Science Enrichment

Parents and student,

Wishing everyone stays healthy and safe.

I will post on my blog weekly Science/STEM and online link activities for all grades.

Some online sources students can use are:  BrainPop Jr, Mystery Science

To start, here are a few ideas:

*Build tallest tower- using material such as legos, paper cups, blocks, etc

*Build a bridge- using materials such as popsicle sticks, legos, blocks, paper towel rolls, cups

*Sink/Float activity- Fill a tub with water and test various objects and observe if they float or sink.

*Pick a planet to research- Learn at least 10 new facts about it. Compare it to another planet. How are they the same/different?

*Pick an animal to research and create a poster- Describe the animal, it’s habitat, adaptations, etc.

*Create a new animal- What does it look like, what are its structures and functions, where would it live and why?

*Go on Scaveger Hunt outside – Find as many objects as you can that start with each letter of the alphabet   (Ex. A-ant, B-bark from tree, G-grass, R-root etc..)

*Create an ecosystem in a shoe box-( be sure to have living and non-living items)- students can use paper and draw, color and cut objects, use items from outside like grass, dirt, sticks, leaves, little animal figures, etc.

Create a monster activity- use site below to see slides and follow directions:

https://docs.google.com/presentation/d/1SRymvu5NrydarRywIbrYdrJHLxdkkpQQ48LK5T8IQFA/mobilepresent?slide=id.p

Young 5’s

I can use a balance scale to observe and compare heavy and light items.

I can sort heavy and light pictures by cutting and glueing them into the correct column.

Vocabulary:  heavy, light, balance scale

Kindergarten

“Lego Boats”- STEM Activity

Day 1

I can build a boat out of legos and test to see how many pennies it can hold before sinking.

I can draw a plan of my first attempt of a lego boat, and then plan a second drawing with improvements from the first and orally explain using sentence stems.

Sentence Stems:

My first boat __________________________.

My second boat I will ____________________________.

Vocabulary:  STEM, sink, float

First Grade

“Reflection Day”

I can answer questions on brainpop jr quizzes about the moon.

I can draw and write to explain how the sun, Earth and moon all move.

Vocabulary:  Sun, Earth, Moon, rotate, spin, revolve, orbit

Second Grade

I can demonstrate comprehension of the layers of the Earth by reading a book about the layers and creating a model drawing of the layers.

I can draw, label,  and orally explain the different layers of the Earth.

Sentence Stems:

The layers of the Earth are _____________________________.

We live on the ________________________ layer.

Vocabulary: Earth layers, inner core, outer core, mantle, crust

Third Grade

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

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

Sentence Stems:  

__________ belongs in the ___________ habitat.

I think this because __________________________________________.

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

LS4.D

Fourth Grade

I can demonstrate comprehension of Earth’s history by analyzing fossils/sedimentary rocks and putting together a rock layer puzzle to see what it tells us about Earth.

I can orally explain what fossils and rock layers can tell us about Earth’s history.

Sentence Stems:

Fossils and rock layers can tell us ____________________________________.

I learned that the oldest layer of rock is _________________ and the newest is ___________________________.

Vocabulary:  rock layers, sedimentary rock, fossils, organisms

Fifth Grade

I can demonstrate comprehension of Earth’s spheres (Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by playing a board game with various questions about Earth’s spheres.

I can orally explain the different spheres and how they interact while answering questions during the game in my group.

Young 5’s/Kindergarten

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

I can color and draw a tornado picture.

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

First Grade

I can demonstrate comprehension of the sun, moon, and earth system by creating a paper model of how they work together and the cycle it gives us- our year, seasons, days, and months).

I can orally explain how the earth, sun, and moon work as a system using the following sentence stems.

Sentence Stems:

The moon_____ around the Earth.  It takes ___________.

The Earth ________ around the sun. It takes ____________. This gives us our 4 ___________.

The Earth __________ around the sun. It takes __________.

This gives us __________ and __________.

Vocabulary:  cycles, system, year, days, months, seasons, orbit, revolve, rotate

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 can slowly change is ______________.

Vocabulary:  weathering, erosion, deposition, tornadoes, hurricanes, earthquakes, volcano, landslides, tsunami

Third Grade

Continue Mystery Science Lesson-(Stormy skies-4)

I can build a paper house from mystery  science that will not be blown away in a windstorm using certain materials.

(toothpicks, sticker dots, paper, paper clips)

I can explain in writing what worked and/or what I would do differently to improve my house.

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

I can demonstrate comprehension of Earth’s 4 spheres(Geosphere, Biosphere, Hydrosphere, Atmosphere) and identify  the processes that a droplet of water goes through as it moves through Earth’s four systems.

I can explain how the 4 spheres interact with the water cycle.

Sentence Stems:  

Earth’s 4 sphere’s are _________________, ___________, ___________, and __________.

 Each sphere interacts with the water cycle.  

First __________________________________.

Then_______________________________________.

Vocabulary:  Geosphere, Biosphere, Hydrosphere, Atmosphere, water cycle

Young 5’s/Kindergarten

I can use a penny, paper clip, cube, and crayon to count and  measure how long my footprint is.

I can orally explain how long my footprint is using sentence stems.

My foot is _________________ pennies long.

My foot is _________________ paper clips long.

My foot is _________________ cubes long.

My foot is _________________ crayons long.

Vocabulary:  footprint, measurement, long

First Grade

I can demonstrate comprehension about how the moon appears to change shape in a pattern by experimenting with a flashlight and styro-faom ball on a stick  and watching a video.

I can identify the different phases of the moon and create a mini book that I can orally read to my friends and family,

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 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

Third Grade

Continue Mystery Science Lesson-(Stormy skies-4)

I can build a paper house from mystery  science that will not be blown away in a windstorm using certain materials.
(toothpicks, sticker dots, paper, paper clips)

I can explain in writing what worked and/or what I would do differently to improve my house.

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 the interactions among Earth’s 4 spheres by analyzing interactions found in pictures provided or in magazines.

I can explain in writing the interactions of the spheres. 

Be sure to name the spheres and how they are interacting with one another.

Example Sentence Stem:

In the picture, the ____________ sphere and ___________ sphere are interacting by _______________________________________.

Vocab:  hydrosphere, biosphere, atmosphere, geosphere

Young 5’s

I can build a house using different material.

I can draw and orally explain which house was better( made of blocks or playdough and straws).

Kindergarten – Create and Test Day

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

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

I can orally explain what worked or needs improvement.

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

First Grade

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

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

Sentence Stem:  

I learned that the moon _____________________________________________.

The moon also__________________________________.

ESS1:B

Second Grade

*Continue from last week*

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

*Continue from last week*

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

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

Sentence Stems:

The different climate zones are_______________________.

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

Because_________________________________________.

I would pack_____________________________.

I would wear______________________________________.

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

Fourth Grade

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

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

I can write to explain my observations in both activities.

Sentence Stems:

Sound was created by _____________________.

When I ____________________, the sound was _____________.

I also observed that _______________________.

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

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

4-PS4-1

Fifth Grade

*Continue from last week*

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

Week of January 6-10, 2020

Kindergarten/Young 5’s

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

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

I can orally explain what worked or needs improvement.

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

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

Third Grade

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

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

Sentence Stems:

The different climate zones are_______________________.

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

Because_________________________________________.

I would pack_____________________________.

I would wear______________________________________.

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

Fourth Grade

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

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

Vocabulary:  waves, wavelength, amplitude, energy, motion

PS4.C  Wave Properties

Fifth Grade

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

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

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

5-ESS1-2

Young 5’s

I can guess and make observations of what will happen when I mix red and green colored vinegar and baking soda.

I can draw and orally explain what happened.

Kindergarten

I can discover how ramps can make objects go faster or farther by experimenting with different angled ramps.

I can orally explain what I observed.

Sentence Stems:

Higher ramps made objects go ____________.

Lower ramps made objects go______________.

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

Holiday STEM Challenges

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

Constraints:  

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

*Use time provided only.

*Must be the longest chain.

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

Holiday STEM Challenge

I can demonstrate application of the Engineering Design Process by designing and building a Christmas tree out of tangram pieces and following the Engineering Design process(Ask, Imagine, Plan, Create & Test, Improve, Present).

Constraints:  

*Can only use tangram pieces provided(7 shapes)

*Must finish in time provided.

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

Fifth Grade– Ms. Habhab’s class

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

Fifth Grade- Ms. Mosed’s class

KEVA Plank Challenges

Can you build a structure that is taller than 12 inches using exactly 10 wooden planks?

Young 5’s

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

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

Sentence Stem:

___________ is one of the seasons.  

In this season the tree ___________________.

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

Green, flowers bloom, bare, leaves fall

Kindergarten

I can observe how things move(roll, spin, bounce, slide, zig zag, etc…) when a force is applied.

I can draw an example of different ways objects move.

Sentence Stems:  

The ______________ rolls.

A _________________ slides .

Vocabulary:  move, force, bounce, roll, slide, zig zag, spin

First Grade

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

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

Questions: 

1. How are shadows made?

2. How can I make my shadow shorter?

3. How can I make my shadow long?

4. How can I make my shadow almost invisible?

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

PS4.B

Second Grade

I can demonstrate comprehension of landforms and bodies of water by participating in a pictionary game identifying different waters or landforms found on the Earth.

I can draw and label at least 2 or more bodies of water and two or more landforms in my science journal.  I can describe characteristics of at least one.

Sentence Stem:

 The _______________ is a body of water.  It ________________.

Or

The ______________ is a landform.  It _________________.

Vocabulary:

 landform, mountain, valley, plateau, mesa, dessert, plain, island, peninsula, cape, hill, volcano, isthmus 

lake, bay, gulf, strait, pond, strem, river,ocean

Third Grade

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

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

Sentence Stems:

The different climate zones are_______________________.

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

because_________________________________________.

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

Fourth Grade

Building a large race track as a whole class using Mohamed Jomaa’s plan:)

Fifth Grade

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

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

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

Reflection- Sentence Stems:

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

The ball and string model demonstrated this  by ____________________________________________.

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

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

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

PS2.B  Types of Interactions

Young 5’s

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

I can orally name and describe one of the seasons.

Sentence Stem:

___________ is one of the seasons.  In this season___________________.

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

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

Kindergarten

Turkey Trouble STEM activity -“Create Day”

I can create a disguise that protects the turkey by using the materials provided.

I can draw a plan and describe how I used the materials to disguise my turkey.

First Grade

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

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

Questions: 

1. How are shadows made?

2. How can I make my shadow shorter?

3. How can I make my shadow long?

4. How can I make my shadow almost invisible?

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

PS4.B

Second Grade

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

I can orally describe the landform I created with clay.

The landform is ________________. 

I would describe it as _______________________________.

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

Third Grade

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

I can orally explain the drawing and definition flipbook I glued into my notebook to my partner.

Sentence Stems:

Weather is _____________________________.

An example of weather is ___________________________.

Climate is ______________________________.

An example of climate is _______________________________.

Vocabulary:  weather, climate, short term, long term

Fifth Grade

I can demonstrate comprehension of gravity by exploring with 2 gravity experiments:

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

What happens when dropped on the  Earth?

What happens when dropped on the moon?

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

Does size or mass change what happens when dropped?

What did you observe?

I can write at least 3 facts that I learned about gravity.

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

Week of November 25, 2019

Kindergarten

Turkey Trouble STEM activity -“Create Day”

I can create a disguise that protects the turkey by using the materials provided.

I can draw a plan and describe how I used the materials to disguise my turkey.

Second Grade

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

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

Sentence Stems:

The body of water is _______________.

It looks like ___________________________________.

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

2-ESS2-2

2-ESS2-3

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