SCIENCE Links

Wetlands

• I can describe the living and non-living components of a wetland ecosystem.
• I can identify the interactions between the components of an ecosystem.
• I can recognize and describe a variety of wetland ecosystems.
• I can identify some plants and animals found in a wetland.
• I can recognize and describe the life cycles of some plants and animals.
• I can identify and describe adaptations made by plants and animals for life in the wetlands.
• I understand that all plants and animals have an important role in the wetlands.
• I can identify the roles of different organisms in the food web. (Producers, consumers, and decomposers)
• I can draw a food chain and a food web diagram.
• I can identify how different organisms breathe.
• I can identify the impact humans have on the wetland.
• I can identify ways humans can preserve and enhance the wetlands.
• I understand how the environment affects the wetlands.

Weather

Links:

Video Clouds: https://www.youtube.com/watch?v=FMagDRCpJ14

Weather wizkids: https://www.weatherwizkids.com/?page_id=64

(see chart in the folder)

Study Jams: http://studyjams.scholastic.com/studyjams/services/search-results?query=weather

I can:

• Predict where, within a given indoor or outdoor environment, one is likely to find the warmest and coolest temperatures. 
• Describe patterns of air movement, in indoor and outdoor environments, that result when one area is warm and another area is cool. 
• Describe and demonstrate methods for measuring wind speed and for finding wind direction.
• Describe evidence that air contains moisture and that dew and other forms of precipitation come from moisture in the air.
• Describe and measure different forms of precipitation, in particular, rain, hail, sleet, snow.
• Measure at least four different kinds of weather phenomena. 
• Record weather over a period of time. 
• Identify some common types of clouds, and relate them to weather patterns.
• Describe the effects of the Sun’s energy on daily and seasonal changes in temperature
• Recognize weather systems are generated because different surfaces on the face of Earth retain and release heat at different rates.
• Understand that climate refers to long-term weather trends in a particular region and that climate varies throughout the world.
• Recognize that human actions can affect climate, and identify human actions that have been linked to the greenhouse effect.
• Appreciate how important it is to be able to forecast weather and to have suitable clothing or shelter to endure various types of weather. 
• Test fabrics and clothing designs to choose those with characteristics that most effectively meet the challenges of particular weather conditions; e.g., water resistance, wind resistance, protection from cold.

Classroom Chemistry Overview (See Student Folder in Google Drive)

Students learn about the properties and interactions of some safe to handle household liquids and solids. They test a variety of materials to see what happens when things are mixed together: what dissolves, what reacts and what remains unaffected. They discover that when a solid material dissolves, it can be recovered as a crystal by evaporating the liquid. They also learn that when two materials react to form a new material, the original materials cannot be recovered. As an example of a chemical reaction, students learn to produce carbon dioxide gas and show that this gas differs from ordinary air.

General Learner Expectations & Specific Learner Expectations

• I can describe the properties and interactions of various household liquids and solids, and interpret their interactions.
• I can recognize and identify examples of the following kinds of mixtures: a. two or more solids; e.g., sand and sugar b. a solid and a liquid; e.g., sugar and water c. two or more liquids; e.g., milk and tea.
• I can apply and evaluate a variety of techniques for separating different materials.
• I can distinguish substances that will dissolve in a liquid from those that will not, and demonstrate a way of recovering material from solution.
• I can demonstrate a procedure for making a crystal.
• I can recognize that the surface of the water has distinctive properties, and describe the interaction of water with other liquids and solids.
• I can produce carbon dioxide gas through the interaction of solids and liquids, and demonstrate that it is different from air.
• I can distinguish reversible from irreversible changes of materials, and give examples of each.
• I can recognize and describe evidence of a chemical reaction. Explain how the products of a reaction differ from the original substances.
• I can use an indicator to identify a solution as being acidic or basic.

Electricity and Magnetism (Shared in Google Drive)