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Week of November 18-22, 2019

November 21st, 2019 / / categories: Class News /

Young 5’s

I can create a Fruit Loop colorful necklace to demonstrate knowledge of patterns

I can orally explain my pattern to my partner.

Sentence Stem:

I made a Fruit Loop necklace.  My pattern is _____________________.

Vocab:  pattern, repeat

Kindergarten

Turkey Trouble STEM activity -“Plan 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 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

I can demonstrate comprehension about water can be different types of matter (solid, liquid or gas) by recognizing when they see water as a solid or a liquid and sorting picture cards accordingly.

I can orally explain by telling my partner an example of water as a liquid and as a solid.

Sentence Stems:

An example of water in the liquid stage is _______________.

Its properties are _________________________________.

An example of water in the solid stage is ______________.

Its properties are_____________________________.

Vocabulary: matter, solid , liquid, gas, properties, hail, snow, sleet, rain, 

dew, ice

Third Grade

STEM Challenge- Can you build a device that will blast a pom pom far?

 Testing Day!!!!!!!

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, spoons.

I can draw/write  a plan of how I will design and build my Pom-Pom Blaster.   

Vocabulary:  force, motion, speed, gravity, balanced force, unbalanced force, inertia, slope, measurement

3-5-ETS1-1

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Week of November 11-15, 2019

November 11th, 2019 / / categories: Class News /

Young 5’s and Kindergarten

I can understand patterns  by playing a computer pattern game and using markers with block paper or pattern/colored blocks to create various patterns.

I can tell my partner what pattern I created.

Sentence Stem:

My pattern is ____________________.

Vocabulary:  pattern, repeat, color, sort

First Grade

I can demonstrate knowledge about light by filling out a KWL chart and exploring with flashlights to see what happens when light hits various objects.

I can orally 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 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

STEM Challenge- (Finish plan, create/build stages)

*Can you build a device that can launch a pom pom far?

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, spoons.

I can draw/write  a plan of how I will design and build my Pom-Pom Blaster.   

Vocabulary:  force, motion, speed, gravity, balanced force, unbalanced force, inertia, slope, measurement

3-5-ETS1-1

3-5-ETS1-2

Fourth Grade -(Continuation of last week)

*Reflection Day*

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

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

Sentence Stems:

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

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

The results show that _________________________________________________________.

An example that shows this in real life is ________________________.

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

Average

Fifth Grade

I can demonstrate comprehension about 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

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Week of November 4-8, 2019

November 4th, 2019 / / categories: Class News /

Young 5’s

I can use my sense of sight to recognize my colors and 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 comprehension of strength of forces(push and pull) by playing a bowling game to see how much force is needed to knock over 2- Liter pop bottles with different amounts of water in them.

I can orally explain my bowling experience.

Sentence Stems:

It took ______________ force to push the bottle with lots of water.

It took _____________ force to push the bottle with little water.

Vocabulary:  force, push, pull, strength, harder, lighter, more, less

First Grade

I can demonstrate comprehension of pitch and volume by exploring with musical glass jars(jars filled with different amounts of water and when  hit with a metal spoon makes sound) and to make my very own harmonica using straws, wooden popsicle sticks and rubber bands.

I can orally explain what pitch and volume mean using sentence stems:

Pitch is ______________________. 

When I hit the glass jar with _______ amount of water the pitch was______________.

When I moved the straw on my harmonica____________ the pitch was _________________.

Volume means_____________________.

Vocabulary:  sound, waves, vibration, pitch, high, low, volume, loud, soft

Second Grade

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

Activity -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

2-PS1-1   2-PS1-2

Third Grade

  1. *Finish reflection part of motion and force activities(gravity,magnets and  static electricity). (Drawing and writing)

Sentence Stems:  

I learned a lot about forces and motion through activities about gravity, magnets, and static electricity. 

One example of force and motion was when I used _______________.When I ___________________________, I saw the ___________________ move creating

 motion.

  1. STEM Challenge- start and do Ask, imagine, and Plan parts

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, spoons.

I can draw/write  a plan of how I will design and build my Pom-Pom Blaster.   

Vocabulary:  force, motion, speed, gravity, balanced force, unbalanced force, inertia, slope, measurement

3-5-ETS1-1

3-5-ETS1-2

Fourth Grade

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

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

Sentence Stems:

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

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

The results show that _________________________________________________________.

An example that shows this in real life is ________________________.

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

Average

Fifth Grade

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

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

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

Vocabulary:  matter, properties, physical change, chemical change

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Week of October 21-25, 2019

October 23rd, 2019 / / categories: Class News /

First Grade

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

I can write and draw about one of the activities.

Sentence Stem: 

Sound is made by ___________________.

 Sound travels in ___________ .  

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

Second Grade

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

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

Sentence stems:

The root beer is a _________________.

The ice cream is a _______________.

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

The results_______________________________________.

Vocabulary:  matter, solid, liquid, gas, molecules

Third Grade

Mystery Science Lesson- What do Magnets Do?

I can demonstrate comprehension of magnetic forces by exploring the surprising properties of magnets and experimenting with an invisible force that acts at a distance.

I can write and draw to explain what I observed about magnetic forces and how they can be used in real life situations.

Sentence Stems:

Today I learned that magnets ______________________________.

Magnets could be used in real life to ________________________.

Vocabulary:  magnets, magnetic, force, attract, repel, push, pull, motion, magnetized, contact, noncontact

PS2.B  Motion and Stability:Forces and Interactions

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Week of October 14-18, 2019

October 14th, 2019 / / categories: Class News /

Young 5’s

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

I can use playdough to create a face on a plate with all the 5 senses.

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- 

”Reflection and Review Day”

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

Activities:

 1. Hitting a tuning fork on table and bringing it to your ear. What did you hear?

2. Hitting a tuning fork on table and placing it next to a cup filled with toothpicks. What did you observe?

3. Hitting a tuning fork on table then placing it next to a ping pong ball hanging from a string.  What did you observe?

4. Hitting a tuning fork on table and then placing in a cup of water on top of colored paper.  What happened to the water?

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

Sentence Stem: 

 Sound was made when_______________________.

Vocab:  Sound, hear, vibration, tuning fork

Second Grade

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

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

Sentence stems:

Solid

An example of a solid is _________________.

The molecules are ____________________.

Solids_____________________________.

Liquid

An example of a liquid is _________________.

The molecules are ____________________.

Liquids_____________________________.

Gas

An example of a gas is _________________.

The molecules are ____________________.

Gases_____________________________.

Vocabulary:  matter, solid, liquid, gas, molecules

Third Grade- 

(Continuation from last week: Challenge and Reflection)

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

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

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

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

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

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

Fourth Grade

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

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

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

Fifth Grade

 I can demonstrate comprehension of conductivity as a physical property by testing various objects in my simple circuit to observe if they are conductors.

I can write to explain what objects are conductors and which objects are not.

Vocab:  properties, conductivity, circuit

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Week of October 7-11, 2019

October 7th, 2019 / / categories: Class News /

Young 5’s

I can learn how to use science tools by using a dropper to create little drops of colored water to fill the circles and tweezers to pick rice out of clay

I can orally tell my partner what science tools I liked the best and why.

I liked the __________________ because__________________________.

Vocab:  tools, scientist, magnifying glass, balance scale, dropper, tweezers

Kindergarten

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

I can draw to explain how I pushed or pulled using a scooter and/or jump rope.

Vocab:  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

Second Grade

I can demonstrate knowledge of the 3 states of matter by observing different examples of a solid, liquid and a gas and sorting pictures of examples correctly.

I can orally give an example of a solid, liquid, and a gas and explain how I know it is that state of matter.

‘Sentence Stems:

An example of a liquid is a ______________. I know it is a liquid because_______________.

An example of a solid is a ______________. I know it is a solid because_______________.

An example of a gas is a ______________. I know it is a gas because_______________.

Vocabulary:  matter, solid, liquid, gas, molecules

Third Grade

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

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

1.  Dropping both a crumpled coffee filter and a 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.

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

Fourth Grade

“Catch Up Week”

Reflection of Activities- Energy Transfer

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

Activities:

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

Fifth Grade

  1.  Continuation Last Week- Need to finish Reflection using sentence stems.

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

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

Sentence Stems: 

_________________ dissolved in water.

_________________ did not dissolve in water.

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

  1.  Challenge Extension Day – Does temperature of water change how fast something dissolves?

Write a prediction and test

 sugar in hot water vs cold water

Salt in hot water vs cold water

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Week of September 30-October 4, 2019

October 3rd, 2019 / / categories: Class News /

Young 5’s

I can learn how to use a science tools by using  magnifying glass to observe rocks and shells and a balance scale to observe which materials are heavier or lighter.

I can color the science tool pictures

Sentence Stem:

I like the ______________ science tool.

Vocab:   scientists, tools, balance scale, magnifying glass

Kindergarten

(Finish the 5 senses activity from last week)

I can use glue and scissors properly to cut out the 5 senses and glue onto the Mr. Potato head paper in the correct spots.

I can identify what all the senses are used for.

Vocab:  5 senses, eyes, see, ears, hear, nose, smell, hands, feel, mouth, taste

First Grade

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

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

Sentence Stem:  

The rubber band made sound when __________________________.

Vocab:  sound, noise, hear, vibration

Second Grade

I can demonstrate knowledge of properties of matter by listing as many properties about the object my group was given,

I can draw and list the properties of my object.

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

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, basketball) 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 how energy was being transferred in the ball activities.

Sentence stem:

Today I observed energy being transferred.                                        

The energy was transferred by ____________.

Fifth Grade

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

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

Sentence Stems: 

_________________ dissolved in water.

_________________ did not dissolve in water.

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

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Week of September 23-27, 2019

September 26th, 2019 / / categories: Class News /

Young 5’s and Kindergarten

I can be a scientist learning about my 5 senses by building a Mr. or Mrs. Potato head with all the 5 senses.

I can orally name the 5 senses and explain what at least 2 of them are used for.

Vocab:  senses, hands, feet, touch, mouth, taste, nose, smell, ears, hear, eyes, see

First Grade

I can learn how to properly use scientist tools.

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

Vocab:  tools, balance scale, dropper, tweezers, magnifying glass

Second Grade

I can demonstrate making a good predicition by participating in an activity where I will predict which experiment will create the biggest volcano eruption (baking soda and vinegar, can of pop and mint-life savors, or a can of pop and mentos).

I can write my prediciton and explain why I think using the sentence stem.

Sentence Stem:

I predict the ________________ will make the biggest eruption because___________________________.

Vocab: prediction, results

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_______________________________________________.

Vocab:  Engineering, Ask, Imagine, Plan, Create, Improve, Communicate, Force, Motion, Gravity, Push, Pull

Fourth Grade

I can demonstrate knowledge of energy transfer by observing and recognizing what happens when marbles collide (flicking 1 marble at a line of marbles, flicking 2 marbles, three…)

I can write and draw to explain how the marble activity showed energy transfer.

Sentence Stems:

Today I observed energy being ______________.

The energy was ______________________ by ______________________________.

Vocab:  energy, forms, transforms, transfers, motion, mechanical, electrical, light, thermal, sound

Fifth Grade

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

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

The mystery item is _______________________________.

I think this because___________________________________.

Vocab: matter,  properties, claim, evidence

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Welcome Back!

August 26th, 2019 / / categories: Class News /

Welcome back Oakman families and welcome new families! I hope everyone had a wonderful summer. I am looking forward to an exciting, fun-filled year exploring science with your children. I will be teaching science on Mondays and Thursdays this year.

If you need to contact me feel free to email me at gruczl@dearbornschools.org.

Thank you,

Mrs. Grucz

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Summer!!!!!!

June 14th, 2019 / / categories: Class News /

Dear Oakman Families and Students,

It has been a wonderful year working with your children.  We had fun exploring and experimenting in science together.  Looking forward to seeing them after a relaxed, fun summer!  Wishing the 5th graders all the best as they move on to middle school! I will miss them and hope they come back to visit:)

Enjoy the summer with your families and friends.

See everyone in the beginning of the school year!

Thanks,

Mrs. Grucz

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