Chemistry Unit 2 Day 2 Part 1

Language: properties of chemical bonds and molecules (molecular geometry, lone pairs, Lewis Dot Structures, valence electrons)

Questions:

1. What shapes do molecules make? (draw or describe)
2. Why do molecules make shapes? 
3. Why do some molecules look differently than others?

Mini-Lesson: Predicting Molecular Shapes

Activity: Molecular Shapes Simulation or Origami

Earth Science Unit 2 Day 3

Language: factors that impact climate (topography, ocean currents, latitude, altitude)

Questions:

1. How or why do mountains impact the climate?
2. What factor do you think causes tropical rainforest climate?
3. What factors lead to desert climate?

Mini-Lesson: Latitude's Impact on Climate

Activity: Climate in Our Communities Graph 2 and 3

Biology Unit 2 Day 3

Language: cell structure, cell function, correlation between structure and function

Questions: 

1. What does the word correlation (correlated, correlate) mean? 
2. How many different types of cells do you think are in your body? Give 3 examples.
3. Do all cells look alike? Explain your thinking.

Mini-Lesson: Cells 101

Activity: Cell Close Reading and Text Analysis

Chemistry Week 2 Day 1 Part 2

Questions:

1. Why are atoms more stable as molecules/compounds than they are alone?
2. How can the periodic table be used to predict bonding?
3. What do you think the VSEPR theory looks like? (draw or describe)

Mini-Lesson: VSEPR Theory and Lone Pairs

Activity: VSEPR Origami

Chemistry Week 2 Day 1 Part 1

Language: molecular geometry, VSEPR theory, properties of chemical bonds

Questions:

1. Which property do you think is most important or easiest to use to identify chemical bonds as ionic or covalent? Explain your thinking.
2. What role do electrons play in bonding?
3. Draw a picture to show the difference between an atom and a molecule.

Mini-Lesson: Molecular Geometry-VSEPR theory

Activity: Molecular Geometry Introduction or Simulation

Earth Science Unit 2 Day 2

Language: topography, latitude, altitude, factors that impact climate

Questions:

1. What factors do you think impact climate?
2. What types of climate are their on Earth? Give at least 2 examples.
3. Which type of climate on Earth do you prefer?

Mini-Lesson: Factors that Impact Climate--the ocean.

Activity: Climate in Our Communities Data Study

Biology Unit 2 Day 2

Language: cell organelles, structure, function

Questions:

1.  What is a mitochondria?
2. What does a mitochondria look like? (draw or describe)
3. Do you think all cells have mitochondria? Explain your thinking.

Mini-Lesson:  Cell Structures 101

Activity: Cell Organelle Foldable

Chemistry Week 1 Day 6 Part 2

Language: properties of chemical bonds, solubility, conductivity, electronegativity

Questions:

1. What is electronegativity?
2. What do you think electronegativity looks like? (draw or describe)
3. What does electronegativity tell us about chemical bonds and molecules?

Mini-Lesson: Properties of Bonds and Molecules--Solubility and Conductivity

Activity: 4 Properties of Bonding Lab

Chemistry Week 1 Day 6 Part 2

Questions:

1. What did our lab have to do with properties?
2. What do you think  molecules look like? (draw or describe)
3. What factor do you think influences how a molecule looks?

Mini-Lesson: Molecular Geometry--the last property of molecules

Activity: Molecular Geometry Simulation

Earth Science Unit 2 Day 1

Language: topography, factors that determine climate, latitude, altitude

Questions:

1. How would you describe the climate in Denver?
2. Why do you think the climate in Denver is different than the climate in Southern California?
3. What makes the seasons?

Mini-Lesson: What's the difference between weather and climate?

Activity: Climate Videos

Links for Climate Videos

Earth: Climate and Weather
World Climates
The Ocean, A Driving Force of Climate
The Coriolis Effect
The Gulf Stream Explained
How Does the Climate System Work?
Climate Science: What You Should Know.

Biology Unit 2 Day 1

Language: cell structures, cell organelles, functions, homeostasis

Questions:

1. What do you know about cells?
2. What do you think is the difference between plant and animals cells?
3. What is the difference between your cells and the cells of a dog? Bacteria?

Mini-Lesson: What's in a cell?

Activity: Cell Organelle Foldable

Chemistry Week 1 Day 5 Part 2

Questions: 

1. What was our lab about yesterday? 
2. What is this the purpose of this lab today?
3. What do these labs have to do with chemical bonding?

Mini-Lesson: Properties of Chemical Bonds--Bond Strength

Activity: Egg Dying and Chemical Bonding Data Collection and Analysis 

Chemistry Week 1 Day 5 Part 1

Language: Properties of chemical bonds, electronegativity, reactivity, valence electrons

Questions:

1. What are 2 properties of ionic bonds?
2. What are 2 properties of covalent bonds?
3. Which type of bond is stronger? Explain why this is so.

Mini-Lesson: Properties of Chemical Bonds--Electronegativity

Activity: Egg Dying and Chemical Bonding Pre-Lab

Biology Unit Assessment Day

Instructions:

1. Pick up a unit portfolio assessment from the front counter. 
2. Pick up 3 sticky notes from the front counter.
3. On one of the sticky notes, make a list of at least 7 science language terms you learned about in unit 1. 
4. On the second sticky note, write 1 thing that is still confusing to you from this unit.
5. On the 3rd sticky note write one thing you wish could be different about this class.

Earth Science Unit Assessment

Do Now Instructions:

1. Pick up a pre-test from the front table.
2. Complete the checking concepts questions to the best of your ability.
3. Then choose ONE question you feel most confident about from the "Understanding Concepts" section and tell what you know about it on the back of the paper.

Earth Science Unit 1 Assessment Day

Instructions:

1. Pick up a unit assessment from the front counter. 
2. Pick up 3 sticky notes from the front counter.
3. On one of the sticky notes, make a list of at least 7 science language terms you learned about in unit 1. 
4. On the second sticky note, write 1 thing that is still confusing to you from the severe weather unit.
5. On the 3rd sticky note write one thing you wish would be different about this class.

Biology Unit 1 Day 12

Language: factors that affect enzyme function, variables, enzyme structure

Questions:

1. What was your hypothesis for the yeast enzyme lab?
2. So far, what does your data tell you about enzyme function?
3. What could be some possible sources of error (unreliable data)? Try to think of 2. 

Mini-Lesson: Trends in the Data

Activity: Lab Data Collection and Analysis

Chemistry Week 1 Day 4 Part 2

Language: Same as part 1

Questions: 

1. Why is it important to know about chemical bonds?
2. Which property of chemical bonds do you think is most important? Explain your thinking.
3. What's the difference in valence electrons between ionic and covalent bonds?

Mini-Lesson: Lab Background Information and Set-up

Activity: Properties of Covalent and Ionic Bonds Lab

Chemistry Week 1 Day 4

Language: valence electrons, ionic bonds, covalent bond, properties of bonds

Questions:

1. What is an ionic bond? Give an example.
2. What is a covalent bond? Give an example.
3. What is the difference between a covalent and an ionic bond?

Mini-Lesson: Properties of Chemical Bonds

Activity: Molecules/Compounds Cut and Paste

Chemistry Week 1 Day 3 Part 2

Language: same as part 1

Questions:

1. Give an example of a molecule. (Draw or describe)
2. What do you think a double bond means?
3. What do you think makes molecules or compounds different from each other? 

Mini-Lesson: Who what how of covalent bonding.

Activity: Build a Molecule Simulation Part 2

Chemistry Week 1 Day 3 Part 1

Language: valence electrons, mechanisms of chemical bonding, molecules, compounds, atoms

Questions:

1. What does a valence electron look like? (draw or describe)
2. What does a molecule look like? 
3. Why do molecules form? 

Mini-Lesson: Who forms chemical bonds?

Activity: Molecule Modeling

Earth Science Unit 1 Day 12

Language: mechanisms of severe weather (air masses, air density, temperature, air fronts), latitude, topography 

Questions:

1. In the US, during which season (winter, spring, summer, fall) do you expect the most severe weather to occur? Explain your thinking.
2. In general, what accounts for the increase in severe weather as you go south?
3. Why might a cloud form in one place but not another?

Mini-Lesson: What effect does Topography and Latitude have?

Activity: Unit 1 Wrap-Up

Biology Unit 1 Day 12

Language: enzyme, denature, structure, function, factors that affect enzyme function

Questions:

1. Summarize what we are doing in the yeast enzyme (catalase) lab.  
2. What are we trying to find out?
3. What are we measuring in our lab?

Mini-Lesson: Lab Background Information

Activity: Enzyme Lab Data Collection

Earth Science Unit 1 Day 10

Language: Mechanisms of severe weather, air masses, air fronts, density, conversion

Questions:

1. Describe 2 mechanisms of severe weather. (use your notes from yesterday to help you)
2. If you had to draw a picture of mechanisms of severe weather, what would it look like? Draw or describe it and include at least 2 labels or details that show how severe weather occurs.

Mini-Lesson: What's the big deal about warm and cold air?

Activity: Online Cloud Lab

Chemistry Week 1 Day 2 Part 2

Language: mechanisms of chemical bonding, valence electrons, octet rule

Questions:

1. How do you know if an atom will form a chemical bond?
2. What does the octet rule have to do with chemical bonding?
3. What does the octet rule look like? (draw or describe)

Mini-Lesson: Why do chemical bonds form? (part 2)

Activity: Building Molecules Simulation (part 1)

Biology Unit 1 Day 10

Language: enzyme, denature, catalase, factors that affect enzyme function, structure

Questions:

1. What does it mean to denature an enzyme? (see your pre-lab activity from yesterday for help)
2. What do you think it looks like to denature an enzyme? (draw or describe)
3. How do you think you could denature an enzyme? 

Mini-Lesson: Lab Set-up and Procedures

Activity: Yeast Enzyme Lab Data Collection 1

Chemistry Week 1 Day 2

Language: valence electrons, ionic bonds, covalent bonds, octet rule

Questions:

1. What is a chemical bond?
2. What does a chemical bond look like? (draw or describe)
3. Why do chemical bonds form?

Mini-Lesson Focus: The Octet Rule

Activity: Patterns in Chemical Bonding

Earth Science Unit 1 Day 9

Language: Convection, conversion, air mass, air front, mechanisms of severe weather.

Questions:

1. What is convection? (use your notes from last week to help you!)
2. What does convection look like? (draw or describe)
3. What have you learned so far about severe weather?

Mini-Lesson: Mechanisms of severe weather

Activity: Severe Weather Data Interpretation

Biology Unit 1 Day 9

Language: Enzymes, reliable data, structure, function

Questions:

1. What does a protein look like? (draw or describe)
2. Why is protein structure so important?
3. What still confuses you about biomolecules? 

Mini-Lesson: Enzymes

Activity: Catalase Enzyme Lab

Chemistry Week 1 Day 1 Part 2

Learning Focus: mechanisms of chemical bonding (valence electrons), describe and explain. 

Questions:

1. How would you describe a valence electron?
2. What is one thing you learned during the first part of class that you didn't know before?
3. What is one thing from the reading that is still confusing to you?

Mini-Lesson: What's the big deal about valence electrons?

Activity: Valence Electrons Modeling

Chemistry Week 1 Day 1

Language: valence electrons, mechanisms of chemical bonding, covalent bonds, ionic bonds

Questions:

1. What do you know about electrons? 
2. What do you know about chemical bonds or chemical bonding?
3. What are your expectations from this science class? 

Mini-Lesson: Who are you as a learner?

Activity: Textbook Reading One-Pager

Biology Unit 1 Day 8

Language: biomolecules, building blocks of biomolecules, monomers, polymers, enzymes, structure, function

Questions:

1. What have you learned about biomolecules?
2. What would be the most difficult for you to explain?
3. What has helped you most as a learner in this class? What would help you more?

Mini-Lesson: Essential Proteins

Activity: Protein Structure and Pre-Lab Questions

Chemistry Week 2 Day 4 Part 2

Language: 

Questions: 

1. What activities or strategies are most empowering for your learning? 
2. What parts of this class empowered your learning most? Least? Explain your thinking.
3. What would you tell other ACE students about science class with Ms Friedrich?

Mini-Lesson: NONE

Activity: Portfolio Completion and Self-Assessment or Course Assessment

Chemistry Week 2 Day 4 Part 1

Language: patterns, trends, properties, elements, electrons, protons, correlation between electrons/protons and the periodic table arrangement

Questions:

1. What is the correlation (connection) between protons and the periodic table arrangement?
2. What is the correlation (connection) between electrons and the periodic table arrangement?
3. What have you learned this week about the periodic table?

Mini-Lesson: None

Activity: Portfolio Completion and Self-Evaluation

Earth Science Unit 1 Day 8

Language: convection, weather front, air masses, temperature, factors that cause severe weather

Questions:

1. What have you learned so far about severe weather?
2. What are you still confused about?
3. What does severe weather look like? You can draw this. Try to be as technical as possible.

Mini-Lesson: Convergence

Activity: Severe Weather Data Interpretation Part 2

Chemistry Week 2 Day 3 Part 2

Language: patterns, trends in the periodic table, electrons, protons, model, properties

Questions:

1.  What do you think electrons have to do with how the periodic table is arranged?
2. What do you think has more of an impact on the properties of an element--its protons or electrons? Explain your thinking.

Mini-Lesson: What causes these patterns and trends?

Activity Title Periodic Table Model

Helpful Links for Class Today

Royal Chemistry Society Periodic Table Trends

Interactive Periodic Table of Properties

Chemistry Week 2 Day 3

Language: trends and patterns in the periodic table, electronegativity, atomic radius, properties of elements, characteristics of matter

Questions:

1. How does the size of the atom change going down the periodic table? 
2. Which element on the periodic table do you think is the biggest? Explain your thinking.
3. Which element on the periodic table do you think is the most chemically reactive? Explain your thinking.

Mini-Lesson: Trends in the periodic table

Activity: Graphing the Periodic Table

Earth Science Unit 1 Day 7

Language: factors that cause severe weather, air masses, weather fronts, correlation between location and amount of severe weather, temperature

Questions:

1. In which state do you think the most severe weather occurs? Why do you think this is?
2. In which state do you think the least severe weather occurs? Why do you think this is?

Mini-Lesson: Colorado severe weather

Activity: Severe Weather Data Study

Severe Weather Data Link for Class Today

Biology Unit 1 Day 6

Language: proteins, structure, function, enzymes, three-dimensional shape

Questions:

1. Describe the protein structure and function.
2. Do you think proteins are alike or different than other biomolecules? Explain your thinking.
3. Do you think proteins are important to living things? Explain your thinking.

Mini-Lesson: The Essential Protein

Activity: Protein Modeling 

Biology Unit 1 Catch-UP!

Language: monomer, polymer, structure, function

Questions: 

1. Describe the building blocks of carbohydrates.
2. Describe the building blocks of lipids.
3. What's the difference between proteins and nucleic acids?

Mini-Lesson: Relationship between structure and function

Activity: Catch-up! All work through day 5. 

Chemistry Week 2 Day 2 Part 2

Language: periodic table trends and patterns, properties, chemical properties, physical properties.
Questions: Use the data table below to draw conclusions about elements in the periodic table.

• What patterns or trends do you notice in the elements below? Try to describe at least 2. 

Mini-Lesson: Flame Test Lab 

Activity Title: Flame Test Lab

Chemistry Week 2 Day 2 Part 1

Language: groups, periods, patterns, families, properties 

Questions:

1. List and describe 3 ways the periodic table is arranged or organized.
2. How else could you arrange the periodic table?

Mini-Lesson: Recognizing patterns

Activity Title: Periodic Table Article One-Pager (finish)

Earth Science Unit 1 Day 6

Language: weather front, factors that cause severe weather, air density, temperature

Questions:

1. Why doesn't Colorado have more severe weather?
2. What do you think causes hurricanes?
3. What makes a stationary front stationary (still or not moving)?

Mini-Lesson: Hurricane Harvey

Activity Title: Weather Article One-Pager (Finish)

Biology Unit 1 Day 5

Language: monomers, polymers, building blocks of biomolecules, structure, function

Questions:

1.  What are monomers? Give an example.
2. What are polymers? Give an example.
3. What’s the difference between carbohydrates and lipids?

Mini-Lesson: Protein vs. Nucleic Acids (Structure and Function)

Activity: Biomolecules Modeling (Part 2) 

Chemistry Week 2 Day 1 Part 2

Language: periods, families, groups, properties, patterns in the periodic table

Questions:

1.  What’s the difference between elements on the left and elements on the right side of the periodic table?
2. What does it mean to say elements are a part of families?
3. Give an example of a family and its properties.

Mini-Lesson: Patterns on the Periodic Table

Activity Title: Periodic Table Article One-Pager

Chemistry Week 2 Day 1 Part 1

Language: chemical properties, physical properties, metals, metalloids, non-metals, families, groups

Questions:

1.       How is the periodic table arranged?
2.   What do you know about the numbers on the periodic table?
3.      What’s the difference between the elements on the top of the periodic table and the elements on the bottom of the periodic table?

Mini-Lesson: Families, Periods and Groups in the Periodic Table

Activity Title: Periodic Table Color-Code and Label

Earth Science Unit 1 Day 5

Language: factors that cause severe weather, air density, temperature

Questions:

1.       What causes lightning?
2.       Why does air density cause weather?
3.       What’s the difference between a warm front and a cold front?

Mini-Lesson: Where does severe weather happen?

Activity Title: Weather Factors One-Pager

Friday Class #2

Videos for Today

Disciples of Flight: Aerodynamics

Thrust, Drag, Weight, Lift

Forces on Aircraft

NASA: Drag, Lift, and Thrust

Learn Engineering: How do Rockets Work

National Geographic How Rockets Work

Mythbusters: Rocket in a Vacuum 

Chemistry Unit 1 Day 4 Part 2

Language: chemical properties, physical properties, accurate data, reliable data

Questions:

1. Summarize the data and results you got from your lab.
2. Do you think your data is accurate? Reliable? Explain your thinking.
3. If you were to do this lab again, what would you do differently?

• Mini-Lesson: Classifying Matter and Elements
• Activity: Data Analysis and Conclusions

Chemistry Unit 1 Day 4 Part 1

Language: chemical properties, physical properties, qualitative data, quantitative data

Questions:

1. Summarize (2 sentences) what the lab was about yesterday. 
2. What was the goal of the lab?
3. What are some possible sources of error in this lab? (try to think of at least 2)

Mini-Lesson: Materials and Procedures - Background Info

Activity Title: Mystery Powders lab

Earth Science Unit 1 Day 4

Language: cold front, warm front, occluded front, stationary front, air masses, factors that create severe weather

Questions:

1. What causes severe weather? 
2. What causes rainy weather? 
3. What does air density have to do with weather?

Mini-Lesson: What causes rainy weather?

Activity Title: Fronts Foldable

Biology Unit 1 Day 3

Language: Monomer, polymer, structure, function, building blocks of biomolecules, connection between structure and function

Questions:

1. What would be the most difficult part for you to explain about biomolecules? 
2. What are monomers? What do you think they look like?
3. What are polymers? What do you think they look like?

Mini-Lesson: Types of biomolecules

Activity Title: Biomolecule Modeling

Chemistry Unit 1 Day 3 Part 2

Language: patterns, chemical properties, physical properties, qualitative data, quantitative data, analyze and interpret data

Do Now Questions:

1. Compare and contrast 2 elements by sharing your element poster with a neighbor. Record 2 similarities and 2 differences. 
2. What property makes the element you studied unique? 

Mini-Lesson: Lab Information

Activity Title: Unknown Powders Lab

Chemistry Unit 1 Day 3 Part 1

Language: patterns, properties, physical properties, chemical properties


Questions:

• Use the following chart to answer your do now question below.

1. What do you notice about the data above? Write at least 2 details you notice.
2. Do you notice any patterns? Explain your thinking. 
3. Is melting and boiling a physical property or chemical? 

Mini-Lesson: Analyzing Patterns in Elements. 

Activity Title: Lab Safety Poster. 

Biology Unit 1 Day 2

Language: biomolecules, monomers, polymers, lipids, proteins, carbohydrates, nucleic acids

Do Now Questions:

1.  Why do you think the biomolecules are different?
2.  Looking at the text reading from yesterday (first page), describe one detail about carbon in living things.
3. Which of the biomolecules do you think is most important? Explain your thinking.

Mini-Lesson: Building blocks of life

Activity Title: Biomolecules Jigsaw (part 2)

Earth Science Unit 1 Day 3

Language: weather front, air mass, density, temperature, factors that affect weather, causes of severe weather.

Do Now Questions:

1. What affect does temperature have on severe weather?
2. What affect does the ocean have on weather?
3. What affect does latitude have on the weather?

Mini-Lesson: Factors that affect weather

Activity Title: Weather Fronts Foldable 

Biology Unit 1 Day 2

Language: biomolecules, lipids, carbodydrates, nucleic acids, proteins, building blocks of life

Do Now Questions:

1. What do you think is the smallest living thing?
2. What is protein? Why is it important?
3. What elements (from the periodic table) do you think are important for life?

Mini-Lesson: Elements and Molecules of Life

Activity Title: Biomolecule Jigsaw

Chemistry Unit 1 Day 2 Part 2

Language: chemical properties, physical properties, properties used to identify an element.

Do Now Questions: 

1. What does the boiling point of an element mean? 
2. What do you think is the most important property of an element?
3. What makes elements different from each other? 

Mini-Lesson Focus: Properties of Elements

Activity: Properties of Elements videos 

Links for Videos

Chemical Properties vs Physical Properties

What's My Property?

Properties of Elements

10 Strangest Elements

Properties of Metals vs Non-metals

The Nucleus of an Element

Elements and Molecules

Chemistry Unit 1 Day 2 Part 1

Learning: properties (property), density, conductivity, element symbol, boiling point, melting point. 


Do Now Questions:

1. Why do you think some elements have high or lower masses than others?
2. What do you think is the most important property to know about an element? Explain your thinking.
3. What other properties do you think would be important to know about elements?

Mini-Lesson Focus: Properties of Elements


Activity Title: Adopt an Element Poster

Earth Science Unit 1 Day 2

Language: air density, temperature, air mass, causes of severe weather

Do Now Questions:

1. What is weather? 
2. What do you think causes more severe weather?
3. What do you think makes weather different from severe weather? 

Mini-Lesson: What makes weather?

Activity Title: Weather Videos 

Links for Videos 

Severe Weather

Our World--What is Weather?

Bozeman Science Weather and Climate

The Weather Channel

National Geographic Climate and Weather

What Causes Severe Weather?
Weather Fronts

Chemistry Unit 1 Day 1 Part 2

Language: element, atom, periodic table, atomic number, atomic mass, pattern.

Do Now Questions:

1. What do you know about the periodic table?
2. Which element is most familiar to you? Why?
3. What do you know (or think you know) about the numbers on the periodic table?

Mini-Lesson Focus: What are elements?

Activity Title: Adopt an Element Project

Exit Ticket: 

What did we do for this learning activity? What did you notice? Why did we do this activity? Try to use at least 2 words from the daily language board in your writing; circle the Language words you used.  

Biology Unit 1 Day 1

Language: Expectations, empowerment/empowered, active learner, scientific thinking.

Do Now Questions:

1. What do you think empowerment means? 
2. What does it look and feel like to be empowered? 
3. What do you expect from your science class and science teacher?

Mini-Lesson Focus: Expectations and Empowerment

Activity Title: I Am Poem

Exit Ticket:

Today we discussed expectations and empowerment in science class. Based on this discussion and what you know so far, what do you think about this science class? Try to use at least 2 of the words from the language board in your writing. 

Chemistry Unit 1 Day 1

Language: Expectations, empowerment/empowered, active learner, scientific thinking.

Do Now Questions:

1. What do you think empowerment means? 
2. What does it look and feel like to be empowered? 
3. What do you expect from your science class and science teacher?

Mini-Lesson Focus: Expectations and Empowerment

Activity Title: I Am Poem

Exit Ticket:

Today we discussed expectations and empowerment in science class. Based on this discussion and what you know so far, what do you think about this science class? Try to use at least 2 of the words from the language board in your writing. 

Earth Science Unit 1 Day 1

Language: Expectations, empowerment/empowered, active learner, scientific thinking.

Do Now Questions:

1. What do you think empowerment means? 
2. What does it look and feel like to be empowered? 
3. What do you expect from your science class and science teacher?

Mini-Lesson Focus: Expectations and Empowerment

Activity Title: I Am Poem

Exit Ticket:

 Today we discussed expectations and empowerment in science class. Based on this discussion and what you know so far, what do you think about this science class? What questions do you still have? Try to use at least 2 of the words from the language board in your writing.