{"id":603,"date":"2016-02-12T12:11:36","date_gmt":"2016-02-12T17:11:36","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/gruczl\/?p=603"},"modified":"2016-02-12T12:11:36","modified_gmt":"2016-02-12T17:11:36","slug":"week-of-february-8-12","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/gruczl\/2016\/02\/12\/week-of-february-8-12\/","title":{"rendered":"week of February 8-12"},"content":{"rendered":"

Week of February 8-12<\/strong><\/p>\n

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

Content Objective: <\/u>I can sort objects by whether they can survive in a storage box or not and give reasons why.<\/p>\n

Language Objective: <\/u>I can draw an example of a living thing and an example of a nonliving thing and orally explain why I think it is living or nonliving.<\/p>\n

The __________is a living thing because_________.<\/p>\n

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

Vocabulary: living, non living, survive, storage, animals, plants, air, water, basic needs, food, space<\/p>\n

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

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

\"IMG_3135[1]\"<\/a> \"IMG_3134[1]\"<\/a> \"IMG_3133[1]\"<\/a> \"IMG_3132[1]\"<\/a> \"IMG_3131[1]\"<\/a> \"IMG_3130[1]\"<\/a><\/p>\n

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

Content Objective:\u00a0\u00a0 <\/u>I can comprehend what the sun is and what it gives us by experimenting with a lamp (heat), flashlight(light), and a zip lock bag filled with water, yellow food color, and Alka-Seltzer (gas).<\/p>\n

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

I can write and draw to explain what the sun is and gives us using the sentence stems:<\/p>\n

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

It gives us ____________ and ___________ to help us survive.<\/p>\n

Vocabulary: Sun, gas, light, heat, Earth<\/p>\n

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

\"IMG_3157[1]\"<\/a> \"IMG_3156[1]\"<\/a>\u00a0\"IMG_3148[1]\"<\/a> \"IMG_3146[1]\"<\/a> \"IMG_3144[1]\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

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

Content Objective:\u00a0 <\/u>I can demonstrate comprehension of the characteristics of Earth’s landforms and bodies of water by using play-dough to create a model of a landform or body of water.<\/p>\n

Language Objective:\u00a0\u00a0\u00a0\u00a0<\/u>I can write to explain 2-3 characteristics about the landform or body of water I created.<\/p>\n

Sentence stems:<\/p>\n

The landform I made is ___________.<\/p>\n

It has _______________________.<\/p>\n

The landform also_______________________.<\/p>\n

Vocabulary: landforms, bodies of water, mountains, plains, plateaus, valleys, hills, streams, oceans, ponds, rivers, lakes<\/p>\n

E.SE.02.21 Describe the major landforms of the surface of Earth (mountains, plains, plateaus, valleys).<\/p>\n

E.FE.02.22 Describe the major bodies of water on the Earth’s surface (lakes, ponds. oceans, rivers, streams).<\/p>\n

\"IMG_3154[1]\"<\/a> \"IMG_3152[1]\"<\/a> \"IMG_3151[1]\"<\/a> \"IMG_3149[1]\"<\/a><\/p>\n

Third Grade (This is a 2 part lesson: This week they will teamwork to plan.\u00a0 Next week look for pictures with their\u00a0finished boats!)<\/strong><\/p>\n

Content Objective: <\/u>I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building a boat using only these materials: 4 rubber bands, 4 straws, 6 popsicle sticks, stick of clay and 1 sheet of aluminum foil. (The boat must float not sink.)<\/p>\n

Language Objective: <\/u>I can write to explain each of the steps in the Science and Engineering process (Question\/Problem, Imagine, Create\/Construct, Evaluate\/Improve).<\/p>\n

Vocabulary: Science and Engineering, question\/problem, Imagine, Plan, Create, Construct, Evaluate, improve,<\/p>\n

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.<\/p>\n

\"IMG_3117[1]\"<\/a> \"IMG_3116[1]\"<\/a> \"IMG_3115[1]\"<\/a><\/p>\n

Fourth Grade –\u00a0\u00a0 Pictures of finished bridges:)<\/strong><\/p>\n

Content Objective: <\/u>I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building a 12 inch bridge using 10 popsicle sticks, 2 cups, 4 straws, tape and string.<\/p>\n

Language Objectives: <\/u>I can write to explain during each of the steps in the Science and Engineering process. (Question\/problem, Imagine, Plan, Create\/Construct, Use Math,\u00a0Evaluate\/Improve).<\/p>\n

Vocabulary: Science and Engineering, question\/problem, Imagine, Plan, Create, Construct,\u00a0Evaluate, improve,<\/p>\n

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.<\/p>\n

\"IMG_3114[1]\"<\/a> \"IMG_3113[1]\"<\/a> \"IMG_3112[1]\"<\/a> \"IMG_3107[1]\"<\/a> \"IMG_3106[1]\"<\/a> \"IMG_3105[1]\"<\/a> \"IMG_3104[1]\"<\/a> \"IMG_3103[1]\"<\/a> \"IMG_3102[1]\"<\/a> \"IMG_3101[1]\"<\/a> \"IMG_3099[1]\"<\/a> \"IMG_3098[1]\"<\/a> \"IMG_3097[1]\"<\/a><\/p>\n

Fifth Grade-\u00a0 Pictures of finished towers:) \u00a0<\/strong><\/p>\n

*The highest tower built was 75 inches tall.*<\/strong><\/p>\n

Content Objective: <\/u>I can demonstrate comprehension of Science and Engineering processes by completing a STEM challenge of building the tallest tower using only 20 sticks of uncooked spaghetti, 1 large marshmallow, string, and tape.<\/p>\n

Language Objective: <\/u>I can write to explain during each of the steps in the Science and Engineering process. (Question\/problem, Imagine, Plan, Create\/Construct, Use Math, Evaluate\/Improve).<\/p>\n

Vocabulary: Science and Engineering, question\/problem, Imagine, Plan, Create, Construct, Evaluate, improve,<\/p>\n

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observations.<\/p>\n

\"IMG_3125[1]\"<\/a> \"IMG_3124[1]\"<\/a> \"IMG_3123[1]\"<\/a> \"\"<\/a> \"\"<\/a><\/p>\n

\"IMG_3142[1]\"<\/a> \"IMG_3141[1]\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Week of February 8-12 Kindergarten Content Objective: I can sort objects by whether they can survive in a storage box or not and give reasons why. Language Objective: I can draw an example of a living thing and an example of a nonliving thing and orally explain why I think it is living or nonliving. […]<\/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-603","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/603","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=603"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/603\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=603"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=603"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=603"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}