Bridge13

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. 

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

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 

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: 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.