Welcome to STEM Specials

3rd Quarter

Kindergarten:

I can name and sort examples of living and nonliving things on a farm. 

I can name different types of farms.

I can design my own farm.

I can ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).

I can design a solution to ensure that an animal has all of its needs met.

1st grade:

I can obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects. 

I can construct an explanation of how magnets are used in everyday life. (Clarification statement: Everyday life uses could include refrigerator magnets, toys, magnetic latches, and name tags.) 

I can plan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects.

I can collaboratively plan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects.

I can develop a creative program to demonstrate how magnets attract and repel. 

2nd Grade:

I can design a new solution to a real-world issue that involves the unique and diverse life cycles of organisms other than humans.

I can collaboratively develop a model that depicts an animal’s role in dispersing seeds or in the pollination of plants. 

3rd Grade: 

I can explore and research solutions to protect plants and animals of Georgia.

I can communicate solutions to protect plants and animals of Georgia.

I can differentiate between plants, animals, and habitats found within Georgia's geographic regions. 

I can design and program a solution to protect plants and animals in the ocean.

4th Grade: 

I can design a scenario to demonstrate the effect of a change on an ecosystem (GSE S4L1c) (Clarification statement: Include living and nonliving factors in the scenario.)

I can use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct, or over-abundant.

I can plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results. 

I can design a creative program that explains the force of gravity. 

5th Grade: 

I can communicate information showing that some characteristics of organisms are inherited and other characteristics are learned.

I can compare and contrast instinct and learned animal behaviors.  

I can ask questions to compare and contrast the characteristics of instincts and learned behaviors.

I can build a model and design a program to explain the importance of a grazing animal and a watching animal for the animals’ survival.

2nd Quarter

Kindergarten:

I can develop a creative program to illustrate the effects of different strengths or directions of pushes and pulls on an object's direction and how the resulting motion is affected

I can plan and carry out an investigation to observe the effect of sunlight on Earth's surface 

I can describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, to the left of, to the right of, behind, and next to

I can develop, test, and refine a robotic solution, using design thinking or another problem strategy, intended reduce the warming effect of sunlight on an area

I can identify that soil has different layers.

I can name things that are found on a farm.

1st grade:

I can develop a creative program that illustrates how vibrating materials can make sound and sound waves can cause materials to vibrate.

I can develop, test, and refine a robotic solution intended to communicate across a distance using light and/or sound.

2nd Grade:

I can plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object. 

I can explore and explain how force and friction can change the speed of an object and affect how far it'll go in a push car race.

I can explore the effects of different strengths of push and pull forces on the motion of an object.

I can collaboratively use the Design Process (use, modify, create) with a variety of tools to identify  and solve problems by creating new, modified, or imaginative solutions.  

3rd Grade: 

I can compare the different types of soil found in Georgia. 

I can identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

I can identify patterns to learn about changes to the Earth.

4th Grade: 

I can plan and carry out an investigation using everyday materials to show how light can be refracted. 

I can design a device, using design thinking or another problem-solving strategy, to communicate using sound that can be heard over a certain distance

I can design and construct a device to communicate across a distance using light and/or sound (GSE S4P2b)

5th Grade: 

I can obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells. 

I can develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).

I can construct an explanation that differentiates between the structure of plant and animal cells.

I can develop a model that illustrates an imaginary animal that could survive in one of the habitats on Earth. 

I can determine how the animal would be scientifically classified if it were discovered today.

1st Quarter

Grades K-5: Introduction to STEM Specials, the Cooper Learning Garden, and Design Thinking Process

Kindergarten: I can design a creative solution to ensure that a plant or animal has all of its needs met

1st grade: I can collaboratively  design a solution, using design thinking or another problem-solving strategy, to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs

2nd Grade: I can analyze household and daily used items to determine how they were made (Georgia Commodities). 

I can complete an experiment to determine which material will create the strongest bridge.

I can use addition and subtraction to determine who much stronger or weaker one material is than another. 

I can use the results of experimentation to design a better bridge.

3rd Grade: I can solve a real world issue with animals. 

4th Grade: I can develop a model based on observational data to support an explanation of why the length of day and night change throughout the year. 

5th Grade: I can develop a model that illustrates how surface features are caused by constructive and/or destructive processes.

I can refine a model that illustrates how surface features are caused by constructive and/or destructive processes.