Kindergarten<\/p>\n
Content Objective: \u00a0I can demonstrate comprehension of pushes and pulls by cutting out pictures from magazines that show examples of pushes and pulls and sorting them correctly.<\/p>\n
Language Objective: \u00a0I can orally explain at least 2 examples of pictures I found that were examples of pushes and 2 that were of pulls.<\/p>\n
Sentence Stem:<\/p>\n
The ____________picture is showing a push.<\/p>\n
The ____________picture is showing a pull.<\/p>\n
Vocabulary<\/p>\n
Force, push, pull, move, toward, away from<\/p>\n
P.FM.00.31 \u00a0Demonstrate pushes and pulls on objects that can move.<\/p>\n
P.FM.00.12 \u00a0Describe the direction of a moving object (for example: away from, toward)<\/p>\n
<\/p>\n
First Grade:<\/p>\n
Content Objective: \u00a0I can demonstrate comprehension of temperature by observing various water temperatures to develop a color coded thermometer that explains which degrees represent hot, war, cool, and cold.<\/p>\n
Language Objective: \u00a0I can orally explain what temperature you would feel at different degrees using my color coded thermometer and the following sentence stem:<\/p>\n
When it is __________degrees F, it feels ________.<\/p>\n
Vocabulary: \u00a0weather, temperature, thermometer, degrees, Fahrenheit, Celsius, cool, cold, warm, hot, up, down<\/p>\n
E.ES.E.2 \u00a0Weather- weather changes from day to day and over seasons.<\/p>\n
E.ES.E.3 \u00a0Weather measurement- Scientists use tools for observing, recording, and practicing weather changes.<\/p>\n
S.IP.01.14 \u00a0Manipulate simple tools(for example: thermometers) that aid observation and data collection.<\/p>\n
<\/p>\n
<\/p>\n
Second Grade<\/p>\n
Content Objective: \u00a0I can demonstrate comprehension of how changes water changes forms (solid, liquid, or gas) by observing various experiments to see what happens when heat is added or taken away. \u00a0The students will also participate in a states of matter molecule game.<\/p>\n
Language Objective: \u00a0I can write and draw using a graphic organizer to explain what happens when heat is added or taken away from water in different states.<\/p>\n
Sentence Stems:<\/p>\n
When heat is added to a water in a solid form it changes into a _____________.<\/p>\n
When heat is taken away from water in a liquid form it changes into a ___________.<\/p>\n
Vocabulary:<\/p>\n
Cause, effect, properties, water, states of matter, solid, liquid, gas, heat, visible, invisible, temperature<\/p>\n
E.FE.E.1 Water- water is a natural resource and is found under the ground, on the surface of the earth, and in the sky. \u00a0It exists in 3 states (solid, liquid, gas) and can go back and forth from one form to another.<\/p>\n
<\/p>\n
<\/p>\n
Third Grade<\/p>\n
Content Objective: \u00a0I can demonstrate comprehension of light reflecting by experimenting with mirrors and flashlights to see what objects reflect light.<\/p>\n
Language Objective: \u00a0I can write and draw to explain what happened when light was reflected off a mirror (include-the source of light, mirror, path of light, and spot of light.<\/p>\n
Vocabulary: \u00a0light source, path of light, shadow, straight, light rays, mirrors, reflection, bounce<\/p>\n
P.EN.E.2 \u00a0Light Properties- Light travels in a straight path. \u00a0Shadows result from light not being able to pass through an object. when light travels at an angle from one substance to another(air and water), it changes direction<\/strong><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Kindergarten Content Objective: \u00a0I can demonstrate comprehension of pushes and pulls by cutting out pictures from magazines that show examples of pushes and pulls and sorting them correctly. Language Objective: \u00a0I can orally explain at least 2 examples of pictures I found that were examples of pushes and 2 that were of pulls. Sentence Stem: […]<\/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-1347","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1347","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=1347"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1347\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=1347"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=1347"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=1347"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}