Science Enrichment

Young 5’s

I can recognize my colors and numbers by sorting my M&M’s and counting how many of each color I have.

I can orally tell my classmates which color I had the most of and which I had the least of.

Sentence Stems:  

I had mostly __________ M&Ms.

I had the least of __________ M& Ms.

Vocabulary:  colors, count, most, least, same

Kindergarten

I can learn how  magnets can push and pull objects by exploring with mazes and cars with magnets.

I can color my magnet sheet and orally tell my partner what objects my magnet pulled and pushed

Sentence Stem:

My magnet can pull a _____________.

My magnet can push a ____________.

Vocabulary:  magnets, stick, attract, repel, push, pull

First Grade

I can demonstrate how sound travels in waves by exploring with a spoon and string experiment and cup phones.

I can write and draw about one of the activities.

Sentence Stem:

Sound is made by ___________________.

Sound travels in ___________ .  

Vocab:  Sound, hear, vibration, waves, solid, liquid, gas(air)

Second Grade

I can demonstrate comprehension of properties of solids, liquids, and gases by sorting picture cards and playing “Who has” card game.

I can orally explain or write about the three states of matter and their properties.

Sentence Stems:

The three states of matter are ________, ___________, and _________.

A solid _____________________________.

An example is a _____________________.

A liquid _______________________.

An example is a __________________.

A gas ________________________.

An example is a ____________________.

Vocabulary: matter, solid, liquid, gas, particles, molecules, shape

Third Grade

I can demonstrate how static electricity is a force that can create motion by using a rubbed balloon to make a paper ghost dance and an aluminum can roll without touching it.

Before:

I can write or draw to explain how I think I will get the paper ghost to dance and can to roll using only a balloon and piece of wool (constraints: the balloon can not touch the paper ghost or can).

Sentence Stem:

I plan on _____________________________________________ to get the ghost to dance and can to roll.

After:

I can draw and write about how I got the paper ghost and can to move.

Sentence Stem:

My group got the paper ghost to dance and the can to roll by________________________________________________.

Vocabulary:  force, push, pull, motion, static electricity, electrons

Fourth Grade

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 changes in matter by exploring examples of physical and chemical changes and sorting cards by the type of change.

I can write to explain how my group sorted the physical and chemical changes in matter cards by answering the following questions:

1. Which cards were difficult to classify?  Why?
2. Which cards were easy to classify?  Why?
3. Give an example of a physical change that was not pictured.
4. Give an example of a chemical change that was not pictured.

Vocabulary:  matter, properties, physical change, chemical change, substance