Second Grade

I can demonstrate comprehension of plant parts and their functions by assembling a plant puzzle and matching the definitions to the correctly labeled plant part.

I can orally read my puzzle plant parts and definitions to my partner.

Vocabulary:  root, stem, flower, seed, fruit, leaves, parts, functions

Fifth Grade

I can demonstrate comprehension about food webs by watching a video and then creating a food web using various picture cards and drawing arrows to show the energy flow.

I can orally explain my food web to another group and answer the discussion questions the teacher gives.

Vocabulary:  food chain, food, web, ecosystem, producer, consumer, decomposer, omnivore, carnivore, herbivore

5-PS3-1

Young 5’s/Kindergarten

I can observe a worm’s habitat by putting the live worms back outside in their habitat.

I can draw a worm’s habitat and orally explain what it needs and why.

Vocabulary:  living, nonliving, breathe, grow, move, eat, shelter, air, soil, habitat, needs

K-LS1-1

First Grade and Second Grade

I can demonstrate comprehension of animal traits by matching parent and offspring animal cards and recognizing their similar traits.

I can draw and write about the similar traits of one set of parent and offspring.

Sentence Stem:

The _____________________ and her baby are similar in three ways.  First they both have ________________. They both also have ________________.

Lastly, they ________________________________.

Vocabulary:  external parts, function, traits, parent, offspring, similar, compare

L-S1.A      1-LS1-1

Third Grade

I can demonstrate comprehension about animal and plant traits and behaviors by playing a Domino card game where I have to identify the difference of instincts, learned behavior, and inherited traits.

I can orally give an example of an inherited trait, natural instinct, and learned behavior.

Sentence Stems:

An example of an inherited trait is ____________________.

___________________ is an example of a learned behavior.

An example of an instinct is when_____________________________.

Vocabulary:  inherited, learned, instinct, acquired, heredity, traits, offspring

3-LS3-1

Fourth Grade

I can demonstrate comprehension of external parts of living things serve as purpose by recognizing Penguin parts and participating in a few activities that explain the function of those parts (ex.  Blubber bags, countershading drawing, and oily feathers).

I can draw a penguin in its habitat and label and describe how it’s  structure is helping it survive.

Vocabulary:  external parts, functions, habitat, environment, survival, countershading

4-LS1-1

Fifth Grade

I can demonstrate comprehension of the parts of an Ecosystem by sorting the food chain cards by producers, consumers, and decomposers and then further sorting the consumer cards by omnivores, carnivores, and herbivores.

I can draw and write a food chain labeling all the parts using the  vocabulary words I learned in today’s lesson.

___________________eats_________________eats_____________eats______________eats_________________.

Vocabulary:  predator, prey, food chain, ecosystem, omnivore, carnivore, herbivore, producers, consumers, decomposers

5-LS2-1

Young 5’s/Kindergarten

I can distinguish between living and nonliving things by observing and comparing Earthworms and gummy candy worms focusing on the worm’s behavior and needs.

I can draw and write about my observations of the living and nonliving worms using reflection sheet.

Vocabulary:  living, nonliving, breathe, grow, move, eat, shelter, air

K-LS1-1

First Grade

I can demonstrate comprehension of external plant parts and functions by observing a plant, putting the parts of a plant together to create a whole plant, and labeling the parts and functions correctly.

I can draw a picture of a whole plant and write a sentence to explain the function of at least one of its’ parts.

Sentence Stem:

The ____________________ helps the plant_________________.

Vocabulary:  external parts, function, roots, stem, leaves, flower, seed

L-S1.A      1-LS1-1

Second Grade

I can demonstrate comprehension about plant parts and functions by exploring and conducting an investigation through dissecting and comparing a dry seed and a soaked seed to find out the job of a seed.

I can draw and write to explain my observations of a soaked and dry seed.  (Answer questions on provided sheet)

Vocabulary:  plant parts- seed, leaves, roots, stem, flower, seed coat, food storage, embryo(baby plant)

L-S2-1

Third Grade

I can demonstrate comprehension about animal and plant traits by sorting various picture cards by inherited trait  or learned (acquired) behavior.

I can orally explain the difference between inherited and learned traits.

Sentence Stems:

An example of an inherited trait is ____________________.

___________________ is an example of a learned behavior.

Vocabulary:  inherited, learned, instinct, acquired, heredity, traits, offspring

3-LS3-1

Fourth Grade

I can demonstrate comprehension of external parts of living things serve as purpose by participating in a “Bird beak” activity( various beaks-tweezers, scissors, chopsticks, slotted spoon, straw will be used to pick up various foods -juice(nectar), rice(seeds), berries(gummy bears), meat(large marshmallows), and bugs/animals(wet noodles).

I can explain in writing which type of bird and bird beak is best for which food and why.

Sentence Stems:

The _________________ beak is _____________ .  It is able to best eat ___________________ because____________________.

Vocabulary:  external parts, functions, habitat, environment, survival

4-LS1-1

Fifth Grade

I can demonstrate comprehension of food chains/webs by participating in the Mystery Science activity “Why Would A Hawk Move To New York City” an dplay a food chain card game called “Eat or be Eaten”.

I can orally explain the longest food chain I made from the card game.

___________________eats_________________eats_____________eats______________eats_________________. Yum!

Vocabulary:  predator, prey, food chain, food web

5-LS2-1

 *Top Three winners for most points or longest food chain!!!!

Young 5’s/Kindergarten

I can sort pictures by living or nonliving.

I ca orally explain how I know something is living or nonliving.

Sentence Stems:

______________ is living because it ________________.

_____________ is not living because it _____________.

Vocabulary:  living, nonliving, grow, breathe, reproduce, food, water, air, shelter

K-LS1-1

First Grade

I can demonstrate knowledge of various animals external parts and how they use them for survival by recognizing and listing 5 parts of a chosen animal and describe what each part is used for.

I can orally explain at least 2 of my animal’s external parts and what I think they use that part for to help in its’ survival.

Sentence Stem:

A ________________ has ______________.

I think it uses ________________ to help it _________________.

Vocabulary:   external parts, function, structure,survival, needs

LS1:A

1-LS1-1

Second Grade

I can demonstrate comprehension of living things by sorting a group of cards by living or nonliving.

I can explain in writing at least three reasons why three of the cards are living and three reasons why three of the cards are nonliving.

Sentence Stems:

____________________ is living because_________________.

___________________ is not living because_______________.

Vocabulary:  living, nonliving, needs, survival, food, sunlight, air, water, shelter, breathe, grow/move, reproduce

L-S2.A

Third Grade

I can demonstrate comprehension of life cycles by comparing three different animal life cycles(meal worm, frog, and ladybug).

I can orally share what my group observed about the three animal life cycles.

Sentence Stems:

All three life cycles __________________________________.

I noticed that  _____________________________________.

The life cycles were different  by _______________________.

Vocabulary:  Life Cycles, grow, reproduce, adult, young, larvae, change, eggs, pupa, metamorphosis

3-LS1-1

Fourth Grade

I can demonstrate comprehension of a flowering plant system by dissecting a daffodil and examining its’ structure  to understand how the parts work together for growth, survival, behavior, and reproduction.

I can explain orally or write how the Daffodil plant is a system.

Vocabulary:  structure, function, growth, survival, reproduction, behavior, system

4-LS1-1

Fifth Grade

Part 1- continuing next week

I can demonstrate comprehension of food chains/webs by participating in the Mystery Science activity “Why Would A Hawk Move To New York City” and play a food chain card game called “Eat or be Eaten”.

I can orally explain the longest food chain I made from the card game.

___________________eats_________________eats_____________eats______________eats_________________. Yum!

Vocabulary:  predator, prey, food chain, food web

5-LS2-1

Young 5’s

I can use a balance scale to compare different items to see which is heavier or lighter.

I can sort pictures by heavy or light and orally explain at least on heavy object and one light object.

Sentence Stems:

The ______________________ is heavy.

The ______________________ is light.

______________ is heavier than __________________.

______________ is lighter than __________________.

Vocabulary:  balance scale, weight, heavy, light

Second Grade

I can demonstrate comprehension of cooperative working and listening skills by participating in a lego activity where one student builds a lego structure and in detail explains how to build it to partner(who can not see structure) so that the 2 structures come out the same.

I can orally explain why I learned from this activity that will help me cooperatively work with a partner or in a group.

Third Grade

I can demonstrate comprehension of predators and prey by participating in a several predator and prey games (Park Ranger, Deer Ears, and Bat-Moth) where students will use animal adaptations(echolocation, large ears, etc.) to help them win.

I can orally explain how animal adaptations can help a predator catch its’ prey or a prey be safe from its’ predator.

Sentence Stems:

In the game Bat-Moth, echolocation helped the bat ____________________.

In the game Park Rangers I learned that______________________.

In the game Deer Ears, I learned that deer___________________ to catch their prey.

Vocabulary:  predator, prey, adaptation, echolocation

Fourth Grade

I can demonstrate comprehension about systems by putting together lego parts to create a fan or swing that functions.

I can write to explain what a system is and name at least three other systems.

Sentence Stems:

A system is ____________________________________.

Some other examples of a system are ___________________________, ________________________, and _________________.

Vocabulary:  systems, parts, structure, function

Young 5’s /Kindergarten

I can participate  in the Mystery Science Activity -“How could you walk barefoot across hot pavement without burning your feet?”

so I can observe that the sun warms Earth’s surfaces and figure out the best path for the girl in story to get to the ice cream truck barefoot without burning her feet.

I can orally explain using the map how the girl should walk to the ice cream truck and why.

Sentence Stem:

The girl should first go____________________________________________

because______________________________________________.

Then go ____________________________________________ because____________________________________________________.

Vocabulary:  sun, warm, sunlight, shade, cooler, hot

Second Grade

I can demonstrate comprehension of how Earth changes can be caused by volcanoes by experimenting in a hands-on experiment, reading an article, and watching a video to explore what happens to land during and after a volcano eruption.

I can orally explain how a volcano can quickly or slowly cause changes to the Earth.

Sentence Stem:

Volcanoes  can cause changes to Earth by_________________________.

Vocabulary:  Volcano, causes, changes, magma, lava, pressure

2-ESS1-1

Third Grade

I can demonstrate application of animal adaptations by inventing and drawing a new bird or other animal with characteristics that help it adapt and survive in the environment.

I can explain in writing and share my invented animal and explain  its’ adaptations.

Group’s Paper must have:

-A detailed colored animal

-Animal must be in drawn in habitat it can live in

-at least 2 explained characteristics that helps this animal survive in its environment

Sentence Stems:

The animal has a ______________________ so it can ____________________.

Another adaptation this animal has is ________________________.  This helps it _____________________________________.

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

LS4.C

Fourth Grade

STEM Activity-Building the tallest tower with one block as base only!

I can demonstrate comprehension of the Engineering Design Process(Ask, Imagine, Plan, Create, Test, and Improve) by building the tallest structure with one cube block as the base and only using materials provided(wooden blocks, craft sticks, and cups).

I can draw and label my plan and after creating write to explain how to improve or change it.

**Highest standing tower on 1 block—-24 inches high***

Fifth Grade

“STEM Activity”- Alien Space Lander

*Testing/Improvement Day- Dropping Space Landers at different height!

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

Mrs. Gartha’s Class

**Wow!! Winning team was able to drop space lander from balcony without marshmallows(aliens) falling out!!!!!

Ms. Habab’s Class

Young 5’s

I can identify living and non-living things.

I can use play-dough to create 1 living thing and 1 non-living thing and orally say what it is.

Sentence Stem:

________________ is living.

________________is non-living.

Vocabulary: living, non-living

Kindergarten

I can demonstrate comprehension of why it rains by creating a rain cloud model (using a cup of water with shaving cream on top to represent a cloud and adding water drops (colored water) onto the cloud (shaving cream).

I can draw my rain model and orally explain why it rains.

Vocabulary: rain, clouds, heavy, precipitation

First Grade

I can demonstrate comprehension about why stars appear to come out only at night by following the steps in the Mystery Science activity “Why Do We See Stars Only at Night” and create a model of the big dipper constellation.

I can orally explain why we see stars only at night using the sentence stem:

We can see stars at night because________________________________.

Vocabulary:  stars, constellations, sunlight

1-ESS1-1

Fifth Grade

“STEM Activity”- Alien Space Lander

*Creating/Building Day*

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

I can predict and observe what happens when colored vinegar and baking soda mix.

I can use the science tool called a dropper.

I can orally predict what I think will happen.

Sentence Stem:

I think _______________ will happen.

I can orally explain the results.

Sentence Stem:

_____________________ happened when they mixed.

Vocabulary:  mix, predict, result, observe

Second Grade

I can demonstrate comprehension of how Earth changes can be caused by earthquakes by experimenting in a hands-on experiment exploring what happens to land during an earthquake using graham crackers and cool whip/frosting.

I can orally explain how an earthquake can quickly or slowly cause changes to the Earth.

Sentence Stem:

Earthquakes can cause changes to Earth by_________________________.

Vocabulary:  Earthquake, causes, changes, patterns tectonic plates, mantle(melted rock)

2-ESS1-1

Third Grade

I can demonstrate comprehension of animal structures and adaptations by experimenting in the  Mystery Science activity “Why do Birds Have Beaks?” to observe how different shape beaks help birds eat certain types of food.

I can orally explain how different beaks help birds catch their food.

Sentence Stems:

Birds with _________________ beaks eat ______________.  

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

LS4.C

Fourth Grade

I can demonstrate comprehension of how glaciers shape land through erosion and deposition by experimenting in a glacier erosion activity with clay, ice, and sand.

I can draw a picture of my observations from the activity and answer the questions provided about how glaciers shape land through erosion and deposition.

Vocabulary:  glacier weathering, erosion, deposition

ESS2.A

*Young 5’s

I can demonstrate comprehension of why it rains by creating a rain cloud model (using a cup of water with shaving cream on top to represent a cloud and adding water drops (colored water) onto the cloud (shaving cream).

I can draw my rain model and orally explain why it rains.

Vocabulary: rain, clouds, heavy, precipitation

Third Grade

I can demonstrate comprehension of animal structures and adaptations by experimenting in two activities that demonstrates how oil glands in feathers and extra blubber can help certain animals survive in their environment.

I can write to explain how the adaptations help living things survive in their environment.

Sentence Stems:

Some animals adapt in their environment by using _____________. This adaptation helps a ______________ by _________________________.

Vocabulary: habitat, physical characteristics, organisms, survival, environment, prey, predator, blubber, preen

LS4.C

Fourth Grade

I can demonstrate comprehension of how water breaks rock, soil, and sediments into smaller particles and move them around by experimenting in an activity where a lollipop represents a sediment grain and the mouth represents a river to see over time what happens to the sediment(lollipop).

I can draw and write to explain what happens to the sediment (lollipop) as I observe how the shape and surface of the lollipop changes the longer I suck on it.

Vocabulary: sediment, weathering, erosion, angular, rounded, jagged

ESS2.A

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 styro-faom 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

I can demonstrate comprehension of rapid and slow ways the Earth changes by observing and sorting pictures according to slow and rapid changes.

I can orally explain and describe one way Earth rapidly changes and one way it can slowly change.

Sentence Stems:

One way earth can rapidly change is ____________________.

One way earth slowly changes is______________________.

Vocabulary:  weathering, erosion, tornadoes, hurricanes, earthquake, volcano, landslide, tsunami

ESS1.C     ESS2.A

Third Grade

I can demonstrate comprehension of animal or plant adaptation by experimenting in an activity that demonstrates how camouflaging can help animals/plants survive in their environment.

I can write to explain how camouflage helps living things survive in their environment.

Sentence Stems:

Some animals adapt in their environment by using camouflage. Camouflage helps a living thing by _________________________.

Vocabulary:  habitat, physical characteristics, organisms, survival, environment, prey, predator, blend, camouflage

LS4.C

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 explain how fossils form by cutting out the various written steps and placing them in the correct order and orally tell my partner in my own words how fossils are formed.

Sentence Stems:  

A fossil forms by_______________________________________

Then_______________________________________________.

Next,_______________________________________

Finally__________________________________________.

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

4-ESS1-1

Fifth Grade

“STEM Activity”- Alien Space Lander  (Day 1- Ask, Imagine and Planning Day)

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