{"id":1194,"date":"2016-11-03T18:26:13","date_gmt":"2016-11-03T22:26:13","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/gruczl\/?p=1194"},"modified":"2016-11-03T18:26:13","modified_gmt":"2016-11-03T22:26:13","slug":"week-of-oct-31-nov-4-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/gruczl\/2016\/11\/03\/week-of-oct-31-nov-4-2016\/","title":{"rendered":"Week of Oct. 31-Nov. 4, 2016"},"content":{"rendered":"

Week of October 31-November 4, 2106 <\/span><\/p>\n

\u00a0<\/span><\/p>\n

Kindergarten<\/span><\/p>\n

This week\u00a0the kindergartners were\u00a0tested\u00a0 on their 5 senses!<\/p>\n

 <\/p>\n

First Grade<\/span><\/p>\n

Content Objective:<\/span><\/u>\u00a0 I can demonstrate comprehension of solid and liquids by creating and exploring with a mixture called “Oobleck”.<\/span><\/p>\n

Language Objective:<\/span><\/u>\u00a0 I can orally describe the Oobleck mixture and explain how it is a liquid and a solid.<\/span><\/p>\n

Sentence Stems:<\/span><\/p>\n

Oobleck is _______________________.<\/span><\/p>\n

It’s a liquid when____________________.<\/span><\/p>\n

It is a solid when__________________________.<\/span><\/p>\n

Vocabulary: <\/span><\/p>\n

matter, solid, liquid, gas, properties<\/span><\/p>\n

P.PM.E.2\u00a0 States of Matter-Matter exists in several different states: solids, liquids and gases.\u00a0 Each state of matter has unique physical properties.\u00a0 Gases are easily compresses but solids and liquids are not.\u00a0 Solids have their own particular shapes, but liquids and gases take the shape of the container.<\/span><\/p>\n

\u00a0\"img_49261\"<\/a> \"img_49271\"<\/a> \"img_49281\"<\/a> \"img_49291\"<\/a> \"img_49301\"<\/a> \"img_49311\"<\/a><\/span><\/p>\n

\u00a0<\/span><\/p>\n

Second Grade\u00a0(2 week activity- Part 1\u00a0 *Testing the Hat Materials)<\/span><\/span><\/p>\n

(Engineering Activity- Mystery Science- “The Mad Hatter”)<\/span><\/span><\/p>\n

Content Objective:<\/span><\/span><\/u><\/p>\n

I can demonstrate comprehension of properties of materials by testing the properties of brown paper bags, paper plates, paper towel, aluminum foil for their stiffness, ability to soak water, and softness to create the best hat to wear in a desert setting.<\/span><\/span><\/p>\n

Language Objective:<\/span>\u00a0 <\/span><\/span><\/u><\/p>\n

I can draw and write to explain how and why I created my hat the way I did.<\/span><\/span><\/p>\n

Vocabulary<\/span><\/span><\/p>\n

Properties, compare, materials, stiffness, softness, absorb<\/span><\/span><\/p>\n

P.PM.02.12 Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid or solid, sinking\u00a0 or floating)<\/span><\/p>\n

P.PM.E.1\u00a0 Physical Properties- All objects and substances have physical properties that can be measured.<\/span><\/p>\n

 <\/p>\n

**The students are testing properties of the following materials\u00a0 to be used in making their hats next week.\u00a0\u00a0 They performed three test (softness, stiffness, and soaking water) on paper towel, aluminum foil, brown paper bag, and a paper plate.<\/p>\n

\"img_49371\"<\/a> \"img_49361\"<\/a> \"img_49351\"<\/a> \"img_49341\"<\/a> \"img_49331\"<\/a> \"img_49321\"<\/a><\/p>\n

\u00a0**Look for pictures of their created hats next week:)**<\/span><\/p>\n

\\<\/p>\n

Third Grade (continuation from last week)<\/span><\/p>\n

Content Objective:\u00a0 <\/span><\/u>I can demonstrate comprehension of how weight and the strength of force can affect an object’s motion by predicting if a lighter or heavier ball will travel farther when a soft or hard force is applied.<\/span><\/p>\n

Language Objective:<\/span><\/u><\/p>\n

I can write to explain how the amount of force and weight affected each ball’s motion and distance traveled.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Vocabulary:\u00a0 hypothesis , prediction, results, conclusion, force, motion, push, pull, lighter, heavier, weight, force strength, measuring tapes, meter stick, meters, centimeters<\/span><\/p>\n

P.FM.03.35\u00a0 Describe how a push or a pull is a force.<\/span><\/p>\n

P.FM.03.37\u00a0 Demonstrate how the change in motion of an object is related to the strength of the force acting on it.<\/span><\/p>\n

S.IP.03.14\u00a0 Manipulate simple tools that aid observation and data collection (measuring tape or meter stick)<\/span><\/p>\n

CCSS-GLCE: 13.2.1.43.MD.4\u00a0 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.<\/span><\/p>\n

 <\/p>\n

Fourth Grade<\/span><\/p>\n

Content Objective:\u00a0 <\/span><\/u>I can demonstrate comprehension of conductors of electrical energy by testing various materials\u00a0 to see which are good conductors\u00a0 to use with my simple circuit.<\/span><\/p>\n

Language Objectives:\u00a0 <\/span><\/u>I can write to explain what I learned about conductors. <\/span><\/p>\n

Sentence Stems:<\/span><\/p>\n

I learned that conductors ___________________.<\/span><\/p>\n

Some examples of good conductors are___________________.<\/span><\/p>\n

Vocabulary: conductors, insulators, energy, electrical, transfer, transform, simple circuit, atoms, neutrons, protons, electrons, power source (battery), wire (path), load (bulb)<\/span><\/p>\n

P.EN.E.51\u00a0 Demonstrate how\u00a0 electrical energy is transferred and changed through the use of a simple circuit.<\/span><\/p>\n

P.PM.E.5\u00a0 Conductive and Reflective Properties-Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity.<\/span><\/p>\n

\u00a0\"img_49141\"<\/a> \"img_49121\"<\/a> \"img_49111\"<\/a> \"img_49101\"<\/a> <\/a> \"img_49071\"<\/a> \"img_49051\"<\/a><\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Fifth Grade (Continuation from last week)<\/span><\/p>\n

Content Objective:\u00a0 <\/span><\/u>I can demonstrate comprehension of Newton’s Second Law of Motion by experimenting and measuring how far cars with different masses will travel.<\/span><\/p>\n

Language Objective:\u00a0 <\/span><\/u>I can draw a table to show my results and explain how this activity shows Newton’s Second Law of Motion.<\/span><\/p>\n

Sentence Stems:<\/span><\/p>\n

The _____________ activity was an example of Newton’s Second Law of Motion.\u00a0 <\/span><\/p>\n

The results from this activity showed Newton’s Second Law by\u00a0 _______________________.\u00a0 <\/span><\/p>\n

Vocabulary:\u00a0 contact and non-contact forces, motion, force, mass, weight, acceleration, Newton’s Second Law of Motion, balanced force, unbalanced force, push, pull, gravitational force, relative position<\/span><\/p>\n

P.FM.05.34\u00a0 Relate the size of change in motion to the strength of unbalanced forces and the mass of the object.<\/u><\/span><\/p>\n

P.FM.05.43\u00a0 Illustrate how motion can be measured and represented on a graph.<\/span><\/p>\n

S.IA.05.14\u00a0 Draw conclusions from sets of data from multiple trials of a scientific investigation.<\/span><\/p>\n

S.IP.05.14\u00a0 Use metric measurement devices in an investigation.<\/span><\/p>\n

S.IP.05.15\u00a0 Construct charts and graphs from data and observations.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Week of October 31-November 4, 2106 \u00a0 Kindergarten This week\u00a0the kindergartners were\u00a0tested\u00a0 on their 5 senses!   First Grade Content Objective:\u00a0 I can demonstrate comprehension of solid and liquids by creating and exploring with a mixture called “Oobleck”. Language Objective:\u00a0 I can orally describe the Oobleck mixture and explain how it is a liquid and […]<\/p>\n","protected":false},"author":1171,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1194","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1194","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/users\/1171"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/comments?post=1194"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1194\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=1194"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=1194"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=1194"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}