Young 5’s
*Using fine motor skill*
I can practice using scissors by cutting different shape lines.
I can practice coloring inside the lines of my turkey coloring sheet.
I can orally name the colors I used in my turkey drawing.
First Grade
I can demonstrate comprehension about light rays by exploring and observing what light does when it hits an object (reflect, transparent, translucent, opaque).
I can draw at least 2 things that are transparent, translucent, and opaque and orally tell my partner using the following sentence stem:
The ______________ is transparent.
The ______________ is translucent.
The ______________is opaque.
Vocabulary: light, reflect, bounce, transparent, translucent, opaque
1-PS4-2
1-PS4-3\
Second Grade-
*Continuation from last week- experimenting with activity 2 Flexibility of materials
I can comprehend properties of matter by testing various materials to see how strong of flexible they are.
Activity 1- Which Is Stronger? (Did Last week)
Test each material by seeing how many washers or pennies it can hold.
Materials to be tested:
6 toothpicks taped together, 6 index cards taped together, 6 pipe cleaners taped together, or 6 popsicle sticks taped together.
***Activity 2-Which Object Is More Flexible?
Test the following objects: licorice, pencil, pipe cleaner, yarn, crayon, paper clip and put in order by most flexible to least
I can write to answer questions from both activities.
Vocabulary: property, matter, flexibility, strength
2-PS1-1 2-PS1-2
Third Grade- STEM activity: Pom Pom Blaster
*Continuation from last week- Create and test Pom Pom Devices*
I can demonstrate application of how force and motion are used by designing and building a device that launches Pom Poms in the air using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).
Constraints:
*It must launch a pom-pom into the air and it must travel at least 2 feet.
*Can only use materials provided: pom-poms, tape, straws, craft sticks, rubber bands, paper clips, index cards, cups.
I can draw a plan of how I will design and build my Pom-Pom Blaster. I can reflect on what worked and what needed improvement.
Vocabulary: force, motion, speed, gravity, balanced force, unbalanced force, inertia, slope, measurement
3-5-ETS1-1
3-5-ETS1-2
Fourth Grade: (STEM- Culminating Activity)
*Continuation from last week*
*Reflection Writing Part
I can demonstrate application of how energy is used by building a marble roller coaster using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present) and “Mystery Science” activity.
Materials: Tubing, tape, marble, cup
Challenge: Can you build a rollercoaster using only materials provided so that your marble makes it all the way through.
I can reflect on what worked and what needed improvement by answering the following questions:
*What worked well ?
*What would I do differently to improve my roller coaster?
*If I had more tubes how would I make my roller coaster? (Draw a picture and label).
*If you made a loop, did it work? Why? Or Why not?
*If you wanted to make a loop, what would you have to do to make sure it worked?
Vocabulary: energy, speed, transfer, potential, kinetic, motion, force, stored energy, motion energy
ETS1.A
3-5-ETS1-1
Before After ( Loop is bigger & on stool, steeper first hill)
Fifth Grade
I can demonstrate comprehension about the difference between physical and chemical changes in matter by exploring and observing popped popcorn to see if a kernel undergoes a physical or chemical change when popped.
I can write to explain whether I think popping popcorn is a physical or chemical change and why.
- Did you see any signs of a physical change with the popping of popcorn? If so, what?
- Did you see any signs of a chemical change with the popping of popcorn? If so, what?
Vocabulary: matter, properties, physical change, chemical change
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