0

Week of October 29-November 2

November 1st, 2018 / / categories: Class News /

Young 5’s

“Magnet Fun”

I can explore how magnets work by using different magnets to pick up magnetic objects, hunt around the room to find objects my magnet attracts, and race cars using magnets.

I can color my magnet sheet and orally explain what magnets can do.

Magnets can ________________.

Vocabulary:  magnets, attract (stick), repel (don’t stick), move, push, pull

First Grade

I can demonstrate comprehension of pitch and volume by exploring with musical glass jars(jars filled with different amounts of water and when  hit with a metal spoon makes sound) and to make 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 hit the glass jar with _______ amount of water the pitch was______________.

When I moved the straw on my harmonica____________ the pitch was _________________.

 

Volume means_____________________.

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

 

Second Grade

I can comprehend properties of matter by testing various materials to see how strong of flexible they are.

Activity 1- Which Is Stronger?  

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

*Ask, Imagine, Plan Parts*

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:  

*The blaster must be free standing.

*It must launch a pom-pom into the air and it must travel 2 feet.

*Can only use materials provided: pom-poms, tape, straws, craft sticks, rubber bands, paper clips, index cards, cups, spoons.

 

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 -(Continuation of last week)

I can demonstrate how speed affects energy by investigating speed and energy using paper towel tube tunnels, marbles, and rocks.

I can draw my experiment and explain how the speed of the marble (incline of ramp) affected the energy transfer to the rock.

Sentence Stems:

When the ramp was lower, the marble made the rock only move________.

When the ramp was higher, the marble made the rock move ___________.

The results show that _________________________________________________________.

An example that shows this in real life is ________________________.

Vocabulary:  energy, speed, transfer,incline, steeper, distance, centimeters,

Average

 

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.

  1. Did you see any signs of a physical change with the popping of popcorn? If so, what?
  2. Did you see any signs of a chemical change with the popping of popcorn?  If so, what?

 

Vocabulary:  matter, properties, physical change, chemical change

Leave a Reply

Your email address will not be published. Required fields are marked *

Skip to toolbar