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<\/a><\/p>\nFirst Grade:<\/b><\/p>\n
Content Objective: \u00a0I can demonstrate knowledge of animal life cycles by identifying animals that hatch from eggs during their life cycles and graphing how many were found in my group\u2019s tub.<\/p>\n
Language Objective: \u00a0I can write to explain at least 4 animals that hatch from eggs.<\/p>\n
Vocabulary: Life Cycle, hatch, egg, Oviparous Animals<\/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.<\/p>\n
L.OL.01.21 \u00a0Describe the life cycle of animals including the stages.<\/p>\n
Second Grade:<\/b><\/p>\n Content Objective: \u00a0I can demonstrate comprehension of how plant seeds get dispersed to help a plant\u2019s life cycle by experimenting in a bee pollination activity using starburst(nectar), cheese puffs(pollen) and paper flowers.<\/p>\n Language Objective: \u00a0I can draw and write to explain how a bee pollinates and helps a plant survive using transition words, first, next, then, finally.<\/p>\n Vocabulary: \u00a0plant seeds, fruit, nectar, pollen, seed dispersal, life cycle, pollination<\/p>\n L.OL.E.2 \u00a0Life Cycles- Plants and animals have life cycles.<\/p>\n L.OL.E02.14 \u00a0Identify the needs of plants.<\/p>\n Third Grade:<\/b><\/p>\n Content Objective: \u00a0I can demonstrate comprehension of the importance of non-renewable resources by experimenting with a chocolate chip exploration where I have to mine for coal(chocolate chips) using mine tools(toothpicks, popsicle sticks, or paper clip) without damaging the landsite (the cookie).<\/p>\n Language Objective: \u00a0\u00a0I can draw and write to explain my results after mining for coal(chocolate chips).<\/p>\n Questions:<\/p>\n What did your landsite look like before? After?<\/p>\n How many pieces of coal did you get from hard cookie? \u00a0Soft Cookie?<\/p>\n Which landsite was easier to mine from? \u00a0Why?<\/p>\n Why is it important to conserve our resources?<\/p>\n Vocabulary: \u00a0natural resource, renewable resource, nonrenewable resource, replaced, classify<\/p>\n E.ES.03.41 \u00a0Identify natural resources \u00a0(metals, fuels, fresh water, soil, etc).<\/p>\n E.ES.03.43 \u00a0Classify renewable and nonrenewable resources.<\/p>\n <\/p>\n Fourth Grade: \u00a0<\/b><\/p>\n Content Objective: \u00a0I can demonstrate comprehension of food chains by dissecting an owl pellet and observe and compare the bones to a chart to conclude what the owl ate.<\/p>\n Language Objective: \u00a0I can draw and write to explain a possible food chain from my owl pellet using transition words.<\/p>\n Example: \u00a0First_______________________., Next,________________. \u00a0Then___________________. After that the __________________. Finally _____________.<\/p>\n Vocabulary: \u00a0prey, predator, food chain, source of energy, producers, consumers, decomposers, herbivores, omnivores, carnivores, pellets<\/p>\n L.EC.04.11 \u00a0Identify organisms as part of a food chain or food web.<\/p>\n L.OL.04.16 \u00a0Determine that animals require air, water, and a source of energy and building material for growth and repair.<\/p>\n Fifth Grade:<\/b><\/p>\n Content Objective: \u00a0I can demonstrate comprehension of the muscular system by experimenting with a \u201ccookie challenge\u201d using only my facial muscles to get a cookie from my forehead to my mouth.<\/p>\n Language Objective: I can write to explain what I learned about the muscular system today.<\/p>\n Vocabulary: \u00a0System, Muscular, voluntary, involuntary<\/p>\n L.OL.05.41 \u00a0Identify the general purpose of selected animal systems.<\/p>\n L.OL.M.4 \u00a0Animal systems- Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.<\/p>\n Kindergarten: Content Objective: \u00a0I can demonstrate comprehension of the properties of Earth\u2019s materials by predicting and observing what happens when soil, sand, and rocks are mixed with water. Language Objective: \u00a0I can orally explain what happened when the various Earth materials were mixed with water. Sentence Stems: The soil __________________ when it was mixed with […]<\/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-893","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/893","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=893"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/posts\/893\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/media?parent=893"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/categories?post=893"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/gruczl\/wp-json\/wp\/v2\/tags?post=893"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}<\/a>\u00a0<\/a>\u00a0<\/a>\u00a0<\/a><\/a><\/p>\n<\/a>\u00a0<\/a>\u00a0<\/a>\u00a0<\/a>\u00a0\u00a0<\/a>\u00a0<\/a><\/p>\n<\/a> <\/a> <\/a>\u00a0<\/a><\/p>\n<\/a>\u00a0<\/a>\u00a0<\/a>\u00a0<\/a>\u00a0<\/a> <\/a> <\/a> <\/a><\/p>\n<\/a> <\/a> <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"