Content Objective: <\/u>I can demonstrate comprehension of my 5 senses and their uses by observing what sense or senses I need to use to explore real life materials. (candles, seashells, various foods, fabrics, sink\/float objects, copying a picture, instruments)<\/p>\n
Language Objective: <\/u>I can draw and orally explain what senses I used while exploring each tub of objects.<\/p>\n
Sentence stem:<\/p>\n
I used my ____________senses when I ____________.<\/p>\n
Vocabulary: 5 senses, ears, eyes, nose, hand, skin, mouth, tongue, taste, smell, hear, touch, feel, see<\/p>\n
S.IP.00.11 Make purposeful observations of the natural world using the appropriate senses.<\/p>\n
S.IA.00.12 Share ideas about the senses through purposeful conversation.<\/p>\n
First Grade<\/strong><\/em><\/p>\n Content Objective: <\/u>I can demonstrate knowledge of how a thermometer measures temperature by observing and recording what happens to the red color of the thermometer when an ice cube is placed on the bulb and when I hold the bulb of the thermometer between my fingers.<\/p>\n Language Objective: <\/u>I can draw and write to explain what happened to the red color when an ice cube was placed on it and when fingers were holding it tightly.<\/p>\n Sentence stems:<\/p>\n The red color went __________ when the ice cube was put on it.<\/p>\n The red color went _______ when I held the thermometer between my fingers.<\/p>\n Vocabulary : weather, temperature, warm, cool, hot, cold, tool, meteorologist, thermometer, bulb, numbers, degrees, Fahrenheit, Celsius, up, down<\/p>\n E.ES.E.3 Weather measurement-Scientists use tools for observing, recording, and practicing weather changes.<\/p>\n E.ES.E.2 Weather-weather changes from day to day and over seasons.<\/p>\n S.IP.01.14 Manipulate simple tools (for example: thermometers) that aid observation and data collection.<\/p>\n Second Grade<\/strong><\/em><\/p>\n Content Objective: <\/u>I can demonstrate comprehension of water sources and its’ availability by measuring various amounts of water and creating a model that shows how much water is actually found in various water sources.<\/p>\n Language Objective:\u00a0\u00a0\u00a0\u00a0<\/u>I can write to explain my thoughts on the activity.<\/p>\n Sentence stems:<\/p>\n I wonder___________________________.<\/p>\n I was shocked that __________________.<\/p>\n It is important to conserve water because__________.<\/p>\n Vocabulary: water, conserve, availability, sources, well, ground water, surface water, ocean, lake, pond, river, salt water, fresh water, measuring, teaspoon, tablespoons, Gallon, model<\/p>\n E.FE.E.1 Water is a natural resource and is found under the ground, on the surface of the Earth, and in the sky. It exists in three states (liquid, solid, gas).<\/p>\n E.FE.02.11 Identify water sources(wells, springs, lakes, oceans).<\/p>\n P.PM.02.14 Measure the volume of liquids using common measuring tools (measuring cups and spoons).<\/p>\n Third Grade<\/strong><\/em><\/p>\n Content Objective: <\/u>I can demonstrate application of a motion’s path and direction by re-constructing a plastic cup to change the path, direction, and speed using only these materials: plastic cups, tape, pennies, and a ramp.<\/p>\n Language Objective: <\/u>I can write to explain how I changed the path, direction, and speed of the rolling cup using the following sentence stems:<\/p>\n My group changed the cup’s path and direction by ___________________.<\/p>\n This made my cup______________________.<\/p>\n When we added pennies, the cup _____________.<\/p>\n Vocabulary: change of direction, change in motion, toward, around, above, below, behind, through, between, straight, curve, zigzag, faster, slower, speed<\/p>\n P.FM.03.41 Describe the motion of objects in terms of directions.<\/p>\n P.FM.03.42 Identify changes in motion (change direction, speeding up, slowing down).<\/p>\n Fourth Grade<\/strong><\/em><\/p>\n Content Objective: <\/u>I can demonstrate application of electromagnets and how they work by constructing an electromagnet with a battery, nail, and wire and testing it to see if increasing the number of wire coils on the nail affects the strength of the electromagnet.<\/p>\n Language Objectives: <\/u>I can draw and write to explain how the electromagnet works.<\/p>\n Include: Path (wires-arrows to show electron flow) power\/energy source (battery), and the load (nail -becoming a magnet)<\/p>\n Vocabulary: electromagnetism, conductor, coil, energy, electrical, transfer, transform, electrons, power source (battery), wire (path), load<\/p>\n P.EN.04.12 Identify heat and electricity as forms of energy<\/p>\n P.EN.E.5 Electrical circuits transfer electrical energy and produce magnetic fields.<\/p>\n Fifth Grade<\/strong><\/em><\/p>\n (Culminating activity on Forces and Motions)<\/p>\n Content Objective: <\/u>I can demonstrate an application of Newton’s Three Laws of Motion by constructing a race track that will take the car to the end of the track and the fastest.<\/p>\n Language Objective: <\/u>I can orally explain what worked or did not work and why using science vocabulary.<\/p>\n Vocabulary: contact and non-contact forces, motion, force, inertia, Newton’s 3 Laws of Motion, balanced force, unbalanced force, push, pull, gravitational force, relative position, friction, acceleration<\/p>\n \u00a0 Week of November 9-13 Kindergarten Content Objective: I can demonstrate comprehension of my 5 senses and their uses by observing what sense or senses I need to use to explore real life materials. (candles, seashells, various foods, fabrics, sink\/float objects, copying a picture, instruments) Language Objective: I can draw and orally explain what senses I […]<\/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-318","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/318","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=318"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/318\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=318"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=318"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=318"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"IMG_2573[1]\"](\"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-content\/uploads\/sites\/1011\/2015\/11\/IMG_25731.jpg\")
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