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4th (1):
- (9) Earth and space. The student recognizes patterns among the Sun, Earth, and Moon system and their effects. The student is expected to:     (A) collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight; and
-   (10) Earth and space. The student knows that there are processes on Earth that create patterns of change. The student is expected to:    (A) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process;

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5th (2):
-(6) Matter and energy. The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:(D) illustrate how matter is made up of particles that are too small to be seen such as air in a balloon.
(12) Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:    (C) describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

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6th (1):
- (6) Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:    (A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability;
(10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:    (D) describe how plate tectonics causes major geological events such as ocean basin formation, earthquakes, volcanic eruptions, and mountain building.

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kinder (2):
- (8) Force, motion, and energy. The student knows that energy is everywhere and can be observed in everyday life. The student is expected to:(B) demonstrate and explain that light travels through some objects and is blocked by other objects, creating shadows.
- (9) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:  (B) observe, describe, and illustrate the Sun, Moon, stars, and objects in the sky such as clouds.

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(2) Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to: (A) identify basic advantages and limitations of models such as their size, properties, and materials;
-  (13) Organisms and environments. The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to:    (A) identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival;

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2nd (2):
- (12) Organisms and environments. The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to:(B) create and describe food chains identifying producers and consumers to demonstrate how animals depend on other living things; and
-   (13) Organisms and environments. The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. The student is expected to:    (A) identify the roots, stems, leaves, flowers, fruits, and seeds of plants and compare how those structures help different plants meet their basic needs for survival;

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3rd (2):
-  (7) Force, motion, and energy. The student knows the nature of forces and the patterns of their interactions. The student is expected to:(A) demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; and
- (13) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:    (B) explore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans.

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pre-k (1):
- VI.C.3. Child observes and describes what happens during changes in the earth and sky.
- VI.B.1. Child observes, investigates, describes and discusses the characteristics of organisms.
kinder (2):

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Sponsors (church and restaurant): provide snacks and drinks (PTA and other teachers will pass these out/ serve)

$500 on materials and decorations

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- Science department for each grade, and science lab coordinators, PTA volunteers
- help come up with activities for their own grade
- one teacher from corresponding grade and one PTA volunteer or two science teachers at a station, corresponds to grade level

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Cafeteria:
6 tables (1 Pre-K, 2 Kinder, 1 1st, 2 2nd)
6 tables ( 2 3rd, 1 4th, 2 5th, 1 6th)
tables are arranged in a circle spread apart

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Blast off to Brandenberg and have some fun at our annual science night! Friends and family are welcomed to learn and do some awesome experiments and activities!

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Tuesday, October 17: Pre-K - 2nd Grade
Thursday, October 19: 3rd grade- 6th grade

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Blast off to Science Night!