Earth Science Unit 2 Day 9

Questions:

1. How or why does the ocean influence  the climate?
2. Why does the ocean move?
3. Which locations or areas do you think are most influenced by the ocean?

MiniLesson: The Ocean's Impact on Climate

Activity: Unit Assessment

Biology Unit 2 Day 9

Questions:

1. What are stem cells? 
2. How are stem cells used in the adult body?
3. What makes stem cells different from other cells in the body?

MiniLesson: Positives and Negatives of Stem Cell Use

Activity: Stem Cell Bioethics Graphic Organizer and Essay

Physics Week 1 Day 4 Part 2

Questions:

1. What did your data from your lab tell you about acceleration?
2. If you could change one factor about your lab, what would it be? Explain your thinking.
3. How would you explain force in Newtons to a friend?

MiniLesson: Free Body Diagrams

Activity: Free Body Diagrams Interactive

Physics Week 1 Day 4 Part 1

Questions:

1. What were we doing in our lab yesterday?
2. What was the purpose of our lab?
3. Is your data reliable? Explain your thinking.

MiniLesson: Calculating acceleration and velocity.

Activity: Lab Data, Analysis and Interpretation.

Physics Week 1 Day 3 Part 2

Questions:

1.  What would a graph of speed look like?
2. Do graphs of increasing and decreasing speed look similar or different? Explain your thinking.
3. How can we represent position of motion? (draw or describe)

MiniLesson: Calculating acceleration and force

Activity: Motion in 1-D Lab

Physics Week 1 Day 3 Part 1

Questions:

1. How can you show when and where motion occurs?
2. What impact does friction force have on motion?
3. What did the text from yesterday say about representing motion?

MiniLesson: Representing Motion--Text Review

Activity: Motion Simulation 

Biology Unit 2 Day 8

Questions:

1. What makes red blood cells specialized?
2. What makes red blood cells different than other cells in the body?
3. What would you add to red blood cells to make them better at doing their job?

MiniLesson: Stem Cells

Activity: Stem Cells Interactive

Earth Science Unit 2 Day 8

Questions:

1. Describe 2 patterns you notice on the wind maps from yesterday.
2. What do you think causes the patterns to be this way?
3. What impact does the uneven heating of Earth (by the sun) have on the wind?

MiniLesson: The Motion of the Ocean Part 2

Activity: Ocean and Wind Data Analysis and Interpretation (continued from yesterday)

Earth Science Unit 2 Day 7

Questions: 

1. How does the ocean affect the climate in a city?
2. Give an example of a city whose climate is directly impacted by the ocean.
3. Does concrete impact the climate in a city? Explain your thinking.

Mini-Lesson: The Ocean in Motion

Activity: Global Ocean Circulation Data Analysis 

Physics Week 1 Day 2 Part 2

Questions:

1. How do forces affect motion?
2. Draw a diagram to show how forces might affect motion.
3. What makes forces different from each other? Explain your thinking or show it with a diagram.

Mini-Lesson: Forces that affect motion

Activity: Representing Motion Text 

Physics Week 1 Day 2 Part 1

Questions:

1. How can you describe motion?
2. What factors impact motion?
3. What do you think impacts motion on Earth the most? Explain your thinking.

Mini-Lesson: Representing Motion 

Activity: Motion Simulation

Biology Unit 2 Day 6 (continued)

Questions:

1. What are red blood cells?
2. What makes red blood cells highly specialized?
3. What did you notice about your red blood cells from yesterday?

Mini-Lesson: Red blood Cells--Part 2

Activity: Red blood Cell Data Analysis

Physics Week 1 Day 1 Part 2

Questions:

1. What is a force?
2. Give 3 examples of forces.
3. What does a force look like? (draw or describe)

Mini-Lesson: How can we describe the motion of objects?

Activity: Newton's 2nd Law Videos and Notecatcher

Newton's Laws of Motion

Science of NFL Football 

Don't Memorize - Newton's Second Law of Motion

Friction - Crash Course

Bozeman Science Newtons Laws

Newton's 3 Laws with a Bicycle

Balanced and Unbalanced Forces

Khan Academy Balanced or Unbalanced Forces?

Physics Week 1 Day 1 Part 1

Questions:

1. What do you want to learn in this class?
2. List 3 things that help you learn.
3. List 3 expectations you have of your teacher and fellow classmates.

Mini-Lesson: How does physics class work?

Activity: Motion of Objects Vocabulary Chart 

Earth Science Unit 2 Day 6

Questions:

1. Describe or explain 2 factors that influence climate.
2. How does the angle of the sun influence climate (and seasons)? (draw or describe)
3. How is the climate in 2 of the cities you studied alike?

Mini-Lesson: Comparing Climate in our Communities

Activity: Climate Article Text Analysis

Biology Unit 2 Day 6

Questions:

1. What are white blood cells? 
2. What is the most important point to know about white blood cells?
3. What is cell specialization?

Mini-Lesson: Cell Specialization Part 2--Red Blood Cells

Activity: Red Blood Cell Data Analysis

Chemistry Week 2 Day 4 Part 2

Questions:

1. What does it mean to you to feel empowered?
2. Did this class make you feel empowered to learn? Explain your thinking.
3. Did this class require you to think hard about science? Explain your thoughts.

Mini-Lesson and Activity: Final grades and Work time

Chemistry Week 2 Day 4 Part 1

Questions:

1. Why does most of matter on earth exist as compounds and molecules not elements?
2. What does a Lewis Dot Structure tell us?
3. What do you think is the most important part of the Chemical Bonding and Molecules unit? Explain your thinking.

Mini-Lesson: Using models to Understand Chemistry

Activity: Molecular Model Final

Biology Unit 2 Day 5

Language: types of cells, cell specialization, cell structures, cell functions

Questions:

1. What do you know about blood cells (white blood cells or red blood cells)?
2. What are stem cells?
3. How do cells differentiate?

Mini-Lesson: White Blood Cells Specialization

Activity: White Blood Cell Data Study

Earth Science Unit 2 Day 5

Language: factors that affect climate (altitude, latitude, angle of the sun, proximity to water)

Questions:

1. What does high altitude mean? 
2. What does high altitude air look like? (draw or describe)
3. Why is the climate so crazy at higher altitudes?

Mini-Lesson: Climate in North America

Activity: Climate in Our Communities Analysis Questions

Chemistry Week 2 Day 3 Part 2

Questions:

1. Make a list of at least 10 science language terms we used during this class.
2. What was the goal(s) for learning in this class?
3. What helped your learning the most in this class?

Mini-Lesson: Overview of final project

Activity: Final Project

Chemistry Week 2 Day 3 Part 1

Language: properties of chemical bonds and molecules

Questions:

1. What properties can you use to identify an ionic bond?
2. What properties can you use to identify a covalent bond?
3. Describe 2 differences between an ionic bond and a covalent bond?

Mini-Lesson: Class Review

Activity:  Week 1 and Week 2 Completion and Portfolio Self-Eval

Earth Science Unit 2 Day 4

Language: factors that affect climate (topography, latitude, altitude, ocean currents, proximity to water)

Questions:

1. What is latitude? Give an example
2. Why does latitude affect climate?
3. Draw a diagram to show how latitude affects climate. 

Mini-Lesson: Altitude--Less Air, Crazy Climate

Activity: Climate in our Communities--Graph 3 and Data Analysis

Biology Unit 2 Day 4

Language: correlation between cell structures (cell size, cell shape, cell surface area) and cell functions

Questions:

1. What makes cells different from each other?
2. What types of cells exist in the human body? Give at least 4 examples.
3. Why are some cells bigger than others? 

Mini-Lesson: Cell Differentiation

Activity: Cell Article Text Analysis

Depth of Knowledge Questions (DOK)

Chemistry Week 2 Day 2 Part 2

Questions: 

1. What do you need to know in order to make a Lewis Dot Structure for NH₃?
2. Draw a lewis dot structure for NH₃.
3. What do you notice about the lewis dot structure for NH₃?

Mini-Lesson: Predicting Molecular Shapes

Activity: Graphing Properties of Chemical Bonds 

Chemistry Unit 2 Day 2 Part 1

Language: properties of chemical bonds and molecules (molecular geometry, lone pairs, Lewis Dot Structures, valence electrons)

Questions:

1. What shapes do molecules make? (draw or describe)
2. Why do molecules make shapes? 
3. Why do some molecules look differently than others?

Mini-Lesson: Predicting Molecular Shapes

Activity: Molecular Shapes Simulation or Origami

Earth Science Unit 2 Day 3

Language: factors that impact climate (topography, ocean currents, latitude, altitude)

Questions:

1. How or why do mountains impact the climate?
2. What factor do you think causes tropical rainforest climate?
3. What factors lead to desert climate?

Mini-Lesson: Latitude's Impact on Climate

Activity: Climate in Our Communities Graph 2 and 3

Biology Unit 2 Day 3

Language: cell structure, cell function, correlation between structure and function

Questions: 

1. What does the word correlation (correlated, correlate) mean? 
2. How many different types of cells do you think are in your body? Give 3 examples.
3. Do all cells look alike? Explain your thinking.

Mini-Lesson: Cells 101

Activity: Cell Close Reading and Text Analysis

Chemistry Week 2 Day 1 Part 2

Questions:

1. Why are atoms more stable as molecules/compounds than they are alone?
2. How can the periodic table be used to predict bonding?
3. What do you think the VSEPR theory looks like? (draw or describe)

Mini-Lesson: VSEPR Theory and Lone Pairs

Activity: VSEPR Origami

Chemistry Week 2 Day 1 Part 1

Language: molecular geometry, VSEPR theory, properties of chemical bonds

Questions:

1. Which property do you think is most important or easiest to use to identify chemical bonds as ionic or covalent? Explain your thinking.
2. What role do electrons play in bonding?
3. Draw a picture to show the difference between an atom and a molecule.

Mini-Lesson: Molecular Geometry-VSEPR theory

Activity: Molecular Geometry Introduction or Simulation

Earth Science Unit 2 Day 2

Language: topography, latitude, altitude, factors that impact climate

Questions:

1. What factors do you think impact climate?
2. What types of climate are their on Earth? Give at least 2 examples.
3. Which type of climate on Earth do you prefer?

Mini-Lesson: Factors that Impact Climate--the ocean.

Activity: Climate in Our Communities Data Study

Biology Unit 2 Day 2

Language: cell organelles, structure, function

Questions:

1.  What is a mitochondria?
2. What does a mitochondria look like? (draw or describe)
3. Do you think all cells have mitochondria? Explain your thinking.

Mini-Lesson:  Cell Structures 101

Activity: Cell Organelle Foldable

Chemistry Week 1 Day 6 Part 2

Language: properties of chemical bonds, solubility, conductivity, electronegativity

Questions:

1. What is electronegativity?
2. What do you think electronegativity looks like? (draw or describe)
3. What does electronegativity tell us about chemical bonds and molecules?

Mini-Lesson: Properties of Bonds and Molecules--Solubility and Conductivity

Activity: 4 Properties of Bonding Lab

Chemistry Week 1 Day 6 Part 2

Questions:

1. What did our lab have to do with properties?
2. What do you think  molecules look like? (draw or describe)
3. What factor do you think influences how a molecule looks?

Mini-Lesson: Molecular Geometry--the last property of molecules

Activity: Molecular Geometry Simulation

Earth Science Unit 2 Day 1

Language: topography, factors that determine climate, latitude, altitude

Questions:

1. How would you describe the climate in Denver?
2. Why do you think the climate in Denver is different than the climate in Southern California?
3. What makes the seasons?

Mini-Lesson: What's the difference between weather and climate?

Activity: Climate Videos

Links for Climate Videos

Earth: Climate and Weather
World Climates
The Ocean, A Driving Force of Climate
The Coriolis Effect
The Gulf Stream Explained
How Does the Climate System Work?
Climate Science: What You Should Know.

Biology Unit 2 Day 1

Language: cell structures, cell organelles, functions, homeostasis

Questions:

1. What do you know about cells?
2. What do you think is the difference between plant and animals cells?
3. What is the difference between your cells and the cells of a dog? Bacteria?

Mini-Lesson: What's in a cell?

Activity: Cell Organelle Foldable

Chemistry Week 1 Day 5 Part 2

Questions: 

1. What was our lab about yesterday? 
2. What is this the purpose of this lab today?
3. What do these labs have to do with chemical bonding?

Mini-Lesson: Properties of Chemical Bonds--Bond Strength

Activity: Egg Dying and Chemical Bonding Data Collection and Analysis 

Chemistry Week 1 Day 5 Part 1

Language: Properties of chemical bonds, electronegativity, reactivity, valence electrons

Questions:

1. What are 2 properties of ionic bonds?
2. What are 2 properties of covalent bonds?
3. Which type of bond is stronger? Explain why this is so.

Mini-Lesson: Properties of Chemical Bonds--Electronegativity

Activity: Egg Dying and Chemical Bonding Pre-Lab

Biology Unit Assessment Day

Instructions:

1. Pick up a unit portfolio assessment from the front counter. 
2. Pick up 3 sticky notes from the front counter.
3. On one of the sticky notes, make a list of at least 7 science language terms you learned about in unit 1. 
4. On the second sticky note, write 1 thing that is still confusing to you from this unit.
5. On the 3rd sticky note write one thing you wish could be different about this class.

Earth Science Unit Assessment

Do Now Instructions:

1. Pick up a pre-test from the front table.
2. Complete the checking concepts questions to the best of your ability.
3. Then choose ONE question you feel most confident about from the "Understanding Concepts" section and tell what you know about it on the back of the paper.

Earth Science Unit 1 Assessment Day

Instructions:

1. Pick up a unit assessment from the front counter. 
2. Pick up 3 sticky notes from the front counter.
3. On one of the sticky notes, make a list of at least 7 science language terms you learned about in unit 1. 
4. On the second sticky note, write 1 thing that is still confusing to you from the severe weather unit.
5. On the 3rd sticky note write one thing you wish would be different about this class.

Biology Unit 1 Day 12

Language: factors that affect enzyme function, variables, enzyme structure

Questions:

1. What was your hypothesis for the yeast enzyme lab?
2. So far, what does your data tell you about enzyme function?
3. What could be some possible sources of error (unreliable data)? Try to think of 2. 

Mini-Lesson: Trends in the Data

Activity: Lab Data Collection and Analysis

Chemistry Week 1 Day 4 Part 2

Language: Same as part 1

Questions: 

1. Why is it important to know about chemical bonds?
2. Which property of chemical bonds do you think is most important? Explain your thinking.
3. What's the difference in valence electrons between ionic and covalent bonds?

Mini-Lesson: Lab Background Information and Set-up

Activity: Properties of Covalent and Ionic Bonds Lab

Chemistry Week 1 Day 4

Language: valence electrons, ionic bonds, covalent bond, properties of bonds

Questions:

1. What is an ionic bond? Give an example.
2. What is a covalent bond? Give an example.
3. What is the difference between a covalent and an ionic bond?

Mini-Lesson: Properties of Chemical Bonds

Activity: Molecules/Compounds Cut and Paste

Chemistry Week 1 Day 3 Part 2

Language: same as part 1

Questions:

1. Give an example of a molecule. (Draw or describe)
2. What do you think a double bond means?
3. What do you think makes molecules or compounds different from each other? 

Mini-Lesson: Who what how of covalent bonding.

Activity: Build a Molecule Simulation Part 2

Chemistry Week 1 Day 3 Part 1

Language: valence electrons, mechanisms of chemical bonding, molecules, compounds, atoms

Questions:

1. What does a valence electron look like? (draw or describe)
2. What does a molecule look like? 
3. Why do molecules form? 

Mini-Lesson: Who forms chemical bonds?

Activity: Molecule Modeling

Earth Science Unit 1 Day 12

Language: mechanisms of severe weather (air masses, air density, temperature, air fronts), latitude, topography 

Questions:

1. In the US, during which season (winter, spring, summer, fall) do you expect the most severe weather to occur? Explain your thinking.
2. In general, what accounts for the increase in severe weather as you go south?
3. Why might a cloud form in one place but not another?

Mini-Lesson: What effect does Topography and Latitude have?

Activity: Unit 1 Wrap-Up

Biology Unit 1 Day 12

Language: enzyme, denature, structure, function, factors that affect enzyme function

Questions:

1. Summarize what we are doing in the yeast enzyme (catalase) lab.  
2. What are we trying to find out?
3. What are we measuring in our lab?

Mini-Lesson: Lab Background Information

Activity: Enzyme Lab Data Collection

Earth Science Unit 1 Day 10

Language: Mechanisms of severe weather, air masses, air fronts, density, conversion

Questions:

1. Describe 2 mechanisms of severe weather. (use your notes from yesterday to help you)
2. If you had to draw a picture of mechanisms of severe weather, what would it look like? Draw or describe it and include at least 2 labels or details that show how severe weather occurs.

Mini-Lesson: What's the big deal about warm and cold air?

Activity: Online Cloud Lab

Chemistry Week 1 Day 2 Part 2

Language: mechanisms of chemical bonding, valence electrons, octet rule

Questions:

1. How do you know if an atom will form a chemical bond?
2. What does the octet rule have to do with chemical bonding?
3. What does the octet rule look like? (draw or describe)

Mini-Lesson: Why do chemical bonds form? (part 2)

Activity: Building Molecules Simulation (part 1)

Biology Unit 1 Day 10

Language: enzyme, denature, catalase, factors that affect enzyme function, structure

Questions:

1. What does it mean to denature an enzyme? (see your pre-lab activity from yesterday for help)
2. What do you think it looks like to denature an enzyme? (draw or describe)
3. How do you think you could denature an enzyme? 

Mini-Lesson: Lab Set-up and Procedures

Activity: Yeast Enzyme Lab Data Collection 1

Chemistry Week 1 Day 2

Language: valence electrons, ionic bonds, covalent bonds, octet rule

Questions:

1. What is a chemical bond?
2. What does a chemical bond look like? (draw or describe)
3. Why do chemical bonds form?

Mini-Lesson Focus: The Octet Rule

Activity: Patterns in Chemical Bonding

Earth Science Unit 1 Day 9

Language: Convection, conversion, air mass, air front, mechanisms of severe weather.

Questions:

1. What is convection? (use your notes from last week to help you!)
2. What does convection look like? (draw or describe)
3. What have you learned so far about severe weather?

Mini-Lesson: Mechanisms of severe weather

Activity: Severe Weather Data Interpretation

Biology Unit 1 Day 9

Language: Enzymes, reliable data, structure, function

Questions:

1. What does a protein look like? (draw or describe)
2. Why is protein structure so important?
3. What still confuses you about biomolecules? 

Mini-Lesson: Enzymes

Activity: Catalase Enzyme Lab

Chemistry Week 1 Day 1 Part 2

Learning Focus: mechanisms of chemical bonding (valence electrons), describe and explain. 

Questions:

1. How would you describe a valence electron?
2. What is one thing you learned during the first part of class that you didn't know before?
3. What is one thing from the reading that is still confusing to you?

Mini-Lesson: What's the big deal about valence electrons?

Activity: Valence Electrons Modeling

Chemistry Week 1 Day 1

Language: valence electrons, mechanisms of chemical bonding, covalent bonds, ionic bonds

Questions:

1. What do you know about electrons? 
2. What do you know about chemical bonds or chemical bonding?
3. What are your expectations from this science class? 

Mini-Lesson: Who are you as a learner?

Activity: Textbook Reading One-Pager