Content Objective: \u00a0<\/em>I can demonstrate comprehension of living and non-living things by sorting pictures by living or nonliving.<\/p>\n Language Objective:<\/em> \u00a0I can orally explain to a partner one living thing and one non-living thing and how they know using sentence stems.<\/p>\n Sentence Stems:<\/p>\n __________ is \u00a0a living thing because it ____________.<\/p>\n __________ is a non-living thing because it ___________.<\/p>\n Vocabulary: \u00a0living, non-living, breathe, water, food, air, shelter<\/p>\n L.OL.00.11 \u00a0Identify that living things have basic needs.<\/p>\n L.OL.00.12 Identify and compare living and nonliving things.<\/p>\n <\/p>\n First Grade<\/strong><\/p>\n Content Objective:<\/em> \u00a0I can understand the daily changes in the sun\u2019s position in the sky by observing how a shadow is formed and looks like at various times of the day.<\/p>\n Language Objective:<\/em> \u00a0I can write and draw to explain how a shadow is made.<\/p>\n Vocabulary: \u00a0Sun, Earth, shadow, background, object, position<\/p>\n E.SS1-1 \u00a0Use observations of the sun to describe predictable patterns of motion. (Compare patterns in the Earth\u2019s rotation to observations of daily changes in the sun\u2019s position.)<\/p>\n Second Grade<\/strong><\/p>\n Content Objective:<\/em> \u00a0I can demonstrate the process of weathering and erosion by experimenting in a \u201cCookie Weathering and Erosion\u201d lab using chocolate chip cookies(landform\/rock), straw(wind), toothpick(animals and plants changing rock), and dropper(rain).<\/p>\n Language Objective:<\/em> \u00a0I can draw or write to explain my observations during the “Cookie Lab\u201d and explain how erosion happened during this experiment.<\/p>\n Vocabulary: \u00a0landforms, bodies of water, plateaus, plains, peninsulas, beaches, valleys, mountains, hills, streams, oceans, ponds, lakes, rivers, erosion, weathering, deposition<\/p>\n E.SE.E.2 \u00a0Surface Changes-The surface of Earth changes. \u00a0Some changes are due to slow processes, such as erosion and weathering, and some are due to rapid changes, such as landslides, volcanic eruptions, and earthquakes.<\/p>\n Third Grade<\/strong><\/p>\n Content Objective:<\/em> \u00a0I can demonstrate knowledge of how some animal\u2019s body covering help them survive and adapt to their environment by exploring in an activity that shows how color can help things blend in so that it is hard to see them (camouflage).<\/p>\n Language Objective:<\/em> \u00a0I can write to explain how camouflaging helps living things survive in their environment.<\/p>\n Vocabulary: \u00a0observable structure, function, physical characteristics, adaptation, environment, survival, camouflage<\/p>\n L.OL.E.3 \u00a0Structures and Functions- Organisms have different structures that serve different functions in growth, survival, and reproduction.<\/p>\n L.OL.03.32 \u00a0Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales, etc).<\/p>\n Fourth Grade<\/strong><\/p>\n Content Objective:<\/em> \u00a0I can demonstrate comprehension of the phases of the moon by creating a visual of the moon phases using Oreo cookies to represent each phase.<\/p>\n Language Objective:<\/em> \u00a0I can write to explain the phases of the moon and why they happen.<\/p>\n Sentence Stems:<\/p>\n The moon appears to change shape throughout the month because_________________.<\/p>\n The phases of the moon are __________________________.<\/p>\n Vocabulary: \u00a0Sun, Earth, Moon, revolve, rotate, orbit, cycle, phases reflect, New Moon, Full Moon, First Quarter, Third Quarter, Waxing Crescent, Waxing Gibbous, Waning Crescent, Waning Gibbous<\/p>\n E.ST.04.23 \u00a0Describe the motion of the moon around the Earth.<\/p>\n E.ST.04.24 \u00a0Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.<\/p>\n Fifth Grade <\/strong><\/p>\n Content Objective:<\/em> \u00a0I can demonstrate knowledge of how physical characteristics can help an animal survive in it\u2019s environment by experimenting with various bird beaks (tools) \u00a0and food sources to see how birds adapt using their trait.<\/p>\n Language Objective:<\/em> \u00a0I can write to explain which beak(tool) worked best to collect food.<\/p>\n Sentence Stem: \u00a0The_____________ bird beak worked best for _____________ because_________________________.<\/p>\n Vocabulary: \u00a0inherited traits, acquired traits, physical characteristics, adaptation<\/p>\n L.HE.M.1 \u00a0Inherited and Acquired Traits-The characteristics of organisms are influenced by heredity and environment. \u00a0For some characteristics, inheritance is more important, for others characteristics, interactions with the environment are more important.<\/p>\n L.EV.05.12 \u00a0Describe the physical characteristics of organisms that help them survive in their environment.<\/p>\n March 13-17 Kindergarten Content Objective: \u00a0I can demonstrate comprehension of living and non-living things by sorting pictures by living or nonliving. Language Objective: \u00a0I can orally explain to a partner one living thing and one non-living thing and how they know using sentence stems. Sentence Stems: __________ is \u00a0a living thing because it ____________. __________ […]<\/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-1570","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1570","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=1570"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1570\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=1570"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=1570"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=1570"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"\"](\"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-content\/uploads\/sites\/1011\/2017\/03\/IMG_59231.jpg\")
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