Today was Science Day and the students had a blast traveling from classroom to classroom doing various experiments.  Here are some pictures of  the “Science Day” fun!

 

Science Experiment:  What happens when Mentos or M&M’s were dropped into Diet Coke? 

Science Experiment:  “Making Oobleck”- The students made this mixture and were surprised that it can be a solid and a liquid!

Science Experiment:  Design a boat out of aluminum foil and see how many pennies it can hold before it sinks!

 

Science Experiment: ” Skewered Balloons”- Can you stick a wooden stick through a balloon without it popping?

 

April 18-22

Kindergarten:

Content Objective:  I can demonstrate comprehension of Earth’s materials by observing clay and using screens to observe what happens when the clay material is poured through it.

Language Objective:  I can draw and describe my observation of clay material.

How did it look? (color, size).  How does it feel? ( (hard, soft, can you break it?)

Vocabulary:  Earth Material, clay,  magnifying glass, screen, senses, feel, touch, see, observe,

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

First Grade:

Content Objective: I can demonstrate knowledge of animal life cycles by observing a cricket with a magnifying glass and learning about how it grows and changes through it’s life cycle.

Language Objectives:  I can draw and label the life cycle of a cricket and describe how it changes as it grows.

Vocabulary:  compare, characteristics, life cycle, change, grow, egg, nymph, instars, adult

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 what plants need by planting a seed and observing for weeks how the plant grows and survives when provided with its needs.

Language Objective:  I can draw, label, and write to explain my observations of my plant’s growth.

Vocabulary:  needs, soil, water, sunlight, air, food, life cycle, seed, seedling, plant, mature plant,parts, seed, roots, stem, leaves, flowers, fruits, growth, survive

L.OL.02.14  Identify the needs of plants.

L.OL.02.22  Describe the life cycle of familiar flowering plants including the stages.

 

Third Grade:

Content Objective: I can demonstrate comprehension of rocks and minerals by experimenting through different stations: observing and sorting various minerals by characteristics, testing rocks and minerals for their hardness( scratching with metal nail) and if they leave streaks( rubbing on tile piece), and lastly  how they are used everyday.

Language Objective:  I can write to explain what I learned about rocks and minerals.

Vocabulary:  Earth’s materials, natural resources, rocks, minerals, hardness, streak, sorting, characteristics

E.SE.03.14  Recognize that rocks are made up of minerals.

E.SE.E.1  Earth Materials-Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere.

Fourth Grade:  Did not get to see:(  On a field-trip to Lansing!

 

Fifth Grade:

Content Objective:  I can demonstrate comprehension of the Digestive System and its parts (organs) by using different color yarn to measure the different parts of the system to see how long the system actually is.

Language Objective:  I can write to explain how the parts(organs) of the Digestive System worked together to form a functioning system.

Sentence Stems:

The Digestive System works  as a system by____________________.

If __________ was not working or was missing from the system, then ________________________________________________.

I was amazed at how long the Digestive System is because________________.

Vocabulary:  Digestive System, organs, parts, function, mouth, teeth, saliva, tongue, esophagus, stomach, acid, small intestine, large intestine, gall bladder, liver, pancreas,inches, feet

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of April 11-15

 

Kindergarten:

Content Objective:  I can demonstrate comprehension of Earth’s materials by observing and comparing sand and rocks using a magnifying glass, tweezers, and screens.

Language Objective:  I can draw and label my sand sample.

Vocabulary:  Earth Material, non-living, sand, rocks, pebbles, magnifying glass

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

 

 

First Grade:

Content Objective:  I can demonstrate knowledge of animal life by matching adult(parent) and baby(young) animals and recognizing which characteristics are similar and which are different.

Language Objective:  I can draw and write to compare how an adult and baby animal are alike and different.

Vocabulary:  parent, adult, young, baby, characteristics, compare, traits

L.HE.E.1  Observable Characteristics-Plants and animals share many, but not all, characteristics of their parents.

L.HE.01.11  Identify characteristics(for example: body covering, beak shape, number of legs, body parts) that are passed on from parents to young.

L.HE.01.12  Classify young animals based on characteristics that are passed from parents(for example:  dog/puppy, cat/kitten, cow/calf, chicken/chicks…)

 

Second Grade:

Content Objective:  I can demonstrate knowledge of parts of a plant by recognizing and sorting various foods as parts(seed, root, stem, leaves, flower) of a plant.

Language Objective:  I can write to explain my experience in recognizing and eating plant parts.

Sentence Stems:

Today I ate a whole plant!  The parts of the plant I liked best were______________.  The parts of the plant I did not like were__________________________.

 

Vocabulary:  parts, plant, seed, root, stem, leaves, flower, physical characteristics

L.HE.02.13  Identify characteristics of plants.

L.HE.E.1  Observable characteristics- Plants share many, but not all, characteristics of their parents.

 

Third Grade:

Content Objective:  I can demonstrate comprehension of Earth’s natural resources by observing soil, sand, rocks, and clay using a magnifying glass and creating a list of what these materials are used for.

Language objective:  I can write to explain what Earth materials  are used for using sentence stems:

Soil is used to make_____________.

Sand is used for __________________.

Rocks are used to make _________________________.

Clay is used for_______________________.

 

Vocabulary:  Earth material, sand, water, soil, rocks, clay, natural resources

E.SE.03.13  Recognize and describe different types of Earth materials(mineral, rock, clay, sand, soil).

E.SE.03.31  Identify Earth materials used to construct some common objects(bricks, buildings, roads, glass)

 

Fourth Grade:

Content Objective:  I can demonstrate comprehension of the requirements and  needs of plants and animals by observing and comparing a real plant and animal(crickets) focusing on their structures and needs for survival.

Language  Objective:  I can write to explain at least 3 ways that my group compared a plant and animal using my venn diagram and sentence stems:

Animals and plants both have ______________________.

Animal and plants both need_________________________.

Animal and plants are different __________________________.

 

Vocabulary:  plants, animals, needs, relationship, requirements, compare, different, organisms, survival, part

L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair.

L.OL.04.15 Determine that plants require air, water, light, and a source of energy and building material for growth and repair.

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 knowledge of the Digestive system by experimenting in a hands on digestive system activity that shows the parts involved and how they work together to make the system work.

Language Objective:  I can write to explain how the  parts(organs) of the Digestive System work together to form a functioning system.

Sentence stem:

The Digestive System works as a system by ___________________________________________.

 

Vocabulary:  system, Digestive, parts, organs, function, mouth, teeth, saliva, tongue, esophagus, stomach, acid, small intestine, large intestine, liver pancreas

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.

       

Week of April 4-8

Kindergarten:

New unit: “My Earth”

Kindergartners are investigating some of Earth’s materials.  This week they explored soil. They observed what was in soil using a magnifying glass.  They found some interesting stuff like: twigs, rocks, bugs, worms, grass, clay, etc.  Ask them about it.

First Graders:  Missed this week they were on a field trip. Can’t wait to see them next week to start new unit: “Animal Life”.

Second Graders:  Missed this week they were on a field trip.  Can’t wait to start next unit with them on “Plant Growth and Development.

 

Third Graders:

The students demonstrated comprehension of how animals are classified into groups (mammals, reptiles, amphibians, fish, birds, and insects) according to specific characteristics.  They enjoyed playing a card game where they had to place various animals into the correct group.

Fourth Graders:

The students demonstrated comprehension of why we have seasons by creating a model to show the reasons Earth has seasons( tilted on an axis as it rotates, revolves around the sun, and the amount of direct/indirect sunlight received).

Fifth Graders:

New Unit: “Animal/Body Systems

The students were introduced to what a system is.  Then they participated in a “Chew and Swallow” activity that is part of the Digestive System.  They were asked to get paper(food) into a straw(esophagus) to the balloon (stomach).  They had a blast trying to do this and discovered many things.  The paper needed to be ripped (chewed) into very small pieces and water (saliva) helped to take it down the straw.

Week of March 14-18

Kindergarten

Content Objective: I can demonstrate knowledge of living things and their needs by observing the difference between a real goldfish and a goldfish cracker using a magnifying glass and a yes/no checklist (Does it need air, water, food, does it grow and change, move by self, make something like itself?)

Language Objective: I can write and draw to explain what my goldfish needs to survive.

Sentence stem:

My Goldfish is living. It needs ______________.

Vocabulary: living, non living, survive, animals, basic needs, air, water, food, 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 paper 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 to create a model volcano 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.

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

 

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.

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

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

L.OL.E.3 Structures and Functions- Organisms have different structure 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.

 

 

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

Vocabulary: Sun, Earth, Moon, revolve, orbit, cycle, phases, reflect, produce light, predictable cycle, new moon, full moon, first quarter, third quarter, third quarter, waxing crescent, waxing gibbous, waxing crescent, waning gibbous

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

E.ST.O4.24 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 trait becomes an adaptation by experimenting with various beaks (tools) and food sources to see how birds adapt using their physical characteristics.

Language Objective: I can write to explain which beak (tool) worked best to collect food and how birds adapt to their environment with their trait.

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.

Kindergarten

Content Objective: I can recognize the difference between living and nonliving things by creating a collage of magazine pictures and sorting them by living or nonliving.

Language Objective: I can orally explain at least 2 living and 2 nonliving pictures from my collage using the sentence stems:

The ___________ is living because___________.

The ____________is nonliving because_________.

Vocabulary: living, non living, survive, animals, basic needs, air, water, food, 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 the sun’s position affects a shadow.

Vocabulary: Sun, Earth, orbit, revolve, rotate, day, night,24 hours, shadow, background, object.

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 how Earth’s surface changes by building a lego landform and playing a weathering, erosion, and deposition game where each team has to weather away a piece of their lego landform, walk it (erode it) to the other side and deposit it to form a new lego landform.

*(This game shows how weathering away a rock makes it smaller and smaller, erosion is when sediment gets moved from one place to another, and deposition is when sediment gets dropped off to make a new landform).*

Language Objective:    I can draw and write to explain how weathering, erosion, and deposition work to change or form landforms.

Vocabulary: landforms, bodies of water, plateaus, valleys, hills, canyons, caves, erosion, weathering, downhill, mountains, plains, 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.

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

Third Grade

Content Objective: I can demonstrate knowledge of how animals survive and adapt to their environment exploring 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 structure 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

Fourth Grade- (continuation of last week)

Content Objective: I can demonstrate comprehension of the Sun, Earth, and Moon’s movements and the effects it has on us by creating a model of the movements using a flashlight(sun), Earth (globe), and styrofaom ball (moon) and using the paper cut-out I made last week.

Language Objectives: I can draw and write to explain what is happening when the Earth rotates and revolves around the sun and when the moon rotates and revolves around the Earth.

Sentence stems:

The Earth ________________ around the sun in __________causing _______ and _____________.

The Earth ____________ around the sun in __________.

The moon ____________ around the Earth in about _________ days. This give us our ___________.

Vocabulary: Sun, Earth, Moon, star, planet, orbit, solar system, rotate, revolve, year, day, night, month

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

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

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

Fifth Grade

Content Objective: I can demonstrate knowledge of the difference between inherited and acquired traits by identifying which traits are inherited or acquired for both animal and plants in a matching trait game.

Language Objective: I can write to explain what I learned about inherited and acquired traits.

Sentence Stems:

Inherited traits__________________.

Acquired traits____________________.

Both are important because_________________.

Vocabulary: genetic, heredity, inherited traits, acquired traits, physical characteristics

L.HE.05.12 Distinguish between inherited and acquired traits

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.

Week of February 29-March 4

Kindergarten

Content Objective: I can distinguish between living and nonliving things by observing and comparing real earthworms and gummy worms focusing on the worm’s behaviors and needs.

Language Objective: I can draw and write about my observations of the living worms and nonliving worms.

Sentence stems

The __________is a living thing because_________.

The _________ is not living because___________.

Vocabulary: living, non living, survive, animals, basic needs, air, water, food, 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 how 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 how we have day and night.

Vocabulary: Sun, Earth, orbit, revolve, rotate, day, night,24 hours, 1 year

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 how Earth’s surface changes by predicting and experimenting with how water and wind can create slow changes (erosion and weathering) in Earth’s surfaces.

Language Objective:  I can draw and write to explain how water and wind can change the Earth’s surface by using the experiments I observed as examples.

Sentence stems:

Water changed the land by___________________.

Wind changed the land by _____________________.

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

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).

 

Third Grade

Content Objective: I can demonstrate knowledge of observable structures and functions of animals by experimenting with “Blubber” gloves to see how animals that live in extremely cold areas stay warmer and survive.

Language Objective: I can write to explain in my own words how certain animals have body structures that help them function and survive.

Sentence Stems:

The activity I did today helped me understand that_________________________.

A______________ has _____________. This helps it function by __________________________.

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

L.OL.E.3 Structures and Functions- Organisms have different structure 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.

Fourth Grade

Content Objective: I can demonstrate comprehension of the Sun, Earth, and Moon’s movements by creating a model of the movements using a flashlight(sun), Earth (globe), and styrofaom ball (moon).

Language Objectives: I can create a paper cut out of the sun, moon, and earth to show the movements and orally explain in my own words what is happening.

Vocabulary: Sun, Earth, Moon, star, planet, orbit, solar system, rotate, revolve, year, day, night, month

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

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

Fifth Grade

Content Objective: I can demonstrate knowledge of inherited and acquired traits by recognizing and graphing how many students have certain inherited traits.

Language Objective: I can write to explain what I learned about inherited and acquired traits. How are they different?

Vocabulary: genetic, heredity, inherited traits, acquired traits, physical characteristics

L.HE.05.12 Distinguish between inherited and acquired traits.

First Grade

This week the first graders were learning about the sun and how it gives us heat and light.  The students discovered that this occurs due to the Earth orbiting the sun.  They  explored the Earth revolving using a pie pan with a sun (yellow play-dough) placed in the middle of the pan.  They had  Earth (a marble) revolve the sun staying in orbit.

 

Second Grade

The second Graders are continuing to work on Landforms.  This week they played various matching and memory games where they had to match the word, picture and definition of various landforms.

 

 

Week of February 8-12

Kindergarten

Content Objective: I can sort objects by whether they can survive in a storage box or not and give reasons why.

Language Objective: I can draw an example of a living thing and an example of a nonliving thing and orally explain why I think it is living or nonliving.

The __________is a living thing because_________.

The _________ is not living because___________.

Vocabulary: living, non living, survive, storage, animals, plants, air, water, basic needs, food, space

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 what the sun is and what it gives us by experimenting with a lamp (heat), flashlight(light), and a zip lock bag filled with water, yellow food color, and Alka-Seltzer (gas).

Language Objective:

I can write and draw to explain what the sun is and gives us using the sentence stems:

The sun is ________________________.

It gives us ____________ and ___________ to help us survive.

Vocabulary: Sun, gas, light, heat, Earth

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

 

 

 

 

 

Second Grade

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

Language Objective:    I can write to explain 2-3 characteristics about the landform or body of water I created.

Sentence stems:

The landform I made is ___________.

It has _______________________.

The landform also_______________________.

Vocabulary: landforms, bodies of water, mountains, plains, plateaus, valleys, hills, streams, oceans, ponds, rivers, lakes

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).

Third Grade (This is a 2 part lesson: This week they will teamwork to plan.  Next week look for pictures with their finished boats!)

Content Objective: I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building a boat using only these materials: 4 rubber bands, 4 straws, 6 popsicle sticks, stick of clay and 1 sheet of aluminum foil. (The boat must float not sink.)

Language Objective: I can write to explain each of the steps in the Science and Engineering process (Question/Problem, Imagine, Create/Construct, Evaluate/Improve).

Vocabulary: Science and Engineering, question/problem, Imagine, Plan, Create, Construct, Evaluate, improve,

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.

Fourth Grade –   Pictures of finished bridges:)

Content Objective: I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building a 12 inch bridge using 10 popsicle sticks, 2 cups, 4 straws, tape and string.

Language Objectives: I can write to explain during each of the steps in the Science and Engineering process. (Question/problem, Imagine, Plan, Create/Construct, Use Math, Evaluate/Improve).

Vocabulary: Science and Engineering, question/problem, Imagine, Plan, Create, Construct, Evaluate, improve,

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.

Fifth Grade-  Pictures of finished towers:)  

*The highest tower built was 75 inches tall.*

Content Objective: I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building the tallest tower using only 20 sticks of uncooked spaghetti, 1 large marshmallow, string, and tape.

Language Objective: I can write to explain during each of the steps in the Science and Engineering process. (Question/problem, Imagine, Plan, Create/Construct, Use Math, Evaluate/Improve).

Vocabulary: Science and Engineering, question/problem, Imagine, Plan, Create, Construct, Evaluate, improve,

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.

Week of February 1-5

Kindergarten

Content Objective: I can demonstrate comprehension of position of objects at rest 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 my objects position by using positional words.

My gingerbread is _________ .

Vocabulary: at rest, position, on, on top, in front of, behind, under, above, between, away from, closer 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 around it.

 

First Grade

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

Language Objective:

I can write to explain facts about tornadoes using the sentence stems:

Tornadoes are _________________.

Tornadoes can_____________________.

Tornadoes have ______________________.

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 uses and properties of water by participating in a Jeopardy review game and answering questions that pertain to the unit.

Language Objective:   I can orally answer review questions in a complete sentence.

Discipline 2: Physical Science Properties of Matter Standard P.PM: Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties. Understand all matter is composed of combinations of elements, which are organized by common attributes and characteristics on the Periodic Table. Understand that substances can be classified as mixtures or compounds and according to their physical and chemical properties. P.PM.E.1 Physical Properties- All objects and substances have physical properties that can be measured. P.PM.02.14 Measure the volume of liquids using common measuring tools (measuring cups, measuring spoons) . Discipline 4: Earth Science Fluid Earth Standard E.FE: Develop an understanding that Earth is a planet nearly covered with water and that water on Earth can be found in three states, solid, liquid, and gas. Understand how water on Earth moves in predictable patterns. Understand Earth’s atmosphere as a mixture of gases and water vapor. E.FE.E.1 Water- Water is a natural resource and is found under the ground, 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 form to another. E.FE.02.11 Identify water sources (wells, springs, lakes, rivers, oceans). E.FE.02.12 Identify household uses of water (drinking, cleaning, food preparation). E.FE.02.13 Describe the properties of water as a liquid (visible, flowing, shape of container and recognize rain, dew, and fog as water in its liquid state. E.FE.02.14 Describe the properties of water as a solid (hard, visible, frozen, cold) and recognize ice, snow, and hail as water in its solid state.

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.

Language Objective: I can write to 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.03.32 Distinguish the effect of fast or slow vibrations as pitch.

 

Fourth Grade-  *This is a 2 part lesson.  The pictures below show the students working in teams to plan their bridges.  Next week…Look for pictures of constructed bridges:)*

Content Objective: I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building a 12 inch bridge using 10 popsicle sticks, 2 cups, 4 straws, tape and string.

Language Objectives: I can write to explain during each of the steps in the Science and Engineering process. (Question/problem, Imagine, Plan, Create/Construct, Evaluate/Improve).

Vocabulary: Science and Engineering, question/problem, Imagine, Plan, Create, Construct, Evaluate, improve,

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.

Fifth Grade-    *This Lesson has two parts- The pictures this week show the fifth graders planning.  Next week… look for pictures of their actual spaghetti towers:)*

Content Objective: I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building the tallest tower using only 20 sticks of uncooked spaghetti, 1 large marshmallow, string, and tape.

Language Objective: I can write to explain during each of the steps in the Science and Engineering process. (Question/problem, Imagine, Plan, Create/Construct, Evaluate/Improve).

Vocabulary: Science and Engineering, question/problem, Imagine, Plan, Create, Construct, Evaluate, improve,

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.