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

Earth Science Unit 5 Day 1

Questions:

1. Do you believe in global warming and climate change?
2. What do you think are the biggest environmental issues facing our earth?

Biology Unit 5 CST

Questions:

1. What was the most challenging part of biology for you? Explain why you think it was so challenging for you.
2. What things could Ms Friedrich do to help you better learn science?

Chemistry Unit 4 Day 3

Language Objective: Students will learn about nuclear reactions by doing a simulation and will interpret and draw conclusions based on data using technical vocabulary: energy, proton, neutron, nucleus, nuclear fission, reaction, energy transfer.

Questions:

1. What is a nuclear reaction? (book or brain)
2. What has more energy a chemical reaction or a nuclear reaction?
3. Which of the following is an example of nuclear fission?

Answer choices for number 3:

	A. Two different isotopes of hydrogen form an isotope of helium on the sun. B. A radioactive drug that emits electrons is used to treat cancer in a patient. C. A gamma emitter is used to trace movement of chemicals in the environment. D. A large radioactive atom breaks into smaller atoms, producing nuclear energy.

Chemistry Unit 4 Day 2

Learning Objective: STudents will learn about electrostatic force by doing an 

inquiry lab and will analyze and interpret data in writing using technical 

vocabulary (coulomb's Law, protons, electrons, atoms) and science ideas 

(cause/effect, structure/function, energy changing forms).



Questions:

1. What is electrostatic force? (book)
2. What is Coulomb's Law? (book)
3. What is an effect of electrostatic forces inside the nucleus?

Answer choices for number 3:

	A. The protons and neutrons repel each other. B. The protons in the nucleus repel each other. C. The neutrons in the nucleus repel each other. D. The protons and neutrons attract each other.

Chemistry Unit 4 Day 1

Learning Objective: STudents will learn about electrostatic force by completing a simulation and will analyze and interpret data in writing using technical vocabulary (coulomb's Law, protons, electrons, atoms) and science ideas (cause/effect, structure/function, energy changing forms).


Questions:

1. How powerful do you think atoms are? Explain. (book and/or brain)
2. What are atoms made of? (book or brain)
3. List 4 forces that hold atoms and matter together (book)

Earth Science Unit 3 CST/TST Day

Learning Objective: Students will explain why rocks change in writing using technical vocabulary (igenous, sedimentary, metamorphic, lithification, cementation, compaction, foliation, intrusive, extrusive, heat, pressure) and science ideas (plate techtonics, rock cycle).


Question:

1. List 3 things you've learned this unit about rocks and rocks changing into other rocks.

Biology TST Lab Day

Learning Objective: Students will learn about homeostasis by conducting a lab and will analyze and interpret their data in writing using technical vocabulary (osmosis, passive transport, transport protein, diffusion) and science ideas (cause and effect and structure and function).

Question:

1. Click on the link to watch a video about our lab today.

LINK: https://youtu.be/ie-NDdVfFuE **watch until 4:45

1. Write the procedure in 4 steps on your lab handout from Ms Friedrich.

Earth Science Unit 3 CST day

Learning Objective: Students will take the unit 3 CST.


Questions:

1. How are igneous rocks formed? (book)
2. What do igenous rocks look like? (book)
3. Which type of rock can form deep below Earth's surface or above Earth's surface?

Biology Unit 4 Day 5 continued

Learning Objective: Students will learn about cell membranes by doing a 

simulation  and will analyze and interpret their data in writing using technical 

vocabulary (transport proteins, semipermeable, lipid bilayer, diffusion, osmosis, 

homeostasis, passive transport, active transport) and science ideas (structure and 

function).


Questions:

1. List 3 things you've learned about cell membranes so far. (brain)
2. Why do molecules like sugar, salt and water move into or out of cells? (brain)
3. A semipermeable membrane has a 2 percent salt solution on one side and a 15 percent salt solution on the other side. What will most likely occur?

Answer choices for number 3:

• A. Facilitated diffusion of salt until both concentrations are equal
• B. Active transport of salt until all the salt is concentrated on one side
• C. Osmosis of water from a high concentration of salt to a low concentration
• D. Osmosis of water from a low concentration of salt to a high concentration

Chemistry Unit 3 CST and TST Day

Learning Objective: Students will learn aboutthermodynamics in chemical reactions by conducting a lab and will analyze and interpret their data in writing using technical vocabulary (exothermic, endothermic, spontaneous, enthalpy) and science ideas (energy transfer).

Questions:

1. What are some possible sources of error in the lab (from yesterday)? (brain)
2. What factors will determine if a reaction is spontaneous or not? (book or brain)
3. What can be said about a reaction with H = 62.4 kJ/mol and S = 0.145 kJ/(mol·K)?

Answer choices for number 3:

• A. It is spontaneous at 500 K.
• B. It is spontaneous at 298 K.
• C. It is always spontaneous.
• D. It is never spontaneous.

Earth Science Unit 3 Day 4 Continued

Learning Objective: Students will learn about scientific 

classification by doing a lab activity and will analyze and 

interpret their data in writing using technical vocabulary 

(plate tectonics, cementation, deposition, minerals, 

compaction, clastic) and science ideas (rock cycle).

Questions:

1. How are sedimentary rocks formed? (book or brain)
2. How are sedimentary rocks similar to metamorphic rocks? (book or brain)
3. Which features tells you how large the grains of a sedimentary rock are?

Answer choices for number 3:

	A. Composition B. Texture C. Stratification D. Sorting