Young Fives

I can learn how to use a dropper science tool by learning how to make small drops to count how many drops of colored water it takes to fill various size circles.

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

Sentence Stem:

I like the _________________ science tool.

Vocabulary:  tools, balance scale, magnifying glass, dropper, circle

Kindergarten

I can demonstrate knowledge of how things move by exploring with scooters and balls to see what force (push/pull) I used to make them move or work.

I can 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 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

First and Second Split

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

I can write and draw a plan about how to create paper cup phone using only materials given (2 paper cups, 2 paper clips, and string) and the knowledge I learned about how sound travels from today.

 

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

Second Grade

I can demonstrate comprehension of physical properties of matter by describing various types of crackers by their color, size, shape, size, and texture.

I can write to explain the properties of each cracker by filling in the “Cracker Lab” chart with property words and orally share with other groups to compare.

Sentence Stem:  

The ________ cracker has these physical properties:

_______, _____________, _________, and __________.

Vocab:  describe, physical properties, matter, size, shape, texture, color

Third Grade -(Continuation from last week)

I can demonstrate comprehension of gravity by conducting experiments with various objects to explore what effect gravity has on weight and what factors may affect gravity (friction and air resistance).

I can write to explain 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.
3.  Use a book in some way to make the crumpled coffee filter and uncrumpled coffee filter hit the floor simultaneously.

Sentence Stems:

Gravity is _______________________________.

I learned that _______________________________________.

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

Fourth Grade -(Continuation from last week)

I can demonstrate comprehension of electrical energy being transferred and transformed by using a simple circuit and adding objects to the circuit to observe if they are good conductors for energy to pass.

Review from last week- I can draw and label how my simple circuit worked and use arrows to show the electrical energy transferring.

I can create a list of good conductors and insulators and write what I noticed.

Sentence Stem:  

In conclusion I noticed that ________________________

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

Fifth Grade

I can demonstrate comprehension of properties of matter by exploring with various liquids (Karo/corn syrup, dish soap, vegetable oil, water) and solids(ping pong ball, popcorn kernal, screw, etc.) to observe their density when layered together in a glass jar.

I can draw my predictions and results and explain what I observed about the property of density.

Sentence Stems:

I noticed that ______________________________________.

I was surprised that _______________________ was more dense than _________________.

_________________ was the least dense!

Vocabulary:  Properties, matter, density, float, sink, mass, molecules

Young Fives

I can learn how to use science tools by exploring with balance scales and magnifying glasses.

I can draw me using at least one of the science tools

Vocabulary:  tools, balance scale, magnifying glass

 

 

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)

I can discover what’s inside 6 different mystery boxes by shaking the box, identifying  some of it’s 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

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

Young 5’s

I can use my sense of sight to help me sort the colored cubes and a magnifying glass to explore rocks.

I can color my Mr. Potato head paper and point to the eyes and orally say how my eyes helped me today.

Sentence Stem:  My eyes helped me _____________.

Vocab:  eyes, see, magnifying glass

Kindergarten

I can use my 5 senses to help me explore various objects.

I can identify the 5 senses by adding the the missing senses on the Mr. Potato head coloring paper.

Sentence Stem:  The 5 senses are ____,___,___,___,and ___

Vocab:  eyes, see, touch, feel, hands, taste, mouth, tongue, nose, smell, hear, ears

First Grade

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

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

Sentence Stem:  The rubber band made sound when___________.

Vocab:  Sound, hear, vibration

Second Grade

I can discover what’s inside the mystery box by shaking the box, identifying  some of it’s 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       (STEM Activity -Forces)

I can demonstrate comprehension of forces by working as a team to move a clear stone across a piece of black paper using only materials provided (rubber band, popsicle stick, straw, and string).

I can  draw and write to explain the forces I used to move the stone.

Sentence Stem:

My group moved the clear stone across the paper by __________________________________________________.

Vocabulary:  Engineering, Ask, imagine, plan, create, improve, force, motion, gravity, push, pull

Fourth Grade                                                  

I can demonstrate knowledge of energy by observing and recognizing various ways energy is transferred or transformed.

I can write and draw to explain one example of energy being transferred.

Sentence stem:

Today I observed energy being __________ .                                         

The energy was ___________ by ____________

Vocabulary: energy, forms, transform, transfer, motion

Fifth Grade

I can discover what’s inside 6 different mystery boxes by shaking the box, identifying  some of it’s 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

September 18-22  “TEAM” Work

4rth & 5th Grade Objectives

I can participate in a team building activity (using a washer with 4 strings attached as a tool to get different size/weight balls into a cup) to learn what is needed to work properly in a group setting.

I can write or draw what group work should look like and sound like in Science class.

1rst, 2nd, and 3rd Grade Objectives

I can participate in a team building activity (using  50  cups or 25 cups to build the tallest tower) to learn what is needed to work properly in a group setting.

I can write or draw what group work should look like and sound like in Science class.

Young 5’s Objectives

I can use my 5 senses to help me discover what is in the mystery bag.

I can identify the 5 senses by building  a Mr. Potato Head and naming the 5 senses (eyes, nose, mouth, hands, ears).

Welcome Back Oakman Families!!!

I hope everyone had a relaxing, fun summer.  I am looking forward to another fun-filled year in Science Enrichment!  My room has changed, I am now located in the Art Room on Thursdays and Fridays 🙂   Throughout the year the students will be actively engaged in various hands-on science activities.  Also, we will be focusing  on the Engineering Design process this year with many critically thinking STEM projects…FUN!   For the first few weeks, we will be settling into classroom procedures and practicing the importance of working in groups.

I am very excited to see everyone and meet some new Oakman faces!  Please let me know if I can be of any help to your child or if you need to contact me please feel free.  My email is gruczl@dearbornschools.org, or you can send a note or call the office to reach me.

Thanks,

Mrs. Grucz

Dear Oakman Families,

I have enjoyed exploring science with all the students this year! The students had lots of fun while learning science and engineering concepts. I am looking forward to seeing everyone after a fun-filled, relaxing summer:)  Enjoy time with your family and friends!

Have a wonderful summer,

Mrs. Grucz

 

First Grade

Content Objective:  I can demonstrate knowledge of animal life cycles by identifying animals that hatch from eggs during their life cycles and graphing how many different animals were found in my group’s tub.

Language Objective:  I can write to explain my graph results.

Sentence Stems:

 

I had ______________ snakes.

The animal I had the most of was_______________.

The animal I had the least of was ______________.

I had more ____________ than _______________.

Vocabulary:  life cycle, hatch, egg, Oviparous animals

L.OL.E.2  Life Cycles- Plants and animals have life cycles.  Both begin life and develop into adults, reproduce, and eventually die.

L.OL.01.21  Describe the life cycle of animals including the stages.

Third Grade

Content Objective:  I can demonstrate comprehension of the importance of conserving nonrenewable resources by experimenting with a chocolate chip exploration where I have to mine for coal(chocolate chips) using mine tools(toothpicks, paper clips, tweezers) without damaging the land site(the cookie).

 

Language Objective:  I can draw and write to explain my results after mining for coal(chocolate chips).

 

Questions:

What did your land site look like before?  After?

How many pieces of coal did you get from the hard cookie? Soft cookie?

Which land site was easier to mine from?  Why?

Why is it important to conserve our resources?

 

Vocabulary:  natural resources, renewable resource, nonrenewable resource, replace, classify

 

E.ES.03.41  Identify natural resources (metals, fuels, fresh water, soil, etc.).

E.ES.03.43  Classify renewable and nonrenewable resources.

Fourth Grade

Content Objective:  I can demonstrate comprehension of food chains by dissecting an owl pellet to observe the bones to conclude what the owl ate.

 

Language Objective:  I can draw and write to explain a possible food chain from my owl pellet using transition words.

Example:

First__________________________. Next,___________________. Then __________________.  After that the ________________.  Finally__________________.

 

Vocabulary:  prey, predator, food chain, source of energy, producers, consumers, decomposers, herbivores, omnivores, carnivores, pellets

 

L.EC.04.11  Identify organisms as part of a food chain or food web.

L.OL.04.16  Determine that animals require air, water, and a source of energy and building material for growth and repair.

Fifth Grade

Content Objective:  I can demonstrate comprehension of the function of the Circulatory system and its parts/organs by observing a demonstration about what is in blood and participating in an activity about how fast our hearts beat.

 

Language Objective:  I can draw and write to explain how the parts of the Circulatory System work together.

 

Vocabulary:  Circulatory System, heart, lungs, veins, arteries, capillaries, blood, plasma, red blood cells, white blood cells, platelets

 

L.OL.05.41  Identify the general purpose of selected animal systems.

L.OL.M.4  Animal Systems- Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.

 

Kindergarten

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

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

Vocabulary:  Earth material, non-living, sand, rock, pebbles, magnifying glass, tweezers, screen

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

First Grade

Content Objective:  I can demonstrate knowledge of animal life cycles by observing ladybugs and learning about how it grows and changes through it’s life cycle compared to a mealworm and frog life cycle.

Language Objective:  I can cut and paste the ladybug life cycle in the correct order and orally describe to my partner how the ladybug grows and changes

Sentence Stems:

First the ladybug starts as a small _________.

Then it changes into a ___________.

It looks like a _________.

Next it changes into a _____________.

Then it changes into a _____________.

Lastly, it becomes an adult __________.

Vocabulary:  characteristics, life cycle, change, grow, egg, larva, pupa, young, adult

L.OL.E.2  Life Cycles- Plants and animals have life cycles.  Both begin life and develop into adults, reproduce, and eventually die.

L.OL.01.21  Describe the life cycle of animals including the stages.

Second Grade

Content Objective:  I can demonstrate comprehension of a plant’s life cycle by cutting and pasting the pictures of how how a plant grows and changes through its life cycle.

Language Objective:  I can write to explain the stages in a plant life cycle using science vocabulary and transition words (First, Next, Then, Finally).

Vocabulary:  life cycle, stages, see, sprout, seedling, adult, bud, blossom, flower

L.OL.E.2  Life Cycles- Plants and animals have life cycles.

L.OL.02.22  Describe the life cycle of familiar flowering plants include the following stages: seed, plant, flower, and fruit.

Third Grade

Content Objective:  I can demonstrate knowledge of Earth’s natural resources by classifying various natural resources into renewable or nonrenewable resources.

Language Objective:  I can draw and write to explain why a certain resource is considered a nonrenewable or a renewable resource.

Sentence Stems:

This is a picture of a ______________.  It is a _____________resource because ________________.

 

Vocabulary:  natural resource, renewable, non-renewable, replaces, classify

E.ES.03.41  Identify natural resources (metals, fuels, freshwater, soil, etc.)

E.ES.03.43  Classify renewable and nonrenewable resources.

Fourth Grade

Content Objective:  I can demonstrate knowledge of food chains by identifying producers and consumers(herbivores, omnivores, and carnivores) and how they create a food chain when they rely on each other for a source of energy.

Language Objective:  I can write to explain one of the food chains created using the following transition words:

First_____________.Next, __________________.  Then,___________________________. After that_____________________.  Finally____________________.

 

Vocabulary:  food chain, source of energy, producer, consumer, decomposer, herbivore, omnivore, carnivore, predator, prey

L.EC.04.11   Identify organisms as part of a food chain or food web.

Fifth Grade

Content Objective:  I can demonstrate comprehension of the Respiratory System and it’s parts (organs) by experimenting in an activity called “Out of Breath” to see how organs work together to help me breathe while doing various exercises(sitting, walking, jogging).

Language Objective:  I can draw and write to explain my results on a line plot graph showing how my breathing changes with various activities.

Vocabulary:  system, Respiratory, breathe, nose, mouth, trachea, lungs, bronchial tubes, alveoli, diaphragm, energy, air, oxygen, carbon dioxide

 

L.OL.05.41  Identify the general purpose of selected animal systems.

L.OL.M.4  Animal Systems-  Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.

April 17-21

 

Kindergarten

 

Content Objective: I can recognize that soil is on of Earth’s materials by predicting and observing  what is found in soil using a magnifying glass.

 

Language Objective:  I can draw and label what my soil sample looked like and what I found in it.

 

Vocabulary:  Earth material, soil, dirt, rocks, sand, water, nature

 

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

 

First Grade

 

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

 

Language Objective:  I can draw the life cycle of a mealworm and orally describe to my partner how the mealworm grows and changes in the correct order using my life cycle drawing.

 

Sentence Stems:

First the mealworm starts as a small _________.

Then it changes into a ___________.

It looks like a _________.

Next it changes into a _____________.

Lastly, it becomes an adult __________.

 

Vocabulary:  characteristics, life cycle, change, grow, egg, larva, pupa, adult

L.OL.E.2  Life Cycles- Plants and animals have life cycles.  Both begin life and develop into adults, reproduce, and eventually die.

 

L.OL.01.21  Describe the life cycle of animals including the stages.

 

Second Grade

 

Content Objective:  I can demonstrate knowledge of a plant’s need for survival by identifying the 4 basic needs while playing the game “Making food”.

 

Language Objective:  I can orally explain the basic needs of a plant and what would happen if one of these needs were taken away.

 

Sentence Stems:

 

The basic needs of a plant are _____________, __________, ___________, and _____________.

 

If a plant does not get _______ it will ____________.

 

Vocabulary:  needs, parts, soil, minerals, water, sunlight, air, food, seed, roots, stem, flowers, fruits, survival

 

L.OL.02.14  Identify the needs of plants

L.HE.02.13  Identify characteristics of plants.

 

Third Grade

 

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

 

Language Objective:  I can write to explain and orally share  what Earth natural resources are used for using the sentence stems:

 

Soil is used to make____________________.

Sand is used ___________________________.

Rocks are used to_____________________________.

Clay is used for________________________________.

 

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

 

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

 

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

 

Fourth Grade

 

Content Objective:  I can demonstrate comprehension of the three types of consumers(herbivore, carnivore, and omnivore) by sorting various animal cards by the type of consumer they are according to what they eat.

 

Language Objective:  I can write  to explain the definition of a herbivore, carnivore, and omnivore and draw an animal example for each.

 

Vocabulary:  consumer, herbivore, carnivore, omnivore, basic needs, interaction

 

L.EC.E.1 Interactions-  Organisms interact in various ways including providing food and shelter to one another.

 

Fifth Grade

 

Content Objective:  I can demonstrate comprehension of the Digestive System by experimenting in a hands on activity that models the different parts/organs that work together to make this system work.

 

Language Objective:

* If time:  I can write and draw to explain how the parts/organs in your body work together to help you digest your food.

*If not enough time:  I can orally tell my partner how the parts/organs in your body work together to help you digest your food.

 

Sentence Stems:

The Digestive system works as a system by____________________________________________.

 

The parts that work together are________________________________________________.

 

Vocabulary:  System, simple, complex, Digestive System, mouth, teeth, saliva, tongue, esophagus, digestion, stomach, small intestine, large intestine, liver, pancreas.

 

L.OL.05.41  Identify the general purpose of selected animal systems.

L.OL.M.4  Animal Systems- Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.