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Mary Miller

Engage Your 5th Grade Traveler! | Education.com - 1 views

www.education.com/...Engaging_Fifth_Grade_Traveler

Grade 5 Grade 6 measurement maps travel speed distance

shared by Mary Miller on 01 Feb 13 - No Cached
    • Mary Miller
      Mary Miller on 01 Feb 13
       
      5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
    • Mary Miller
      Mary Miller on 01 Feb 13
       
      Although I really like how this activity involves all aspects of trip planning, it could be adapted for less-advanced students by simply having them measure rather than calculate out travel time.  Students could still come up with the total distance, but travel time could be turned into a group activity that the class and teacher solve together until students become more confident in their abilities.
  • Mary Miller on 01 Feb 13
     
    A more advanced activity which uses maps and measurements and incorporates multiplication and calculation of travel time.  This activity is a great application of real-world skills!
Caitlin Ridley

Make a Hovercraft! | Activity | Education.com - 0 views

www.education.com/...make_a_hover_craft_fourth

science machines science engineering and tech Grade 4

shared by Caitlin Ridley on 13 Feb 13 - No Cached
    • Caitlin Ridley
      Caitlin Ridley on 13 Feb 13
       
      Standards: 4.4.1, 4.4.3
    • Caitlin Ridley
      Caitlin Ridley on 13 Feb 13
       
      Expansion: Have students vary and record the amount of air inside the balloon to see how it effects how far and fast the hovercraft moves.  Set up a fan to see if air currents effect movement.   
    • Caitlin Ridley
      Caitlin Ridley on 13 Feb 13
       
      ESL: Cooperative learning and recording of findings will help reinforce student vocabulary.  
Andrew Todd

Investigating Sounds: Identifying Vibration, Pitch, and Volume - 1 views

serc.carleton.edu/...26930.html

Science Technology Engineering Design Process 3rd grade sound picth vibrations

shared by Andrew Todd on 15 Feb 13 - No Cached
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Standards: 3.DS.1 - Observe and describe how sound is produced by vibrations. (3.1.1, 3.1.2, 3.1.3) Observe and describe how light travels from point to point. (3.1.4, 3.1.5, 3.1.6)
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Adaptation- Different instruments could be placed at stations throughout the room if there were not enough to pass out to everyone. Students could move table to table recording what they observe about the sound.
    • Andrew Todd
      Andrew Todd on 15 Feb 13
       
      Extension: This could be extended by turning it into a research project. Students could research specific instruments, then with classroom materials or materials from home, students could construct homemade instruments resembling what they researched. Knowledge of sounds waves and vibrations would be used to create working instruments.
  • Andrew Todd on 15 Feb 13
     
    In this investigation, students will observe and experiment with how sounds are made. They will use various elementary music instruments as well as tuning forks, combs, rubber bands, books, bottles, etc... They will collect data on how their sounds were made in their Science journals. Following a discussion of their findings, they will generate questions about what they would like to find out about sound. They will then return to their investigations to observe how their original sounds can be changed and record this data in their journals as well. Finally, there will be another discussion to share their information.
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