Young 5’s

I can use my sense of touch to guess what is in the mystery boxes.

I can orally use vocabulary words from the feeling (texture) words we created to explain how the mystery objects feel.

Sentence Stem:

The object feels_________________.

Vocabulary:  senses, touch, feel, texture, hands, rough, smooth, soft, hard, bumpy, squishy…….

First Grade-(Hoffman’s Class)

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

I can write and draw about one of the activities.

Sentence Stem:

Sound is made by ___________________.

Sound travels in ___________ .  

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

 

First/Second Split (Younce’s Class):

“Refelection part of cup phone activity”

I can demonstrate how sound travels in waves by exploring with cup phones.

I can draw and describe what happens to sound as it goes from cup to cup using provided sheet.

Sentence Stems:

1. The voice makes the __________________.
2. ______________ from the cup travels down the______________.
3.  The string makes the cup ________________.The sound enters our _________________.

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

 

Second Grade

I can comprehend properties of matter by testing various objects to see if they sink or float.

I can orally explain and draw an example of an object that floated and an object that sank.

Sentence Stems:

I think the ________________ will float.

I think the ________________ will sink.

 

The ________________ floated.  

I think ___________ floated because______________.

 

The ________________ sank.

I think the ______________ sank because ___________________.

Vocabulary: properties, matter, sink,float, density, more, less

Third Grade

I can demonstrate comprehension of magnetic forces by exploring with magnets and how they interact with various objects.

Activities:

1. Scavenger Hunt:  Predict what objects in room a magnet can attract to and which will repel- create a list of 10 items and then test.  What were your results? What did you notice?
2. Efficient Time Test:  Using a bowl of mixed items, time how long it will take to sort items manually and then do with a magnet.  Three trials each. Which worked faster and easier?

I can write to explain what I learned about magnets today and how magnets could be used in real life situations.

Sentence Stems:

Today I learned that magnets ______________________________.

Magnets could be used in real life to ________________________.

Vocabulary:  magnets, magnetic, force, attract, repel, push, pull, motion

PS2.B  Motion and Stability:Forces and Interactions

Fifth Grade

I can demonstrate comprehension about Chemical and physical changes in matter by creating a volcano eruption using vinegar and baking soda.

I can write and draw to explain the properties of baking soda and vinegar before they are mixed and after they are mixed.  Also to explain in writing why it is a chemical change.

Sentence Stem:  I know the volcano activity was an example of a chemical change because____________________________.

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

Young 5’s

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

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

Sentence Stems:  

I had mostly __________ M&Ms.

I had the least of __________ M& Ms.

Vocabulary:  colors, count, most, least, same

Kindergarten

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

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

Sentence Stem:

My magnet can pull a _____________.

My magnet can push a ____________.

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

First Grade

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

I can write and draw about one of the activities.

Sentence Stem:

Sound is made by ___________________.

Sound travels in ___________ .  

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

Second Grade

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

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

Sentence Stems:

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

A solid _____________________________.

An example is a _____________________.

 

A liquid _______________________.

An example is a __________________.

 

A gas ________________________.

An example is a ____________________.

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

Third Grade

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

Before:

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

Sentence Stem:

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

After:

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

Sentence Stem:

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

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

Fourth Grade

I can demonstrate how speed affects energy by investigating speed and energy using paper towel tube tunnels, marbles, and rocks.

I can draw my experiment and explain how the speed of the marble (incline of ramp) affected the energy transfer to the rock.

Sentence Stems:

When the ramp was lower, the marble made the rock only move________.

When the ramp was higher, the marble made the rock move ___________.

The results show that _________________________________________________________.

An example that shows this in real life is ________________________.

Vocabulary:  energy, speed, transfer,incline, steeper, distance, centimeters, average

Fifth Grade

I can demonstrate comprehension about changes in matter by exploring examples of physical and chemical changes and sorting cards by the type of change.

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

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

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

 

Young 5’s

I can identify the 5 senses and their uses by exploring with sound jar(hear), mystery box(feel), magnifying glass(see), smelly guess container(smell), and M&M’s for a tasty treat(taste).

I can use play-dough to create a face and name the 5 senses and uses.

dough to create a face on a plate with all the 5 senses.

 

First Grade- Continuation from last week- “Reflection Review Day”

I can demonstrate what happens when vibrations are made by experimenting with different activities using a tuning fork.

Activities:

1. Hitting a tuning fork on table and bringing it to your ear. What did you hear?
2. Hitting a tuning fork on table and placing it next to a cup filled with toothpicks. What did you observe?
3. Hitting a tuning fork on table then placing it next to a ping pong ball hanging from a string.  What did you observe?
4. Hitting a tuning fork on table and then placing in a cup of water on top of colored paper.  What happened to the water?

 

****I can draw a picture of the vibration activities and orally explain how the vibration of the tuning fork made sound.

Sentence Stem:  Sound was made when_______________________.

Vocab:  Sound, hear, vibration, tuning fork

 

Second Grade

I can demonstrate comprehension of the 3 states of matter by identifying the solid, liquid and gas in the Root Beer float experiment.

I can write and draw about my Root Beer float experiment and identify each ingredient by the state of matter it is.

Sentence stems:

The root beer is a _________________.

The ice cream is a _______________.

When I pour the root beer on the ice cream, I predict _________________________.

The results_______________________________________.

Vocabulary:  matter, solid, liquid, gas, molecules

Third Grade- (Continuation from last week: Challenge and Reflection)

I can demonstrate comprehension of gravity by conducting experiments with various objects to explore the effect gravity has on objects.

I can write to explain and draw with labels and arrows what happened in all three experiments:

1.  Dropping both a crumpled coffee filter and a book at same time and height.
2.  Dropping a crumpled coffee filter and an uncrumpled coffee filter at same time and height.

**Challenge***

3.  Plan a way to make the crumpled coffee filter and uncrumpled coffee filter hit the floor simultaneously.

Vocabulary:  force, pull, motion, unbalanced force, balanced force, gravity, air resistance

Fourth Grade

I can demonstrate comprehension of electrical energy being transferred and transformed by constructing a simple circuit using a battery, wires, and light bulb.

I can draw and label how my simple circuit worked and use arrows to show the electrical energy transferring.

 

Vocabulary:  energy, electrical, transfer, transform, simple circuit, atoms, neutrons, protons, electrons, open circuit, closed circuit,

Fifth Grade- (Continuation from last week: Reflection and Challenge)

I can demonstrate comprehension of properties of matter by testing and analyzing the solubility properties of 6 substances substances(sugar, kool-aid, table salt, sand, honey, and vegetable oil).

I can write a conclusion based on my results and draw what happened when each substance(5 ml of it) was mixed with 100 ml of water.

Sentence Stems:

_________________ dissolved in water.

_________________ did not dissolve in water.

I predict _________________________ will have a soluble property.

**Challenge:  What if we changed the temperature of the water, would certain soluble materials dissolve faster or slower?

Vocabulary:  properties, matter, substances, dissolve, mixture, solution, solvent, solubility, reaction

Young 5’s

I can identify the 5 senses by building a Mr. Potato head with all the parts.

I can draw myself with all the body parts and orally explain the parts and how they are used (5 senses).

First Grade

I can demonstrate what happens when vibrations are made by experimenting with different activities using a tuning fork.

Activities:

1. Hitting a tuning fork on table and bringing it to your ear. What did you hear?
2. Hitting a tuning fork on table and placing it next to a cup filled with toothpicks. What did you observe?
3. Hitting a tuning fork on table then placing it next to a ping pong ball hanging from a string.  What did you observe?
4. Hitting a tuning fork on table and then placing in a cup of water on top of colored paper.  What happened to the water?

I can draw a picture of the vibration activities and orally explain how the vibration of the tuning fork made sound.

Sentence Stem:  Sound was made when_______________________.

Vocab:  Sound, hear, vibration, tuning fork

Second Grade

I can demonstrate knowledge of the 3 states of matter by identifying what are  solids, liquids or gases and acting out how the molecules of each of them look and move.

I can draw the molecules of each state of matter correctly and write a few facts about each matter.

Sentence stems:

Solid

An example of a solid is _________________.

The molecules are ____________________.

Solids_____________________________.

 

Liquid

An example of a liquid is _________________.

The molecules are ____________________.

Liquids_____________________________.

 

Gas

An example of a gas is _________________.

The molecules are ____________________.

Gases_____________________________.

Vocabulary:  matter, solid, liquid, gas, molecules

Third Grade

I can demonstrate comprehension of gravity by conducting experiments with various objects to explore the effect gravity has on objects.

I can write to explain and draw with labels and arrows what happened in all three experiments:

1.  Dropping both a crumpled coffee filter and a box of markers at same time and height.
2.  Dropping a crumpled coffee filter and an un-crumpled coffee filter at same time and height.
3.  Use a book in some way to make the crumpled coffee filter and un-crumpled coffee filter hit the floor simultaneously.

Vocabulary:  force, pull, motion, unbalanced force, balanced force, gravity, air resistance

Fourth Grade

“Catch Up Week”

Reflection of Activities- Energy Transfer

I can draw with labels and arrows and write to explain about the various Energy Transfer activities.

Activities:

1. Marble Collide
2. Ball drops
3. Chocolate Chip Melt

 

Fifth Grade

I can demonstrate comprehension of properties of matter by testing and analyzing the solubility properties of 6 substances substances(sugar, kool-aid, table salt, sand, honey, and vegetable oil).

I can write a conclusion based on my results and draw what happened when each substance(5 ml of it) was mixed with 100 ml of water.

Sentence Stems:

_________________ dissolved in water.

_________________ did not dissolve in water.

____________ has a soluble property.

Vocabulary:  properties, matter, substances, dissolve, mixture, solution, solvent, solubility, reaction

Young 5’s

I can learn how to use a science tool (dropper) by using the dropper to create small drops to count how many drops it takes to fill various size paper circles.

I can color the scientist picture and add my favorite science tool.

Sentence Stem:

I like the ______________ science tool.

Vocab:  tools, balance scale, magnifying glass, dropper, circle, small drops, fast, slow

First Grade

I can demonstrate how sound is made by experimenting with different size rubber bands wrapped around a plastic cup.

I can draw a picture of the sound activity and orally explain how I got the rubber band to make sound.

Sentence Stem:  

The rubber band made sound when __________________________.

Vocab:  sound, noise, hear, vibration

Second Grade

I can discover what the mystery object is by  identifying  some of its properties (size, shape, hard/soft, state of matter, weight, etc) and then state a claim (what you think the mystery object is based on its’ properties).

I can draw and explain my evidence and write a claim using sentence stem:  

The mystery item is_________________________.

Vocabulary:  properties, characteristics, claim, evidence, matter, solid, liquid, gas, hard, soft, size, shape

Third Grade

I can demonstrate comprehension of what happens when forces(push/pull) are balanced or unbalanced by experimenting with the game “Tug of War” testing different scenarios.

I can draw different scenarios to use in the “Tug of War” games and explain if the forces were balanced or unbalanced and what happened?

Sentence Stem examples:

*When there was one student at one end of the rope and three at the other end the forces were __________.  I know this because ______________.

*When there was  one student on each side of rope and no was pulling, the forces were__________.

I know this because________________.

Vocab:  Force, push, pull, motion, unbalanced force, balanced force, gravity

Fourth Grade                                  

I can demonstrate comprehension of energy being transferred by using various size/weight balls (ping pong, golf ball, tennis ball, basket ball) to see how high they bounce and how to get them to bounce higher by transferring energy from one ball to another.

I can write and draw to explain of how energy was being transferred in the ball activities.

Sentence stem:

Today I observed energy being transferred.                                        

The energy was transferred by ____________

Vocabulary: energy, transfer, motion, potential, kinetic

 

Fifth Grade

*Continued Lesson from last week!

I can discover what’s inside 6 different mystery boxes by shaking the box, identifying  some of its properties (size, shape, hard/soft, state of matter, weight,etc) and then state a claim (what you think the mystery object is based on its’ properties).

I can  write a claim using my evidence(various properties) and sentence stem:  

The mystery item is________________________.  

I think this because__________________________________.

Vocabulary:  properties, characteristics, claim, evidence, matter, solid, liquid, gas, hard, soft, size, shape, weight

Young 5’s

Exploring with Science tools!

Kindergarten

The students observed how things move (push and pull) by using jump ropes, balls, and scooters!

   

First and Second Graders 

The students have been learning about what scientist and engineers do.  They explored with legos while building, creating and inventing.  They also learned how to ask questions like a scientist to discover and learn knew things.  (I wonder… Why? What? How?)

Third Graders

STEM Activity (Forces Push and Pull and Motion)

The students had to work as a team to get the stone across the black paper creating a tool using only the materials provided(rubber band, popsicle stick, straw and string).  They can not touch the stone with their hands and they must use at least 2 or more of the materials.

Fourth Grade

The students recognized various ways energy is transferred and transformed.  They experimented with what happens when marbles collide.  What happens when 1 marble hits 5 marble? 2 marbles hit 5 marbles?, etc.  They observed energy being transferred!

Fifth Grade

The students are learning about properties of matter.  They are discovering what’s inside 6 different mystery boxes by shaking the boxes,  identifying some of it’s properties to get evidence, and using the evidence to make a claim (what they think is in the box based on the evidence).

 

We have been working on “Team” work.  Classes participated in a “Lego Team Building” activity where someone was a builder, communicator, or rebuilder.  We discussed what makes a good team member, how to solve problems, and how to cooperatively work together.  The students had to work in groups to create an identical replica of the lego structure the builder built by communicating and working together.  The students had fun!!!

     

 

Welcome back Oakman families!  Looking forward to an exciting year and to meet many new Oakman families! I will be teaching Science Enrichment on Thursdays and Fridays again this year. If you need to contact me, my email is gruczl@dearbornschools.org.   Super excited to work with all the students and to do fun, hands-on science activities and experiments.  We will also be doing some  STEM/Engineering challenges too.

Always looking for donations such as:                                                                                                                   paper towel rolls, empty water bottles, glues sticks, plastic bags, ziplock baggies, plastic cups, lego pieces

Thank you,

Mrs. Grucz

 

Oakman Families,

It was an amazing year with your children!  I truly enjoyed working with them all as they learned and explored science.  Hope everyone enjoys their summer vacation. Hopefully you are able to relax, spend time with family and friends, and have fun!

Looking forward to seeing all your wonderful faces in the Fall:)

Mrs. Grucz

Young 5’s/Kindergarten

I can understand what a habitat is by sorting animals by where they live(desert, pond, jungle, polar, ocean, forest).

I can orally give one example of an animal and explain where it lives and why.

Sentence Stems:

_________________ lives ________________ because___________________.

Vocabulary:  habitat, needs, survival, desert, polar, jungle, ocean, forest, pond.

 

First Grade

I can demonstrate knowledge of animal mimicry and biomimicry by observing various pictures of animal mimicry to explain how and why the animal is using mimicry.

I can write and draw to explain two examples of an invention that was mimicked after animals.

Vocabulary:  mimicry, biomimicry, predator, prey

1-LS1-1

 

Second Grade

I can demonstrate comprehension of inherited plant traits by creating(drawing) a baby plant from traits from the parent plants.

I can draw and label the external parts of my baby plant that were inherited from the parent plants.

Vocabulary:  inherited traits, plant parts, stem, petals, center, leaves, roots

Third Grade

I can demonstrate comprehension of the STEM Engineering process by working as a team to make a plan on how to move 10 marbles from one cup to another using only a rubber-band and string mechanism and the engineering steps(Ask, Imagine, Plan, Create, Improve, Present).

Constraints:  Can only use rubber-band and string tool

Can not touch the marbles or cups with your hands

Extra Challenge:  Use smaller cups /Bigger marbles

I can orally explain what went well and what my group could improve next time.

Fourth Grade

I can demonstrate comprehension of how the brain works by participating in a Mystery Science activity called “ How Does Your Brain Control Your Body” and testing my reaction time in the “Think Fast”- catching ruler activity.

I can orally explain what I learned about how the brain works and controls my body.

Vocabulary:  brain, nerves, reaction, illusion, inches, centimeters

4-LS1-1

4-LS1-2

 

Fifth Grade -(Two week lesson-Look for pictures next week)

I can demonstrate comprehension of the components of an Ecosystem by identifying abiotic(non-living) and biotic (living) things found in various ecosystems and how they depend on each other for survival.

I can explain by creating a poster of my group’s ecosystem  with the abiotic and biotic components.

Vocabulary:  ecosystem, survival, abiotic, biotic, Tundra, Grassland, Swamp, Desert, Rainforest