{"id":1664,"date":"2017-05-01T13:51:24","date_gmt":"2017-05-01T17:51:24","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/gruczl\/?p=1664"},"modified":"2017-05-01T13:51:24","modified_gmt":"2017-05-01T17:51:24","slug":"april-17-21","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/gruczl\/2017\/05\/01\/april-17-21\/","title":{"rendered":"April 17-21"},"content":{"rendered":"

April 17-21<\/span><\/p>\n

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

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Content Objective:<\/span> I can recognize that soil is on of Earth\u2019s materials by predicting and observing \u00a0what is found in soil using a magnifying glass.<\/span><\/p>\n

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Language Objective: <\/span>\u00a0I can draw and label what my soil sample looked like and what I found in it.<\/span><\/p>\n

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Vocabulary: \u00a0Earth material, soil, dirt, rocks, sand, water, nature<\/span><\/p>\n

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E.SE.00.11 \u00a0Identify Earth material that occur in nature(sand, rocks, soil, water).<\/span><\/p>\n

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

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Content Objective: <\/span>\u00a0I can demonstrate knowledge of animal life cycles by observing live mealworms with a magnifying glass and learning about how it grows and changes through it\u2019s life cycle.<\/span><\/p>\n

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Language Objective: <\/span>\u00a0I can draw the life cycle of a mealworm and orally describe to my partner how the mealworm grows and changes in the correct order using my life cycle drawing.<\/span><\/p>\n

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

First the mealworm starts as a small _________.<\/span><\/p>\n

Then it changes into a ___________. <\/span><\/p>\n

It looks like a _________.<\/span><\/p>\n

Next it changes into a _____________.<\/span><\/p>\n

Lastly, it becomes an adult __________.<\/span><\/p>\n

 <\/p>\n

Vocabulary: \u00a0characteristics, life cycle, change, grow, egg, larva, pupa, adult<\/span><\/p>\n

L.OL.E.2 \u00a0Life Cycles- Plants and animals have life cycles. \u00a0Both begin life and develop into adults, reproduce, and eventually die.<\/span><\/p>\n

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L.OL.01.21 \u00a0Describe the life cycle of animals including the stages.<\/span><\/p>\n

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

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Content Objective:<\/span> \u00a0I can demonstrate knowledge of a plant\u2019s need for survival by identifying the 4 basic needs while playing the game \u201cMaking food\u201d.<\/span><\/p>\n

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Language Objective: <\/span>\u00a0I can orally explain the basic needs of a plant and what would happen if one of these needs were taken away.<\/span><\/p>\n

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

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The basic needs of a plant are _____________, __________, ___________, and _____________.<\/span><\/p>\n

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If a plant does not get _______ it will ____________.<\/span><\/p>\n

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Vocabulary: \u00a0needs, parts, soil, minerals, water, sunlight, air, food, seed, roots, stem, flowers, fruits, survival<\/span><\/p>\n

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L.OL.02.14 \u00a0Identify the needs of plants<\/span><\/p>\n

L.HE.02.13 \u00a0Identify characteristics of plants.<\/span><\/p>\n

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

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Content Objective:<\/span> \u00a0I can demonstrate comprehension of Earth\u2019s natural resources by observing soil, sand, rocks, and clay using a magnifying glass and creating a list of what these resources are used for.<\/span><\/p>\n

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Language Objective: <\/span>\u00a0I can write to explain and orally share \u00a0what Earth natural resources are used for using the sentence stems:<\/span><\/p>\n

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Soil is used to make____________________.<\/span><\/p>\n

Sand is used ___________________________.<\/span><\/p>\n

Rocks are used to_____________________________.<\/span><\/p>\n

Clay is used for________________________________.<\/span><\/p>\n

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Vocabulary: \u00a0Earth materials, natural resources, water, sand, soil, rocks, clay<\/span><\/p>\n

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E.SE.03.13 \u00a0Recognize and describe different types of Earth materials(minerals, rock, clay, sand, soil).<\/span><\/p>\n

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E.SE.03.31 \u00a0Identify Earth\u2019s materials used to construct some common objects (bricks, buildings, road, glass).<\/span><\/p>\n

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

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Content Objective: <\/span>\u00a0I can demonstrate comprehension of the three types of consumers(herbivore, carnivore, and omnivore) by sorting various animal cards by the type of consumer they are according to what they eat.<\/span><\/p>\n

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Language Objective: <\/span>\u00a0I can write \u00a0to explain the definition of a herbivore, carnivore, and omnivore and draw an animal example for each.<\/span><\/p>\n

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Vocabulary: \u00a0consumer, herbivore, carnivore, omnivore, basic needs, interaction<\/span><\/p>\n

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L.EC.E.1 Interactions- \u00a0Organisms interact in various ways including providing food and shelter to one another.<\/span><\/p>\n

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

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Content Objective: \u00a0<\/span>I can demonstrate comprehension of the Digestive System by experimenting in a hands on activity that models the different parts\/organs that work together to make this system work.<\/span><\/p>\n

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

* If time: \u00a0I can write and draw to explain how the parts\/organs in your body work together to help you digest your food.<\/span><\/p>\n

*If not enough time: \u00a0I can orally tell my partner how the parts\/organs in your body work together to help you digest your food.<\/span><\/p>\n

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

The Digestive system works as a system by____________________________________________.<\/span><\/p>\n

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The parts that work together are________________________________________________.<\/span><\/p>\n

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Vocabulary: \u00a0System, simple, complex, Digestive System, mouth, teeth, saliva, tongue, esophagus, digestion, stomach, small intestine, large intestine, liver, pancreas.<\/span><\/p>\n

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L.OL.05.41 \u00a0Identify the general purpose of selected animal systems.<\/span><\/p>\n

L.OL.M.4 \u00a0Animal Systems- Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

April 17-21   Kindergarten   Content Objective: I can recognize that soil is on of Earth\u2019s materials by predicting and observing \u00a0what is found in soil using a magnifying glass.   Language Objective: \u00a0I can draw and label what my soil sample looked like and what I found in it.   Vocabulary: \u00a0Earth material, soil, […]<\/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-1664","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1664","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=1664"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1664\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=1664"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=1664"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=1664"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}