Young 5’s/Kindergarten

I can identify names of severe weather (tornado, hurricanes, flood, tsunami, thunderstorms) and what can happen during a tornado by creating  a model of a tornado (funnel shape) using clear pop bottles filled with water.

I can color and draw a tornado picture.

Vocabulary:  weather, severe, tornado, funnel, strong, rainy, dark clouds

First Grade

I can demonstrate knowledge about how the moon appears to change shape in a pattern by experimenting with a flashlight and styrofaom ball on a stick .

I can begin to identify the different phases of the moon and match each picture to correct name.

Vocabulary:  Moon, revolve, rotate, cycle, pattern, New Moon, Full Moon, Waning Crescent, Waxing Crescent, Waxing Gibbous, Waning Gibbous, First Quarter, Last Quarter

ESS1.B

Second Grade  (Patterson & Younce’s classes)

*Reflection Day

I can demonstrate comprehension of the process of weathering and erosion by reflection on last two activities.

I can orally explain in my own words what weathering and erosion mean and give examples.

Sentence Stems:

Weathering means________________. It can happen by __________.

 

Erosion means_________________.  It happens by _________________.

I saw weathering happen in the __________ activity  by_________.

I saw erosion happen in the ______________ activity by _________.

 

Vocabulary:  weathering , erosion

 

Second Grade-(Earle’s Class)

I can demonstrate how landforms form or change by experimenting with an erosion lab where we let rain fall(cup with holes filled with water) on a created landform made of sand.

I can draw and write to explain my observations of what happened to the landform after water had been raining on it.

*Draw a before and after picture of landform and explain the changes.

Vocabulary:  landforms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion, deposition

ESS1.C      2-ESS1-1

ESS2.A

 

Third Grade

I can demonstrate knowledge of animal habitats by matching animals to their correct habitat and explaining why I think they belong there.

I can write to explain why I matched an animal to a certain habitat.

Sentence Stems:  

__________ belongs in the ___________ habitat.

I think this because __________________________________________.

Vocabulary:  habitat, physical characteristics, organisms, survival, environment

LS4.D

Fourth Grade

I can demonstrate comprehension of how fossils are formed by experimenting in a “Fossil Formation” activity with bread(white, wheat, and rye), candy fish and worms, and books.

I can orally explain how fossils formed by using the sentence stems.

Sentence Stems:  

A fossil forms by_______________________________________

Then_______________________________________________.

Next,_______________________________________

Finally__________________________________________.

Vocabulary:  Fossils, Paleontologist, organisms, extinct, structure, formation

4-ESS1-1

Fifth Grade

*Create Day:)

“STEM Activity”- Alien Space Lander

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 (marshmallows) safely onto Earth(using only materials provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

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

Vocabulary:  Stabilizer, Shock-Absorber

 

Young 5’s -Finish making and coloring weather wheel

I can use descriptive word to explain the weather, participate in a weather skit song, and color a daily weather wheel.

I can orally explain today’s weather by using my weather wheel.

Sentence Stems:

Today’s weather feels_________________.

It looks__________________________.

Vocabulary:  weather, today, seasons, temperature, hot, cold, warm, freezing, sunny, cloudy, rainy, snowy, stormy, windy

Kindergarten

I can learn more details on  how to describe the weather by following along with the Mystery Science activity “Have You Ever Watched a Storm?”.

I can draw a picture describing today’s weather.  In my picture I will make sure I draw what I am wearing and how the sky and ground look.

I can orally explain using sentence stems:

The weather is ________________.  

I am wearing ________________ because it is __________ outside.  

I can see __________________________.

 

First Grade

I can demonstrate knowledge of the moon by observing a movable model of the moon and watching a brainpop video.

I can draw a picture and write a sentence to explain at least 2 new facts that I learned about our moon today.

Sentence Stem:  

I learned that the moon _____________________________________________.

The moon also__________________________________.

ESS1:B

 

Second Grade-(Ms. Earle’s Class)

I can demonstrate how landforms form or change 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).

I can draw or write to explain my observations of weathering and erosion during the “Cookie Lab”.

Vocabulary:  landforms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion

ESS1.C      2-ESS1-1

ESS2.A

 

Second Grade-(Younce and Patterson’s classes)

I can demonstrate how landforms form or change by experimenting with an erosion lab where we let rain fall(cup with holes filled with water) on a created landform made of sand.

I can draw and write to explain my observations of what happened to the landform after water had been raining on it.

*Draw a before and after picture of landform and explain the changes.

Vocabulary:  landforms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion, deposition

ESS1.C      2-ESS1-1

ESS2.A

Third Grade-(Continuation of last week)

I can demonstrate comprehension of various climates by color coding a world map according to climate zones(Polar/cold, Temperate,Warm, Tropical) and picking a place I would travel to for the climate.

I can draw or write to explain what I should pack and wear if I was traveling to ________________.

Sentence Stems:

The different climate zones are_______________________.

If I could pick a climate to live in, it would be _________________

Because_________________________________________.

I would pack_____________________________.

I would wear______________________________________.

Vocabulary:  climate zones, Polar, Temperate, Tropical, Arid, Mediterranean, Tundra

Fourth Grade

I can demonstrate comprehension of fossils by exploring real fossil rocks and working in a group as  paleontologists to figure out what one can learn from a fossil structure of a Stegosaurus.

I can write and draw to explain facts about my fossil and predict about the organism.

Vocabulary:  Earth Processes, fossils, Paleontologist, organisms, extinct, structure, behavior

4-ESS1-1

“STEM Activity”- Alien Space Lander

Planning  and sharing of plans day!  Next week create and test day:)

(Activity takes 2 class periods)

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 (marshmallows) safely onto Earth(using only materials provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

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

Vocabulary:  Stabilizer, Shock-Absorber

Young 5’s/Kindergarten

I can use descriptive word to explain the weather, participate in a weather skit song, and color a daily weather wheel.

I can orally explain today’s weather by using my weather wheel.

Sentence Stems:

Today’s weather feels_________________.

It looks__________________________.

Vocabulary:  weather, today, seasons, temperature, hot, cold, warm, freezing, sunny, cloudy, rainy, snowy, stormy, windy

Second Grade

I can demonstrate how land forms form or change by experimenting in a “Cookie Weathering and Erosion” lab using chocolate chip cookies(land form/rock), straw(wind), toothpick(animals and plants changing rock), and dropper with water(rain).

I can draw or write to explain my observations of weathering and erosion during the “Cookie Lab”.

Vocabulary:  land forms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion

ESS1.C      2-ESS1-1

ESS2.A

Third Grade-(Continuation of last week)

I can demonstrate comprehension of various climates by color coding a world map according to climate zones(Polar/cold, Temperate,Warm, Tropical) and picking a place I would travel to for the climate.

I can draw or write to explain what I should pack and wear if I was traveling to ________________.

Sentence Stems:

The different climate zones are_______________________.

If I could pick a climate to live in, it would be _________________

Because_________________________________________.

I would pack_____________________________.

I would wear______________________________________.

Vocabulary:  climate zones, Polar, Temperate, Tropical, Arid, Mediterranean, Tundra

 

Fourth Grade

I can demonstrate comprehension of how vibrations of sound and light waves can be sent across distances by experimenting with the Morse Code using flashlights and creating messages to be decoded.

I can write a message using the Morse Code patterns and think of other ways sound and light are sent across distances.

My Morse Code message is ________________________.

Other ways we transmit messages is by____________________________.

Vocabulary:  sound, light, waves, vibrations, transmit, patterns, Morse Code

4-PS4-3

Fifth Grade-(Continuation from last week- Graphing and Questions)

I can demonstrate comprehension of Earth’s patterns of day, night and seasons by creating line graphs that show a years worth of data about length of sunlight and the sun’s angel.

I can explain and answer questions about the patterns I observed from the data in my graph and how it helps me understand why Earth has day and nights, and seasons.

Vocabulary:  rotation, revolve, orbit, seasons, axis, patterns, line graph

5-ESS1-2

Kindergarten/Young 5’s

“STEM Challenge”-(Building a strong house for the three little pigs.)

I can build a house out of the provided materials (kit materials, legos, straws, blocks, etc…)that won’t blow down when a blow dryer blows on it.

I can orally explain what worked or needs improvement.

Vocabulary:  STEM, imagine, plan, build, teamwork, improve

Young 5’s Houses

Mrs. Rawson’s Kindergarten Houses

 

Mrs. Fowler’ Kindergarten Houses

First Grade

I can demonstrate comprehension of light reflecting by experimenting with mirrors and flashlights to observe what happens when objects reflect light.

I can write and draw to explain what happened when light was reflected off the mirror (label and use arrows in drawing).

Sentence Stem:

When I flashed the light on the mirror_______________________________________.

I learned that reflect means_________________.

Vocabulary:  light waves, reflect

PS4.B  Electromagnetic Radiation

1-PS4-3

Second Grade

I can demonstrate comprehension of land forms found on Earth by creating various land forms out of clay.

I can orally describe the land form I created with clay.

The land form is ________________.

I would describe it as _______________________________.

Vocabulary: land form, mountain, valley, plateau, mesa, dessert, plain, island, peninsula, cape, hill, volcano, isthmus

Third Grade

I can demonstrate comprehension of various climates by color coding a world map according to climate zones(Polar/cold, Temperate,Warm, Tropical).

I can orally explain the different climate zones and pick a place on the map and explain why I would want to live there.

Sentence Stems:

The different climate zones are_______________________.

If I could pick a climate to live in, it would be _________________

because_________________________________________.

 

Vocabulary:  climate zones, Polar, Temperate, Tropical, Arid, Mediterranean, Tundra

 

Fourth Grade

I can demonstrate comprehension of how sound is created and travels by experimenting in two balloons activities that explore speed of vibration:

1. Blowing up balloon and exploring with the different sounds it can make when air is released.
2. Placing a metal nut or other object in balloon, then spin balloon and observe sounds.

I can write to explain my observations in both activities.

Sentence Stems:

Sound was created by _____________________.

When I ____________________, the sound was _____________.

I also observed that _______________________.

The faster the speed of vibration , the ___________________ the sound was.

 

Vocabulary:  waves, amplitude, pitch, sound, wavelength, vibration, speed

4-PS4-1

Fifth Grade

I can demonstrate comprehension of Earth’s patterns of day, night and seasons by creating line graphs that show a years worth of data about length of sunlight and the sun’s angel.

I can explain and answer questions about the patterns I observed from the data in my graph and how it helps me understand why Earth has day and nights, and seasons.

Vocabulary:  rotation, revolve, orbit, seasons, axis, patterns, line graph

5-ESS1-2

Young 5’s

I can describe the 4 seasons(Winter, Spring, Summer, and Fall) by creating detail trees for each season.

I can orally name and describe one of the seasons and what happens to the tree in that season.

 

Sentence Stem:

___________ is one of the seasons.  

In this season the tree ___________________.

Vocabulary:  seasons, pattern, year, summer, winter, fall, spring

Green, flowers bloom, bare, leaves fall,

First Grade

I can demonstrate comprehension about shadows by creating an aluminum foil object to make a shadow with my flashlight, and background (paper or wall).

I can draw and label to explain how I created a shadow with my aluminum foil object.

Questions:

1. How are shadows made?
2. How can I make my shadow shorter?
3. How can I make my shadow long?
4. How can I make my shadow almost invisible?

 

Vocabulary:  shadow, light, opaque, transparent, translucent, object, background

PS4.B

Second Grade

I can demonstrate comprehension about the bodies of water by creating various waters using sand(land) and water in a tub to describe different waters found on Earth.

I can orally describe the body of water my group created.

Sentence Stems:

The body of water is _______________.

It looks like ___________________________________.

 

Vocabulary:  lake, bay, gulf, strait, pond, stream, river,ocean

2-ESS2-2

2-ESS2-3

Third Grade- Holiday STEM Challenge

I can demonstrate application of the Engineering Design Process by building the largest paper chain and following the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Use only  materials provided:  piece of large construction paper, tape, glue

*Use time provided only.

*Must be the longest chain.

I can draw my plan.   After, I can reflect on what worked  and what needed improvement.

Fourth Grade- Holiday STEM Challenge

I can demonstrate application of the Engineering Design Process by designing and building a tree that will stand up by itself and following the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Use only  materials provided: 2 large sheets of green construction paper, tape, glue, and 4 craft sticks.

*Use time provided only.

*Tree must stand on its own.

I can draw my plan.   After, I can reflect on what worked  and what needed improvement.

Fifth Grade

I can demonstrate application of the Engineering Design Process by designing and building a parachute for Santa and following the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Use only materials provided: coffee filter, plastic bag, napkin, paper towel, aluminum foil, plastic wrap, paper, paper clips, 3 pieces of yarn, 2 pipe cleaners,  2 index cards

*Finish in time provided.

*Must land Santa safely.

*The slowest to land, lands Santa safest:)

I can draw my plan.   After, I can reflect on what worked  and what needed improvement.

Young 5’s

I can recognize and describe the pattern of our 4 seasons(Winter, Spring, Summer, and Fall) by coloring, cutting, and matching the correct picture to each season.

I can orally name and describe one of the seasons.

Sentence Stem:

___________ is one of the seasons.  In this season___________________.

Vocabulary:  seasons, pattern, year, summer, winter, fall, spring

Warm, cold, cloudy, sunny, rainy, cool, hot, weather

Kindergarten

I can demonstrate comprehension of the Fall season by watching a video and completing the second season part of my book ( what to wear in the Fall, what the weather is like, and how the tree looks).

I can orally describe to my partner about the Fall Season.

Sentence Stems:

In the Fall it is _______________________.

The trees___________________________.

I wear ___________________________ in the Fall.

Vocabulary:  Seasons, Summer, Fall, Winter, Spring, pattern, weather

 

First Grade

I can demonstrate comprehension about what happens when light hits opaque objects by creating shadows using an object, flashlight, and background (paper).

I can explain orally explain my drawings that answer the following questions.

Questions:

1. How are shadows made?
2. How can I make my shadow shorter?
3. How can I make my shadow long?
4. How can I make my shadow almost invisible?

Vocabulary:  shadow, light, opaque, transparent, translucent, object, background

PS4.B

Second Grade

I can demonstrate comprehension about water can be different types of matter (solid, liquid or gas) by recognizing when they see water as a solid or a liquid and sorting picture cards accordingly.

I can orally explain by telling my partner an example of water as a liquid and as a solid.

Sentence Stems:

An example of water in the liquid stage is _______________.

Its properties are _________________________________.

 

An example of water in the solid stage is ______________.

Its properties are_____________________________.

Vocabulary: matter, solid , liquid, gas, properties, hail, snow, sleet, rain,

dew, ice

Third Grade

I can demonstrate comprehension of weather and climate by participating in a review game where I have to name the fact given as an example of climate or weather.

I can orally explain the drawing and definition flip-book I glued into my notebook to my partner.

Sentence Stems:

Weather is _____________________________.

An example of weather is ___________________________.

Climate is ______________________________.

An example of climate is _______________________________.

Vocabulary:  weather, climate, short term, long term

 

Fourth Grade

I can demonstrate comprehension of how sound is made through vibrations and travels in waves by exploring with tuning forks, objects in canisters shaken, and prior knowledge of waves.

I can write to explain how sound is made.

Sentence Stem:

Sound is made when ______________________________________

Vocabulary:  waves, amplitude, frequency, sound, wavelength, vibration

4-PS4-1

Fifth Grade

I can demonstrate application of gravity by creating a list of objects that could defy gravity and explain why, then test the objects.

I can write to explain what objects could defy how gravity works.

Challenge:  Think about what objects/materials will help you to create a parachute for Santa to safely land (Next STEM activity).

Vocabulary:  gravity, air resistance, gravitational pull, force, speed

Young 5’s

I can understand patterns  by playing a computer pattern game and using pattern blocks to create various patterns.

I can tell my partner what pattern I created.

Sentence Stem:

My pattern is ____________________.

Vocabulary:  pattern, repeat, color, sort

Kindergarten

I can recognize and describe the pattern of our 4 seasons(Winter, Spring, Summer, and Fall) by coloring, cutting, and matching the correct picture to each season.

I can orally name and describe one of the seasons.

Sentence Stem:

___________ is one of the seasons.  In this season___________________.

Vocabulary:  seasons, pattern, year, summer, winter, fall, spring

Warm, cold, cloudy, sunny, rainy, cool, hot, weather

First Grade

I can demonstrate comprehension about light rays by exploring and observing what light does when it hits an object (reflect, transparent, translucent, opaque).

I can draw at least 2 things that are transparent, translucent, and opaque and orally tell my partner using the following sentence stem:

The ______________ is transparent.

The ______________ is translucent.

The ______________is opaque.

Vocabulary:  light, reflect, bounce, transparent, translucent, opaque

1-PS4-2   

1-PS4-3

Second Grade

I can demonstrate knowledge of where water is found on Earth by using a globe to identify how much of Earth is actually water and where water is found.

I can answer questions about Earth’s water and color a world map to show water and land masses.

Vocabulary:  water, fresh water, frozen water, map, ocean, river, lake, pond, stream, glacier, landform

Third Grade

New Unit-”Weather and Climate”

Introduction

I can demonstrate knowledge about weather and climate by watching a video and matching facts that pertain to each.

I can orally explain to my partner the difference between weather and climate.

Sentence Stems:  

Weather means___________________.

Climate means_____________________.

The difference is _________________________.

Vocabulary:  weather, climate, average, daily, short term, long term

3-ESS2.D  

Fourth Grade

I can demonstrate knowledge of waves by observing waves being created with a jump rope and slinky to explain wavelength and amplitude.

I can draw an example of a wave and label the wavelength and amplitude of the wave.

Vocabulary:  waves, wavelength, amplitude, energy, motion

PS4.C  Wave Properties

Fifth Grade

Focus Questions:  What is the motion of Earth in space? and Why doesn’t Earth fly off into space?

Content Objective:  I can demonstrate application of how Earth and other planets stay in orbit by using my prior knowledge of Newton’s First Law of Motion using a ball(Earth) attached to a string(Gravitational force), and my hand (Sun) model to predict the following:  what will happen when the ball is twirled above the head, if the ball(Earth) had more speed than the Gravity pulling on it, and if the ball (Earth) traveled at a slower speed.

Language Objective:  I can write and draw(with labels) to explain why Earth and other planets stay in orbit around the sun.

Reflection- Sentence Stems:

The Earth and other planets stay in  orbit around the sun because ______________________________ .

The ball and string model demonstrated this  by ____________________________________________.

*For Drawing-    Draw and label the Sun, the Earth, and use arrows to show gravitational force, and the path Earth is traveling.

**Challenge**:  Why do you think the moon orbits Earth?

Vocabulary:  orbit, elliptical, motion,  rotation, axis, revolution, force,balanced force, unbalanced force, gravitational force

PS2.B  Types of Interactions

Young 5’s

I can practice cutting and gluing my push and pull pictures.

I can orally explain an example of a push and a pull.

Sentence Stem:

The __________ is a push.
The __________ is a pull.

Vocabulary: push, pull, force

Kindergarten

I can understand patterns by playing a computer pattern game and using markers with block paper or pattern blocks to create various patterns

I can tell my partner what pattern I created.
Sentence Stem:

My pattern is ____________________.

Vocabulary: pattern, repeat, color, sort

First Grade
I can demonstrate knowledge about light by filling out a KWL hart and exploring with flashlights to see what happens when light hits various objects.

I can orally explain what I learned about light today using sentence stems:
I learned that light ____________________.
When light hits a ____________ it ________________.
Light helps us ________________________.

Vocabulary: Light, transparent, translucent, opaque, reflect, absorb

PS4.B Electromagnetic Radiation
1-PS4-3

Second Grade
I can demonstrate knowledge of vocabulary from the 2nd card marking unit on “Processes That Shape the Earth” by taking a pretest.

I can draw or write to explain what I know about the vocabulary words from new unit.

Vocabulary: volcano, earthquake, landslide, flood, wind (natural phenomenon)
Erosion, weathering, ocean, river, lake, pond, stream, glacier, fresh water, frozen water, landforms, mountain, peninsula, habitat, map

 

Third Grade- STEM Activity: Pom Pom Blaster
*Test Day*
I can demonstrate application of how force and motion are used by designing and building a device that launches Pom Poms in the air using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).
Constraints:
*The blaster must be free standing.
*It must launch a pom-pom into the air and it must travel 2 feet.
*Can only use materials provided: pom-poms, tape, straws, craft sticks, rubber bands, paper clips, index cards, cups, spoons.

I can draw a plan of how I will design and build my Pom-Pom Blaster. I can reflect on what worked and what needed improvement.

Vocabulary: force, motion, speed, gravity, balanced force, unbalanced force, inertia, slope, measurement

3-5-ETS1-1
3-5-ETS1-2

Fourth Grade: (STEM- Culminating Activity)

*Create and Test Day*

I can demonstrate application of how energy is used by building a marble roller coaster or car race track using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Marble Roller Coaster
Materials: Tubing, tape, marble, cup
Challenge: Can you build a rollercoaster using only materials provided so that your marble makes it all the way through.

Car Race Track
Materials: race track pieces, toy car
Challenge: Can you build a race track using only materials provided so that your toy makes it all the way through.

I can draw a plan of how I will build my roller coaster or car track. I can reflect on what worked and what needed improvement.

Vocabulary: energy, speed, transfer, potential, kinetic, motion, force, stored energy, motion energy

3-5-ETS1-1
ETS1.A

Fifth Grade
I can demonstrate comprehension of gravity by exploring with 2 gravity experiments:
Activity 1- Feather and Hammer (dropped at same height and time)
What happens when dropped on the Earth?
What happens when dropped on the moon?

Activity 2- Various size balls (dropped at same height and time in a tub of sand)

Does size or mass change what happens when dropped?
What did you observe?

I can write at least 3 facts that I learned about gravity or orally add to the KWL chart.

Sentence Stems:

I learned that gravity______________________________.
Another thing is that gravity________________________________.
Gravity is _____________________________________________

Vocabulary: force, gravity, pull, weight, inertia, mass, air resistance, impact

PS2.B Types of Interactions

Young 5’s and Kindergarten

I can demonstrate comprehension of strength of forces(push and pull) by playing a bowling game to see how much force is needed to knock over 2- Liter pop bottles with different amounts of water in them.

I can orally explain my bowling experience.

Sentence Stems:

It took ______________ force to push the bottle with lots of water.

It took _____________ force to push the bottle with little water.

Vocabulary:  force, push, pull, strength, harder, lighter, more, less

Second Grade

I can comprehend properties of matter by testing various materials to see how strong of flexible they are.

Activity 1- Which Is Stronger?  

Test each material by seeing how many washers or pennies it can hold.

Materials to be tested:  

6 toothpicks taped together, 6 index cards taped together, 6 pipe cleaners taped together, or 6 popsicle sticks taped together.

Activity 2-Which Object Is More Flexible?

Test the following objects: licorice, pencil, pipe cleaner, yarn, crayon, paper clip and put in order by most flexible to least

I can write to answer questions from both activities.

Vocabulary:  property, matter, flexibility, strength

2-PS1-1   2-PS1-2

Third Grade- STEM Activity: Pom Pom Blaster

*Create and Build Day*

I can demonstrate application of how force and motion are used by designing and building a device that launches Pom Poms in the air using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*The blaster must be free standing.

*It must launch a pom-pom into the air and it must travel 2 feet.

*Can only use materials provided: pom-poms, tape, straws, craft sticks, rubber bands, paper clips, index cards, cups, spoons.

I can draw a plan of how I will design and build my Pom-Pom Blaster.   I can reflect on what worked and what needed improvement.

Vocabulary:  force, motion, speed, gravity, balanced force, unbalanced force, inertia, slope, measurement

3-5-ETS1-1

3-5-ETS1-2

Fourth Grade:  (STEM- Culminating Activity)

*Planning Day*

I can demonstrate application of how energy is used by building a marble roller coaster or car race track using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Marble Roller Coaster

Materials:  Tubing, tape, marble, cup

Challenge:  Can you build a rollercoaster using only materials provided so that your marble makes it all the way through.

 

Car Race Track

Materials:  race track pieces, toy car

Challenge:  Can you build a race track using only materials provided so that your toy makes it all the way through.

 

I can draw a plan of how I will build my roller coaster or car track.  I can reflect on what worked and what needed improvement.

Vocabulary: energy, speed, transfer, potential, kinetic, motion, force, stored energy, motion energy

3-5-ETS1-1

ETS1.A

 

Fifth Grade- “Reflection Writing Day”

I can demonstrate comprehension about the difference between  physical and chemical changes in matter by exploring and observing popped popcorn to see if a kernel undergoes a physical or chemical change when popped.

 

I can write to explain whether I think popping popcorn is a physical or chemical change and why.  (Create sentence stems to use as a whole class).

1. Did you see any signs of a physical change with the popping of popcorn? If so, what?
2. Did you see any signs of a chemical change with the popping of popcorn?  If so, what?

 

Vocabulary:  matter, properties, physical change, chemical change

 

First/Second Split- “Sound Exploring Day”

I can demonstrate comprehension of sound by exploring with various sound toys to observe how sound is made.

I can draw and write to explain my favorite sound toy I used today and explain how it made sound.

Sentence Stem:

My favorite sound toy I used was _______________.

It makes sound by____________________

Vocabulary:  Sound, vibration, pitch, volume, waves, loud, soft, high, low

Young 5’s

“Magnet Fun”

I can explore how magnets work by using different magnets to pick up magnetic objects, hunt around the room to find objects my magnet attracts, and race cars using magnets.

I can color my magnet sheet and orally explain what magnets can do.

Magnets can ________________.

Vocabulary:  magnets, attract (stick), repel (don’t stick), move, push, pull

First Grade

I can demonstrate comprehension of pitch and volume by exploring with musical glass jars(jars filled with different amounts of water and when  hit with a metal spoon makes sound) and to make my very own harmonica using straws, wooden popsicle sticks and rubber bands.

I can orally explain what pitch and volume mean using sentence stems:

 

Pitch is ______________________.

When I hit the glass jar with _______ amount of water the pitch was______________.

When I moved the straw on my harmonica____________ the pitch was _________________.

 

Volume means_____________________.

Vocabulary:  sound, waves, vibration, pitch, high, low, volume, loud, soft

 

Second Grade

I can comprehend properties of matter by testing various materials to see how strong of flexible they are.

Activity 1- Which Is Stronger?  

Test each material by seeing how many washers or pennies it can hold.

Materials to be tested:  

6 toothpicks taped together, 6 index cards taped together, 6 pipe cleaners taped together, or 6 popsicle sticks taped together.

 

Activity 2-Which Object Is More Flexible?

Test the following objects: licorice, pencil, pipe cleaner, yarn, crayon, paper clip and put in order by most flexible to least

 

I can write to answer questions from both activities.

 

Vocabulary:  property, matter, flexibility, strength

2-PS1-1   2-PS1-2

Third Grade- STEM Activity: Pom Pom Blaster

*Ask, Imagine, Plan Parts*

I can demonstrate application of how force and motion are used by designing and building a device that launches Pom Poms in the air using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*The blaster must be free standing.

*It must launch a pom-pom into the air and it must travel 2 feet.

*Can only use materials provided: pom-poms, tape, straws, craft sticks, rubber bands, paper clips, index cards, cups, spoons.

 

I can draw a plan of how I will design and build my Pom-Pom Blaster.   I can reflect on what worked and what needed improvement.

Vocabulary:  force, motion, speed, gravity, balanced force, unbalanced force, inertia, slope, measurement

 

3-5-ETS1-1

3-5-ETS1-2

 

Fourth Grade -(Continuation of last week)

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 the difference between  physical and chemical changes in matter by exploring and observing popped popcorn to see if a kernel undergoes a physical or chemical change when popped.

 

I can write to explain whether I think popping popcorn is a physical or chemical change and why.

1. Did you see any signs of a physical change with the popping of popcorn? If so, what?
2. Did you see any signs of a chemical change with the popping of popcorn?  If so, what?

 

Vocabulary:  matter, properties, physical change, chemical change