{"id":1623,"date":"2017-03-30T12:24:44","date_gmt":"2017-03-30T16:24:44","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/gruczl\/?p=1623"},"modified":"2017-03-30T12:24:44","modified_gmt":"2017-03-30T16:24:44","slug":"march-27-31","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/gruczl\/2017\/03\/30\/march-27-31\/","title":{"rendered":"March 27-31"},"content":{"rendered":"

March 27-31<\/span><\/p>\n

 <\/p>\n

Kindergarten<\/strong><\/em><\/p>\n

Content Objective:<\/em> <\/span>\u00a0<\/span>I can distinguish between living and nonliving things by playing a Living and Nonliving Scavenger Hunt game.<\/span><\/p>\n

 <\/p>\n

Language Objective:<\/em> \u00a0<\/span>I can write the living and nonliving picture word I find and explain orally to my group why it think it is living or nonliving.<\/span><\/p>\n

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

The _______ is living because__________.<\/p>\n

The _________ is not living because________.<\/span><\/p>\n

 <\/p>\n

Vocabulary: \u00a0living, non-living, breathe, water, food, air, shelter<\/span><\/p>\n

L.OL.00.11 \u00a0Identify that living things have basic needs.<\/span><\/p>\n

L.OL.00.12 Identify and compare living and nonliving things<\/span><\/p>\n

 <\/p>\n

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 <\/p>\n

First Grade<\/strong><\/em><\/p>\n

Content Objective:<\/span><\/em> \u00a0I can comprehend facts about the sun by creating a decorative yellow and orange plate sun filled with learned facts.<\/span><\/p>\n

Language Objective:<\/span><\/em> \u00a0I can write to explain what I learned about the sun using a graphic organizer to help create sentence facts.<\/span><\/p>\n

The sun is _______________.<\/p>\n

The sun has______________.<\/p>\n

The sun can______________.<\/p>\n

Vocabulary: \u00a0Sun, Earth, orbit, revolve, rotate, day, night, 24 hours, shadow, heat, light, sunrise, sunset.<\/p>\n

E.ES.01.11 \u00a0Identify the sun as the source of warmth for the Earth.<\/span><\/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.)<\/span><\/p>\n

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Second Grade<\/strong><\/em><\/p>\n

Content Objective: <\/span><\/em>\u00a0I can demonstrate comprehension of what causes Earth\u2019s surface to change rapidly by discussing volcanoes, earthquakes, and landslides and creating a volcano model using a paper plate, cup, aluminum foil, baking soda, vinegar, and red food coloring.<\/span><\/p>\n

Language Objective:<\/span><\/em> \u00a0I can draw and write to explain how volcanoes can rapidly change the Earth\u2019s surface.<\/span><\/p>\n

Vocabulary: \u00a0landforms. Volcanoes, earthquakes, landslides, rapid change<\/p>\n

 <\/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.<\/span><\/p>\n

\"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a><\/p>\n

Third Grade<\/strong><\/em><\/p>\n

Content Objective:<\/em> \u00a0I can demonstrate comprehension of how animals are classified by grouping animals according to specific characteristics.<\/span><\/p>\n

Language Objective:<\/em> \u00a0I can write to explain what I noticed about the animals in my set of cards and why they were classified together.<\/span><\/p>\n

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

My animals are in the ___________ group.<\/span><\/p>\n

Their characteristics are:<\/span><\/p>\n

Vocabulary: \u00a0observable structure, physical characteristics, classify, mammal, reptile, amphibian, bird, fish, insect, vertebrate, invertebrate<\/p>\n

L.OL.E.4 \u00a0Classification-Organisms can be classified on the basis of observable characteristics.<\/p>\n

L.OL.03.42 \u00a0Classify animals on the basis of observable physical characteristics(backbone, body coverings, limbs, etc.)<\/span><\/p>\n

\"\"<\/a> \"\"<\/a> \"\"<\/a><\/p>\n

Fourth Grade<\/strong><\/em><\/p>\n

Content Objective:<\/span><\/em> \u00a0I can demonstrate comprehension of our moon by playing a \u201cMoon\u201d Bingo game that allows me to answer various questions about the moon.<\/span><\/p>\n

Language Objective: <\/span><\/em>\u00a0I can write and draw at least 4 facts that I learned about our moon using any information from today\u2019s activity and prior activities.<\/span><\/p>\n

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

I learned many things about the moon.<\/span><\/p>\n

The moon________________. \u00a0It also _______________________.<\/span><\/p>\n

The moon orbits the ________________________.<\/span><\/p>\n

There are 8 phases. They are_____________________________.<\/span><\/p>\n

We have moon phases because____________________.<\/span><\/p>\n

Waxing means______________________________.<\/span><\/p>\n

Waning means_______________________________.<\/span><\/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.<\/span><\/p>\n

E.ST.04.24 \u00a0Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.<\/span><\/p>\n

\"\"<\/a> \"\"<\/a><\/p>\n

Fifth Grade<\/strong><\/em><\/p>\n

Content Objective: <\/span><\/em>\u00a0<\/em>I can demonstrate comprehension of fossils by following along with \u201cThe Great Fossil Find\u201d story to explore fossil bones by trying to put them together to discover what animal it might have been.<\/span><\/p>\n

Language Objective:<\/span><\/em> \u00a0I can write to explain what animal I think my fossil bones came from and why I think it is that animal. \u00a0<\/span><\/p>\n

What does the bones tell me about my animal?<\/span><\/p>\n

Are their any physical traits that are similar to other animals?<\/span><\/p>\n

Vocabulary: \u00a0fossils, species extinction, survival, characteristics, traits<\/span><\/p>\n

L.EV.05.13 \u00a0Describe how fossils provide evidence about how living things and environmental conditions have changed.<\/span><\/p>\n

L.EV.05.21 \u00a0Relate degree of similarity in anatomical features to the classification of contemporary organisms.<\/span><\/p>\n

\"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a> \"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

March 27-31   Kindergarten Content Objective: \u00a0I can distinguish between living and nonliving things by playing a Living and Nonliving Scavenger Hunt game.   Language Objective: \u00a0I can write the living and nonliving picture word I find and explain orally to my group why it think it is living or nonliving. Sentence Stems: The _______ […]<\/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-1623","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1623","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=1623"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1623\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=1623"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=1623"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=1623"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}