Biology Unit 2 Day 4

Language Objective: Students will learn about protein synthesis by building a 

model and describing the steps and will evaluate the model in writing using 

technical vocabulary (transcription, translation, and gene expression).


Questions:

1. What do you think is the most important thing that happens during protein synthesis?
2. How do you think mutations happen?

Physical Science Unit 2 Day 5

Language Objective: Students will learn about chemical bonding by conducting a lab then will interpret and analyze the results in writing using technical and academic vocabulary (reliable data, covalent bonds, ionic bonds).

Questions:

1. Research egg shells--what are they made of? 
2. What properties made ionic bonds stronger than covalent bonds?

Biology Unit 2 Day 3

Language Objective: Students will learn about protein synthesis by building a model and describing the steps and will evaluate the model in writing using technical vocabulary (transcription, translation, and gene expression).

Question:

• Read the background information about our lab and the seeds we planted yesterday.
• Highlight or underline 3 pieces of information you think are most important.
• Write a summary (2-3) sentences describing what the lab is about.

Physical Science Unit 2 Day 4

Language Objective: Students will learn about chemical bonding by creating models and will differentiate in writing properties of bonding using technical vocabulary (covalent bonding, ionic bonding, electronegativity).

Questions:

1. Write 3 properties of ionic bonds (see APEX 2.1.1 p 7-8)
2. Which do you think is stronger (ionic or covalent)? Why?

Physical Science Unit 2 Day 3

Objective: Students will learn about chemical bonding by modeling and explaining patterns in writing using technical vocabulary (covalent bond, ionic bond, valence electrons).

Questions:

1. Research: What is a Lewis Dot Structure?
2. Give two properties of a covalent bond or compound. 

 

Biology Unit 1 Day: Final TST Data

Objective: Students learn about inheritance patterns by interpreting data in writing using technical vocabulary (genotypes, phenotypes).

Questions:

1. So far, do you think genes or the environment conditions play a bigger role in our plants? Explain your answer.
2. How long do you think the white plants could live? Is there a way to extend the seedlings' lives?

Biology Unit 2 Day 2

Language Objective: Students will learn about protein synthesis by creating a chain of events and summarizing the steps in writing using technical vocabulary (transcription, translation, RNA).

Questions:

1. Research: What is RNA?
2. Why do you think proteins are so important to living things?

Links for today:
The National Science Museum 
University of Nebraska-Lincoln
Nature Education

Physical Science Unit 2 Day 2

Language Objective: Students will learn about chemical bonds by creating a concept chain and summarizing properties that differentiate bonding types using technical vocabulary (covalent bond, ionic bond, electronegativity).

Questions:

1. What have you learned so far about chemical bonding?
2. What does chemical bonding have to do with valence electrons?

Biology Unit 2 CST day

Language Objective: Students will take the CST about gene expression by answering questions about protein synthesis, RNA, transcription, and translation.

1. Research: What is protein synthesis? Be sure to cite your source.
2. What types of things do you think might affect gene expression?

Physical Science Unit 2 CST day

Language Objective: Students will take the unit CST about chemical bonding by answering questions about properties.

Questions:

1. Why do you think different elements form different bonds?
2. Why do you think some atoms steal others' electrons?

Physical Science Unit 2 Day 1

Objective: Students will learn about the contents of unit 2 by completing the diagnostic and connect it to unit 1 in writing using technical vocabulary (periodic table, properties, valence electrons).

Questions:

1. Why do you think the periodic table is so important to scientists?
2. What did you learn from unit 1 about properties of atoms and elements?

Biology Unit 2 CST day

Language Objective: Students will take unit TST about gene expression and protein synthesis.

Questions:

1. Describe what you know about DNA?
2. Do you think all genes in your body are turned-on

Physical Science Unit 1 TST day (day 5)

Objective: Students will learn how to synthesize information about periodic table properties and patterns by writing their TST using Claim-Evidence-Reasoning.

Questions:

1. Why do you think valence electrons are so important to know?
2. What do you think makes atoms and elements so different from one another?

Biology Unit 2 Day 1

Objective: Students will learn about the contents of unit 2 and write a summary using vivid science vocabulary:

• DNA
• Protein
• amino acid

Questions: 

1. Do you think that the seeds in the dark will grow the same number of albino plants as the seeds in the light? Explain why you think so.
2. Write a hypothesize predicting what you think will happen to the albino seeds growing in the light.

Physical Science Unit 2 Day 1

Objective: Students will learn about the contents of unit 2 and write a summary using vivid science vocabulary:

• chemical bonding
• chemical formula
• valence electrons.

Question:

1. Make a list of properties and patterns you've learned about from unit 1.
2. Do you think valence electrons or protons are more important for identifying elements? Explain your answer.

Biology Unit 1 Day 5

Objective: Students will learn about inheritance patterns and hypothesize and interpret data about the effects of environmental factors on phenotypes in writing using vivid vocabulary (genotype, dominant, recessive)

Questions:

1. Research albinisim (being albino). (use this link if you want) How do you inherit albinism?
2. Do you think environmental factors affects phenotypes? Explain.

Physical Science Unit 1 Day 4

Objective: Students will learn about periodic table properties and patterns and interpret and analyze lab data by writing using complex academic sentences.

Questions:

1. What property do you think is the most important for identifying atoms?
2. Do you think the periodic table is useful for identifying atoms? Explain what you think.

Physical Science Unit 1 CST continued.

Objective: Finish the unit 1 CST.

Questions:

1. Remembering that we are in school... Respond to the following questions about your spring break.

• What's one thing you did during spring break?

• What's one thing you didn't do but you wish you'd done during your spring break?
• What's one thing you're looking forward to most about the last 2 months of school?

2. List 4 details about the patterns and properties in the periodic table.

Biology Unit 1 Day 4

Objective: Students will learn about inheritance patterns and summarize in writing how recessive and dominant traits are inherited using vivid vocabulary (phenotype, genotype, allele).

Questions:

1. Remembering that we are in school... Respond to the following questions about your spring break.

• What's one thing you did during spring break?
• What's one thing you didn't do but you wish you'd done during your spring break?
• What's one thing you're looking forward to most about the last 2 months of school?

2. Research: What is a punnett square? Give an example.

Biology Unit 1 CST day

Objective: Take the Unit 1 CST.

Questions:

1. Justify: Why do you think genetic diversity a good thing?
2. Justify: Do you think parents should be able to monitor (and possibly) choose their child's chromosomes?

Physical Science Unit 1 CST day

Objective: Take the unit 1 CST.

Questions:

1. Predict: Why do you think Flourine (F) and Chlorine (Cl) are very reactive elements?
2. Predict: Why do you think Neon (Ne) is not very reactive (it won't "blow up")?

Biology Unit 1 Day 2

Objective: Students will learn about the phases of meiosis and why they lead to genetic diversity and explain it in writing using vivid vocabulary: crossing over, independent assortment, gametes.

Questions:

1. Why do you think siblings can look so different even though they have the same mother and father?
2. Do you think it is possible for identical twins to look differently? Explain why you think so.

Physical Science Unit 1 Day 2

Objective: Students will learn about patterns and properties in the periodic table and describe them in writing using vivid vocabulary: reactivity, valence electrons, electronegativity, nonmetals.


Questions:

1. Do you think atoms on the periodic table look and act the same way? Explain why you think so.
2. What do you think makes some atoms explode while others do not?

Biology Unit 1 Day 1 (continued)

Objective: (ONLY copy the HIGHLIGHTED WORDS)

Students will learn the main ideas and keywords of unit 1 and  

summarize them in writing using vivid vocabulary (heredity, 

inheritance patterns, recessive, and dominant).

Questions:

1. What do you think it means to have a dominant trait? Recessive trait?
2. How do you think you inherit the ability to roll your tongue?

Physical Science Unit 1 Day 1 (continued)

Objective: (ONLY copy the WORDS that are HIGHLIGHTED)

Students will learn the main ideas and keywords of unit 1

 and summarize them in writing using vivid 

vocabulary (properties, matter, 

elements, atoms) and logical 

transitions. 

Questions:

1. What do you think an atom looks like?
2. How are atoms and the periodic table connected?

Biology Unit 1 Day 1

Objective: (ONLY copy the HIGHLIGHTED WORDS)

Students will learn the main ideas and keywords of unit 1 

summarize them in writing using vivid vocabulary (heredity, 

inheritance patterns).

Questions:

1. What do you think is a pattern? Give an example.
2. Why do you think you look and act (your personality) the way you do?

Physical Science Unit 1 Day 1

Objective: (ONLY copy the WORDS that are HIGHLIGHTED)

Students will learn the topics and keywords of unit 1 by summarizing them in writing using vivid vocabulary (properties, matter, elements) and logical transitions. 

Questions:

1. How much do you know about the periodic table? (a little, some, none, a lot) Where have you learned/heard of the periodic table?
2. What do you think is a pattern? Give an example.

Biology Unit 4 Lab Day 1

Objective: Interpret data and analyze information about cell membrane function (osmosis) in writing using vivid vocabulary (osmosis, homeostasis, solutes).


Prompt:

1. Watch the following video:Dialysis Tubing Experiment
2. Write 3 bullet points summarizing what we will do in this lab.

Chemistry Unit 4 TST Day 1

Objective: Students will learn to analyze and interpret data relating to the chemical and physical properties of cmpounds and bonds in writing using vivid vocabulary (melting point, reactivity, covalent bond, ionic bond, polar bond, non-polar bond).



Questions:

1. Pick up a lab packet from Ms Friedrich. 
2. Read the Background Information and look at the data table.
3. EXPLAIN the 2 conclusion statements. Are they true? How do you know?
4. Put your computer away when finished.

Physical Science Unit 4 TST Day 4

Objective: Explain gas laws and relate them to hot air balloons in writing using vivid vocabulary and transitions.


Questions:

1. What do you think the molecules of a gas look like? Act like? Movement?
2. What is Charles Law? (see apex 4.2.1 page 11)

Chemistry Unit 4 Lab

Objective: Take the unit 6 CST.

Questions:

1. During chemical reactions bonds form, what do you think causes different types of bonds to form?
2. What properties do you think you can use to identify compounds and the bonds they're made of?

Physical Science Unit 4 CST day

Objective: Take the unit 4 CST

Questions:

1. Why do you think your ears pop when you dive under water or fly in an airplane?
2. How do you think hot air balloons work?

Biology Unit 4 Day 4

Objective: Describe the structure and  functions of the cell membrane in writing using vivid vocabulary and transitions.

Questions:

1. Describe 3 functions of the cell membrane.
2. Why do you think the cell membrane only lets some things in/out of the cell?

Chemistry Unit 5 CST day

Objective: Take the unit 5 CST.

Questions:

1. Can you make chemical reactions speed up and slow down? Explain your answer.
2. Why do chemical reactions have to be balanced?

Physical Science Unit 4 Day 2

Objective: Learn to describe heat transfer and thermodynamics by write using vivid vocabulary and transitions.


Questions:

1. What do you think happens to molecules when heat is added to them?
2. Why do you think food gets heated faster in a microwave than in an oven?

Biology unit 4 Day 5

Objective: Describe the structure and  functions of the cell membrane in writing using vivid vocabulary and transitions.

Questions:

1. Describe 3 functions of the cell membrane.
2. Why do you think the cell membrane only lets some things in/out of the cell?

Physical Science Unit 4 Day 1

Objective: Students will learn the contents of unit 4 by summarizing them in writing using vivid vocabulary and transitions.

Questions:

1. What do you think makes some chemical reactions happen faster than others?
2. Why do you think some reactions release heat and others don't (they get colder)?

Biology Unit 5 Diagnostic Day

Objective: Students will learn the overview of unit 5 by summarizing in writing using vivid vocabulary and logical transitions.

Question:

Make a list of 3-4 things you've learned about from unit 4:

• How do cells function?
• What kinds of structures do cells contain?
• Why is the cell membrane important?

Chemistry Unit 6 Diagnostic Day

Objective: Students will learn the overview of unit 6 by summarizing in writing using vivid vocabulary and logical transitions.

Question:

Make a list of 3-4 things you learned about from unit 4 and 5:

• What happens during chemical reactions?
• How do compounds and elements interact?

Physical Science Unit 4 Diagnostic Day

Objective: Students will learn the overview of unit 4 by summarizing in writing using vivid vocabulary and logical transitions.

Question:

Make a list of 3-4 things you learned about from unit 3:

• What did you learn in unit 3 about chemical reactions and interactions? How do they interact? 
• What happens to the compounds and elements during reactions?

Biology Unit 4 CST

Objective: Take the unit 4 CST.

Question:

1. What do you think is the function of the cell membrane?
2. What is the cell membrane made of? What does it look like?

Chemistry Unit 5 Lab Day 4 continued

Objective: Objective: Students will learn how to make hypotheses, collect, interpret, and analyze data about chemical reactions in writing using vivid science vocabulary (products, reactants, double replacement reaction, Law of conservation of mass)

Questions:

1. What types of things do you think could go wrong with this lab?
2. What is the purpose of a control test group?

Physical Science Unit 4 TST eval

Objective: Students will learn to evaluate and judge their TST by writing justification using evidence and reasoning.

Questions:

1. Finish the following sentence: "Today I am_____________ so I can ..." 
2. Why is it important to write in science?

Biology Unit 4 CST day

Objective: Take the unit 4 CST.

Questions:

1. Why do you think the endoplasmic reticulum have two parts?
2. What does the mitchondria look like? What does it do?

Chemistry Unit 5 Lab Day 3

Objective: Students will learn how to make hypotheses, collect, interpret, and analyze data about chemical reactions in writing using vivid science vocabulary (products, reactants, Law of conservation of mass)

Questions:

1. Watch the following video (you will need headphones):

http://www.youtube.com/watch?v=QThQQzNnYg4

2. Summarize what happens during this chemical reaction.

Physical Science Unit 3 TST day 4

Objective: Students will learn how to synthesize information and data about chemical reactions from lab and learning using claim-evidence-reasoning.

Questions:

1. What have you learned about chemical reactions from this unit? (make a list)
2. Do you think chemical reactions cause change? (your opinion)

Biology Unit 4 Day 3

Objective: Describe cell structures and functions in writing using vivid vocabulary (nucleus, ribosomes, mitochondria).

Question:

1. What is the function of the mitochondria?
2. What is the function of the cell nucleus? What does the nucleus look like?

Chemistry Unit 5 Day 2

Objective:  Describe in writing how chemicals interact when they react using vivid vocabulary (products, reactants, compounds, molecules).

Questions:

1. What does it mean to balance a chemical reaction?
2. List 5 types of chemical reactions.

Physical Science Unit 3 Lab Day 4

Objective: Interpret and analyze data about chemical interactions and reactions in writing using vivid science vocabulary (law of conservation of mass).

Questions:

1. What is the law of conservation of mass?
2. What happens to elements and compounds during chemical reactions?

Biology Unit 4 Day 1-2 continued

Objective: Summarize cell structures and functions in writing using vivid vocabulary.

Questions:

1. Why do you think cells have tiny organs (organelles)?
2. What is extra cellular matrix?

Chemistry Unit 4 Day 1 continued

Objective: Summarize the contents of unit 4 in writing using vivid vocabulary and transitions.

Questions:

1. Why do you think chemical reactions happen?
2. What do you think happens when a chemical reaction occurs?

Physical Science Unit 3 Day 3

Objective: Summarize acid and base reactions in writing using vivid vocabulary.

Questions:

1. What does it mean to be acidic? (see apex 3.3.1 p 8)
2. What happens to acids and bases in water? (see apex 3.3.1 p 2)

Biology Unit 4 Day 1-2

Objective: Describe the structures and functions of cells in writing using vivid vocabulary.

Question:

1. What do you think cells are made of?
2. How do you think cells work? What do they do?

Chemistry Unit 4 CST day continued

Objective: Finish unit 4 CST

Question:

1. What have you learned so far from unit 4 about chemials and bonding?
2. How does unit 4 relate to what we learned in unit 2 and unit 3?

Physical Science Unit 3 CST day

Objective: Describe how substances interact and change in writing using vivid vocabulary.

Questions:

1. What is the difference between a double replacement reaction and a single replacement reaction?
2. What are 3 properties of a combustion chemical reaction? (see apex 3.2.1 p 3)

Biology Unit 3 Lab day 2

Objective: Finish lab.

Questions:

1. What is a control variable?
2. Fill in your procedures on your lab sheet.

Chemistry Unit 4 CST Day

Objective: Take the unit 4 CST.

Questions: 

1. How can you use the periodic table to predict bonding?
2. What role do electrons play in bonding?

Physical Science Unit 3 Day 2

Objective: Summarize how substance interact and change during chemical reactions in writing using vivid vocabulary.

Questions:

1. What is a coefficient in a chemical formula? (see apex 3.1.4 p 4)
2. What is a decomposition reaction? (see apex 3.2.1 p 8)

Biology Unit 3 Lab

Objective: Interpret data and synthesize information in writing using vivid vocabulary and Claim-Evidence-Reasoning.

Questions: Answer the two pre-lab questions on your lab handout.

Chemistry Unit 4 Day 3

Objective: Describe patterns in bonding and molecules in writing using vivid vocabulary.

Questions:

1. Whats the difference between an ionic bond and a covalent bond? (4.2.1 page 10)
2. Why do moleucles and compounds make different shapes? (see apex 4.3.1 page 3)

Psychical Science Unit 3 Day 1

Objective: Summarize the contents of unit 3 in writing using vivid vocabulary.

Questions:

1. What do you think is a chemical reaction?
2. Why do you think chemical reactions occur?

Chemistry Unit 4 Day 2

Objective: Explain why bonds form in writing using vivid vocabulary.

Questions:

1. What is electronegativity?
2. What is reactivity?

Physical Science Unit 2 Day 5

Objective: Evaluate properites of atoms and matter in writing using Claim-Evidence-Reasoning.

Questions:

1. What did you learn from unit 2 about valence electrons, properties of atoms, or bonding?
2. What properties do you think are most useful for identifying bonds that form?

Biology Unit 3 Day 4

Objective: Get caught up!

Question:

List 3 characteristics of protein shape or function. For help see APEX 3.3.1 pages 2-7.

Chemistry Unit 4 Day 1

Objective: Summarize the unit 4 content in writing using vivid vocabulary.

Questions:

1. What do you think is a chemical reaction?
2. Why do you think chemical reactions happen?

Physcial Science Unit 2 Day 4 (Lab)

Objective: Interpret and analyze data relating to chemical bonding using vivid vocabulary.

Question:

Choose and Research 2 of the following...

• What is the chemical formula for vinegar?
• What is the chemical formula for baking soda?
• What is the chemical formula for epsom salt?
• What is the chemical formula for table salt?
• What is an egg shell made of?

Biology Unit 3 Day 3

Objective: Describe how structure relates to function in proteins using vivid vocabulary and transitions.

Questions:

1. What is an amino acid? (see apex 3.3.1 p 2-4)
2. Why do you think amino acids are important to the function of a protein?

Protein Folding Facts: 

http://askabiologist.asu.edu/venom/what-are-proteins

Chemistry Unit 3 TST Day 5

Objective: Evaluate properties of matter and atoms in writing using Claim-Evidence-Reasoning.

Questions:

1. How do you think properties help us identify matter and atoms? (like in our lab)
2. How do you think properties help us organize the periodic table? 

Physical Science Unit 2 Day 4

Objective: Describe properties of bonding and molecules in writing using vivid vocabulary and transitions.


Questions:

1. List 3 properties of ionic bonds. (see apex 2.1.1 p 7-9)
2. List 3 properties of covalent bonds (see apex 2.1.4 p 1-2)

Biology Unit 3 CST Day continued...

Objectives: Take the unit 3 CST

Question:

Name 5 functions of proteins.

Chemistry Unit 3 Day 3

Objective: Interpret and evaluate data about matter using vivid vocabulary.


Questions:

1) What is the volume of liquid in the graduated cylinder shown below? Be sure to read the bottom of the meniscus and estimate the volume to one decimal place beyond the accuracy of the cylinder.

2) The object in question 1 has a mass of 21.535 g. What metal is the cylinder most likely made of? Why?

Metal:	Density (g/mL):	Metal:	Density (g/mL):
Aluminum	2.7	Magnesium	1.7
Copper	8.9	Platinum	21.3
Gold	19.3	Silver	10.5
Lead	11.3	Zinc	7.1

Physical Science Unit 2 CST Day

Objective: Take the unit 2 cst

Questions:

1. Why do ionic bonds form?
2. Why do covalent bonds form?

Biology Unit 3 CST Day

Objective: Take the unit 3 CST.

Questions:

1. How do you think the structure of a biological molecule affects its function?
2. List four functions of proteins.

Chemistry Unit 3 CST day

Objective: Take the unit 3 CST.

Questions:

1. Which particle in an atom do you think is most important? explain your thinking.
2. How are ions different than regular atoms? (3.2.4 p 20)

Physcial Science Unit 2 Day 3

Objective: Describe Lewis dot structures in writing using vivid vocabulary and transitions.


Questions:

1. Why do bonds form between atoms and elements?
2. Are all bonds the same? Explain your thinking.

Physical Science Unit 2 Day 1 continued

Objective: Summarize the contents of unit 2 in writing using vivid vocabulary.

Questions:

1. What are valence electrons and why do they bond? (see apex 2.1.1 page 3)
2. Why do you think some atoms lose electrons? Gain electrons?

Chemistry Unit 3 Day 2 continued

Objective: Summarize the contents of unit 3 in writing using vivid vocabulary and transitions.

Questions:

1. How is an atom organized? Describe its structure. (see apex 3.2.1 p 21)
2. What information can the periodic table tell us? (see apex 3.2.4 p 7-10)

Biology Unit 3 Day 1 continued!

Objective: Summarize the contents of unit 3 in writing using vivid vocabulary and transitions.

Questions:

1. Which do you think provides the most energy--a small molecule or a large molecule?
2. Which do you think provides the quickest energy--small molecules or large molecules?

Biology Unit 3 Day 1

Objective: Summarize the contents of unit 3 in writing using vivid vocabulary and transitions.

Questions:

1. Are living things affected by non-living things? Explain your answer.
2. Give an example of how structure connects to function in living things.

Chemistry Unit 3 Day 2

Objective: Describe the organization of matter in the periodic table in writing using vivid vocabulary.

Questions:

1. How is the periodic table organized?
2. Describe  the parts of an atom. (see apex 3.2.1 p 21)

Physical Science Unit 2 Day 1

Objective: Summarize unit 2 content in writing using vivid science vocabulary.

Questions:

1. What do you think is the most important part of an atom (nucleus, electron, proton, neutron)? Why do you think?
2. Why do atoms and elements form bonds?
3. Do you think all bonds are created equal?