Young 5’s and Kindergarten
I can demonstrate comprehension of strength of forces(push and pull) by playing a bowling game to see how much force is needed to knock over 2- Liter pop bottles with different amounts of water in them.
I can orally explain my bowling experience.
Sentence Stems:
It took ______________ force to push the bottle with lots of water.
It took _____________ force to push the bottle with little water.
Vocabulary: force, push, pull, strength, harder, lighter, more, less
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
*Create and Build Day*
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: (STEM- Culminating Activity)
*Planning Day*
I can demonstrate application of how energy is used by building a marble roller coaster or car race track using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).
Marble Roller Coaster
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.
Car Race Track
Materials: race track pieces, toy car
Challenge: Can you build a race track using only materials provided so that your toy makes it all the way through.
I can draw a plan of how I will build my roller coaster or car track. I can reflect on what worked and what needed improvement.
Vocabulary: energy, speed, transfer, potential, kinetic, motion, force, stored energy, motion energy
3-5-ETS1-1
ETS1.A
Fifth Grade- “Reflection Writing Day”
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. (Create sentence stems to use as a whole class).
- 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
First/Second Split- “Sound Exploring Day”
I can demonstrate comprehension of sound by exploring with various sound toys to observe how sound is made.
I can draw and write to explain my favorite sound toy I used today and explain how it made sound.
Sentence Stem:
My favorite sound toy I used was _______________.
It makes sound by____________________
Vocabulary: Sound, vibration, pitch, volume, waves, loud, soft, high, low
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