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Week of March 11th-15th

March 15th, 2019 / / categories: Class News /

Young 5’s /Kindergarten

I can participate in the Mystery Science Activity -“How could you walk barefoot across hot pavement without burning your feet?”
so I can observe that the sun warms Earth’s surfaces and figure out the best path for the girl in story to get to the ice cream truck barefoot without burning her feet.

I can orally explain using the map how the girl should walk to the ice cream truck and why.

Sentence Stem:
The girl should first go____________________________________________
because______________________________________________.
Then go ____________________________________________ because____________________________________________________.

Vocabulary: sun, warm, sunlight, shade, cooler, hot

 

First Grade

“LEGO STEM TOWER” Day 1-Plan and build first tower:)

I can build the tallest lego tower that can withhold the fan blowing at three different speeds.

I can draw a sketch of my first tower plan, build it, and then create a new drawing plan for a second tower with improvements.

Vocabulary: STEM, plan, create, build, improve, tower, speed

Second Grade

I can demonstrate comprehension of the layers of the Earth by reading a book about the layers and creating a model drawing of the layers.

I can draw, label, and orally explain the different layers of the Earth.

Sentence Stems:
The layers of the Earth are _____________________________.
We live on the ________________________ layer.

Vocabulary: Earth layers, inner core, outer core, mantle, crust

Third Grade- Continuation from last week

I can demonstrate comprehension of animal structures and adaptations by experimenting in two activities that demonstrates how oil glands in feathers and extra blubber can help certain animals survive in their environment.

I can write to explain how the adaptations help living things survive in their environment.

Sentence Stems:

Some animals adapt in their environment by using _____________. This adaptation helps a ______________ by _________________________.

Vocabulary: habitat, physical characteristics, organisms, survival, environment, prey, predator, blubber, preen

LS4.C

 

Fourth Grade

I can demonstrate comprehension of an instrument’s pitch and volume by creating my very own harmonica using straws, wooden popsicle sticks and rubber bands.

I can orally explain what pitch and volume mean using sentence stems:

Pitch is ______________________.
When I moved the straw on my harmonica____________ the pitch was _________________.
Volume means_____________________.

Vocabulary: sound, waves, vibration, pitch, high, low, volume, loud, soft

Fifth Grade-Continuation from last week

I can demonstrate comprehension of Earth’s 4 spheres(Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by playing “Jeopardy” game with various questions about Earth’s spheres.

I can orally explain the different spheres and how they interact.

Sentence Stems:
Earth’s 4 sphere’s are _________________, ___________, ___________, and __________.

The Geosphere is __________________.
The Biosphere is_______________.
The Hydrospere has ____________________.
The Atmoshpere is made of ________________.

The 4 spheres are a system by _______________________________.

Vocabulary: Geosphere, Biosphere, Hydrosphere, Atmosphere

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Week of March 4rth-8th

March 11th, 2019 / / categories: Class News /

Young 5’s

I can use a balance scale to observe and compare heavy and light items.

I can sort heavy and light pictures by cutting and glueing them into the correct column.

Vocabulary: heavy, light, balance scale

 

Second Grade

I can demonstrate comprehension of rapid changes to earth by experimenting with models of earthquakes(using graham crackers and cool whip) and volcanoes( baking soda, vinegar, red food coloring).

I can orally explain how earthquakes and tornadoes can change Earth’s surface quickly.

Sentence Stems:
A tornado can quickly change the land because_________________.
An earthquake is a rapid change because____________________.

Vocabulary: rapid, surface, erupt, lava, magma

 

Third Grade

I can demonstrate comprehension of animal structures and adaptations by experimenting in two activities that demonstrates how oil glands in feathers and extra blubber can help certain animals survive in their environment.

I can write to explain how the adaptations help living things survive in their environment.

Sentence Stems:

Some animals adapt in their environment by using _____________. This adaptation helps a ______________ by _________________________.

Vocabulary: habitat, physical characteristics, organisms, survival, environment, prey, predator, blubber, preen

LS4.C

Fourth Grade
***(Other 4rth grade classes: Logel and Elward’s- Reflection Day: Glue activity in notebook and reflect about focus question and lollipop activity.)***

(Ms. Mosed’s 4rth grade class- Activity)
I can demonstrate comprehension of how water breaks rock, soil, and sediments into smaller particles and move them around by experimenting in an activity where a lollipop represents a sediment grain and the mouth represents a river to see over time what happens to the sediment(lollipop).

I can draw and write to explain what happens to the sediment (lollipop) as I observe how the shape and surface of the lollipop changes the longer I suck on it.

Vocabulary: sediment, weathering, erosion, angular, rounded, jagged

ESS2.A

Fifth Grade

I can demonstrate comprehension of Earth’s 4 spheres(Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by playing a game with various questions about Earth’s spheres.

I can orally explain the different spheres and how they interact.

Sentence Stems:
Earth’s 4 sphere’s are _________________, ___________, ___________, and __________.

The Geosphere is __________________.
The Biosphere is_______________.
The Hydrospere has ____________________.
The Atmoshpere is made of ________________.

The 4 spheres are a system by _______________________________.

Vocabulary: Geosphere, Biosphere, Hydrosphere, Atmosphere

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Week of February 18-22

February 28th, 2019 / / categories: Class News /

Young 5’s

I can demonstrate comprehension of why it rains by creating a rain cloud model (using a cup of water with shaving cream on top to represent a cloud, then add colored water drops onto the cloud).

I can draw my rain model and orally explain why it rains

Vocabulary:  rain, clouds, heavy, precipitation

 

Kindergarten

“LEGO STEM TOWER”

I can build the tallest lego tower that can withhold the fan blowing at three different speeds.

I can draw a sketch of my first tower plan, build it, and then create a new drawing plan for a second tower with improvements.

Vocabulary: STEM, imagine, plan, create, build, improve, tower, speed

First Grade

I can demonstrate comprehension of the 8 phases of the moon by creating a model of the phases using oreo cookies.

I can label the different phases correctly and orally explain why the moon appears to change shape throughout the month.

Sentence Stems:

The 8 phases of the moon are_______________________________.

The moon is not really changing shapes.  It actually is _________________________.

Vocabulary:  moon, cycle, phases, shadow, month, waxing, waning, gibbous,crescent, full moon, new moon

 

Second Grade

I can demonstrate the process of weathering, erosion, and deposition by creating a landform out of legos and then as a team pretending to break it slowly apart by water, ice, or wind (weathering), carrying it away (erosion), and bringing it to a new area (deposition) to form a new lego landform.

I can draw or write to explain how the lego landform activity helped me understand the process of weathering, erosion, and deposition.

Vocabulary:  landforms, mountain, plataeu, mesa, hill, plain, volcano, beaches, island, peninsula, weathering, erosion, deposition

ESS1.C      2-ESS1-1

ESS2.A

 

Third Grade

I can demonstrate comprehension of animal adaptation and habitats by reasoning about whether their animal’s adaptation and traits are helpful in letting them  belong in the habitat they were randomly given.

I can write to explain by using claim and evidence why I think the animal belongs or does not belong in the habitat given.

Question:

Can your animal survive in the habitat provided?

Claim:

_______________________ will survive in this habitat.

Or

______________________will not survive in this habitat.

Evidence:

___________________ will survive in this habitat because___________________.

___________________will not survive in this habitat because________________.

Vocabulary:  habitat, physical characteristics, organisms, survival, environment

LS4.D

 

Fourth Grade

I can demonstrate comprehension Earth’s history by analyzing fossils/sedimentary rocks and putting together a rock layer puzzle to see what it tells us about Earth.

I can orally explain what fossils and rock layers can tell us about Earth’s history.

 

Sentence Stems:

Fossils and rock layers can tell us ____________________________________.

I learned that the oldest layer of rock is _________________ and the newest is ___________________________.

Vocabulary:  rock layers, sedimentary rock, fossils, organisms

 

Fifth Grade

I can demonstrate comprehension of Earth’s 4 spheres(Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by watching a video and labeling and coloring a poster of the different parts of each sphere.

I can orally explain the different spheres and how they interact.

 

Sentence Stems:  

Earth’s 4 sphere’s are _________________, ___________, ___________, and __________.

The Geosphere is  __________________.

The Biosphere is_______________.

The Hydrospere has ____________________.

The Atmoshpere is made of ________________.

The 4 spheres are a system by _______________________________.

Vocabulary:  Geosphere, Biosphere, Hydrosphere, Atmosphere

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February 14th

February 14th, 2019 / / categories: Class News /

Fourth Grade

I can demonstrate comprehension of how fossils are formed by experimenting in a “Fossil Formation” activity with bread(white, wheat, and rye), candy fish and worms, and books.

*After a week of fossils being pressurized under a stack of books: the students will dig (using a clear straw and cut through layers to see fossils and prints.

I can explain how fossils form by orally telling my partner in my own words how fossils are formed.

Sentence Stems:  

A fossil forms by_______________________________________

Then_______________________________________________.

Next,_______________________________________

Finally__________________________________________.

Vocabulary:  Fossils, Paleontologist, organisms, extinct, structure, formation

4-ESS1-1

 

Fifth Grade

 Test Day:)

“STEM Activity”- Alien Space Lander

I can demonstrate application of the Engineering Process by creating an alien space lander with a shock-absorber and stabilizer that can land 2 aliens (marshmallows) safely onto Earth(using only materials provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

I can draw or write to explain my groups plan to create a space lander and explain any improvements needed.

Vocabulary:  Stabilizer, Shock-Absorber

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Week of February 4-8, 2019

February 7th, 2019 / / categories: Class News /

 

Young 5’s/Kindergarten

I can identify names of severe weather (tornado, hurricanes, flood, tsunami, thunderstorms) and what can happen during a tornado by creating  a model of a tornado (funnel shape) using clear pop bottles filled with water.

I can color and draw a tornado picture.

Vocabulary:  weather, severe, tornado, funnel, strong, rainy, dark clouds

First Grade

I can demonstrate knowledge about how the moon appears to change shape in a pattern by experimenting with a flashlight and styrofaom ball on a stick .

I can begin to identify the different phases of the moon and match each picture to correct name.

Vocabulary:  Moon, revolve, rotate, cycle, pattern, New Moon, Full Moon, Waning Crescent, Waxing Crescent, Waxing Gibbous, Waning Gibbous, First Quarter, Last Quarter

ESS1.B

Second Grade  (Patterson & Younce’s classes)

*Reflection Day

I can demonstrate comprehension of the process of weathering and erosion by reflection on last two activities.

I can orally explain in my own words what weathering and erosion mean and give examples.

Sentence Stems:

Weathering means________________. It can happen by __________.

 

Erosion means_________________.  It happens by _________________.

I saw weathering happen in the __________ activity  by_________.

I saw erosion happen in the ______________ activity by _________.

 

Vocabulary:  weathering , erosion

 

Second Grade-(Earle’s Class)

I can demonstrate how landforms form or change by experimenting with an erosion lab where we let rain fall(cup with holes filled with water) on a created landform made of sand.

I can draw and write to explain my observations of what happened to the landform after water had been raining on it.

*Draw a before and after picture of landform and explain the changes.

Vocabulary:  landforms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion, deposition

ESS1.C      2-ESS1-1

ESS2.A

 

Third Grade

I can demonstrate knowledge of animal habitats by matching animals to their correct habitat and explaining why I think they belong there.

I can write to explain why I matched an animal to a certain habitat.

Sentence Stems:  

__________ belongs in the ___________ habitat.

I think this because __________________________________________.

Vocabulary:  habitat, physical characteristics, organisms, survival, environment

LS4.D

Fourth Grade

I can demonstrate comprehension of how fossils are formed by experimenting in a “Fossil Formation” activity with bread(white, wheat, and rye), candy fish and worms, and books.

I can orally explain how fossils formed by using the sentence stems.

Sentence Stems:  

A fossil forms by_______________________________________

Then_______________________________________________.

Next,_______________________________________

Finally__________________________________________.

Vocabulary:  Fossils, Paleontologist, organisms, extinct, structure, formation

4-ESS1-1

Fifth Grade

*Create Day:)

“STEM Activity”- Alien Space Lander

I can demonstrate application of the Engineering Process by creating an alien space lander with a shock-absorber and stabilizer that can land 2 aliens (marshmallows) safely onto Earth(using only materials provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

I can draw or write to explain my groups plan to create a space lander and explain any improvements needed.

Vocabulary:  Stabilizer, Shock-Absorber

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Week of January 21-25

January 25th, 2019 / / categories: Class News /

 

Young 5’s -Finish making and coloring weather wheel

I can use descriptive word to explain the weather, participate in a weather skit song, and color a daily weather wheel.

I can orally explain today’s weather by using my weather wheel.

Sentence Stems:

Today’s weather feels_________________.

It looks__________________________.

Vocabulary:  weather, today, seasons, temperature, hot, cold, warm, freezing, sunny, cloudy, rainy, snowy, stormy, windy

Kindergarten

I can learn more details on  how to describe the weather by following along with the Mystery Science activity “Have You Ever Watched a Storm?”.

I can draw a picture describing today’s weather.  In my picture I will make sure I draw what I am wearing and how the sky and ground look.

I can orally explain using sentence stems:

The weather is ________________.  

I am wearing ________________ because it is __________ outside.  

I can see __________________________.

 

First Grade

I can demonstrate knowledge of the moon by observing a movable model of the moon and watching a brainpop video.

I can draw a picture and write a sentence to explain at least 2 new facts that I learned about our moon today.

Sentence Stem:  

I learned that the moon _____________________________________________.

The moon also__________________________________.

ESS1:B

 

Second Grade-(Ms. Earle’s Class)

I can demonstrate how landforms form or change by experimenting in a “Cookie Weathering and Erosion” lab using chocolate chip cookies(landform/rock), straw(wind), toothpick(animals and plants changing rock), and dropper(rain).

I can draw or write to explain my observations of weathering and erosion during the “Cookie Lab”.

Vocabulary:  landforms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion

ESS1.C      2-ESS1-1

ESS2.A

 

Second Grade-(Younce and Patterson’s classes)

I can demonstrate how landforms form or change by experimenting with an erosion lab where we let rain fall(cup with holes filled with water) on a created landform made of sand.

I can draw and write to explain my observations of what happened to the landform after water had been raining on it.

*Draw a before and after picture of landform and explain the changes.

Vocabulary:  landforms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion, deposition

ESS1.C      2-ESS1-1

ESS2.A

Third Grade-(Continuation of last week)

I can demonstrate comprehension of various climates by color coding a world map according to climate zones(Polar/cold, Temperate,Warm, Tropical) and picking a place I would travel to for the climate.

I can draw or write to explain what I should pack and wear if I was traveling to ________________.

Sentence Stems:

The different climate zones are_______________________.

If I could pick a climate to live in, it would be _________________

Because_________________________________________.

I would pack_____________________________.

I would wear______________________________________.

Vocabulary:  climate zones, Polar, Temperate, Tropical, Arid, Mediterranean, Tundra

Fourth Grade

I can demonstrate comprehension of fossils by exploring real fossil rocks and working in a group as  paleontologists to figure out what one can learn from a fossil structure of a Stegosaurus.

I can write and draw to explain facts about my fossil and predict about the organism.

Vocabulary:  Earth Processes, fossils, Paleontologist, organisms, extinct, structure, behavior

4-ESS1-1

“STEM Activity”- Alien Space Lander

Planning  and sharing of plans day!  Next week create and test day:)

(Activity takes 2 class periods)

I can demonstrate application of the Engineering Process by creating an alien space lander with a shock-absorber and stabilizer that can land 2 aliens (marshmallows) safely onto Earth(using only materials provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

I can draw or write to explain my groups plan to create a space lander and explain any improvements needed.

Vocabulary:  Stabilizer, Shock-Absorber

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Week of January 14-18

January 18th, 2019 / / categories: Class News /

Young 5’s/Kindergarten

I can use descriptive word to explain the weather, participate in a weather skit song, and color a daily weather wheel.

I can orally explain today’s weather by using my weather wheel.

Sentence Stems:

Today’s weather feels_________________.

It looks__________________________.

Vocabulary:  weather, today, seasons, temperature, hot, cold, warm, freezing, sunny, cloudy, rainy, snowy, stormy, windy

Second Grade

I can demonstrate how land forms form or change by experimenting in a “Cookie Weathering and Erosion” lab using chocolate chip cookies(land form/rock), straw(wind), toothpick(animals and plants changing rock), and dropper with water(rain).

I can draw or write to explain my observations of weathering and erosion during the “Cookie Lab”.

Vocabulary:  land forms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion

ESS1.C      2-ESS1-1

ESS2.A

Third Grade-(Continuation of last week)

I can demonstrate comprehension of various climates by color coding a world map according to climate zones(Polar/cold, Temperate,Warm, Tropical) and picking a place I would travel to for the climate.

I can draw or write to explain what I should pack and wear if I was traveling to ________________.

Sentence Stems:

The different climate zones are_______________________.

If I could pick a climate to live in, it would be _________________

Because_________________________________________.

I would pack_____________________________.

I would wear______________________________________.

Vocabulary:  climate zones, Polar, Temperate, Tropical, Arid, Mediterranean, Tundra

 

Fourth Grade

I can demonstrate comprehension of how vibrations of sound and light waves can be sent across distances by experimenting with the Morse Code using flashlights and creating messages to be decoded.

I can write a message using the Morse Code patterns and think of other ways sound and light are sent across distances.

My Morse Code message is ________________________.

Other ways we transmit messages is by____________________________.

Vocabulary:  sound, light, waves, vibrations, transmit, patterns, Morse Code

4-PS4-3

Fifth Grade-(Continuation from last week- Graphing and Questions)

I can demonstrate comprehension of Earth’s patterns of day, night and seasons by creating line graphs that show a years worth of data about length of sunlight and the sun’s angel.

I can explain and answer questions about the patterns I observed from the data in my graph and how it helps me understand why Earth has day and nights, and seasons.

Vocabulary:  rotation, revolve, orbit, seasons, axis, patterns, line graph

5-ESS1-2

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Week of January 7-11

January 11th, 2019 / / categories: Class News /

Kindergarten/Young 5’s

“STEM Challenge”-(Building a strong house for the three little pigs.)

I can build a house out of the provided materials (kit materials, legos, straws, blocks, etc…)that won’t blow down when a blow dryer blows on it.

I can orally explain what worked or needs improvement.

Vocabulary:  STEM, imagine, plan, build, teamwork, improve

Young 5’s Houses

Mrs. Rawson’s Kindergarten Houses

 

Mrs. Fowler’ Kindergarten Houses

First Grade

I can demonstrate comprehension of light reflecting by experimenting with mirrors and flashlights to observe what happens when objects reflect light.

I can write and draw to explain what happened when light was reflected off the mirror (label and use arrows in drawing).

Sentence Stem:

When I flashed the light on the mirror_______________________________________.

I learned that reflect means_________________.

Vocabulary:  light waves, reflect

PS4.B  Electromagnetic Radiation

1-PS4-3

Second Grade

I can demonstrate comprehension of land forms found on Earth by creating various land forms out of clay.

I can orally describe the land form I created with clay.

The land form is ________________.

I would describe it as _______________________________.

Vocabulary: land form, mountain, valley, plateau, mesa, dessert, plain, island, peninsula, cape, hill, volcano, isthmus

Third Grade

I can demonstrate comprehension of various climates by color coding a world map according to climate zones(Polar/cold, Temperate,Warm, Tropical).

I can orally explain the different climate zones and pick a place on the map and explain why I would want to live there.

Sentence Stems:

The different climate zones are_______________________.

If I could pick a climate to live in, it would be _________________

because_________________________________________.

 

Vocabulary:  climate zones, Polar, Temperate, Tropical, Arid, Mediterranean, Tundra

 

Fourth Grade

I can demonstrate comprehension of how sound is created and travels by experimenting in two balloons activities that explore speed of vibration:

  1. Blowing up balloon and exploring with the different sounds it can make when air is released.
  2. Placing a metal nut or other object in balloon, then spin balloon and observe sounds.

I can write to explain my observations in both activities.

Sentence Stems:

Sound was created by _____________________.

When I ____________________, the sound was _____________.

I also observed that _______________________.

The faster the speed of vibration , the ___________________ the sound was.

 

Vocabulary:  waves, amplitude, pitch, sound, wavelength, vibration, speed

4-PS4-1

Fifth Grade

I can demonstrate comprehension of Earth’s patterns of day, night and seasons by creating line graphs that show a years worth of data about length of sunlight and the sun’s angel.

I can explain and answer questions about the patterns I observed from the data in my graph and how it helps me understand why Earth has day and nights, and seasons.

Vocabulary:  rotation, revolve, orbit, seasons, axis, patterns, line graph

5-ESS1-2

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Weeks of December 10th and December 21rst

December 21st, 2018 / / categories: Class News /

Young 5’s

I can describe the 4 seasons(Winter, Spring, Summer, and Fall) by creating detail trees for each season.

I can orally name and describe one of the seasons and what happens to the tree in that season.

 

Sentence Stem:

___________ is one of the seasons.  

In this season the tree ___________________.

Vocabulary:  seasons, pattern, year, summer, winter, fall, spring

Green, flowers bloom, bare, leaves fall,

First Grade

I can demonstrate comprehension about shadows by creating an aluminum foil object to make a shadow with my flashlight, and background (paper or wall).

I can draw and label to explain how I created a shadow with my aluminum foil object.

Questions:

  1. How are shadows made?
  2. How can I make my shadow shorter?
  3. How can I make my shadow long?
  4. How can I make my shadow almost invisible?

 

Vocabulary:  shadow, light, opaque, transparent, translucent, object, background

PS4.B

Second Grade

I can demonstrate comprehension about the bodies of water by creating various waters using sand(land) and water in a tub to describe different waters found on Earth.

I can orally describe the body of water my group created.

Sentence Stems:

The body of water is _______________.

It looks like ___________________________________.

 

Vocabulary:  lake, bay, gulf, strait, pond, stream, river,ocean

2-ESS2-2

2-ESS2-3

Third Grade- Holiday STEM Challenge

I can demonstrate application of the Engineering Design Process by building the largest paper chain and following the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Use only  materials provided:  piece of large construction paper, tape, glue

*Use time provided only.

*Must be the longest chain.

I can draw my plan.   After, I can reflect on what worked  and what needed improvement.

Fourth Grade- Holiday STEM Challenge

I can demonstrate application of the Engineering Design Process by designing and building a tree that will stand up by itself and following the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Use only  materials provided: 2 large sheets of green construction paper, tape, glue, and 4 craft sticks.

*Use time provided only.

*Tree must stand on its own.

I can draw my plan.   After, I can reflect on what worked  and what needed improvement.

Fifth Grade

I can demonstrate application of the Engineering Design Process by designing and building a parachute for Santa and following the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Use only materials provided: coffee filter, plastic bag, napkin, paper towel, aluminum foil, plastic wrap, paper, paper clips, 3 pieces of yarn, 2 pipe cleaners,  2 index cards

*Finish in time provided.

*Must land Santa safely.

*The slowest to land, lands Santa safest:)

I can draw my plan.   After, I can reflect on what worked  and what needed improvement.

0

Week of December 3-7

December 7th, 2018 / / categories: Class News /

Young 5’s

I can recognize and describe the pattern of our 4 seasons(Winter, Spring, Summer, and Fall) by coloring, cutting, and matching the correct picture to each season.

I can orally name and describe one of the seasons.

Sentence Stem:

___________ is one of the seasons.  In this season___________________.

Vocabulary:  seasons, pattern, year, summer, winter, fall, spring

Warm, cold, cloudy, sunny, rainy, cool, hot, weather

Kindergarten

I can demonstrate comprehension of the Fall season by watching a video and completing the second season part of my book ( what to wear in the Fall, what the weather is like, and how the tree looks).

I can orally describe to my partner about the Fall Season.

Sentence Stems:

In the Fall it is _______________________.

The trees___________________________.

I wear ___________________________ in the Fall.

Vocabulary:  Seasons, Summer, Fall, Winter, Spring, pattern, weather

 

First Grade

I can demonstrate comprehension about what happens when light hits opaque objects by creating shadows using an object, flashlight, and background (paper).

I can explain orally explain my drawings that answer the following questions.

Questions:

  1. How are shadows made?
  2. How can I make my shadow shorter?
  3. How can I make my shadow long?
  4. How can I make my shadow almost invisible?

Vocabulary:  shadow, light, opaque, transparent, translucent, object, background

PS4.B

Second Grade

I can demonstrate comprehension about water can be different types of matter (solid, liquid or gas) by recognizing when they see water as a solid or a liquid and sorting picture cards accordingly.

I can orally explain by telling my partner an example of water as a liquid and as a solid.

Sentence Stems:

An example of water in the liquid stage is _______________.

Its properties are _________________________________.

 

An example of water in the solid stage is ______________.

Its properties are_____________________________.

Vocabulary: matter, solid , liquid, gas, properties, hail, snow, sleet, rain,

dew, ice

Third Grade

I can demonstrate comprehension of weather and climate by participating in a review game where I have to name the fact given as an example of climate or weather.

I can orally explain the drawing and definition flip-book I glued into my notebook to my partner.

Sentence Stems:

Weather is _____________________________.

An example of weather is ___________________________.

Climate is ______________________________.

An example of climate is _______________________________.

Vocabulary:  weather, climate, short term, long term

 

Fourth Grade

I can demonstrate comprehension of how sound is made through vibrations and travels in waves by exploring with tuning forks, objects in canisters shaken, and prior knowledge of waves.

I can write to explain how sound is made.

Sentence Stem:

Sound is made when ______________________________________

Vocabulary:  waves, amplitude, frequency, sound, wavelength, vibration

4-PS4-1

Fifth Grade

I can demonstrate application of gravity by creating a list of objects that could defy gravity and explain why, then test the objects.

I can write to explain what objects could defy how gravity works.

Challenge:  Think about what objects/materials will help you to create a parachute for Santa to safely land (Next STEM activity).

Vocabulary:  gravity, air resistance, gravitational pull, force, speed

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