Group items tagged

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: 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.

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.

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.

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.

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.

Standards: 3.3.2, 2.3.1, 1.3.2, 1.DP.5, 1.DP.6

Expansion: Students can observe and record changes in their terrarium over time, and create a log.  

ESL: Cooperative work and practice writing will help reinforce science vocabulary.  

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: 4.2.2

Expansion: have students make predictions about what will happen to the solution and then record changes in crystal formations as they grow.  Have student check their prediction to see whether it was accurate. 

ESL: practice writing observational notes will reinforce vocabulary and writing skills.  

Standard: 2.1.1, 2.NS.2

Expansion: Have student record their observations of the changes of state in a notebook. 

ESL: Use of a notebook for recording, and peer work within a classroom will help ESL students reinforce vocabulary and language through communication. 

This is an experiment that is fun to do in class, but it needs to incorporate the scientific method and discussion of the laws of physics in order to be educational.  I would start by explaining Newton's Laws of Motion to the class, writing them on the board, and having students copy them down in their science notebooks.  Then, after they understand the Laws of Motion, set up the egg experiment and talk about what will be going on.  Have the students draw the initial set-up in their journals, then have them make predictions about what will happen when the experiment is conducted.  All of this should be recorded in the journals.  Finally, do the experiment (it would be best if students could work in small groups so that they can conduct the experiment for themselves).  Have them record what happened with words and pictures and identify if their hypothesis was correct or not.  Then explain how this experiment uses the Laws of Motion. This activity could be adapted for special needs kids by allowing them to observe the teacher conducting the experiment rather than doing it themselves.  They could try it by themselves first, but then they should watch the teacher do it so that they are certain to see the experiment conducted correctly. 5.NS.1 Make predictions and formulate testable questions. 5.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses.

5.DP.1 Identify a need or problem to be solved.

This activity looks like a lot of fun for young learners.  The activity itself should be good for all learners, but the paper at the end that students fill out to show what they have learned might give some students trouble.  I would emphasize using best guess spelling for this paper, and I would spell common words that students will use on the board.  If a student is really having trouble making letters or forming words, you could talk to that student individually and find out what they want to write for each blank, then copy it down for them with a highlighter or other light marker, and have the students trace what you have written with their pencils. K.NS.2 Conduct investigations that may happen over time as a class, in small groups, or independently. K.NS.6 Make and use simple equipment and tools to gather data and extend the senses. 1.3.5 Observe and describe ways in which animals and plants depend on one another for survival.

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.

4.NS.3 Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently. 4.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses. Of course, you should know your students and whether or not they are capable of using knives.  Consider using plastic knives instead of real knives or cutting the apples for them, doing a demonstration. Students who need adaptations due to special needs could work in small groups or could just observe the teacher doing the demonstration, and other students could cut the apples themselves.

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.

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.