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

 

 

 

Third Grade

I can demonstrate comprehension of animal adaptation and habitats by reasoning about whether their animal’s adaptation and traits are helpful in letting them  belong in the habitat they were randomly given.

I can write to explain by using claim and evidence why I think the animal belongs or does not belong in the habitat given.

 

Question:

Can your animal survive in the habitat provided?

Claim:

_______________________ will survive in this habitat.

Or

______________________will not survive in this habitat.

Evidence:

___________________ will survive in this habitat because___________________.

___________________will not survive in this habitat 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 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

 

Kindergarten/Young 5’s

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 one new fact that I learned about our moon today.

Sentence Stem:  

I learned that the moon _____________________________________________.

ESS1:B

 

 

Second Grade

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

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 one 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 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

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

 

Third Grade

I can demonstrate comprehension of the various climates in the world by participating in the Mystery Science activity (“Why Are Some Places Always Hot”)  and use a climate color decoder to color the different climates on a world map.

I can orally explain my observations of the climates on the world map and answer questions provided in the Mystery Science Activity.

Vocabulary:  climate, weather, regions, world map

3-ESS2.D

Second Grade

I can demonstrate the process of weathering, erosion, and deposition by creating a landform out of legos and then as a team pretending to break it slowly apart by water, ice, or wind (weathering), carrying it away (erosion), and bringing it to a new area (deposition) to form a new lego landform.

I can draw or write to explain how the lego landform activity helped me understand the process of weathering, erosion, and deposition.

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

ESS1.C      2-ESS1-1

ESS2.A

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 to  practice using the morse code patterns to send  messages to another student.

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

My more code message  is_______________________________________

Other ways we transmit messages is by _______________________________.

Vocabulary:  sound, light, waves, vibrations, transmitted, patterns, morse code

4-PS4-3

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

Second Grade

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

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

Young 5’s and Kindergarten

I can color, cut and sort clothes by the season you would wear.

I can orally explain a season and what I would wear and why?

Sentence Stems:

In Summer I wear__________________ because it is _________.

In the winter I wear______________ because it is__________.

Vocabulary: Seasons, Fall, Winter, Spring, Summer, clothes, hot, cold, freezing, warm, cool, temperature

 

First Grade -Mystery Science -Why is Snow the Color White?

Part 1

I can demonstrate knowledge about why snow appears to look  white by creating a snowflake out of wax paper in a Mystery Science Experiment.

I can write or orally explain why snow appears to look white.

Vocabulary:  transparent, translucent, opaque, light, appears

 

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

I can demonstrate comprehension of weather and climate by creating a flap book that describes weather and climate(Polar-very cold, Temperate-warm and cold, or Tropical-warm/hot).

I can write and draw to explain what climate I would prefer to live in and why.

Vocabulary:  weather, climate, Polar, Temperate, Tropical

3-ESS2.D

 

Fourth Grade

I can demonstrate comprehension of how sound is made 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

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/Kindergarten

New Unit- “Weather”

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 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-STEM Activity:

“Build a house that cannot be blown down by the wind from a hair dryer”

Day 2- Create & Test, Improve, Present

I can demonstrate application of properties of materials by designing and building a house using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Use only materials provided

(Legos, toothpicks and marshmallows, craft sticks and tape/aluminum foil, clay, pattern blocks)

*Must stay upright when blow dryer (wind) is applied.

*Pig must fit inside the house.

I can draw a plan of how I will design and build my house and explain how the properties of the materials I am using will be helpful (Use plan sheet).   I can reflect on what worked  and what needed improvement.

Vocabulary: properties, strength, strong, flexible,

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 comprehension of waves by participating in the Mystery Science -”Making Waves” activity and  created waves with rope to explain wavelength, frequency and amplitude.

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

I can write to explain what I learned about waves.

Sentence Stems:

The higher the wavelengths the __________________.

The smaller the wavelengths the____________________.

Vocabulary:  waves, wavelength, amplitude, frequency, energy, motion

PS4.C  Wave Properties

Fifth Grade- continuation of last week

I can demonstrate comprehension of gravity by exploring with 3 gravity experiments:

Activity 1-  Feather and Hammer (dropped at same height and time)

What happens when done on the  Earth?

What happens when done on the moon?

 

Activity 2-”Weightlessness”-Water in a cup with holes ( dropped together )

Will the water fall out faster than the cup hitting the ground?

What happened? Why?

 

**Activity 3- 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.

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 understand patterns  by sorting my fruit loop cereal and creating a pattern.

I can tell my partner what pattern I created.

Sentence Stem:

My  pattern is ____________________.

Vocabulary:  pattern, repeat, colors, sort

First Grade

I can demonstrate comprehension about how shadows are made by creating a shadow using the following three “ingredients”  aluminum foil (opaque object), flashlight(light), and white paper(background).

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-STEM Activity:

“Build a house that cannot be blown down by the wind from a hair dryer”

Day 1-Ask, Imagine and Plan

I can demonstrate application of properties of materials by designing and building a house using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Use only materials provided

(Legos, toothpicks and marshmallows, craft sticks and tape/aluminum foil, clay, pattern blocks)

*Must stay upright when blow dryer (wind) is applied.

*Pig must fit inside the house.

 

I can draw a plan of how I will design and build my house and explain how the properties of the materials I am using will be helpful (Use plan sheet).   I can reflect on what worked  and what needed improvement.

Vocabulary: properties, strength, strong, flexible,

Third Grade- STEM activity: Pom Pom Blaster

*Continuation from last week- Testing Pom Pom Devices*

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:  

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

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

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

The highest score:  133 inches!!!!

Fourth Grade

I can demonstrate knowledge of waves by observing waves being created with a jumprope 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, Transverse Waves, Longitudinal Waves

PS4.C  Wave Properties

4-PS4-1

Fifth Grade

I can demonstrate comprehension of gravity by exploring with 3 gravity experiments:

Activity 1-  Feather and Hammer (dropped at same height and time)

What happens when done on the  Earth?

What happens when done on the moon?

 

Activity 2-”Weightlessness”-Water in a cup with holes ( dropped together )

Will the water fall out faster than the cup hitting the ground?

What happened? Why?

 

Activity 3- 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.

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

*Using fine motor skill*

I can practice using scissors by cutting different shape lines.

I can practice coloring inside the lines of my turkey coloring sheet.

I can orally name the colors I used in my turkey drawing.

 

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-

*Continuation from last week- experimenting with activity 2 Flexibility of materials

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

Activity 1- Which Is Stronger?  (Did Last week)

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

*Continuation from last week- Create and test Pom Pom Devices*

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:  

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

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

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)

*Continuation from last week*

*Reflection Writing Part

I can demonstrate application of how energy is used by building a marble roller coaster using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present) and “Mystery Science” activity.

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.

I can reflect on what worked  and what needed improvement by answering the following questions:

 

*What worked well ?

*What would I do differently to improve my roller coaster?

*If I had more tubes how would I make my roller coaster? (Draw a picture and label).

*If you made a loop, did it work?  Why? Or Why not?

*If you wanted to make a loop, what would you have to do to make sure it worked?

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

ETS1.A

3-5-ETS1-1      

Before                                                                    After ( Loop is bigger & on stool, steeper first hill)

 

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

Young 5’s and 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 knowledge about light by filling out a KLEWS chart and exploring with flashlights to see what happens when light hits various objects.

I can write or draw to 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 comprehend properties of matter by testing and graphing various materials to see how strong of flexible they are.

Activity 1- Which Is Stronger?  

Test each material by seeing how many quarters 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.

I can write to answer questions from activity and graph.

Vocabulary:  property, matter, flexibility, strength

2-PS1-1   2-PS1-2

Third Grade- STEM activity: Pom Pom Blaster: Planning Lesson

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.

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)

*Continuation from last week*

I can demonstrate application of how energy is used by building a marble roller coaster using the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present) and “Mystery Science” activity.

Materials:  Tubing, tape, marble, cup

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

I can draw a plan of how I will build my roller coaster.  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 about changes in matter by exploring examples of physical and chemical changes.

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

Young 5’s  “Halloween Fun”

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 demonstrate knowledge of how things move by observing and exploring with objects(ball, water syringe, car, car with string, jump rope) to see what force (push/pull) I used to make them move or work.

I can draw and orally explain how things move by using the sentence stems:

I can push a _____________.

I can pull a ______________.

Vocabulary:  force, push, pull, move, work, toward, away from

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 travels in ___________ .

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

Second Grade

I can comprehend properties of matter by testing how absorbent various materials (paper towel, foil, wax paper, sponge) are.

I can fill in the graph to show how much water each material absorbed and answer questions on sheet to help me reflect on my learning.

1. Which material would you use to clean up a spill?
2. What property does this material have that would make you choose it?

Vocabulary:  property, matter, absorbent, soak, graduated cylinder, milliliters

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 or you 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 of properties of matter by testing and analyzing the properties(color, texture, reaction when mixed with water, reaction when mixed with vinegar) of 4 mystery substances(powdered sugar, baking soda, table salt, and flour) to figure out which one is which.

I can write a conclusion based on my results and the description of each substance in the chart.

Sentence Stems: (Do same with each mystery cup)

In conclusion I know cup 1 must be ______________ because__________________________________________________.

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