Young 5’s
I can cut and paste pictures and place them on the sink or float side.
I can orally explain 2 items that float and 2 items that sink using sentence stems.
Sentence Stems:
The ________________ floats in water.
The _________________ sinks in water.
Vocabulary: float, sink, under, above
Kindergarten
“Aluminum Foil Boats”- STEM Activity
Day 2
I can build a boat out of 1 sheet of aluminum foil and test to see how many pennies it can hold before sinking.
I can draw a plan of my first attempt of an aluminum foil boat, and then plan a second drawing with improvements from the first and orally explain using sentence stems.
Sentence Stems:
My first boat __________________________.
My second boat I will ____________________________.
Vocabulary: STEM, sink, float
Second Grade (Patterson and Earle)
I can demonstrate comprehension of how rapid Earth changes can be caused by earthquakes by experimenting in a hands-on experiment exploring what happens to land during an earthquake using graham crackers and cool whip/frosting.
I can orally explain how an earthquake can quickly cause changes to the Earth.
Sentence Stem:
Earthquakes can cause changes to Earth by_________________________.
Vocabulary: Earthquake, causes, changes, patterns,
tectonic plates, mantle(melted rock)
2-ESS1-1
First Grade and Younce’s ½ split class
I can demonstrate communication skills by playing an engineering lego building activity where I have to communicate with my partner how to build something without them seeing.
I can orally explain what communication skills worked and how I could improve to help my partner understand better.
Sentence Stems:
I could have told my partner_________________________________.
I liked how ____________________________________________.
Next time I would try________________________________.
It worked when______________________________________.
Third Grade
I can demonstrate comprehension of science words such as prey, predators, camouflage, adaptation, and echolocation by playing various fun games(Park Ranger, Deer Ears, and Bat-Moth) that represent these words in action.
I can orally explain what prey, predator, camouflage, adaptation, and echolocation mean and how they were used in the games.
Vocabulary:
prey, predators, camouflage, adaptation, echolocation
Fourth Grade- Continuation of last week (Reflection Day)
I can demonstrate comprehension of how glaciers shape land through erosion and deposition by experimenting in a glacier erosion activity with clay, ice, and sand.
***I can draw a picture of my observations from the activity and answer the questions provided about how glaciers shape land through erosion and deposition.
Vocabulary: glacier weathering, erosion, deposition
ESS2.A
Fifth Grade-(Ms. Habhab’s class)
I can demonstrate comprehension of Earth’s spheres (Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by playing a board game with various questions about Earth’s spheres.
I can orally explain the different spheres and how they interact while answering questions during the game in my group.
Fifth Grade- (Mrs. Gartha’s Class)
STEM Activity- “Nail Challenge”
Challenge:
Can your group balance nails on top of one block of wood with one nail in it?
Constraints:
Can only use materials in bag
Must work as a team
Must get all 12 nails to balance
Finish in the time provided
Materials:
Block of wood with one nail hammered in it
12 nails
Reflection:
What worked? What would you do differently? What made you think to do that?
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