Earth Science Unit 3 Day 2

Learning Objective: Students will learn about characteristics and properties of rocks by doing a lab and will analyze and interpret data in writing using technical vocabulary (metamorphic, heat, pressure, igneous, lithification, foliation, folding, recrystalization) and scientific ideas (rock cycle).


Questions:

1. What is lithification? (book)
2. How are metamorphic rocks formed? (book or brain)
3. Grain size of metamorphic rock increases in the process of _____.

Answer Choices for Number 3:

	A. lithification B. compaction C. foliation D. recrystallization

Earth Science Unit 3 Day 1 Part 2

Learning Objective: Students will learn about the physical changes that happen


 on Earth by watching a video and doing an online interactive and 

will summarize their learning in writing using technical vocabulary: plate 

tectonics, heat, pressure, igneous, metamorphic, sedimentary, weathering, 

geology. 

Questions:

1. What do you think are the oldest types of rocks? Why do you think so? (brain)
2. What creates rocks? (brain)
3. In what location does rock melt, allowing for igneous rock formation?

Answer Choices for number 3:

	A. Between 50 and 200 km below Earth's surface B. Between 1000 km and 2000 km below Earth's surface C. In Earth's outer core D. in Earth's inner core

Biology Unit 4 Day 1

Learning Objective: Students will learn about cell organelles by making a product and will summarize their learning in writing using technical vocabulary (cell membrane, golgi apparatus, endoplasmic reticulum, nucleus, ribosomes, mitochondria, lysosomes) and science ideas (structure and function).


Questions:

1. What do cells look like on the inside? Outside? (brain)
2. Are all cells in your body alike? Explain why you think so. (brain)
3. What do prokaryotes have in common with eukaryotes?

Answer choices for number 3:

	A. They both have mitochondria. B. They both have a Golgi apparatus. C. They both have a liquid cytoplasm. D. They both have a nuclear membrane.

Chemistry Unit 3 Day 2

Learning Objective: Students will learn about spontaneous chemical reactions using an inquiry simulation and will analyze and interpret data in writing using technical vocabulary (entropy, enthalpy, energy diagram, reactants, products, activation energy).

Questions:

1. What makes a chemical reaction spontaneous? (book)
2. Would a spontaneous reaction happen faster or slower? why do you think? (brain)
3. What does the entropy of a reaction describe?

Answer Choices for number 3:

A. The amount of heat present in the system B. The amount of randomness in the system C. The amount of usable energy in a reaction D. The number of molecules in a system

Simulation Link for Today: 
https://phet.colorado.edu/en/simulation/legacy/reversible-reactions

Earth Science Unit 3 Day 1

Learning Objective: Students will learn about the physical changes that happen on Earth by watching a video and doing an online interactive and will summarize their learning in writing using technical vocabulary: plate tectonics, heat, pressure, igneous, metamorphic, sedimentary, weathering, geology. 


Questions:

1. Rocks are made of what materials? (brain)
2. What can rocks tell us about Earth? (brain)
3. Which of the following is a characteristic of all minerals?

Answer choices for number 3:

	A. Contain silicon B. Solid C. Organic D. Man-made Link for today's learning activity:  https://www.learner.org/interactives/rockcycle/index.html

Biology Unit 3 CST Day

Objective: Students will take the CST.


Questions: (book or brain)

1. List 3 details about proteins.
2. List 2 details about lab/tst from before break.

Look at the diagram below. Which best describes the structure labeled X in the diagram?
	A. A fibrous protein is providing support. B. A large protein is attaching to substrate. C. A globular protein is folded into different shapes. D. A membrane protein is transporting substances.

Chemistry Unit 3 Day 1

Learning Objective: Students will learn about thermodynamics and chemical reactions by gathering background information and will summarize their learning in writing using technical vocabulary: entropy, spontaneous, chemical reaction, exothermic, endothermic, heat, temperature, electrochemical cells, electrolyte.


Questions:

1. What causes rain? (brain)
2. What is a spontaneous chemical reaction? (book)
3. What do you think heat has to do with chemical reactions? (brain or book)

Biology Unit 3 Lab day part 2

Complete the prediction, hypothesis, and variables boxes (independent and dependent variables) on your lab handout.

Chemistry Unit 2 CST Day

Learning Objective: Students will take the Unit 2 CST.


Questions:

1. What is a buffer? (book)
2. What do you think buffers are used for in real life? (book or brain)

Biology Unit 3 Day 5 TST Lab Day

Learning Objective: Students will learn about the factors that impact the function of enzymes by doing lab and will analyze and interpret data in writing using technical and academic language: substrate, protein, denature, catalase, structure, oxygen, active site

• Complete the 3 pre-lab questions (book) on your lab handout!

Chemistry Unit 2 Day 5 part 2

Learning Objective: Students will learn about the pH scale by conducting an indicator lab and will analyze and interpretdata in writing using technical vocabulary equilibrium,neutralize, acid, base, OH-, H+, molecules.


Questions:

1. What happens when and acid is added to a base? (book)
2. Predict the pH of the following solutions:

• coffee
• milk
• Monster energy drink
• window washing spray

3. Which of the following K_b values represents the weakest base?

Answer Choices for Number 3:

	A. Kb = 1.26  10-6 B. Kb = 7.41  10-5 C. Kb = 3.8  10-10 D. Kb = 1.8  10-5

Earth Science Unit 2 Day 5 TST day

Learning Objective:  Students will learn about the impacts of 

earthquakes by building models and will analyze and interpret data in writing 

using technical vocabulary: seismic waves, subduction, convergent 

boundary, transform boundary, oceanic crust, continental crust, tension, 

compression.


Questions:

1. What structures, shapes or materials do you think can create an earthquake proof building?
2. What is your opinion about living near plate boundaries?
3. Faulting and folding are both types of ______.

Answer choices for #3:

	A. deformation B. eruption C. orogenesis D. accretion

Biology Unit 3 Day 4

Learning Objective: Students will learn about enzymes by conducting a lab and will analyze and interpret data in writing using academic and technical vocabulary: function, structure, enzyme, denature, substrate, amino acid, protein.


Questions:

1. How does an enzyme work? (book)
2. How does an enzyme look? (book)

The graph below shows how two different enzymes react with a substrate as the temperature increases. Based on the results, what conclusion can be drawn about the action of the enzymes as the temperature increases? Answer Choices for #3:
	A. Enzyme A reacts with less substrate than B. B. Enzyme A changes faster than B. C. Enzyme A becomes a better catalyst than B. D. Enzyme A uses up all the substrate faster than B.

Chemistry Unit 2 Day 5

Learning Objective: Students will learn about the pH scale by conducting an indicator lab and will analyze and interpret data in writing using technical vocabulary equilibrium, neutralize, acid, base, OH-, H+, molecules.


Questions:

1. What is an indicator (in chemistry)? (book)
2. What characteristics make a solution acidic? (book or brain)
3. According to one definition, what do bases do in solution?

Answer Choices for #3

	A. They increase the [OH-]. B. They form conjugate bases. C. They decrease the pH. D. They donate protons.

Earth Science Unit 2 Day 4

Learning Objective: Students will learn about the impacts of earthquakes by building models and will analyze and interpret data in writing using technical vocabulary: seismic waves, subduction, convergent boundary, transform boundary, oceanic crust, continental crust, tension, compression.


Questions:

1. What causes earthquakes? (book or brain)
2. What makes some earthquakes stronger than others? (brain)
3. Pyroclastic flow would be most likely in a(n) _______ eruption.

Answer choices for number 3:

	A. Hawaiian B. plinian C. fissure D. strombolian Links for earthquake proof building brainstorming: http://www.sciencechannel.com/video-topics/engineering-construction/engineering-the-impossible-arches-vs-beams/ http://www.sciencechannel.com/video-topics/engineering-construction/engineering-the-impossible-earthquake-proof/ 5 reasons buildings fail earthquakes