Group items tagged

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.

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.

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.

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)

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.