I can orally explain today\u2019s weather by using my weather wheel.<\/span><\/p>\n Sentence Stems:<\/span><\/p>\n Today\u2019s weather feels_________________.<\/span><\/p>\n It looks__________________________.<\/span><\/p>\n Vocabulary: \u00a0weather, today, seasons, temperature, hot, cold, warm, freezing, sunny, cloudy, rainy, snowy, stormy, windy<\/span><\/p>\n Kindergarten<\/b><\/p>\n I can learn more details on \u00a0how to describe the weather by following along with the Mystery Science activity \u201cHave You Ever Watched a Storm?\u201d.<\/span><\/p>\n I can draw a picture describing today\u2019s weather. \u00a0In my picture I will make sure I draw what I am wearing and how the sky and ground look.<\/span><\/p>\n I can orally explain using sentence stems:<\/span><\/p>\n The weather is ________________. \u00a0<\/span><\/p>\n I am wearing ________________ because it is __________ outside. \u00a0<\/span><\/p>\n I can see __________________________.<\/span><\/p>\n <\/p>\n First Grade<\/b><\/p>\n I can demonstrate knowledge of the moon by observing a movable model of the moon and watching a brainpop video.<\/span><\/p>\n I can draw a picture and write a sentence to explain at least 2 new facts that I learned about our moon today.<\/span><\/p>\n Sentence Stem: \u00a0<\/span><\/p>\n I learned that the moon _____________________________________________.<\/span><\/p>\n The moon also__________________________________.<\/span><\/p>\n ESS1:B<\/span><\/p>\n <\/p>\n Second Grade-(Ms. Earle\u2019s Class)<\/b><\/p>\n I can demonstrate how landforms form or change 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).<\/span><\/p>\n I can draw or write to explain my observations of weathering and erosion during the \u201cCookie Lab\u201d.<\/span><\/p>\n Vocabulary: \u00a0landforms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion<\/span><\/p>\n ESS1.C \u00a0\u00a0\u00a0\u00a0\u00a02-ESS1-1<\/span><\/p>\n ESS2.A<\/span><\/p>\n <\/p>\n Second Grade-(Younce and Patterson\u2019s classes)<\/b><\/p>\n I can demonstrate how landforms form or change by experimenting with an erosion lab where we let rain fall(cup with holes filled with water) on a created landform made of sand.<\/span><\/p>\n I can draw and write to explain my observations of what happened to the landform after water had been raining on it.<\/span><\/p>\n *Draw a before and after picture of landform and explain the changes.<\/span><\/p>\n Vocabulary: \u00a0landforms, mountain, plataeu, mesa, hill, plain, volcano,beaches, island, peninsula, weathering, erosion, deposition<\/span><\/p>\n ESS1.C \u00a0\u00a0\u00a0\u00a0\u00a02-ESS1-1<\/span><\/p>\n ESS2.A<\/span><\/p>\n Third Grade-(Continuation of last week)<\/b><\/p>\n I can demonstrate comprehension of various climates by color coding a world map according to climate zones(Polar\/cold, Temperate,Warm, Tropical) and picking a place I would travel to for the climate.<\/span><\/p>\n I can draw or write to explain what I should pack and wear if I was traveling to ________________.<\/span><\/p>\n Sentence Stems:<\/span><\/p>\n The different climate zones are_______________________.<\/span><\/p>\n If I could pick a climate to live in, it would be _________________ <\/span><\/p>\n Because_________________________________________.<\/span><\/p>\n I would pack_____________________________.<\/span><\/p>\n I would wear______________________________________.<\/span><\/p>\n Vocabulary: \u00a0climate zones, Polar, Temperate, Tropical, Arid, Mediterranean, Tundra<\/span><\/p>\n Fourth Grade<\/b><\/p>\n I can demonstrate comprehension of fossils by exploring real fossil rocks and working in a group as \u00a0paleontologists to figure out what one can learn from a fossil structure of a Stegosaurus.<\/span><\/p>\n I can write and draw to explain facts about my fossil and predict about the organism.<\/span><\/p>\n Vocabulary: \u00a0Earth Processes, fossils, Paleontologist, organisms, extinct, structure, behavior<\/span><\/p>\n 4-ESS1-1<\/span><\/p>\n \u201cSTEM Activity\u201d- Alien Space Lander<\/b><\/p>\n Planning\u00a0 and sharing of plans day!\u00a0 Next week create and test day:)<\/p>\n (Activity takes 2 class periods)<\/b><\/p>\n I can demonstrate application of the Engineering Process by creating an alien space lander with a shock-absorber and stabilizer that can land 2 aliens (marshmallows) safely onto Earth(using only materials provided) following the engineering steps: Ask, Imagine, Plan, Create, Improve, and Present.<\/span><\/p>\n![\"\"](\"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-content\/uploads\/sites\/1011\/2019\/01\/IMG_11771.jpg\")
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