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

Biology Unit 3 Day 3 continued

Learning Objective: Students will learn about enzymes by watching video clips and completing a graphic organizer and will describe enzymes in writing using technical vocabulary: proteins, amino acids, denature. 


Questions:

1. What is an enzyme? (book)
2. Why do you think enzymes are important? (brain)

Look at the protein below. Which could be its function?

A. Storing energy B. Insulating the body C. Directing the growth of cells D. Forming muscle fiber Video Links for Enzyme Background Building: Enzymes from Bozeman Science An Introduction to Enzymes from Khan Academy What Are Enzymes and How do they Work? Eznymes, Natures Power Tools Enzymes and... Pac-Man??? Catalase Enzyme Lab

Chemistry Unit 2 Day 4

Learning Objective: Students will learn about the pH scale using a simulation and will describe, analyze and interpret data in writing using technical vocabulary: acid, base, neutralize, H+, OH-.

Questions:

1. What is the pH scale? (book)
2. What does it mean to neutralize? (book)
3. What does the pH of a solution indicate?

Answer Choices for number 3:

	A. It tells what ions are dissolved in solution. B. It tells how acidic or basic a solution is. C. It tells what the conjugate acid-base pair is. D. It tells what the dissociation constant is. Link for simulation: https://phet.colorado.edu/en/simulations/category/chemistry

Earth Science Unit 2 Day 3

Learning Objective: Students will learn about volcanoes and earthquakes and will analyze and interpret data from online models in writing using technical vocabulary: plate tectonics, seismic waves, convergent boundary, subduction, transform boundary, plate boundary.


Questions:

1. What is a seismic wave? (book)
2. What constructive and destructive events are associated with volcanoes? (brain)
3. What is required for an ocean trench to form?

Answer Choices for #3:

	A. Subduction B. Passive margins C. Erosion D. Submarine canyons Link for class today:  http://si-vmarcgis01.si.edu/thisdynamicplanet/

Biology Unit 3 Day 3

Learning Objective: Students will learn about structure and functions of proteins and will summarize their learning in writing using technical vocabulary matter, energy, amino acids, structural proteins, membrane proteins, fibrous proteins, structure, function.

Questions:

1. What is chemical energy? (book)
2. How do organisms get energy and matter? (brain)
3. Which of the following best defines matter?

Answer choices for number 3:

	A. Anything that is a solid or a liquid B. Living things found in the universe C. Anything that occupies space and has mass D. Nonliving things found on Earth and in space

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