Science Enrichment

Young 5’s/Kindergarten

I can sort pictures by living or nonliving.

I ca orally explain how I know something is living or nonliving.

Sentence Stems:

______________ is living because it ________________.

_____________ is not living because it _____________.

Vocabulary:  living, nonliving, grow, breathe, reproduce, food, water, air, shelter

K-LS1-1

First Grade

I can demonstrate knowledge of various animals external parts and how they use them for survival by recognizing and listing 5 parts of a chosen animal and describe what each part is used for.

I can orally explain at least 2 of my animal’s external parts and what I think they use that part for to help in its’ survival.

Sentence Stem:

A ________________ has ______________.

I think it uses ________________ to help it _________________.

Vocabulary:   external parts, function, structure,survival, needs

LS1:A

1-LS1-1

Second Grade

I can demonstrate comprehension of living things by sorting a group of cards by living or nonliving.

I can explain in writing at least three reasons why three of the cards are living and three reasons why three of the cards are nonliving.

Sentence Stems:

____________________ is living because_________________.

___________________ is not living because_______________.

Vocabulary:  living, nonliving, needs, survival, food, sunlight, air, water, shelter, breathe, grow/move, reproduce

L-S2.A

Third Grade

I can demonstrate comprehension of life cycles by comparing three different animal life cycles(meal worm, frog, and ladybug).

I can orally share what my group observed about the three animal life cycles.

Sentence Stems:

All three life cycles __________________________________.

I noticed that  _____________________________________.

The life cycles were different  by _______________________.

Vocabulary:  Life Cycles, grow, reproduce, adult, young, larvae, change, eggs, pupa, metamorphosis

3-LS1-1

Fourth Grade

I can demonstrate comprehension of a flowering plant system by dissecting a daffodil and examining its’ structure  to understand how the parts work together for growth, survival, behavior, and reproduction.

I can explain orally or write how the Daffodil plant is a system.

Vocabulary:  structure, function, growth, survival, reproduction, behavior, system

4-LS1-1

Fifth Grade

Part 1- continuing next week

I can demonstrate comprehension of food chains/webs by participating in the Mystery Science activity “Why Would A Hawk Move To New York City” and play a food chain card game called “Eat or be Eaten”.

I can orally explain the longest food chain I made from the card game.

___________________eats_________________eats_____________eats______________eats_________________. Yum!

Vocabulary:  predator, prey, food chain, food web

5-LS2-1