STANDARDS: SCI.4.4.3 2010 Investigate how changes in speed or direction are caused by forces: the greater the force exerted on an object, the greater the change. ADAPTATIONS: Students who are more bodily kinesthetic can design their own roller coaster.    EXTENSION:Teacher can have students simulate the visual effects of a roller coaster through http://www.youtube.com/watch?v=IiP0D7kX_4c&noredirect=1.  The teacher can bring the roller coaster to the class. 

STANDARDS: Nature of Science 3 graders  ADAPTATIONS: Teachers can provide pictures for the different phases of the crystal growth for explanation.  The class can make class observations and generate a class census for collective observations.  This will give students who have trouble coming up observations a chance to notice things they may not have by themselves. EXTENSION: Students can grow their own crystals http://www.education.com/activity/article/borax-sparklers-growing-crystals/

STANDARDS: Design Process-Grade 5 ADAPTATIONS: This activity can be completed in ability grouped partners.  Higher leveled students with lower leveled students.  EXTENSION:Student can write an essay re-explaining the design process using this activty and  http://www.theworks.org/files/docs/EDP_final_11x17.pdf

STANDARDS: Design Process grade 4 ADAPTATIONS: Teachers can have the classroom participate in building a singular structure out of recycled materials, instead individual ones.  EXTENSION:  Students can extend their experiences with recycling and collect pop tabs, paper, and other plastic materials.  When students build their recycled structures, they can use their math skills to know how many bottles it took to build their structure.  

The Nature of Science: Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words. STANDARD: SCI.2.3.1 2010 Observe closely over a period of time and then record in pictures and words the changes in plants and animals throughout their life cycles-including details of their body plan, structure and timing of growth, reproduction and death. ADAPTATION:Students who are squimish, can view tubefex worms or mealworms images.   EXTENSION: Students can can continue to observe the larvae until they have evolved into their adult form.  Students can keep a Mealworm or Tubefex worms.  

SCI.4.2.2 2010 Describe how wind, water and glacial ice shape and reshape earth's land surface by eroding rock and soil in some areas and depositing them in other areas in a process that occurs over a long period of time. ADAPTATIONS: The teacher can pair high ability students with middle/low ability students.  The high ability students can help the middle/low students extend their thinking and observations.   EXTENSION:  Students can 

EXTENSION cont'd: The teacher can read Erosion: Earth's Changing Surface by Robin Koontz

SCI.1.3.3 2010 Observe and explain that plants and animals have basic needs for growth and survival: plants need to take in water and need light, and animals need to take in water and food and have a way to dispose of waste. ADAPTATION: Students who are more bodily-kinesthetic learners can even use water based paint to represent their own versions of water movement.  EXTENSION: Students can draw a picture representing their observations of the water movement in the celery.

The Nature of Science 2.1  Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words. SCI.2.2.2 2010 Experience and describe wind as the motion of the air. SCI.2.2.3 2010 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks. ADAPTATION: Low Ability and/or ELL students can draw pictures in place of written observations.  EXTENSION:  Students can my a pictograph of common trends they observed during their observation 

STANDARD: SCI.4.3.4 2010 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. ADAPTATION: Teacher could have pictures and translations into, for example, Spanish, for students who have trouble reading and ELL Spanish speaking students.   EXTENSION:  Have students write an essay on how they personally effect the environment and evoke change in it

STANDARDS: SCI.3.2.1 2010 Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. SCI.3.2.2 2010 Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. SCI.3.2.3 2010 Classify and identify minerals by their physical properties of hardness, color, luster and streak. ADAPTATION: Teacher can differentiate the types of observations the students make.... some students could observe and comment on the texture, patterns, and number of surfaces of the rock while lower performing groups can focus more on observing the color, shape, and size of the rocks EXTENSION: Students can start a rock garden.  If the school has an area where rocks tend to gather, students can collects rocks from that sight, label them, put them into a small box of dirt (garden) and take them home. 

STANDARDS:SCI.K.2.3 2010 Describe in words and pictures the changes in weather from month to month and season to season ADAPTATION: Teacher could insert pictures next to the nouns in the month songs (i.e. a sled for sledding, a skier for skiing, etc)  EXTENSION: Teacher could have students practice writing the word January and draw a picture of what they believe encompasses the of month

STANDARDS:SCI.6.4.1 2010 Understand how to apply potential or kinetic energy to power a simple device. ADAPTATIONS: Students who have great hand, eye coordination can be paired with students who have great linguistic skills.  One student can build the airplane, and the other could make the observations of the different models.  Both students can share how they excel in each skill (kinesthic and logical) EXTENSION: Students can design their own airplane model and test which students designs are most efficient.  

STANDARDS: SCI.4.4.3 2010 Investigate how changes in speed or direction are caused by forces: the greater the force exerted on an object, the greater the change. ADAPTATIONS:  EXTENSION:  Teacher can show the video on http://www.pbs.org/opb/circus/classroom/circus-physics/activity-guide-pendulum-motion/.  This link shows a different type of pendulum, a human pendulum.  Students can explore humans as motion.  

STANDARDS: SCI.2.3.1 2010 Observe closely over a period of time and then record in pictures and words the changes in plants and animals throughout their life cycles-including details of their body plan, structure and timing of growth, reproduction and death. ADAPTATIONS: Since there are several activities, the teacher can assign projects that are based on cognition and multiple intelligence's'. EXTENSION:  Teacher can buy plant seeds from the store and students can observe the cycle of the plant.