March 27-31

 

Kindergarten

Content Objective:  I can distinguish between living and nonliving things by playing a Living and Nonliving Scavenger Hunt game.

 

Language Objective:  I can write the living and nonliving picture word I find and explain orally to my group why it think it is living or nonliving.

Sentence Stems:

The _______ is living because__________.

The _________ is not living because________.

 

Vocabulary:  living, non-living, breathe, water, food, air, shelter

L.OL.00.11  Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things

 

 

First Grade

Content Objective:  I can comprehend facts about the sun by creating a decorative yellow and orange plate sun filled with learned facts.

Language Objective:  I can write to explain what I learned about the sun using a graphic organizer to help create sentence facts.

The sun is _______________.

The sun has______________.

The sun can______________.

Vocabulary:  Sun, Earth, orbit, revolve, rotate, day, night, 24 hours, shadow, heat, light, sunrise, sunset.

E.ES.01.11  Identify the sun as the source of warmth for the Earth.

E.SS1-1  Use observations of the sun to describe predictable patterns of motion.(Compare patterns in the Earth’s rotation to observations of daily changes in the sun’s position.)

Second Grade

Content Objective:  I can demonstrate comprehension of what causes Earth’s surface to change rapidly by discussing volcanoes, earthquakes, and landslides and creating a volcano model using a paper plate, cup, aluminum foil, baking soda, vinegar, and red food coloring.

Language Objective:  I can draw and write to explain how volcanoes can rapidly change the Earth’s surface.

Vocabulary:  landforms. Volcanoes, earthquakes, landslides, rapid change

 

E.SE.E.2  Surface Changes- The surface of Earth changes.  Some changes are due to slow processes, such as erosion and weathering, and some are due to rapid changes, such as landslides, volcanic eruptions, and earthquakes.

Third Grade

Content Objective:  I can demonstrate comprehension of how animals are classified by grouping animals according to specific characteristics.

Language Objective:  I can write to explain what I noticed about the animals in my set of cards and why they were classified together.

Sentence Stems:

My animals are in the ___________ group.

Their characteristics are:

Vocabulary:  observable structure, physical characteristics, classify, mammal, reptile, amphibian, bird, fish, insect, vertebrate, invertebrate

L.OL.E.4  Classification-Organisms can be classified on the basis of observable characteristics.

L.OL.03.42  Classify animals on the basis of observable physical characteristics(backbone, body coverings, limbs, etc.)

Fourth Grade

Content Objective:  I can demonstrate comprehension of our moon by playing a “Moon” Bingo game that allows me to answer various questions about the moon.

Language Objective:  I can write and draw at least 4 facts that I learned about our moon using any information from today’s activity and prior activities.

Sentence Stems:

I learned many things about the moon.

The moon________________.  It also _______________________.

The moon orbits the ________________________.

There are 8 phases. They are_____________________________.

We have moon phases because____________________.

Waxing means______________________________.

Waning means_______________________________.

Vocabulary:  Sun, Earth, Moon, revolve, rotate, orbit, cycle, phases reflect, New Moon, Full Moon, First Quarter, Third Quarter, Waxing Crescent, Waxing Gibbous, Waning Crescent, Waning Gibbous

E.ST.04.23  Describe the motion of the moon around the Earth.

E.ST.04.24  Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.

Fifth Grade

Content Objective:  I can demonstrate comprehension of fossils by following along with “The Great Fossil Find” story to explore fossil bones by trying to put them together to discover what animal it might have been.

Language Objective:  I can write to explain what animal I think my fossil bones came from and why I think it is that animal.  

What does the bones tell me about my animal?

Are their any physical traits that are similar to other animals?

Vocabulary:  fossils, species extinction, survival, characteristics, traits

L.EV.05.13  Describe how fossils provide evidence about how living things and environmental conditions have changed.

L.EV.05.21  Relate degree of similarity in anatomical features to the classification of contemporary organisms.

Kindergarten:   Testing

First Grade

Content Objective:  I can understand the daily changes in the sun’s position in the sky by observing how a shadow is formed and looks like at various times of the day.

Language Objective:  I can write and draw to explain how a shadow is made.

Vocabulary:  Sun, Earth, shadow, background, object, position

E.SS1-1  Use observations of the sun to describe predictable patterns of motion. (Compare patterns in the Earth’s rotation to observations of daily changes in the sun’s position.)

Second Grade

Content Objective:  I can demonstrate comprehension about characteristics of landforms by creating a flip book demonstrating some of the landforms.

Language Objective:  I can orally describe at least 2-3 landforms to my partner so that he or she can guess which landform I am describing.

Sentence Stems:

The Landform I am describing is

Three characteristics are

1.

2.

3.

Vocabulary:  landforms, mountains, plains, plateaus, valleys, hills, cave, islands, volcano

E.SE.02.21  Describe the major landforms of the surface of Earth (mountains, plains, plateaus, valleys, desert, canyon, glacier, peninsula).

Third Grade

Content Objective:  I can demonstrate comprehension of how an animal’s physical characteristics help it adapt in an aquatic environment by experimenting with duck’s feathers and why they are waterproof.

Language Objective:  I can write and draw to explain what adaptation a duck has from the experiment(what the water sis on the plain feather versus what it did on the feather coated an oil).

Vocabulary:  observable structure, function, physical characteristics, adaptation, environment, survival, preen

L.OL.E.3  Structures and Functions- Organisms have different structures that serve different functions in growth, survival, and reproduction.

L.OL.03.32  Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales, etc).

Fifth Grade (Continuation From Last Week)

Content Objective:  I can demonstrate knowledge of how physical characteristics can help an animal survive in it’s environment by experimenting with various bird beaks (tools)  and food sources to see how birds adapt using their trait.

Language Objective:  I can write to explain which beak(tool) worked best to collect food.

Sentence Stem:  The_____________ bird beak worked best for _____________ because_________________________.

Vocabulary:  inherited traits, acquired traits, physical characteristics, adaptation

L.HE.M.1  Inherited and Acquired Traits-The characteristics of organisms are influenced by heredity and environment.  For some characteristics, inheritance is more important, for others characteristics, interactions with the environment are more important.

L.EV.05.12  Describe the physical characteristics of organisms that help them survive in their environment.

March 13-17

Kindergarten

Content Objective:  I can demonstrate comprehension of living and non-living things by sorting pictures by living or nonliving.

Language Objective:  I can orally explain to a partner one living thing and one non-living thing and how they know using sentence stems.

Sentence Stems:

__________ is  a living thing because it ____________.

__________ is a non-living thing because it ___________.

Vocabulary:  living, non-living, breathe, water, food, air, shelter

L.OL.00.11  Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things.

 

First Grade

Content Objective:  I can understand the daily changes in the sun’s position in the sky by observing how a shadow is formed and looks like at various times of the day.

Language Objective:  I can write and draw to explain how a shadow is made.

Vocabulary:  Sun, Earth, shadow, background, object, position

E.SS1-1  Use observations of the sun to describe predictable patterns of motion. (Compare patterns in the Earth’s rotation to observations of daily changes in the sun’s position.)

Second Grade

Content Objective:  I can demonstrate the process of weathering and erosion by experimenting in a “Cookie Weathering and Erosion” lab using chocolate chip cookies(landform/rock), straw(wind), toothpick(animals and plants changing rock), and dropper(rain).

Language Objective:  I can draw or write to explain my observations during the “Cookie Lab” and explain how erosion happened during this experiment.

Vocabulary:  landforms, bodies of water, plateaus, plains, peninsulas, beaches, valleys, mountains, hills, streams, oceans, ponds, lakes, rivers, erosion, weathering, deposition

E.SE.E.2  Surface Changes-The surface of Earth changes.  Some changes are due to slow processes, such as erosion and weathering, and some are due to rapid changes, such as landslides, volcanic eruptions, and earthquakes.

Third Grade

Content Objective:  I can demonstrate knowledge of how some animal’s body covering help them survive and adapt to their environment by exploring in an activity that shows how color can help things blend in so that it is hard to see them (camouflage).

Language Objective:  I can write to explain how camouflaging helps living things survive in their environment.

Vocabulary:  observable structure, function, physical characteristics, adaptation, environment, survival, camouflage

L.OL.E.3  Structures and Functions- Organisms have different structures that serve different functions in growth, survival, and reproduction.

L.OL.03.32  Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales, etc).

Fourth Grade

Content Objective:  I can demonstrate comprehension of the phases of the moon by creating a visual of the moon phases using Oreo cookies to represent each phase.

Language Objective:  I can write to explain the phases of the moon and why they happen.

Sentence Stems:

The moon appears to change shape throughout the month because_________________.

The phases of the moon are __________________________.

Vocabulary:  Sun, Earth, Moon, revolve, rotate, orbit, cycle, phases reflect, New Moon, Full Moon, First Quarter, Third Quarter, Waxing Crescent, Waxing Gibbous, Waning Crescent, Waning Gibbous

E.ST.04.23  Describe the motion of the moon around the Earth.

E.ST.04.24  Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.

Fifth Grade

Content Objective:  I can demonstrate knowledge of how physical characteristics can help an animal survive in it’s environment by experimenting with various bird beaks (tools)  and food sources to see how birds adapt using their trait.

Language Objective:  I can write to explain which beak(tool) worked best to collect food.

Sentence Stem:  The_____________ bird beak worked best for _____________ because_________________________.

Vocabulary:  inherited traits, acquired traits, physical characteristics, adaptation

L.HE.M.1  Inherited and Acquired Traits-The characteristics of organisms are influenced by heredity and environment.  For some characteristics, inheritance is more important, for others characteristics, interactions with the environment are more important.

L.EV.05.12  Describe the physical characteristics of organisms that help them survive in their environment.

 

Third Grade

Content Objective:  I can demonstrate comprehension of an animal’s physical characteristics by observing a specific animal picture and noting its structure and function and how it helps it survive in its’ environment.

Language Objective:  I can present to the class our groups animal explaining it’s physical characteristics (structure) and it’s function.

Sentence Stems:

Our groups animal is a _______________.

One of it’s structure is a_____________. It’s function is to ______________________.

Vocabulary:  physical characteristics, structure, function, survival, organism, environment

L.OL.E.3  Structures and Functions- Organisms have different structures that serve different functions in growth, survival, and reproduction.

L.OL.03.32  Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales, etc).

Fourth Grade

Content Objective:  I can demonstrate comprehension of the motion of the moon and it’s predictable cycle by modeling the movement of the moon around the Earth and the light from the sun using a styrofaom ball on a stick and a flashlight to observe the phases of the moon.

Language Objective:  I can orally tell my partner why we have moon phases using my created “Moon Phase” Flipbook.

Sentence Stems:

The moon appears to change shape throughout the month because_________________.

The phases of the moon are __________________________.

Vocabulary:  Sun, Earth, Moon, revolve, rotate, orbit, cycle, phases reflect, New Moon, Full Moon, First Quarter, Third Quarter, Waxing Crescent, Waxing Gibbous, Waning Crescent, Waning Gibbous

E.ST.04.23  Describe the motion of the moon around the Earth.

E.ST.04.24  Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.

Fifth Grade

Content Objective:  I can demonstrate knowledge of how physical characteristics can help an animal survive in it’s environment by experimenting with various bird beaks (tools)  and food sources to see how birds adapt using their trait.

Language Objective:  I can write to explain which beak(tool) worked best to collect food.

Sentence Stem:  The_____________ bird beak worked best for _____________ because_________________________.

Vocabulary:  inherited traits, acquired traits, physical characteristics, adaptation

L.HE.M.1  Inherited and Acquired Traits-The characteristics of organisms are influenced by heredity and environment.  For some characteristics, inheritance is more important, for others characteristics, interactions with the environment are more important.

L.EV.05.12  Describe the physical characteristics of organisms that help them survive in their environment.

February 27-March 3

Kindergarten

Content Objective:  I can distinguish between living and nonliving things by comparing a stuffed animal cat versus a real cat focusing on what each needs.

Language Objective:  I can draw the four basic needs of an animal (air, food, water, shelter).

Sentence Stems:

The real cat is living because_________________.

The stuffed animal cat is not living because________________.

L.OL.00.11  Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things.

First Grade

Content Objective:  I can demonstrate comprehension of why we have day and night by creating a model of the Earth rotating using a ball of play-dough with a straw/stick through it and a flashlight.

Language Objective:    I can write and draw to explain why we have day and night.

*Draw and Label Earth and Sun, show which side has day and which is in night, use arrow to show rotation(spin).

Vocabulary:  Sun, Earth, Orbit, rotate, Spin, day, night, 24 hours

E.ES.01.11  Identify the sun as the source of warmth for the Earth.

E.SS1-1 Use observations of the sun to describe predictable patterns of motion.(Compare patterns in the Earth’s rotation to observations of daily changes in the sun’s position.)

Second Grade

Content Objective:  I can demonstrate the process of weathering, erosion, and deposition by creating a landform out of legos and then as a team pretending to break it slowly apart by water, ice, or wind(weathering), carrying it away(erosion), and bringing it to a new area(deposition) to form a new lego landform.

Language Objective:  I can draw or write to explain how the lego landform activity helped me understand weathering, erosion, and deposition.

Vocabulary:  landforms, bodies of water, plateaus, plains, peninsulas, beaches, valleys, mountains, hills, streams, oceans, ponds, lakes, rivers, erosion, weathering, deposition

E.SE.E.2  Surface Changes-The surface of Earth changes.  Some changes are due to slow processes, such as erosion and weathering, and some are due to rapid changes, such as landslides, volcanic eruptions, and earthquakes.

 

Third Grade (Continuation from last week- Game Day!)

“STEM Activity”  -Paper Plate Marble Maze Game

Content Objective:  I can demonstrate application of the Engineering process by creating a paper plate marble maze game(using materials only provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

Language Objective:  I can write and draw to explain my groups plan to create the marble maze and explain any improvements needed.

Vocabulary:  STEM, Engineering, Ask, Plan, Create, Improve, Present

Fourth Grade

Content Objective:  I can demonstrate comprehension of rotation and revolution by creating a flipbook that explains what each word means, how long each takes, and what it causes.

Language Objective:  I can explain to a partner in my own words what I learned about rotation and revolution using help from my flipbook.

Vocabulary:  Sun, Earth, Moon, star, planet, satellite, Solar System, rotate(spin), revolve, orbit

E.ST.04.21  Describe the orbit of Earth around the sun as it defines a year.

E.ST.04.22  Explain that the spin of the Earth creates day and night.

E.ST.04.23  Describe the motion of the moon around the Earth.

 

Fifth Grade- (Continuation from last week- Challenge Day!)

“STEM Activity”  -Alien Space Lander

Content Objective:  I can demonstrate application of the Engineering process by creating an alien space lander with a shock-absorber and stabilizer that can land 2 aliens safely onto Earth(using materials only provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

Language Objective:  I can write and draw to explain my groups plan to create a space lander and explain any improvements needed.

Vocabulary:  STEM, Engineering, Ask, Plan, Create, Improve, Present,

Stabilizer, shock-absorber

Second Grade

Content Objective:  I can demonstrate comprehension of how Earth’s surface changes by predicting and experimenting with how water and wind can create slow changes (weathering and erosion) in Earth’s surfaces.

Language Objective:  I can draw and write to explain how my landform made of sand changed as water rained on it.

Vocabulary:  landforms, bodies of water, plateaus, plains, peninsulas, beaches,valleys, mountains, hills, streams, oceans, ponds, lakes, rivers, flow, soak, absorb, erosion, weathering, downhill,

E.SE.E.2  Surface Changes-The surface of Earth changes.  Some changes are due to slow processes, such as erosion and weathering, and some are due to rapid changes, such as landslides, volcanic eruptions, and earthquakes.

E.SE.02.21  Describe the major landforms of the surface of Earth (mountains, plains, plateaus, valleys)

E.FE.02.22  Describe the major bodies of water on the Earth’s surface (lakes, ponds, oceans, rivers, streams).

Kindergarten

“STEM Activity”-Gingerbread Man

Content Objective:  I can demonstrate knowledge of science vocabulary by predicting what will happen when a gingerbread man cookie gets wet and being able to identify the results.

Language Objective:  I can draw what the gingerbread man cookie looks like before getting wet, what I predict or think it will look like when it gets wet, and what the result was after it actually got wet.

Vocabulary: science, think, predict, result

First Grade

Content Objective:  I can demonstrate comprehension of what happens during a thunderstorm by creating a model of a thunderstorm (using sponges to represent clouds absorbing water, lights for lightning, and clapping hands for thunder).

Language Objective:  I can identify the sequence of a thunderstorm by putting pictures in the correct order and orally explaining what happened to my partner.

Sentence Stems:

First________________.

Then_______________. Next__________________.

Finally_________________.

Vocabulary:  observations, weather,clouds, atmosphere,water drops, rain, snow, sleet, precipitation, heavy, lightning, thunder

E.ES.01.23  Describe severe weather characteristics.

Second Grade

Content Objective:  I can demonstrate comprehension of landforms by playing a matching and/or memory card game to learn the landform names, pictures, and definitions.

Language Objective:  I can orally tell or write to explain at least three landforms (drawing of landform with a written definition).

 

Vocabulary:  landforms, mountains, plains, plateaus, valleys, hills, cave, islands, volcano

E.SE.02.21  Describe the major landforms of the surface of Earth (mountains, plains, plateaus, valleys, desert, canyon, glacier, peninsula).

 

Third Grade

“STEM Activity”  -Paper Plate Marble Maze Game

**This week the students planned.  They worked in groups to discuss and draw 2 designs of  a marble maze game…look next week for pictures of their created designs!

Content Objective:  I can demonstrate application of the Engineering process by creating a paper plate marble maze game(using materials only provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

Language Objective:  I can write and draw to explain my groups plan to create the marble maze and explain any improvements needed.

Vocabulary:  STEM, Engineering, Ask, Plan, Create, Improve, Present

Fourth Grade

Content Objective:  I can demonstrate comprehension of the Sun, Earth, and Moon by sorting characteristics about each one onto the correct column.

Language Objective: I can write and draw to explain at least 2 new facts I learned about the Sun, Earth, or Moon.

 

Sentence Stems:  

I learned that  ___________________________.

I found out that _________________.

Did you know the __________________________?

I was surprised that _______________________.

Vocabulary:  Sun, Earth, Moon, star, planet, orbit, Solar System. Characteristics, sorting

E.ST.04.11  Identify the sun, Earth and moon as common objects in the sky.

E.ST.04.12  Compare and contrast the characteristics of the sun, earth, and moon.

Fifth Grade

“STEM Activity”  -Alien Space Lander

**This week the students planned.  They worked in groups to discuss and draw 2 space lander designs…look next week for pictures of their created designs!

Content Objective:  I can demonstrate application of the Engineering process by creating an alien space lander with a shock-absorber and stabilizer that can land 2 aliens safely onto Earth(using materials only provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

Language Objective:  I can write and draw to explain my groups plan to create a space lander and explain any improvements needed.

Vocabulary:  STEM, Engineering, Ask, Plan, Create, Improve, Present, stabilizer, shock-absorber

January 30-February 3

 

Kindergarten

Content Objective: I can demonstrate comprehension of positional words by following directions as to where to place the Gingerbread Man to complete the “Where Did the Gingerbread Man Go” book.

Language Objective:  I can orally describe an object’s position by using positional words.

My gingerbread man is _________________.

 

Vocabulary: at rest, position, on, on top, in front of, behind, under, above, between, away from, closer to, beside, next to

P.FM.00.12  Describe the direction of a moving object(for example: away from, toward).

P.FM.00.11  Describe the position an object (for example:  above, below, in front of, behind, on) in relation to other objects.

First Grade

Content Objective:  I can demonstrate comprehension of clouds by using cotton balls to recognize how the sky looks when it is cloudy, partly clouds, and clear

(no clouds).

Language Objective:  I can write and read to explain my observation of today’s cloud cover by using the sentence stem:

Today’s cloud cover is ________________.

Vocabulary:  observe, weather, clouds, atmosphere, water drops, cloud cover, cloudy, partly cloudy, clear, foggy

 

E.ES.01.21  Compare daily changes in weather related to temperature, cloud cover (cloudy, partly cloudy, foggy, clear), precipitation, wind.

Observing the clouds outside:)

Second Grade

Content Objective:  I can demonstrate comprehension of the characteristics of Earth’s landforms by using play-dough to create a model of a landform.

Language Objective:  I can write to explain 3 characteristics about the landform I created and see if my classmates can guess my landform.

Sentence Stems:

The Landform I made is__________________.

Three characteristics are

1.

2.

3.

 

Vocabulary:  landforms, mountains, plains, plateaus, valleys, hills, cave, islands, volcano

E.SE.02.21  Describe the major landforms of the surface of Earth (mountains, plains, plateaus, valleys, desert, canyon, glacier, peninsula).

Third Grade

Content Objective:  I can demonstrate application of how sound can change (pitch and volume) by creating instruments that show a change in pitch.  I will also use measuring skills to measure  different length straws to make my Pan Flute instrument.

Language Objective:  I can orally explain what pitch is and how it can be changed by using the sentence stems:

Pitch is ____________.

I can change the pitch of my instrument by_________.

Vocabulary:  sound, sound waves, vibrations, back and forth motion, pitch, volume, measure, inches

P.EN.E.3  Sound- Vibrating objects produce sound.  The pitch of sound varies by changing the rate of vibration.

P.EN.03.2  Distinguish the effect of fast or slow vibrations as pitch.

Fourth Grade

STEM Activity!!!

The fourth Graders will be involved in creating their own boats out of aluminum foil!  They will work in groups to plan how to create a boat using only aluminum foil that can hold the most weight ( Gram pieces).  They will together brainstorm 2 plans, Create their aluminum shape boats, Test each boat, and then discuss what worked or what they could improve on to make it better:)

Fifth Grade

Content Objective:  I can demonstrate comprehension of the phases of the moon by placing the moon phases flashcards in the correct order and participating in the game “I have the ________ phase, Who has Next phase?”

Language Objective:  I can write and draw to explain the phases of the moon and why they happen.

Vocabulary: moon, earth, sun, orbit, revolve, rotate, phases, new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, last quarter, waning crescent

E.ST.05.23  Explain the phases of the moon.

First Grade

Content Objective:  I can demonstrate comprehension of severe weather such as tornadoes by creating a model of a tornado(funnel shape) using clear pop bottles and clear jars filled with water and a drop of liquid soap.

Language Objective:  I can draw and write to explain what a tornado looks like and at least one fact about it using sentence stems:

Tornadoes can________________.

Tornadoes have________________.

To be safe in a tornado I will ____________.

Vocabulary:  severe weather, tornado, strong winds, precautions, safety, precipitation, thunder, lightning

E.ES.01.23  Describe severe weather characteristics.

E.ES.01.24  Describe precautions that should be taken for human safety during severe weather conditions.

Second Grade

Content Objective:  I can demonstrate comprehension of the properties of water in a liquid state by experimenting with different surfaces (wax paper, writing paper, aluminum foil, and paper towel) to see what happens when drops of water fall on each one.

Language Objective:  I can write to explain what the water drops did when they fell on different surfaces and from this write about how water lands on various objects such as dirt, leaves, rock, window, umbrella, etc.

Vocabulary:  water, liquid, dropper, drops, properties, absorb, soak,  bead up, waterproof, surfaces, spread out

E.FE.02.13  Describe the properties of water as a liquid

Third Grade

Content Objective:  I can demonstrate comprehension of how sound best travels by predicting and experimenting with sound traveling through a gas(air), liquid, and solid.

Language Objective:  I can write to explain how and why sound best travels using sentence stems:

Sound can travel through __________, ________, and ________.

It travels best through___________.

I know this because_______________________>

Vocabulary:  sound, sound waves, vibrations, back and forth motion, solid, liquid, gas, matter, molecules

P.EN.E.3  Sound- Vibrating objects produce sound.  The pitch of sound varies by changing the rate of vibration.

 

Fourth Grade

Content Objective:  I can demonstrate  application of measuring mass by solving and using a balance scale with gram weights to see how much water a dry sponge can hold.

Language Objectives:  I can write to explain the results I found using the sentence stem:

I (was/wasn’t) surprised by my results.  The results showed that_________________________.

Vocabulary: matter, mass, takes up space, measure, balance scale, gram, kilograms, absorb, soak, weight, milliliter, volume

P.PM.04.16  Measure the mass(balances in grams or kilograms of objects.)

Fifth Grade

Content Objective:  I can demonstrate comprehension of the phases of the moon by doing a “Mystery Science “ Lab using  a lamp/flashlight (sun), styro-foam white ball (moon) on a stick  and myself as Earth to model how the phases of the moon occur and look.

Language Objective:  I can write and draw to explain how the phases of the moon occur.  I can also use a oreo cookie to model one of the phases and name it’s phase:)

Vocabulary: moon, earth, sun, orbit, revolve, rotate, phases, new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, last quarter, waning crescent

E.ST.05.23  Explain the phases of the moon.

Thursday, January 19 th

First Grade

Content Objective:  I can demonstrate comprehension of wind vanes and how they work by experimenting by blowing water drops on wax paper in North, South, East and West directions.

 

Language Objective:  I can draw and write to explain what a wind vane is and what it does by using sentence stem:

 

A wind vane is a weather tool that _______________________.

 

Vocabulary:  weather, tool, measures, wind, directions, North, South, East, West, breezy, calm, windy

 

E.ES.01.21  Compare daily changes in weather related to temperature, cloud cover, precipitation, and or wind (breezy, windy, calm).

 

E.ES 01.31  Identify the tools that might be used to measure temperature, precipitation, cloud cover, and wind.

Second Grade

Content Objective:  I can demonstrate comprehension of how water begins the journey as rain and ends it’s journey in the ocean by predicting and experimenting with drops of water on a slope (a slanted tray).

Language Objective:  I can write to explain my observations with the water drop experiment.

Observation Questions?

What did the water do when not on a slope?

What did the water drop do on a slope?

What happened when drops fell at different heights?

What happened when water drops ran into each other?

Compare different size drops.  What happened?

What would happen if the water drops were in the frozen state?

 

Vocabulary:  properties, water, liquid, solid, gas, water cycle, flowing, natural resource, ocean, lake, stream, describe, dome, absorb, precipitation, run off

E.FE.02.13  Describe the properties of water as a liquid.

E.FE.E.1  Water is a natural resource and is found underground, on the surface, of the Earth, and in the sky.  It exists in three states (liquid, solid, gas) and can go back and forth from one to another.