Chemistry Unit 2 Day 3

Learning Objective: Students will learn about reaction rates and will hypothesize, analyze and interpret data in writing using technical vocabulary kinetic energy, collision theory, temperature, molecules, chemical reaction.


Questions:

1. How does changing the concentration of a chemical change the reaction rate? (brain)
2. How does changing the temperature of a chemical change the reaction rate? (brain)
3. Which equation is an expression of the rate law?

Answer Choices for #3 A.  B.  C. Rate = k[A]m[B]n D. PV = nRT

Earth Science Unit 2 Day 2

Learning Objective: Students will learn about impacts of plate tectonics by plotting data and will analyze and interpret data in writing using technical vocabulary: convergent boundary, divergent boundary, transform boundary, lithosphere, faulting, active margin, mid-ocean ridges.


Questions:

1. Why do volcanoes and earthquakes happen? (brain)
2. Where do you think are the most active volcanoes in the world? (brain)
3. The seismic waves in a 6.1 magnitude earthquake are _____ times larger than those in a 3.1 magnitude earthquake.

Answers to Number 3:

A. 10 B. 32 C. 100 D. 1,000

Biology Unit 3 Day 1 continued

Learning Objective: Students will learn aboutmacromolecules by creating them 

and will describe their properties in writing using technical 

vocabulary: glucose,monomer, polymer, carbohydrate, protein, lipid,

Questions:

1. List 4 types of macromolecules. (book or brain)
2. On your learning activity sheet from yesterday, highlight the function of each type of macromolecule.
3. Which molecule most likely has the greatest amount of stored energy in its bonds?

Answer choices for #3:

	A. Na-Cl B. H-O-H C. O=C=O D. Fe-O

Chemistry Unit 2 Day 2

Learning Objective: Students will learn about factors that affect reaction rate by doing and a lab and will hypothesize, analyze and interpret data in writing using technical vocabulary: concentration, temperature, pressure, collision theory, kinetic energy, molecules, chemical reaction.

Questions:

1. How can you make a reaction speed up? (book or brain)
2. How does collision theory make chemical reactions happen?
3. What most likely accounts for the difference between curve A and curve B on the energy diagram

4. Answer choices for #3:
   	A. The reaction described by curve B is at a different temperature. B. The reaction described by curve B is under greater pressure. C. The reaction described by curve B has higher reactant concentrations. D. The reaction described by curve B is occurring with a catalyst.

Earth Science Unit 2 Day 1 continued

Learning Objective: Students will learn about causes of changes to the Earth using 

a simulation and will analyze andinterpret their data in writing using technical

 language:convergent boundary, divergent boundary, transform 

boundary, oceanic crust, continental crust, density, faulting,folding.


Questions:

1. What are 3 ways plates move? (brain)
2. What is subduction? (book)

Match the mountains with the plates involved.
	A. Appalachians One island plateau, one continental plate B. Andes Two oceanic plates C. Aleutians Two continental plates D. North American Cordillera One continental plate, one oceanic plate

Biology Unit 3 Day 1

Learning Objective: Students will learn about macromolecules by creating them and will describe their properties in writing using technical vocabulary: glucose, monomer, polymer, protein, lipid


Questions:

1. What keeps organisms alive? (brain)
2. What is a macromolecule? (book)

After hydrogen and oxygen, which element makes up almost all of the most common substances in your body?

A. Calcium B. Nitrogen C. Phosphorus D. Carbon

Chemistry Unit 2 Day 1

Learning Objective: Students will learn about reaction rate by watching videos and will describe collision theory in writing using a graphic organizer, sentence starters, technical vocabulary (kinetic theory, chemical reaction, reaction rate, molecules, concentration, temperature, pressure).

Questions:

1. What causes chemical reactions to happen? (brain)
2. What is collision theory? (book)
3. What is meant by the rate of a reaction?

Answer Choices for #3:

A. How far to completion the reaction goes B. How much energy the reaction requires C. How concentrated the final products are D. How slow or fast a reaction progresses

Kinetics Demolition Derby
How to Speed Up Chemical Reactions and Get a Date
Doodle Science: Kinetic Theory
Collision Theory and Reactions Part 1
The Rates of Reactions
Factors the Affect Reactions

Earth Science Unit 2 Day 1

Learning Objective: Students will learn about causes of changes to the Earth using a simulation and will analyze and interpret their data in writing using technical language: convergent boundary, divergent boundary, transform boundary, oceanic crust, continental crust, density, faulting, folding.


Questions:

1. Why is understanding Earth's movements and history important now?  (brain)
2. To what extent do plate movements affect life on Earth?
3. Why do earthquakes often happen near volcanic regions?

Answer choices for #3

	A. Both are caused by low granite content. B. Both are caused by terrane accretion. C. Both are caused by continental-continental convergence. D. Both are caused by subduction zones. Simulation Link for Class Today:  https://phet.colorado.edu/en/simulation/plate-tectonics

Biology Unit 2 TST Lab Day

Learning Objective: Students will learn about interactions in ecosystems by analyzing and interpreting data in writing using graphic organizer, sentence starters, and technical vocabulary.


Questions: 

1. On your lab handout, complete the prediction box (What do you think will happen?).
2. Next, complete the data question--What is the control group in the experiment? Why is control group important?
3. Fill in the independent variable box. (hint independent variable is the variable that "I" change or manipulate to cause changes in my data) 

Chemistry Unit 1 TST/CST day

Learning Objective: Students will analyze properties of matter in writing using graphic organizer, sentence starters, diagrams, formula writing, and technical vocabulary.

Questions:

1. Pick up a colored graphic organizer from the computer cart.
2. Copy the following into the question box: Which properties of matter do you think are most important?
3. In the blank margins, make a list of properties of matter we've discussed this unit--try to think of at least 5.
4. Circle the 3 properties (from your list) you think are the most important.

Earth Science Unit 1 TST/CST day

Learning Objective: Students will learn about why the Earth changes using a graphic organizer and technical vocabulary: faults, plate tectonics, tension, compression, density, inner core, outer core, mantle, lithosphere, crust, convection currents.


Questions:

1. Every 250,000 years the north and south pole switch places, why do you think this is? (brain)
2. Which statement is true of Earth's poles?

Answer choice for #3

	A. Earth's geographic North Pole moves about 10 km each year. B. Earth's north magnetic pole is aligned with its geographic North Pole. C. Earth's north magnetic pole is aligned with its geographic South Pole. D. Earth's magnetic and geographic poles are generally not in the same place.

Biology Unit 2 Day 6 (Lab)

Learning Objective: Students will learn about factors affecting ecosystems by collecting data and will analyze and interpret data in writing using a graphic organizer and technical vocabulary: abiotic, carbon dioxide, disturbance, energy, biotic.

Questions:

1. How do ecosystems respond to abiotic disturbances? (brain)
2. What kind of an organism is yeast? (book)
3. Can ecosystems truly be sustainable?

Chemistry Unit 1 CST day

Learning Objective: Students will learn about properties of matter by taking CST using the technical words: density, pressure, conductivity, kinetic energy, Tyndell Effect, heating curve, intermolecular forces.


Questions:

1. What is solubility? (book)
2. What properties help identify matter? List at least 3. (brain)
3. Liquid helium has a boiling point of 4.2 K. What is that in Celsius?

Answer Choices for #3:
	A. -277.2C B. -268.8C C. 95.8C D. 104.8C

Earth Science Unit 1 TST/CST day

Learning Objective:  Students will demonstrate learning by writing Claim-Evidence-Reasoning.


Questions:

1. List 3 types of faults. (book)
2. Why does the Earth change? (brain)
3. A _____ fault generally occurs at a transform boundary.

Answer choices for number 3:

A. strike-slip B. normal C. reverse D. thrust

Biology Unit 2 Day 4

Learning Objective: Students will learn about factors effecting ecosystems by conducting a lab and will analyze and interpret data in writing using a graphic organizer and technical vocabulary (consumers, abiotic, biotic).


Questions:

1. How is a food chain transformed into a food web? (brain)
2. What is the difference between a food chain and a food web? (brain)
3. What is technology?

Answer choices for #3 A. A system of government B. A method for doing scientific research C. The use of science to answer ethical questions D. Science applied to practical problems