Earth Science Unit 1 CST day

Questions:

1. What do you study in earth science? (book or brain)

2. Which best describes how heat energy moves within a system?

Answer choices for number 2:

	A. Heat energy is transferred from warmer objects to cooler objects. B. Cool objects transfer heat energy to warmer objects. C. Heat energy is lost to the system over time.

Biology Unit 1 CST day

Questions:

1. Why does sexual reproduction result in genetic diversity or variation? (brain)
2. If skin color is actually controlled by 11 different genes what does that mean? (brain or book)

A cactus can either have long needles (L) or short needles (l). A cactus grower crosses two cacti. The cross is shown in the Punnett square below. What is the phenotype ratio for this cross? answer choices for number 3:

·         A. Four long, zero short ·        B. Two long, two short ·         C. Three long, one short ·         D. One long, three short

Earth Science Unit 1 Day 5

Learning Objective: Students will learn about scientific method by doing an inquiry lab and will analyze and evaluate their data using academic vocabulary (reliable,patterns). 


Questions:

1. What is the problem we are testing and investigating?
2. What is your hypothesis for the airplane lab?
3. If you were testing how well different laundry soaps cleaned your clothes, the control group would be:

	A. a group of clothes that was washed with half the regular amount of soap. B. a group of clothes that was washed with two different soaps. C. a group of clothes that was washed twice. D. a group of clothes that did not get washed.

Biology Unit 1 Day 5

Learning Objective: Students will learn about patterns of inheritance by doing a genetics activity in partners and will analyze and interpret their data in writing using technical vocabulary (phenotype, genotype, independent assortment, dominant allele, recessive allele) and science ideas (patterns of change).

Questions:

1. What characteristics or traits are not inherited? (book or brain)
2. When might cloning be a good idea? (book or brain)
3. A plant can have either brown (B) or red (b) leaves. Brown is the dominant trait. If a plant has genotype Bb, which best describes the plant?

Answer choices for number 3:
	A. Homozygous with red leaves B. Heterozygous with red leaves C. Homozygous with brown leaves D. Heterozygous with brown leaves

Earth Science Unit 1 Day 4

Learning Objective: Students will learn about scientific method by doing an inquiry lab and will analyze and evaluate their data using academic vocabulary (reliable, patterns). 

Questions:

1. What makes scientific data reliable? (book or brain)
2. Why is density important? (book or brain)
3. Which best describes how air moves during convection?

Answer choices for number 3:

	A. Warm air cools as it mixes with cooler, denser air. B. Cool air warms as it mixes with denser air. C. Warm air is displaced by cooler, denser air.

Biology Unit 1 Day 4 continued

Learning Objective:  Students will learn 

about phases of meiosis by creating a model and will 

analyze the model using technical vocabulary (crossing 

over, independent assortment, genetic 

diversity, haploid, gametes) and science 

ideas (patterns of change).


Questions:

1. What is the outcome (final result) of meiosis? (book or brain)
2. How are your heritable characteristics determined? (book or brain)
3. Why does sexual reproduction result in more genetic variation in a species?

Answer Choices for number 3:

	A. It mixes the chromosomes of the two parents. B. It increases the chromosome number. C. It produces haploid organisms. D. It increases the number of genes in each organism.

Earth Science Unit 1 Day 4

Learning Objective: Students will learn about the effects of density by conducting a lab and will analyze and interpret data in writing using technical vocabulary (mass, volume, buoyant) and science ideas (cause and effect).

Questions:

1. What do you think is the most important step in the scientific method? Explain. (brain)
2. What makes air more dense? (book or brain)
3. Which best describes how air moves during convection?

Answer choices for #3:
	A. Warm air cools as it mixes with cooler, denser air. B. Cool air warms as it mixes with denser air. C. Warm air is displaced by cooler, denser air

Biology Unit 1 Day 4

Learning Objective: Students will learn about phases of meiosis by creating a model and will analyze the model using technical vocabulary (crossing over, independent assortment, genetic diversity, haploid, gametes) and science ideas (patterns of change).

Questions:

1. What are the phases of meiosis? (book)
2. How does meiosis lead to genetic diversity? (book or brain)
3. What happens during interphase?

Answer choices for number 3:

	A. Tetrads are pulled apart. B. The spindles attach to chromatids. C. The chromosomes are duplicated. D. Two haploid gametes are formed.

Earth Science Unit 1 Day 3

Learning Objective: Students will learn about density by conducting a lab and will design, analyze and interpret data in writing using the scientific method, inquiry, and technical vocabulary mass, density, buoyancy, volume.


Questions:

1. What makes objects float? (book or brain)
2. What is the control variable in an experiment? (book)
3. The density of water is equal to 1.0 g/cm³. A substance with density equal to 2.1 g/cm³ would _____ in water.

Answer Choices for number 3:
	A. float B. sink C. bob D. dissolve

Biology Unit 1 Day 3

Learning Objective: Students will learn about how traits are inherited by creating a model of chromosomes and will analyze and interpret their models in writing using technical vocabulary: crossing over, meiosis, gametes, chromosomes, genes, inheritance, phases, genetic diversity. 


Questions:

1. Why do you think you don't look exactly like your mom or dad? Or exactly like your brothers/sisters? (brain)
2. What is a gamete? (book)
3. What is produced by meiosis?

Answers to question 3:

	A. Spindles B. Gametes C. Centromeres D. Chromatids

Earth Science Unit 1 Day 2

Learning Objective: Students will learn about density by collecting data and analyzing and interpreting data in writing using technical vocabulary: mass, volume , buoyancy and science ideas: model and patterns. 


Questions:

1. What makes objects more or less dense?
2. What happens to objects that have a high density?
3. Compared to water, ice has a lower _____, which allows it to float.

Biology Unit 1 Day 2

Learning Objective: Students will learn about inheritance patterns by conducting an investigation and will analyze and interpret their data in writing using technical vocabulary (genotype, phenotype, dominant allele, recessive allele, genetic diversity).

Questions:

1. Why are some genes more common than others? (brain)
2. What is genetic diversity? (book or brain)
3. In a certain cat, long whiskers (W) are dominant and short whiskers (w) are recessive. Two cats have genotypes Ww and ww. If they have an offspring with short whiskers, what is the genotype of their offspring?

Answer choices for number 3:
	A. WW B. Ww C. ww D. wW

Earth Science Unit 1 Day 1

Learning Objective: Students will learn about themes in science by doing a simulation and will analyze and interpret data in writing using technical vocabulary (density, mass, volume) and science ideas (models, patterns)


Questions:

1. Finish the following sentence starters:

• I am...
• I can...
• I will...

2. Why do scientists use the scientific method?

3. Which step of the scientific method do you perform after you state the problem?

Answer choices for question 3:

	A. Conduct an experiment. B. Collect data and observations. C. Draw conclusions. D. Form a hypothesis.

Biology Unit 1 Day 1

Learning Objective: Students will learn about the structure of DNA by building a model and will analyze the model in writing using science ideas: patterns and technical vocabulary inheritence, genotype.

Questions:

1. Complete the following sentence starters:

• I am...
• I will ...
• I can...

2. What is DNA? (book or brain)

3. Which best describes the structure of DNA?

Answer Choices for number 3:

A. Nucleic acids arranged in a double helix B. A tetrad with two sister chromatids C. Chromosomes linked in a loop D. Alleles held together by genes

Chemistry Unit 4 TST day

Write your responses on a white board!!

Questions:

1. What are the differences between a chemical reaction and a nuclear reaction? (book or brain)
2. What do you think is the most powerful part of an atom--electrons or protons and neutrons? (write a claim)

Earth Science Unit 5 CST day

Questions:

1. What are the causes of climate change? (book)
2. What are the effects of climate change? (book)
3. Which do scientists think would lead to more powerful hurricanes?

Answers for number 3:

	A. Warmer arctic oceans B. Warmer tropical oceans C. Warmer tropical landmasses

Biology Unit 5 TST Day

Questions:

1. What do plants take in and give off during photosynthesis? (book, apex 5.1.1 p 2)
2. In terms of getting energy, what makes plants different than animals? (book or brain)
3. Do you think life on earth depends on plants? (brain)

Chemistry Unit 4 Day 4

Learning Objective: Students will learn about nuclear reactions and will analyze and interpret what they've learned in writing using technical vocabulary: nuclear fission, nuclear fusion, reaction, energy, protons, neutrons, electrons and science ideas: energy transfer.


Questions:

1. What is nuclear fusion? (book)
2. What is a radioactive atom? give an example. (book)
3. What does the half-life of a radioisotope correspond to?

Answer choices for number 3:

	A. The length of time for a radioactive material to completely decay to a stable form B. The length of time required for half of a sample of radioactive material to decay C. The length of time a material is stable before the nucleus becomes radioactive D. The length of time it takes for one nucleus to undergo a nuclear reaction