First Grade:

First Graders explored magnets.  They predicted and tested various objects to see if they had a magnetic property.

Second Grade:

Second Graders learned about mixtures versus single substances.  They created a Halloween crunch mixture and graphed how many of each yummy item was found in their mixture!

Best part they got to eat it after!!!!!

   

Fifth Grade:

Mrs. Habhab’s 5th graders pretended to be engineers and builders today.  The students worked with a partner,back to back, to build identical structures out of Legos.  They could not see each other’s, but had to communicate how to build it to one another.

 

Lesson Plans October 10-14-16

 

Kindergarten

Content Objective:    I can demonstrate comprehension of the sense of sight by observing with my eyes what happens when drops of colored vinegar are added to baking soda.

Language Objective:   I can orally explain or draw what I saw happen when the colored vinegar drops were added to the baking soda.

Sentence stem :

I used my sense of sight and saw_____________.

Vocabulary:  senses, eyes, sight, see

S.IA.00.12  Share ideas about the senses through purposeful conversation.

S.IP.00.13  Plan and conduct simple investigations using the senses

 

First Grade

Content Objective:

I can demonstrate comprehension of sinking and floating by predicting and sorting different objects based on this property.

Language Objective:

I can draw and label to explain at least 2 object that floated and 2 that sank.

Vocabulary

sort, observable, properties, sink, float

P.PM.01.11  Demonstrates the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating.

Second Grade

Content Objective:

I can demonstrate comprehension of the property of liquids by measuring water using various measuring tools such as graduated cylinder, beaker, and measuring cups and spoons.

Language Objective:

I can write to explain what I observed about measuring liquids today.

Vocabulary

property, matter, solid, liquid, gas, measure, graduated cylinder, beaker, measuring cups, teaspoons, tablespoons, change shape

P.PM.E.1  Physical Properties- All objects and substances have physical properties that can be measured.

 

Third Grade

Content Objective:

I can demonstrate comprehension of motion of objects by observing various object’s motion, direction and path as it goes down a ramp.

Language Objective:

I can write to explain how at least 2 of the  objects moved using motion, direction and path vocabulary words from chart.

Sentence Stem:

The _____________  _____________ down the ramp.

(object)                   (motion)

It went ________________ in a _________________ path.

(direction)

Vocabulary :   Force, push, pull, gravity

Motion, slide, twirl, roll, wave, bend, spin,

Direction, away from, toward, around, above, below, behind, through, across, between

Path, straight, curvy, back and forth, zig-zag, circular

Fourth Grade

Content Objective:  I can demonstrate comprehension of static electricity by experimenting with various balloon and static tube activities.

Language Objectives:  I can write and draw to explain how static electricity works.

(Draw and label one the experiments and explain what happened)

Vocabulary: energy, transfer, electrical, static electricity, atoms, protons, neutrons, electrons, positive charge, negative charge, attract, repel

P.EN.E.1  Forms of Energy -Heat, electricity. light, and sound are forms of energy

P.EN.04.12  Identify heat and electricity as forms of energy

 

Fifth Grade

Content Objective:  I can demonstrate comprehension of Newton’s First Law of Motion(Inertia) by exploring various activities that demonstrate Newton’s First Law.

Language Objective:  I can write to explain how one of the activities performed today was an example of Newton’s First Law.

Sentence Stem:

The _____________ activity was an example of Newton’s First Law of Motion.

This activity showed Newton’s First law by  _______________________.

Vocabulary:  contact and non-contact forces, motion, force, inertia, Newton’s First Law of Motion, balanced force, unbalanced force, push, pull, gravitational force, relative position

P.FM.M.3  Forces have magnitude and direction. Forces can be added.  The net force of an object is the sum of all the forces acting on the object. The speed or direction of the motion of the object changes when a non-zero net force is applied to it. A balanced force on an object does not change the motion of an object (the object either remains at rest or continues to move  at a constant speed in a straight line)

P.FM.05.22  Demonstrate contact and non-contact forces to change motion of an object.

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Thank you for your patience while we work with AOL to make sure you get classroom notifications from your teacher.

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Technology Department

Kindergarten

Content Objective:

  I can demonstrate knowledge of the 5 senses by identifying all 5 senses while building a Mr. Potato head or creating a play-dough face.

Language Objective:

I can orally explain at least 2 senses.

Sentence stem :

I use my __________ to ___________.

Vocabulary:

senses, eyes, sight, see, ears, sound, hear, nose, smell, mouth, tongue, taste, hands, feet, skin, feel, touch

S.IA.00.12  Share ideas about the senses through purposeful conversation.

 

 

First Grade

Content Objective:

I can demonstrate comprehension of observable properties by sorting objects by properties such as size, color, shape, texture, etc.

 

Language Objective:

I can orally explain or draw 1 way that my group sorted the objects.

Sentence Stem: 

My group sorted the objects by _________.

Vocabulary

sort , observe, properties, size, color, shape, texture, weight

P.PM.01.11  Demonstrate the ability to sort objects according to observable attributes as color, shape, size.

P.PM.E1  Physical Properties- All objects and substances have physical properties that can be measured.

 

Second Grade

Property- Sinking and Floating

Content Objective:

I can demonstrate comprehension of the properties of wood by creating a way to sink my floating piece of wood using rubber bands and paper clips.

 Language Objective:

I can write and draw to explain how I got my floating wood to sink.

Sentence stems:

I got my piece of wood to sink by ______________________.

Vocabulary:  classify, compare, properties, attributes, shape, size, texture, color, floating, sinking,

P.PM.02.12 Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid or solid, sinking  or floating)

 

Third Grade

Content Objective:

I can demonstrate comprehension of forces by using pushes and pulls in the “Penny Drop” experiment.

Language Objective:

I can  draw and write to explain the forces I used and  my results from the Penny Drop experiment.

 

Vocabulary:  hypothesis , prediction, results, conclusion, force, motion, gravity, push, pull

 

P.FM.03.35  Describe how a push or a pull is a force.

P.FM.E.2  Gravity-Earth pulls down on all objects with a force called gravity.

P.FM.03.22  Identify the force that pulls objects toward the Earth.

 

 

 

 

Fourth Grade

Content Objective:

I can demonstrate comprehension of the three ways heat is transferred(radiation, convection, and conduction) with a focus on conduction by observing and predicting which material (glass, paper, metal, or plastic) is the best heat conductor to melt an ice cube fastest.

Language Objective: 

I can write to explain what kind of container I would use if I wanted to keep my food cool? and What kind of container would work best if I wanted to keep my food warmer?  Explain why?

Vocabulary

energy, heat, energy transfer, radiation, convection, conduction, waves, solid, liquid, gas

 

P.EN.E.4  Energy and Temperature- Increasing the temperature of any substance requires the addition of energy.

P.EN.04.41 Demonstrate how temperature can be increased in a substance by adding energy.

 

Fifth Grade

Content Objective:

I can demonstrate comprehension of forces by classifying  and exploring with objects using contact and non-contact forces

Language Objective:

I can write to explain the difference between a contact force and a non-contact force using examples from today’s activities.

Vocabulary: contact and non-contact forces, motion, force, magnetic attraction and repulsion, gravitational force, electrical force

 

P.FM.M.2  Force Interactions-some forces between objects act when the objects are in direct contact(touching), such as friction and air resistance, or when they are not in direct contact (not touching), such as magnetic force, electrical force, and gravitational force.

P.FM.05.21  Distinguish between contact forces and non-contact forces.

P.FM.05.22  Demonstrate contact and non-contact forces to change motion of an object.

 

Kindergarten…

Content Objective:  I can demonstrate knowledge of science tools by identifying various tools and their uses.

Language Objective:  I can orally explain at least 1 science tool and how to properly use it.

Sentence stem:  The _______ tool is used to __________.

Vocabulary:  Science, tools, safety, magnifying glass, balance scale, ruler, goggles, dropper, tweezers, microscope, timer

S.IP.00.14  Manipulate simple tools(hand lens, balances) that aid observation and data collection.

  

First Grade…

Content Objective:

I can demonstrate knowledge of properties of objects by using my 5 senses to describe various items.

Language Objective:

I can write at least one property word for each of my senses I use to describe my item.

 

Vocabulary

describe, properties, 5 senses, see, hear, taste, touch, smell, color, size, shape, texture, sound, odor

S.IP.01.11  Make purposeful observation of the natural world using the appropriate senses.

P.PM.E.1  Physical Properties-All objects and substances have physical properties that can be measured.

   

 

 

Second Grade…

Content Objective: 

I can demonstrate comprehension of properties of objects by describing various crackers by their size, shape, color, and texture.

Language Objective:

I can write to explain the properties of each cracker by  filling in a chart with descriptive words.

 

Vocabulary

describe, physical properties, size, shape, texture, color

S.IP.02.11  Make purposeful observation of the natural world using the appropriate senses.

P.PM.E.1  Physical Properties-All objects and substances have physical properties that can be measured.

P.PM.02.12  Describe objects and substances according to their properties(color, size, shape, texture)

  

 

 

Third Grade…

Content Objective:

I can demonstrate comprehension of forces by working as a team to move a clear stone across a piece of black paper using only materials provided (rubber band, popsicle stick, straw, and string).

Language Objective:

I can  draw and write to explain the forces I used to move the stone.

 

Vocabulary:  imagine, plan, create, improve, force, motion, gravity, push, pull

P.FM.03.35  Describe how a push or a pull is a force.

P.FM.03.22  Identify the force that pulls objects toward the Earth.

    

Fourth Grade                                                       

Content Objective:

I can demonstrate knowledge of energy by observing and recognizing various ways energy is transformed or transferred.

Language Objectives:

I can write and draw to explain one example of energy being transformed or transferred.

Sentence stem:

Today I observed energy being __________ .

                                                      (transformed/transferred)

 The energy was ___________    by ____________

                        (transformed/transferred)

Vocabulary: energy, forms, transform, transfer

P.EN.E.1  Forms of Energy -Heat, electricity. light, and sound are forms of energy

P.EN.04.12  Identify heat and electricity as forms of energy

P.EN04.42  Describe heat as the energy produced when substances burn, certain materials rub against each other, and electricity flows through wires.

    

Fifth Grade…

The students continued working in groups making a plan to create a structure(using only 10 cups, 10 craft sticks, and 6 cubes) with only one wooden cube as the base.  Checkout their structures… Great teamwork and way to think like an Engineer!

     

Kindergarten

The students learned about scientist and drew what they thought a scientist might look like.  They had to make sure their scientist had all 5 senses (ear, mouth, nose, eyes, hands)!

First Graders

The students explored various science tools.  They used a dropper to see how many drops of water  fit on a penny, a magnifying glass to observe rocks and seashells, and a balance scale to compare the weight of various objects.

 

Second Graders

The students continued using  science skills:  observe and predict.  They were engaged in an experiment where they had  to predict what would happen when colored water drops were added to a bowl of oil.

I am so happy to have finally seen all my Oakman students this week!   I also was very excited to have met some new Oakman faces:)

For the first few weeks we have been working on classroom procedures and rules, creating seating charts, setting up our science notebooks, and having some fun!

 

Kindergarten students are learning about what science is and what they think a scientist looks like.

First and Second Graders  are focusing on science skills : observing and prediciting.  They were engaged  in a skittle experiment where they used their eyes to observe and predict what would happen when warm water was added to a circle of skittles on a white paper plate.

Third and Fourth Graders are thinking like a scientist.  They were given  the following materials: balloon, pop bottle, funnel, and Nerd candies and were asked to work in a group to plan an experiment they could do using the materials.

Fifth Graders are working on Team building and the engineering process.  They were asked if they could build a structure (using 10 cups, 6 cubes, 10 craft sticks) with only one wooden cube as the base.   They are in the process of creating a plan with their groups and will continue next week to create the structure using their plans.  Look for pictures next week:)

Welcome back students and parents!  I am excited for another great year in Science Enrichment!  I will be seeing  all grades (K-5)every week.  Throughout the year the students will be actively engaged in various hands-on activities and experiments that support the science curriculum.  This year the students will be learning  science and engineering practices together using the design process of ask, imagine, plan, create, and improve.  Be sure to check the blog for pictures of these fun-filled activities!  If you need anything, I am at Oakman on Mondays and Thursdays.  Looking forward to seeing all of you at Open House this Thursday!

Thank you,

Mrs. Grucz

 

Kindergarten:

Content Object:  I can demonstrate comprehension of Earth’s materials and its uses by planting a seed using Earth’s materials (soil and water) and observing it grow for weeks.

Language Objective:   I can orally explain how I planted my seed today.

Sentence stems:  First I _________________________. Then I _____________________.

Next I ________________________. Finally I _______________________________.

Vocabulary:  Earth Materials, soil, water, plant, seed, grow
E.SE.E.1 Earth Materials- Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere.  Some Earth materials have properties which sustain plant and animal life.

First Grade:

Content Objective:  I can demonstrate knowledge of animal life cycles by identifying the stages in a chicken life cycle.

Language Objective:  I can orally explain the stages in a chicken’s life cycle using my chicken life cycle wheel and transition words.

Sentence Stems:

First______________. Then, ______________.

Next,______________. Finally _____________.

Vocabulary: Life Cycle, egg, roosting, hatchling, chick, adult, Oviparous Animals

L.OL.E.2 Life Cycles- Plants and animals have life cycles.  Both begin life and develop into adults, reproduce, and eventually die.

L.OL.01.21  Describe the life cycle of animals including the stages.

Second Grade:(continuation from last week)

Content Objective:  I can demonstrate comprehension of how plant seeds get dispersed to help a plant’s life cycle by experimenting in a bee pollination activity using starburst(nectar), cheese puffs(pollen) and paper flowers.

Language Objective:  I can draw and write to explain how a bee pollinates and helps a plant survive using transition words, first, next, then, finally.

Vocabulary:  plant seeds, fruit, nectar, pollen, seed dispersal, life cycle, pollination

L.OL.E.2  Life Cycles- Plants and animals have life cycles.

L.OL.E02.14  Identify the needs of plants.

 

Third Grade:  

Content Objective:  I can demonstrate comprehension of recycling, reducing, and reusing of Earth’s materials by creating a new invention using recyclable materials such as used paper, paper towel rolls, straws, paper cup/plates, water bottles, bottle caps, styrofoam pieces, bubble wrap, cardboard, buttons, etc.

Language Objective:  I can draw and write to explain my group’s new invention made out of recyclable materials.

Vocabulary:  Recycle, Reduce, Reuse, Earth’s materials, renewable, non-renewable, resources

E.ES.03.43  Describe ways humans are protecting, extending, and restoring, resources(recycle, reduce, and reuse).
E.ES.03.44  Recognize that paper, metal, glass, and some plastics can be recycled.

Fourth Grade:  (Continuation)

Content Objective:  I can demonstrate comprehension of food chains by dissecting an owl pellet and observe and compare the bones to a chart to conclude what the owl ate.

Language Objective:  I can create a chart and write to explain a possible food chain from my owl pellet using transition words.

Example:  First_______________________., Next,________________.  Then___________________. After that the __________________. Finally _____________.

Vocabulary:  prey, predator, food chain, source of energy, producers, consumers, decomposers, herbivores, omnivores, carnivores, pellets

L.EC.04.11  Identify organisms as part of a food chain or food web.

L.OL.04.16  Determine that animals require air, water, and a source of energy and building material for growth and repair.

Fifth Grade:

Content Objective:  I can demonstrate comprehension of the Nervous system by experimenting with an activity called “Falling Sticks”  where I can  measure in centimeters the speed of an impulse or message through the Nervous System.

Language Objective: I can write to explain what I learned about the Nervous system by answering reflective questions on the experiment sheet.

Vocabulary:  System, Nervous, voluntary, involuntary, brain, spinal cord, nerves, neurons, impulses

L.OL.05.41  Identify the general purpose of selected animal systems.

L.OL.M.4  Animal systems- Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.

Kindergarten:

Content Objective:  I can demonstrate comprehension of the properties of Earth’s materials by predicting and observing what happens when soil, sand, and rocks are mixed with water.

Language Objective:  I can orally explain what happened when the various Earth materials were mixed with water.

Sentence Stems:

The soil __________________ when it was mixed with water.

The sand__________________ when it was mixed with water.

The rocks_________________ when it was mixed with water.

Vocabulary:  Earth materials, rocks, sand, dirt, soil, sand, clay, compare, mix,  absorb, float, sink

S.IP.00.14  Manipulate simple tools(for example: balance scale, had lens, objects for measure) that aid observation and data collection.

E.SE.00.11  Identify Earth materials that occur in nature (sand, rocks, soil, water, clay).

First Grade:

Content Objective:  I can demonstrate knowledge of animal life cycles by identifying animals that hatch from eggs during their life cycles and graphing how many were found in my group’s tub.

Language Objective:  I can write to explain at least 4 animals that hatch from eggs.

Vocabulary: Life Cycle, hatch, egg, Oviparous Animals

L.OL.E.2  Life Cycles- Plants and animals have life cycles.  Both begin life and develop into adults, reproduce, and eventually die.

L.OL.01.21  Describe the life cycle of animals including the stages.

   

Second Grade:

Content Objective:  I can demonstrate comprehension of how plant seeds get dispersed to help a plant’s life cycle by experimenting in a bee pollination activity using starburst(nectar), cheese puffs(pollen) and paper flowers.

Language Objective:  I can draw and write to explain how a bee pollinates and helps a plant survive using transition words, first, next, then, finally.

Vocabulary:  plant seeds, fruit, nectar, pollen, seed dispersal, life cycle, pollination

L.OL.E.2  Life Cycles- Plants and animals have life cycles.

L.OL.E02.14  Identify the needs of plants.

      

Third Grade:

Content Objective:  I can demonstrate comprehension of the importance of non-renewable resources by experimenting with a chocolate chip exploration where I have to mine for coal(chocolate chips) using mine tools(toothpicks, popsicle sticks, or paper clip) without damaging the landsite (the cookie).

Language Objective:   I can draw and write to explain my results after mining for coal(chocolate chips).

Questions:

What did your landsite look like before? After?

How many pieces of coal did you get from hard cookie?  Soft Cookie?

Which landsite was easier to mine from?  Why?

Why is it important to conserve our resources?

Vocabulary:  natural resource, renewable resource, nonrenewable resource, replaced, classify

E.ES.03.41  Identify natural resources  (metals, fuels, fresh water, soil, etc).

E.ES.03.43  Classify renewable and nonrenewable resources.

 

 

Fourth Grade:  

Content Objective:  I can demonstrate comprehension of food chains by dissecting an owl pellet and observe and compare the bones to a chart to conclude what the owl ate.

Language Objective:  I can draw and write to explain a possible food chain from my owl pellet using transition words.

Example:  First_______________________., Next,________________.  Then___________________. After that the __________________. Finally _____________.

Vocabulary:  prey, predator, food chain, source of energy, producers, consumers, decomposers, herbivores, omnivores, carnivores, pellets

L.EC.04.11  Identify organisms as part of a food chain or food web.

L.OL.04.16  Determine that animals require air, water, and a source of energy and building material for growth and repair.

    

Fifth Grade:

Content Objective:  I can demonstrate comprehension of the muscular system by experimenting with a “cookie challenge” using only my facial muscles to get a cookie from my forehead to my mouth.

Language Objective: I can write to explain what I learned about the muscular system today.

Vocabulary:  System, Muscular, voluntary, involuntary

L.OL.05.41  Identify the general purpose of selected animal systems.

L.OL.M.4  Animal systems- Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.