on construction of different figures. Allows for lots of repetition.
  • ...2 more annotations...
    • Andrew Todd
      Andrew Todd on 01 Feb 13
       
      CCSS.Math.Content.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles
    • Andrew Todd
      Andrew Todd on 01 Feb 13
       
      CCSS.Math.Content.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
  • Andrew Todd on 01 Feb 13
     
    Geoboards
Maria Watson

http://www.k-5mathteachingresources.com/support-files/coordinateshapes.pdf - 1 views

www.k-5mathteachingresources.com/...coordinateshapes.pdf

Geometry Math Grade 5

shared by Maria Watson on 02 Feb 13 - No Cached
    • Maria Watson
      Maria Watson on 02 Feb 13
       
      MA.2.4.1 2000 Construct squares, rectangles, triangles, cubes, and rectangular prisms with appropriate materials. Extensions: Students can then find something in the room that is the same shape of the two geometric figures and draw it also on the their paper.   Adaption:  Students who struggle spatially can be given larger graph paper to help them count the points.  
Maria Watson

I ♥ mathematics {platonic solids garland} | Mini-eco - 1 views

www.minieco.co.uk/matics-platonic-solids-garland

Math geometry Grade 3 Grade 2

shared by Maria Watson on 02 Feb 13 - No Cached
    • Maria Watson
      Maria Watson on 02 Feb 13
       
      MA.2.4.1 2000 Construct squares, rectangles, triangles, cubes, and rectangular prisms with appropriate materials. MA.2.4.3 2000 Investigate and predict the result of putting together and taking apart two-dimensional and three-dimensional shapes. Extension: The following day, the teacher can place one of the 3D shapes into a paper bag and have students come up one by one and feel the shape in the bag, describe it, and make a final guess of what the shape is. Adaption:  Students who have trouble focusing and retaining information can have a key or sheet to reference that describes each of the shapes (sides, vertices, classification...etc)
Mary Miller

Classroom Magic: Are Mittens Warm? - 0 views

classroommagic.blogspot.com/...are-mittens-warm.html

Grade 3 Grade 2 temperature Science Engineering and Technology making predictions mittens thermometer

shared by Mary Miller on 11 Feb 13 - No Cached
    • Mary Miller
      Mary Miller on 15 Feb 13
       
      This lesson could be extended in all sorts of directions, depending on what stage the children are in their learning.  For example, you could tie the lesson into other sorts of measurement and have students estimate how much the mitten can stretch. This lesson can be adapted for more accelerated students by allowing them to experiment with different mittens and gloves to see which is the most efficient at holding heat. 2.NS.3=Generate questions and make observations about natural processes. 2.NS.5=Discuss observations with peers and be able to support your conclusion with evidence.
    • Mary Miller
      Mary Miller on 21 Feb 13
       
      5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.
    • Mary Miller
      Mary Miller on 21 Feb 13
       
      Students could also extend the activity to see how different types of gloves and mittens hold heat, thereby deciding which is the most efficient.
    • Mary Miller
      Mary Miller on 28 Feb 13
       
      2.4.3 Identify a need and design a simple tool to meet that need.
  • Mary Miller on 11 Feb 13
     
    This is a fun lesson that connects literature to science and allows students to think about temperature in a new way.  The lesson involve measuring the temperature of the room, an empty mitten, and a mitten with a hand in it.  Most children will be surprised to find out that the mitten itself is not warm, but mittens keep your hands warm because they insulate your body temperature.
Mary Miller

Lesson Plans: Frogs and Toads Are Different (But Still Friends) (Elementary, Science) - 0 views

teachers.net/...1027.html

frogs toads similarities and differences Grade 2

shared by Mary Miller on 13 Feb 13 - No Cached
  • Frogs and Toads Are Different (But Still Friends)
    • Mary Miller
      Mary Miller on 15 Feb 13
       
      2.3.2 Compare and contrast details of body plans and structures within the life cycles of plants and animals. 2.NS.2 Conduct investigations that may happen over time as a class, in small groups, or independently. This activity could be adapted in many ways to suit your goals and time constraints, but the reason I chose it is because it involves using technology, research, and includes quality literature.
Caitlin Ridley

Make a Hovercraft! | Activity | Education.com - 0 views

www.education.com/...make_a_hover_craft_fourth

science machines science engineering and tech Grade 4

shared by Caitlin Ridley on 13 Feb 13 - No Cached
    • Caitlin Ridley
      Caitlin Ridley on 13 Feb 13
       
      Standards: 4.4.1, 4.4.3
    • Caitlin Ridley
      Caitlin Ridley on 13 Feb 13
       
      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.   
    • Caitlin Ridley
      Caitlin Ridley on 13 Feb 13
       
      ESL: Cooperative learning and recording of findings will help reinforce student vocabulary.  
Caitlin Ridley

Construct a Weather Spinner | Education.com - 1 views

www.education.com/...weather-spinners

Grade 2 math science weather probability Grade 3 data

shared by Caitlin Ridley on 25 Jan 13 - No Cached
    • Caitlin Ridley
      Caitlin Ridley on 25 Jan 13
       
      Standard: MA.3.1.15 2000, MA.2.1.12 2000, SCI.2.2.1 2010, SCI.2.2.3 2010
    • Caitlin Ridley
      Caitlin Ridley on 30 Jan 13
       
      C.C. Standard: 2.MD.9
    • Caitlin Ridley
      Caitlin Ridley on 25 Jan 13
       
      Expansion: Students could graph their weather findings over time and use those graphs to learn how to interpret data and predict future weather patterns.
    • Caitlin Ridley
      Caitlin Ridley on 25 Jan 13
       
      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. 
  • Caitlin Ridley on 25 Jan 13
     
    Tracking the weather serves as a perfect educational-and entertaining-introduction to the natural sciences. Your child will learn to see details and patterns in atmospheric conditions. A simple weather spinner provides an accessible tool for your child to improve her observation and analysis ability, important scientific skills she will use for the rest of her life.
Maria Watson

How to Make a 3D Square Out of Paper - 1 views

www.ehow.com/_make-3d-square-out-paper.html

Grade 6 Math geometry

shared by Maria Watson on 02 Feb 13 - No Cached
    • Maria Watson
      Maria Watson on 02 Feb 13
       
      MA.6.5.7 2000 Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area of the objects. MA.6.5.1 2000 Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles. MA.6.5.2 2000 Extension: After cubes are made, students can decorate them as they please and they will be hung from the ceiling the following day. Before the cubes are hung, the teacher can review lessons on correct units to use when measuring the volume, area, and various shapes on the planes of the cube.    Adaption: Print directions bi-lingually for ELL students and allow students to write the correct units of measure on their cubes to help them remember. 
  • Susie Beesley on 05 Feb 13
     
    My sixth graders enjoyed making origami shapes. In addition to the math concepts it helped with reading and following directions. We used to recycle greeting cards to make boxes as well. It can be a little harder to make the folds, but it was a good use of resources.
Andrew Todd

Comparing Fractions to Make One Whole - 1 views

www.mamajennblogs.com/...whole-free-fractions-game.html

Fractions 2nd Grade 3rd Grade 4th Grade

shared by Andrew Todd on 02 Feb 13 - No Cached
    • Andrew Todd
      Andrew Todd on 02 Feb 13
       
      CCSS.Math.Content.3.NF.A.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
    • Andrew Todd
      Andrew Todd on 02 Feb 13
       
      This activity would be beneficial for ELL students because they could discuss with classmates why the two different parts (represented by the cards) makes one whole. It would give ELL students opportunity to construct own meaning for concepts represented. It could be extended by adding unline denominators, which would require students to simplify or factor to find the answer.
  • Andrew Todd on 02 Feb 13
     
    Students play a card game with fractions. Every card has a fraction on it. The game begins with one card turned over and apart from the pile. Player 1 draws the card that is NOW on top of the pile. If the two cards make one whole, the student takes the pile. If it does not make one whole, place Player 1's card on top of the first card drawn. Player 2 now draws a card to see if it makes 1 whole with Player 1's card.
Andrew Todd

Investigating Sounds: Identifying Vibration, Pitch, and Volume - 1 views

serc.carleton.edu/...26930.html

Science Technology Engineering Design Process 3rd grade sound picth vibrations

shared by Andrew Todd on 15 Feb 13 - No Cached
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      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)
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      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.
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      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.
  • Andrew Todd on 15 Feb 13
     
    In this investigation, students will observe and experiment with how sounds are made. They will use various elementary music instruments as well as tuning forks, combs, rubber bands, books, bottles, etc... They will collect data on how their sounds were made in their Science journals. Following a discussion of their findings, they will generate questions about what they would like to find out about sound. They will then return to their investigations to observe how their original sounds can be changed and record this data in their journals as well. Finally, there will be another discussion to share their information.
Andrew Todd

Paper Airplanes & The Four Forces of Flight Lesson - 1 views

www.squidoo.com/each-the-four-forces-of-flight

Science Technology Engineering Design Process 4th grade principles of motion flight paper airplanes

shared by Andrew Todd on 15 Feb 13 - No Cached
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      4.DS.4 - Design a moving system and measure its motion. 4.DS.4.1- Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion.
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Adaptation - Lesson could be shortened by discussing the principles of flight, reviewing possible designs, then have students design 1 paper airplane based on what they think will work best.
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Extension: Students could be given a second chance to construct a paper airplane, providing a written explanation and model drawing for what they did differently.
Andrew Todd

Demonstrating Water Erosion Of Land Masses | Education.com - 1 views

www.education.com/...water-erosion-land-masses

Earth and Space 4th grade water erosion model construct

shared by Andrew Todd on 15 Feb 13 - No Cached
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Standard - 4.NS.2 - Observe, investigate and give examples of ways that the shape of land changes over time.(4.2.1, 4.2.2, 4.2.3)
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Extension: Students could experiement with different laying techniques of the soil, rock, clay, etc. to see if erosion occurs differently based on the order of earth's layers. This experiment could be completed in small groups, all studying different arrangements of the earthen materials. Students could present their findings to the class or in the form of a report.
1 - 15 of 15
Showing 20▼ items per page