Science Enrichment

 

Young 5’s

I can understand what a habitat is by sorting animals that live on land, animals that live on water, or both.

I can orally give one example of an animal who lives on land and one that lives in water.

Sentence Stems:

_________________ lives on land.

_________________lives in the water.

______________lives on land and water.

Vocabulary:  habitat, needs, survival

 

Kindergarten

I can understand what a habitat is by sorting animals by where they live(desert, pond, jungle, polar, ocean, forest).

I can orally give one example of an animal and explain where it lives and why.

Sentence Stem:

__________________ lives ________________ because______________.

Vocabulary: habitat, needs, survival, desert, polar, jungle, ocean, forest, pond

 

First Grade

I can demonstrate comprehension of animal traits by choosing 2 animals and creating a new animal with traits from both of the chosen animals.

I can draw and orally explain my created animal and label it’s external parts.

Sentence Stems:

My animal is named______________.  

It has ______________ and ________________ traits from

_________________.

It has _________________ and _________ traits from ___________________.

Vocabulary:  traits, external parts, parent, offspring, resemble

1-LS3-1

 

Second Grade

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

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

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

L-S2-1

 

Third Grade

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

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

Sentence Stems:

An example of an inherited trait is ____________________.

___________________ is an example of a learned behavior.

An example of an instinct is when_____________________________.

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

3-LS3-1

 

Third/Fourth Grade-Logel’s class

I can demonstrate comprehension of body systems by participating in the Mystery Science activity “Why Do Your Biceps Bulge,” where I build a robot finger to see how the body parts work as a system to help move my finger.

I can orally explain how my finger parts work as a system.

Vocabulary:  system, tendon, muscle, bone

4-LS1-1

 

Fourth Grade-Elward’s and Mosed’s

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

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

Sentence Stems:

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

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

4-LS1-1

 

Fifth Grade

I can demonstrate comprehension of the components of an Ecosystem by identifying abiotic (non-living) and biotic (living) things found in various ecosystems and how they depend on each other for survival.

I can explain by writing the abiotic and biotic components of a pond ecosystem and orally share my findings.

Vocabulary:  ecosystem, survival, abiotic, biotic

 

Young 5’s/Kindergarten

I can understand what a habitat is by sorting animals that live on land, animals that live on water, or both.

I can orally give one example of an animal who lives on land and one that lives in water.

Sentence Stems:

_________________ lives on land.

_________________lives in the water.

Vocabulary:  habitat, needs, survival

 

First Grade

I can sort pictures of animals into groups based on attributes of their choosing, and be able to tell why I sorted them that way.

I can draw and write about two animals and compare how they are alike and different.

Sentence Stems:

1. ____________ and ______________ are alike because they both have______________________,

2.__________ and ___________ are different because ________________.

Vocabulary:  Compare, attributes, similar, different, sort or group

1-LS3-1

 

Second Grade

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

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

Sentence Stems:

___________________ is living because_________________.

 

___________________ is not living because_______________.

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

L-S2.A

 

Third Grade

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

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

Sentence Stems:

An example of an inherited trait is ____________________.

___________________ is an example of a learned behavior.

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

3-LS3

 

Fourth Grade

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

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

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

4-LS1-1

 

Fifth Grade

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

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

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

5-PS3-1

Young 5’s/Kindergarten

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

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

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

K-LS1-1

 

First Grade

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

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

Sentence Stem:

The ____________________ helps the plant_________________.

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

L-S1.A      1-LS1-1

 

Second Grade

I can demonstrate comprehension of how Earth’s surface changes(slowly and rapidly) by taking a culminating test to show growth in my knowledge.

Third and Fourth Grades-Continuation from last week

I can build a paper airplane to go the farthest by following the steps of the Engineering/STEM process(Ask, imagine, plan, create, test/improve, share/communicate).

I can orally explain my plan for my paper airplane, build it, and modify it to make it go farther.

Vocabulary:  STEM, Engineering, mean, mode, range, median, measure, feet, inches

 

“Competition Day “

“Airplane Flying STEM Challenge”

Challenge:

Can your team work together to design a paper airplane that will fly the farthest?

Modifications:  What modifications can you make to your plane to make it go farther?

Constraints:

Can only use paper provided

Must work together

Materials:

Paper

Scissors

Tape

Paper clips

Pennies

Straws

 

Fifth Grade

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

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

__________________eats_________________eats_____________eats______________eats_________________.

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

5LS2-1

Young 5’s/Kindergarten

I can sort pictures by living or nonliving.

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

Sentence Stems:

______________ is living because it ________________.

 

_____________ is not living because it _____________.

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

K-LS1-1

 

First Grade

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

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

Sentence Stem:

A ________________ has ______________.

I think it uses ________________ to help it _________________.

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

LS1:A

1-LS1-1

 

Second Grade

I can demonstrate comprehension of Earth’s slow and rapid changes by playing a Jeopardy game to help me review for my test.

I can write answers with my group to questions given during the game.

 

Third Grade

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

I can orally share what my group observed about the three animal life cycles using a similar and different chart and sentence stems.

Sentence Stems:

All three life cycles __________________________________.

I noticed that  _____________________________________.

The life cycles were different  by _______________________.

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

3-LS1-1

 

Fourth Grade

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

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

Sentence Stems:

A system is ____________________________________.

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

Vocabulary:  systems, parts, structure, function

 

Fifth Grade

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

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

___________________eats_________________eats_____________eats______________eats_________________. Yum!

Vocabulary:  predator, prey, food chain, food web

5-LS2-1

Young 5’s

I can  cut and paste pictures and place them on the sink or float side.

I can orally explain 2 items that float and 2 items that sink using sentence stems.

 

Sentence Stems:

The ________________ floats in water.

The _________________ sinks in water.

Vocabulary:  float, sink, under, above

 

Kindergarten

“Aluminum Foil Boats”- STEM Activity

Day 2

I can build a boat out of 1 sheet of aluminum foil and test to see how many pennies it can hold before sinking.

I can draw a plan of my first attempt of an aluminum foil 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

 

Second Grade (Patterson and Earle)

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

 

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

Sentence Stem:

Earthquakes can cause changes to Earth by_________________________.

Vocabulary:  Earthquake, causes, changes, patterns,

tectonic plates, mantle(melted rock)

2-ESS1-1

 

First Grade and Younce’s ½ split class

I can demonstrate communication skills by playing an engineering lego building activity where I have to communicate with my partner how to build something without them seeing.

I can orally explain what communication skills worked and how I could improve to help my partner understand better.

Sentence Stems:

I could have told my partner_________________________________.

I liked how ____________________________________________.

Next time I would try________________________________.

It worked when______________________________________.

 

Third Grade

I can demonstrate comprehension of science words such as prey, predators, camouflage, adaptation, and echolocation by playing various fun games(Park Ranger, Deer Ears, and Bat-Moth) that represent these words in action.

I can orally explain what prey, predator, camouflage, adaptation, and echolocation mean and how they were used in the games.

Vocabulary:

prey, predators, camouflage,  adaptation, echolocation

 

Fourth Grade- Continuation of last week (Reflection Day)

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

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

Vocabulary:  glacier weathering, erosion, deposition

ESS2.A

 

Fifth Grade-(Ms. Habhab’s class)

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.

 

Fifth Grade- (Mrs. Gartha’s Class)

STEM Activity- “Nail Challenge”

Challenge:

Can your group balance nails on top of one block of wood with one nail in it?

Constraints:

Can only use materials in bag

Must work as a team

Must get all 12 nails to balance

Finish in the time provided

Materials:

Block of wood with one nail hammered in it

12 nails

Reflection:

What worked?  What would you do differently?  What made you think to do that?

Young 5’s

I can predict and test various items to see if they sink or float.

I can draw one thing that floats and one thing that sinks.

Sentence Stems:

The ________________ floats in water.

The _________________ sinks in water.

Vocabulary:  float, sink, under, above

 

Kindergarten

“Aluminum Foil Boats”- STEM Activity

Day 1

I can build a boat out of 1 sheet of aluminum foil and test to see how many pennies it can hold before sinking.

I can draw a plan of my first attempt of an aluminum foil 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

“LEGO STEM TOWER”  -(Day 2- Plan 2nd drawing and build with improvements)

I can build the tallest lego tower that can withhold the fan blowing at three different speeds.

I can draw a sketch of my first tower plan, build it, and then create a new drawing plan for a second tower with improvements.

Vocabulary: STEM, plan, create, build, improve, tower, speed

Second Grade

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

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

Sentence Stem:

Earthquakes can cause changes to Earth by_________________________.

Vocabulary:  Earthquake, causes, changes, patterns,

tectonic plates, mantle(melted rock)

2-ESS1-1

 

Second Grade-(Earle’s class)

I can demonstrate comprehension of rapid changes to earth by experimenting with models of earthquakes(using graham crackers and cool whip) and volcanoes( baking soda, vinegar, red food coloring).

I can orally explain how earthquakes and tornadoes can change Earth’s surface quickly.

Sentence Stems:

A tornado can quickly change the land because_________________.

An earthquake is a rapid change because____________________.

Vocabulary: rapid, surface

Third Grade

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

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

Sentence Stems:

Birds with _________________ beaks eat ______________.  

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

LS4.C

 

Fourth Grade

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

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

Vocabulary:  glacier weathering, erosion, deposition

ESS2.A

 

Fifth Grade-(Continuation from last week)

(Ms. Habhab’s class)

I can demonstrate comprehension of Earth’s 4 spheres(Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by playing “Jeopardy” with various questions about Earth’s spheres.

I can orally explain the different spheres and how they interact.

Sentence Stems:  

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

 

The Geosphere is  __________________.

The Biosphere is_______________.

The Hydrospere has ____________________.

The Atmoshpere is made of ________________.

 

The 4 spheres are a system by _______________________________.

 

Vocabulary:  Geosphere, Biosphere, Hydrosphere, Atmosphere

Fifth Grade-(Mrs. Gartha’s class)

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 participate in the Mystery Science Activity -“How could you walk barefoot across hot pavement without burning your feet?”
so I can observe that the sun warms Earth’s surfaces and figure out the best path for the girl in story to get to the ice cream truck barefoot without burning her feet.

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

Sentence Stem:
The girl should first go____________________________________________
because______________________________________________.
Then go ____________________________________________ because____________________________________________________.

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

 

First Grade

“LEGO STEM TOWER” Day 1-Plan and build first tower:)

I can build the tallest lego tower that can withhold the fan blowing at three different speeds.

I can draw a sketch of my first tower plan, build it, and then create a new drawing plan for a second tower with improvements.

Vocabulary: STEM, plan, create, build, improve, tower, speed

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- Continuation from last week

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

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

Sentence Stems:

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

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

LS4.C

 

Fourth Grade

I can demonstrate comprehension of an instrument’s pitch and volume by creating 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 moved the straw on my harmonica____________ the pitch was _________________.
Volume means_____________________.

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

Fifth Grade-Continuation from last week

I can demonstrate comprehension of Earth’s 4 spheres(Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by playing “Jeopardy” game with various questions about Earth’s spheres.

I can orally explain the different spheres and how they interact.

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

The Geosphere is __________________.
The Biosphere is_______________.
The Hydrospere has ____________________.
The Atmoshpere is made of ________________.

The 4 spheres are a system by _______________________________.

Vocabulary: Geosphere, Biosphere, Hydrosphere, Atmosphere

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

 

Second Grade

I can demonstrate comprehension of rapid changes to earth by experimenting with models of earthquakes(using graham crackers and cool whip) and volcanoes( baking soda, vinegar, red food coloring).

I can orally explain how earthquakes and tornadoes can change Earth’s surface quickly.

Sentence Stems:
A tornado can quickly change the land because_________________.
An earthquake is a rapid change because____________________.

Vocabulary: rapid, surface, erupt, lava, magma

 

Third Grade

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

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

Sentence Stems:

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

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

LS4.C

Fourth Grade
***(Other 4rth grade classes: Logel and Elward’s- Reflection Day: Glue activity in notebook and reflect about focus question and lollipop activity.)***

(Ms. Mosed’s 4rth grade class- Activity)
I can demonstrate comprehension of how water breaks rock, soil, and sediments into smaller particles and move them around by experimenting in an activity where a lollipop represents a sediment grain and the mouth represents a river to see over time what happens to the sediment(lollipop).

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

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

ESS2.A

Fifth Grade

I can demonstrate comprehension of Earth’s 4 spheres(Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by playing a game with various questions about Earth’s spheres.

I can orally explain the different spheres and how they interact.

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

The Geosphere is __________________.
The Biosphere is_______________.
The Hydrospere has ____________________.
The Atmoshpere is made of ________________.

The 4 spheres are a system by _______________________________.

Vocabulary: Geosphere, Biosphere, Hydrosphere, Atmosphere

Young 5’s

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

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

Vocabulary:  rain, clouds, heavy, precipitation

 

Kindergarten

“LEGO STEM TOWER”

I can build the tallest lego tower that can withhold the fan blowing at three different speeds.

I can draw a sketch of my first tower plan, build it, and then create a new drawing plan for a second tower with improvements.

Vocabulary: STEM, imagine, plan, create, build, improve, tower, speed

First Grade

I can demonstrate comprehension of the 8 phases of the moon by creating a model of the phases using oreo cookies.

I can label the different phases correctly and orally explain why the moon appears to change shape throughout the month.

Sentence Stems:

The 8 phases of the moon are_______________________________.

The moon is not really changing shapes.  It actually is _________________________.

Vocabulary:  moon, cycle, phases, shadow, month, waxing, waning, gibbous,crescent, full moon, new moon

 

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

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 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 4 spheres(Geosphere, Biosphere, Hydrosphere, Atmosphere) and how they work together as a system by watching a video and labeling and coloring a poster of the different parts of each sphere.

I can orally explain the different spheres and how they interact.

 

Sentence Stems:  

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

The Geosphere is  __________________.

The Biosphere is_______________.

The Hydrospere has ____________________.

The Atmoshpere is made of ________________.

The 4 spheres are a system by _______________________________.

Vocabulary:  Geosphere, Biosphere, Hydrosphere, Atmosphere

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.

*After a week of fossils being pressurized under a stack of books: the students will dig (using a clear straw and cut through layers to see fossils and prints.

I can explain how fossils form by orally telling 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

 Test Day:)

“STEM Activity”- Alien Space Lander

I can demonstrate application of the Engineering Process by creating an alien space lander with a shock-absorber and stabilizer that can land 2 aliens (marshmallows) safely onto Earth(using only materials provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.

I can draw or write to explain my groups plan to create a space lander and explain any improvements needed.

Vocabulary:  Stabilizer, Shock-Absorber