Physical Science Unit 3 Day 2

Language Objective: Students will learn about types of chemical reactions by balancing and color coding them and will describe rules for balancing in writing using technical vocabulary (coefficients, reactants, products). 


Questions:

1. Why do you think there are different types of chemical reactions?
2. When you "blow stuff up", what happens to the atoms and matter?

Biology Unit 3 Day 2

Language Objective: Students will learn about differentiated survival and reproduction by watching video clips and will analyze the examples using technical and academic vocabulary (adaptations, structures).

1. When do you think a mutation considered an adaptation? Are adaptations good or bad?
2. Do you think an adaptation could be considered beneficial in one environment or situation but not another? Think of an example.

Physical Science Unit 3 Day 2

Language Objective: Students will learn about chemical reactions by balancing their reactants and products and will describe the steps used to balance chemical reactions in writing using technical vocabulary (combustion, synthesis, decomposition, double-replacement, single- replacement). 

Questions:

1. Why do you think there are different types of chemical reactions?
2. Why do you think matter and atoms cannot be created or destroyed?

Biology Unit 3 Day ...

Language Objective: Students will learn about mutations and collect, interpret and analyze data in writing using technical vocabulary (mutagen, gene expression).

Questions:

1. What do you think causes genetic diversity?
2. Do you think genetic diversity is good or bad for populations?

Physical Science Unit 3 Day 1

Language Objective: Students will learn about the contents of unit 3 by doing the diagnostic with notes and will summarize and connect unit 3 in writing using technical vocabulary (chemical reactions, chemical bonds).


Questions:

1. Why do you think chemical reactions occur?
2. How do you think you know when a chemical reaction occurs?

Biology Unit 3 Day 1

Language Objective: Students will learn about the contents of unit 3 by describing correct answers on the diagnostic and will connect unit 2 and 3 using technical vocabulary (mutations, gene expression, natural selection). 


Questions:

1. How do you think mutations occur? What happens to the DNA?
2. Why do you think some mutations could be beneficial? Can you think of an example?

Physical Science Unit 2 Day 5

Language Objective: Students will learn about chemical bonding by 

conducting a lab then will interpret andanalyze the results in writing using 

technical and academic vocabulary (reliable data, covalent bonds, ionic 

bonds).


Questions:

1. Summarize what you learned in unit 2 about chemical bonding?
2. If you could change or add one thing from your learning about unit 2, what would it be?

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.