{"id":1669,"date":"2017-05-04T12:47:27","date_gmt":"2017-05-04T16:47:27","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/gruczl\/?p=1669"},"modified":"2017-05-04T12:47:27","modified_gmt":"2017-05-04T16:47:27","slug":"may-1-5","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/gruczl\/2017\/05\/04\/may-1-5\/","title":{"rendered":"May 1-5"},"content":{"rendered":"

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

Content Objective: <\/span>\u00a0I can demonstrate comprehension of Earth\u2019s materials by observing and comparing sand, rocks, and pebbles using a magnifying glass, tweezers, and screens.<\/span><\/p>\n

Language Objective: <\/span>\u00a0I can draw and label my sand sample.<\/span><\/p>\n

Vocabulary: \u00a0Earth material, non-living, sand, rock, pebbles, magnifying glass, tweezers, screen<\/span><\/p>\n

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

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

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

Content Objective: <\/span>\u00a0I can demonstrate knowledge of animal life cycles by observing ladybugs and learning about how it grows and changes through it\u2019s life cycle compared to a mealworm and frog life cycle.<\/span><\/p>\n

Language Objective: <\/span>\u00a0I can cut and paste the ladybug life cycle in the correct order and orally describe to my partner how the ladybug grows and changes <\/span><\/p>\n

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

First the ladybug 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

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

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

Vocabulary: \u00a0characteristics, life cycle, change, grow, egg, larva, pupa, young, 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

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

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

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

Content Objective:<\/span> \u00a0I can demonstrate comprehension of a plant\u2019s life cycle by cutting and pasting the pictures of how how a plant grows and changes through its life cycle.<\/span><\/p>\n

Language Objective:<\/span> \u00a0I can write to explain the stages in a plant life cycle using science vocabulary and transition words (First, Next, Then, Finally).<\/span><\/p>\n

Vocabulary: \u00a0life cycle, stages, see, sprout, seedling, adult, bud, blossom, flower<\/span><\/p>\n

L.OL.E.2 \u00a0Life Cycles- Plants and animals have life cycles.<\/span><\/p>\n

L.OL.02.22 \u00a0Describe the life cycle of familiar flowering plants include the following stages: seed, plant, flower, and fruit.<\/span><\/p>\n

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

Content Objective:<\/span> \u00a0I can demonstrate knowledge of Earth\u2019s natural resources by classifying various natural resources into renewable or nonrenewable resources.<\/span><\/p>\n

Language Objective: <\/span>\u00a0I can draw and write to explain why a certain resource is considered a nonrenewable or a renewable resource.<\/span><\/p>\n

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

This is a picture of a ______________. \u00a0It is a _____________resource because ________________.<\/span><\/p>\n

 <\/p>\n

Vocabulary: \u00a0natural resource, renewable, non-renewable, replaces, classify<\/span><\/p>\n

E.ES.03.41 \u00a0Identify natural resources (metals, fuels, freshwater, soil, etc.)<\/span><\/p>\n

E.ES.03.43 \u00a0Classify renewable and nonrenewable resources.<\/span><\/p>\n

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

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

Content Objective: <\/span>\u00a0I can demonstrate knowledge of food chains by identifying producers and consumers(herbivores, omnivores, and carnivores) and how they create a food chain when they rely on each other for a source of energy.<\/span><\/p>\n

Language Objective:<\/span> \u00a0I can write to explain one of the food chains created using the following transition words:<\/span><\/p>\n

First_____________.Next, __________________. \u00a0Then,___________________________. After that_____________________. \u00a0Finally____________________.<\/span><\/p>\n

 <\/p>\n

Vocabulary: \u00a0food chain, source of energy, producer, consumer, decomposer, herbivore, omnivore, carnivore, predator, prey<\/span><\/p>\n

L.EC.04.11 \u00a0\u00a0Identify organisms as part of a food chain or food web.<\/span><\/p>\n

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

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

Content Objective:<\/span> \u00a0I can demonstrate comprehension of the Respiratory System and it\u2019s parts (organs) by experimenting in an activity called \u201cOut of Breath\u201d to see how organs work together to help me breathe while doing various exercises(sitting, walking, jogging).<\/span><\/p>\n

Language Objective: <\/span>\u00a0I can draw and write to explain my results on a line plot graph showing how my breathing changes with various activities.<\/span><\/p>\n

Vocabulary: \u00a0system, Respiratory, breathe, nose, mouth, trachea, lungs, bronchial tubes, alveoli, diaphragm, energy, air, oxygen, carbon dioxide<\/span><\/p>\n

 <\/p>\n

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

L.OL.M.4 \u00a0Animal Systems- \u00a0Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Kindergarten Content Objective: \u00a0I can demonstrate comprehension of Earth\u2019s materials by observing and comparing sand, rocks, and pebbles using a magnifying glass, tweezers, and screens. Language Objective: \u00a0I can draw and label my sand sample. Vocabulary: \u00a0Earth material, non-living, sand, rock, pebbles, magnifying glass, tweezers, screen E.SE.00.11 \u00a0Identify Earth materials that occur in nature(sand, rocks, […]<\/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-1669","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1669","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=1669"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/1669\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=1669"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=1669"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=1669"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}