Bridge13

This lesson could be extended in all sorts of directions, depending on what stage the children are in their learning.  For example, you could tie the lesson into other sorts of measurement and have students estimate how much the mitten can stretch. This lesson can be adapted for more accelerated students by allowing them to experiment with different mittens and gloves to see which is the most efficient at holding heat. 2.NS.3=Generate questions and make observations about natural processes. 2.NS.5=Discuss observations with peers and be able to support your conclusion with evidence.

5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.

Students could also extend the activity to see how different types of gloves and mittens hold heat, thereby deciding which is the most efficient.

2.4.3 Identify a need and design a simple tool to meet that need.

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 allows itself to adapt to all sorts of different learners, because it gives everyone a chance to work at their own pace.  For example, fast finishers can work to see how many colors they can find in nature and document those observations in their journals.  Slower students can be allowed to take their time and focus on one or two colors.  This is perfectly fine as long as everyone is learning and participating. K.NS.1=Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words K.NS.6=Make and use simple equipment and tools to gather data and extend the senses.

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.

These experiments should be conducted with a science notebook so students make predictions and observations, draw pictures, and record their findings. They are fun experiments to do in class, but they should be tied into a lesson about why the things happen in the experiment.  Like I have been noting in many of my science lesson activities, know your students and their capabilities and make sure that they understand what is going on.  Lessons that involve the student observing and note-taking in a science journal allow them to work at their own pace and according to their own abilities, so the nature of the assignment means that it is already adapted for all different learners. 5.NS.1 Make predictions and formulate testable questions. 5.NS.3 Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently.

5.DP.3 Document the design throughout the entire design process. 5.DP.4 Select a solution to the need or problem.

2.4.3 Identify a need and design a simple tool to meet that need.

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.  

Standard: 1.3.1, K.3.1, K.3.2

Expansion: Have students record details about the bugs they find, or spend some time afterwards discussing how they knew what kind of insect was what.  

ESL: Repetition of vocabulary, visual links between real creatures and their names, and cooperative work will help students reinforce their English skills. 

Standard: 6.DP.1-11, 5.DP.1-11

Expansion: Have students record their hypothesis of what the different liquids will do before they perform the experiment, and then the results when they are finished.  

ESL: working in groups to perform experiments will help reinforce vocabulary and understanding.  

Standards: 4.DP.1-11, 4.1.3, 4.1.4

Expansion: Have students record hypotheses about what will happen and results.  Have students try other types of liquids and solids to see if they work.  Hook juice up to a lightbulb to test whether it works.  

ESL: Collaborative work and recording data will help reinforce esl vocabulary and understanding of science processes.   

Standard: 5.2.4

Expansion: Use wire and a lamp to help students rig a moon that moves by pushing it so that they can record the results more easily.  Or have them work in groups so that one can move the moon while the other records.  

ESL: Working collaboratively will help reinforce student vocabulary and understanding of science terminology.  

Standards: 4.4.1, 4.4.3

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.   

ESL: Cooperative learning and recording of findings will help reinforce student vocabulary.  

Expansion: 4.4.1, 4.4.3, 4.4.4

Expansion: Have students theorize what a water wheel like this could be used for.  Have them try to develop a simple machine that could be attached to the wheel and moved via the water, then record their findings.  Have them vary the rates of water flow to determine how it effects the wheel. 

ESL: Cooperative work, innovation and hands-on time will help students better understand how water creates movement. 

2.3.2 Compare and contrast details of body plans and structures within the life cycles of plants and animals. 2.NS.2 Conduct investigations that may happen over time as a class, in small groups, or independently. This activity could be adapted in many ways to suit your goals and time constraints, but the reason I chose it is because it involves using technology, research, and includes quality literature.

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 should be done as an experiment in class.  This means that students should make a prediction about how the match will heat the air and affect the egg.  Students will write down their predictions in their science notebooks.  They should also draw pictures and make notes about what is happening in their science notebooks.  All students will be expected to participate in this activity and take notes, make predictions, draw pictures, and describe whether or not their predictions were correct.  Adaptations could be made for students with special needs by allowing them to express themselves more with pictures than words, and giving them additional time to complete their work. 5.NS.1 Make predictions and formulate testable questions 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.

Standards: 6.NS.2, 6.NS.3, 6.NS.4, 6.NS.5

Expansion: In order to cover several other Nature of Science, students could be required to make predictions, record their results in a log, test their predictions through multiple tries, and then analyze the results.  

ESL: Students would be able to practice using the American standard measuring system with cooking, and have that reinforced.  

Standards: 3.1.2, 3.1.3, 3.NS.5

Expansion: Have student make predictions of what will occur to the crystals before they begin the experiment.  Have them record the results of each different type of voice.   

ESL: Doing this experiment in pairs with classmates will help reinforce English science vocabulary