Group items tagged

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.

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.

C.C. Standard: 1.MD.1, K.MD.1, K.MD.2

Expansion: This could be done both inside and outside.  Students could begin with objects in their desks and discuss their comparisons with their peers, allowing for more communication.

ENL: ENL students can work with peers who can help them translate and understand description concepts.  Practicing describing vocabulary is useful not just for their math understanding, but for their understanding of English. 

Standards: 6.NS.2, 6.NS.3, 6.NS.4, 6.NS.5, 6.1.2, 6.1.3 

Expansion: This experiement could be expanded to fulfill all of the sixth grade nature of science standards with the addition of predictions, deliberate recording of observations, multiple tests, analysis and presentation of findings.  It could be expanded into a unit-long project.  

ESL: Cooperative learning and recording of data will help reinforce student understanding.  Full use of science procedures will reinforce the scientific method. 

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. 

5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

As a child, I loved making origami, and I think origami lends itself naturally to studying geometry, so I love the idea of turning making origami into a math lesson. This is a really good whole-group activity because it allows everyone to follow along and be interested in what is going on.  It is especially nice for ELLs because by seeing you work on your box simultaneously through the projector, these students are not as restricted by the language barrier.

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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.

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.

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.

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.

K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

This activity could really be adapted for many different ability levels.  For less advanced children, you could keep it simple and focus on easy to identify elements of the house/classroom, such as doors.  For more advanced children, you could have them count things that would come to a fairly high number, such as books, for example.  This would give them more of a challenge and let them practice counting to higher numbers.  The activity lends itself naturally to ELLs because of it's use of a drawing of a house to signify what is being counted.

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.

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.

Students could also extend the activity to see how different types of gloves and mittens hold heat, thereby deciding which is the most efficient.

2.4.3 Identify a need and design a simple tool to meet that need.

K.2.3=Describe in words and pictures the changes in weather from month to month and season to season K.NS.3=Generate questions and make observations about natural processes.  This activity could be extended for special needs children by allowing them to explain to the teacher what they are thinking, and then the teacher could help the student express themselves through writing.  Kindergarteners don't know how to write very well yet, anyway, so they will probably need a lot of help and creative teachers to understand their written work.

Standards: 6.1.1, 6.1.2, 6.1.3, 6.NS.1, 6.NS.2, 6.NS.4, 6.NS.10

Expansion: Have students predict what will happen to the paperclips when soap is added before they do it, then compare their predictions to their results.  Have them record and discuss their findings.  

ESL: Group cooperation will help students retain science vocabulary and understand more.  

These experiments should be conducted with a science notebook so students make predictions and observations, draw pictures, and record their findings. They are fun experiments to do in class, but they should be tied into a lesson about why the things happen in the experiment.  Like I have been noting in many of my science lesson activities, know your students and their capabilities and make sure that they understand what is going on.  Lessons that involve the student observing and note-taking in a science journal allow them to work at their own pace and according to their own abilities, so the nature of the assignment means that it is already adapted for all different learners. 5.NS.1 Make predictions and formulate testable questions. 5.NS.3 Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently.

5.DP.3 Document the design throughout the entire design process. 5.DP.4 Select a solution to the need or problem.

2.4.3 Identify a need and design a simple tool to meet that need.

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.

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.  

Standard: 3.NS.2 Identify fossils and describe how they provide evidence about the plants and animals that lived long ago and the nature of their environment at that time.

Extension: Students could create an fossil then research that prehistoric animal. Students could find out when they lived, how common the fossils are, and how they became extinct.

Adaptation: Students could work together in groups to make fossils if resources were limited. Students might make their own fossils, but then work in groups for the research component. This way the ELL and lower English speaking students could handle the research part of the activity.