Group items tagged

C.C. Standards: 1.MD.2, 1.MD.4, 2.MD.1, 2.MD.9, 2.MD.10

Expansion: As kicked balls could take a lot of time to measure, students could throw bean bags or jump.  For jumping they could work in pairs to measure each other's jumps and then report the data. 

ESL: Physical and visual aids in learning measurement will help ESL students retain measurement information. 

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.

This activity could be made more difficult by adding negative numbers and turning it into an actual plane (x and y axes).  For example, points would be identified as (-3,4) rather than A2

5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

If students are having trouble coming up with categories to classify the objects under, the teacher could offer suggestions or lead a group brainstorming activity to help the children think of something.  Like most group activities, I believe this activity naturally incorporates all learners and takes advantage of the group setting in order for students to learn from one another, not just the teacher.

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

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. 

Standard: 2.NS.1.1- Observe, describe and measure ways in which the properties of a sample of water (including volume) change or stay the same as the water is heated and cooled and then transformed into different states. Extensions: Students can graph the weight of the sponge over time on a line graph. Students can discuss their predicitions and/or inferences (depending on how familiar they are with the water cycle) as a class. This activity is a good segwey into concepts such as the water cycle, evaporation, and states of matter. Adaptations: ELL students benefit from the whole class discussion stemming from the single experiement performed at the front of the class. Students gain a better idea of what is going on as they listen to each others' predictions and inferences as to where the water is going if it is leaving the sponge.

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.

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.

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.

This activity should be done as an experiment in class.  This means that students should make a prediction about how the match will heat the air and affect the egg.  Students will write down their predictions in their science notebooks.  They should also draw pictures and make notes about what is happening in their science notebooks.  All students will be expected to participate in this activity and take notes, make predictions, draw pictures, and describe whether or not their predictions were correct.  Adaptations could be made for students with special needs by allowing them to express themselves more with pictures than words, and giving them additional time to complete their work. 5.NS.1 Make predictions and formulate testable questions 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.

Standard: 1.NS.3 - Observe, describe and ask questions about living things and their relationships to their environments.

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.

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.

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.