Science Enrichment

Week of February 8-12

Kindergarten

Content Objective: I can sort objects by whether they can survive in a storage box or not and give reasons why.

Language Objective: I can draw an example of a living thing and an example of a nonliving thing and orally explain why I think it is living or nonliving.

The __________is a living thing because_________.

The _________ is not living because___________.

Vocabulary: living, non living, survive, storage, animals, plants, air, water, basic needs, food, space

L.OL.00.11 Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things.

First Grade

Content Objective:   I can comprehend what the sun is and what it gives us by experimenting with a lamp (heat), flashlight(light), and a zip lock bag filled with water, yellow food color, and Alka-Seltzer (gas).

Language Objective:

I can write and draw to explain what the sun is and gives us using the sentence stems:

The sun is ________________________.

It gives us ____________ and ___________ to help us survive.

Vocabulary: Sun, gas, light, heat, Earth

E.ES.01.11 Identify the sun as the source of warmth for Earth.

Second Grade

Content Objective:  I can demonstrate comprehension of the characteristics of Earth’s landforms and bodies of water by using play-dough to create a model of a landform or body of water.

Language Objective:    I can write to explain 2-3 characteristics about the landform or body of water I created.

Sentence stems:

The landform I made is ___________.

It has _______________________.

The landform also_______________________.

Vocabulary: landforms, bodies of water, mountains, plains, plateaus, valleys, hills, streams, oceans, ponds, rivers, lakes

E.SE.02.21 Describe the major landforms of the surface of Earth (mountains, plains, plateaus, valleys).

E.FE.02.22 Describe the major bodies of water on the Earth’s surface (lakes, ponds. oceans, rivers, streams).

Third Grade (This is a 2 part lesson: This week they will teamwork to plan.  Next week look for pictures with their finished boats!)

Content Objective: I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building a boat using only these materials: 4 rubber bands, 4 straws, 6 popsicle sticks, stick of clay and 1 sheet of aluminum foil. (The boat must float not sink.)

Language Objective: I can write to explain each of the steps in the Science and Engineering process (Question/Problem, Imagine, Create/Construct, Evaluate/Improve).

Vocabulary: Science and Engineering, question/problem, Imagine, Plan, Create, Construct, Evaluate, improve,

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.

Fourth Grade –   Pictures of finished bridges:)

Content Objective: I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building a 12 inch bridge using 10 popsicle sticks, 2 cups, 4 straws, tape and string.

Language Objectives: I can write to explain during each of the steps in the Science and Engineering process. (Question/problem, Imagine, Plan, Create/Construct, Use Math, Evaluate/Improve).

Vocabulary: Science and Engineering, question/problem, Imagine, Plan, Create, Construct, Evaluate, improve,

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.

Fifth Grade-  Pictures of finished towers:)  

*The highest tower built was 75 inches tall.*

Content Objective: I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building the tallest tower using only 20 sticks of uncooked spaghetti, 1 large marshmallow, string, and tape.

Language Objective: I can write to explain during each of the steps in the Science and Engineering process. (Question/problem, Imagine, Plan, Create/Construct, Use Math, Evaluate/Improve).

Vocabulary: Science and Engineering, question/problem, Imagine, Plan, Create, Construct, Evaluate, improve,

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.