Group items tagged

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.

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.

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: 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) Describe how the supply of natural resources is limited and investigate ways that humans protect and harm the environment. (4.2.4, 4.2.5, 4.2.6)

Extension: Students could build more elaborate models with rocks, mud, dirt, soil, and other natural objects. Students could build larger models that set over time and could be used to mimic larger mining operations.

Adaptations: Students could write reports on the effects of coal mining and other human practices on the earth and our resources. Students could give presentations on other harmful practices that humans participate in, explaining why, despite the negative effects, we still make these decisions.