PTT:
1) Have your notebook open to the pages on osmosis and diffusion - we are going to add a few notes on p. 117 - Semi-permeable membrane: only lets certain substances in and out - Equilibrium: This is when cells have the SAME concentration of water and other materials inside and outside of the cells When things are not at equilibrium, osmosis and diffusion happen --> materials move into or out of the cell from high to low concentrations until they are at equilibrium - Osmosis and diffusion in cells (both are types of passive transport): Both involve materials moving from high to low concentration; no energy required for either Osmosis is only when WATER diffuses across a membrane We call it diffusion when it involves food or other substances - What do you actually need to know about active transport? Energy is needed This is when materials are forced across/through a membrane from low to high concentration --> rather than things being equal, you end up with a lot of a substance on one side of the membrane
2) Ask any questions you may have about the process to clarify your understanding (5 minutes)
Task 1:
Complete osmosis and diffusion knowledge check. You may use your notebook. Give it to the teacher and move onto the next step when you are done
Task 2
If you haven't yet: Post your Blendspace lesson as a link in the discussion section of this page (see bottom of page). Enter your name along with the link to your Blendspace lesson.
Task 3:
1) Turn to p. 118
2) Title the page: "Making" Energy and record the date
3) Record the goal question: How does your body get energy to do the things it needs to do?
4) Discuss the question as a class (unless you are working ahead...if so, move on to task 4)
Task 4:
1) Make a list on p. 118 of what your cells and body use energy for
2) Write down an explanation of how we get energy into our bodies and the role cells play in this
3) On p. 119, draw a diagram that represents how the mitochondria turn food into energy. You need to show that they take in oxygen and glucose (food) and produce water, carbon dioxide, and energy.
Watch this if you finish early:
Closure:
Self-assess - do you understand how your cells and body get energy? Do you know the organelle that is responsible for this?
Week 30, Day 2
PTT:
1) Turn to p. 118
2) Read over what you wrote
3) If you didn't write anything yet, title the page "Making" Energy and record the date
4) Record the goal question: How does your body get energy to do the things it needs to do?
5) We will discuss this as a class
Task 1:
Interpret a diagram about how our mitochondria turn food into energy - then discuss how this compares to one we drew/will draw on p. 119
2) Add notes to your diagram: what is the formula? What happens to the molecules?
Task 2: Plants turn food into energy
1) Title p. 120: Chloroplasts and Photosynthesis
2) Record the date and the goal question: how do plants make their own food, and how can that food be turned into energy?
3) Watch this video to learn about photosynthesis
This chemical reaction is the OPPOSITE of the reaction used to turn food into energy
4) Read over this infographic about photosynthesis:
5) On page 120, you are going to draw an 8-box storyboard that includes brief descriptions and pictures that show the storyline of how photosynthesis happens - we will discuss as a class the 8 steps of how photosynthesis happens, and you will create your own storyboard for this
These are the steps that Period 3 decided on:
1) Chloroplasts absorb energy from the sun
2) Chloroplasts store energy
3) Roots absorb water
4) Leaves take in carbon dioxide
5) Photosynthesis process starts: energy, carbon dioxide, and water react
6) Food (glucose) is made in chloroplasts and oxygen too
7) Oxygen released as waste from leaves; food stored in parts of plant
8) Food is broken down by plant's mitochondria - or eaten and then broken down by animal's mitochondria
Task 3:
1) Read this page on the mitochondria and click next when done to read the page on the chloroplasts: http://www.biology4kids.com/files/cell_mito.html
2) Title this page - Making and Using Energy: Chloroplasts and Mitochondria
3) Record the date
4) On p. 121, complete ONE of these THREE options:
- OPTION 1: Create a diagram/infographic that demonstrates the connections between the chloroplast doing photosynthesis and the mitochondria turning food into energy.
- OPTION 2: Write a paragraph that explains how the chloroplasts make food and how that food is then stored, eventually eaten by you, and then turned into energy by your mitochondria (detail the entire process).
- OPTION 3: Write a story that explains the journey of a carbon atom that is taken into a plant as part of a carbon dioxide molecule, used for photosynthesis, turned into glucose, stored, eaten, and then used to make energy in a person. Write this from the point of view of the carbon atom.
Task 4:
Make sure your table of contents is up to date
Closure:
Answer the goal question from today - record this answer at the bottom of p. 121 goal question: how do plants make their own food, and how can that food be turned into energy?
Week 30 Day 3
PTT:
Turn to p. 120 in your science notebook - finish drawing and coloring the pictures of the 8 steps to photosynthesis. Move onto task 1 when you are finished.
NOTE: Watch this if you want/need a refresher on photosynthesis
Task 1:
1) Read this page on the mitochondria and click next when done to read the page on the chloroplasts: http://www.biology4kids.com/files/cell_mito.html
2) Title this page - Making and Using Energy: Chloroplasts and Mitochondria
3) Record the date
4) On p. 121, complete ONE of these THREE options:
- OPTION 1: Create a diagram/infographic that demonstrates the connections between the chloroplast doing photosynthesis and the mitochondria turning food into energy.
- OPTION 2: Write a paragraph that explains how the chloroplasts make food and how that food is then stored, eventually eaten by you, and then turned into energy by your mitochondria (detail the entire process).
- OPTION 3: Write a story that explains the journey of a carbon atom that is taken into a plant as part of a carbon dioxide molecule, used for photosynthesis, turned into glucose, stored, eaten, and then used to make energy in a person. Write this from the point of view of the carbon atom.
Task 2:
1) Get the worksheet with the 2 prompts ("Light and Dark" and "Food for Corn"). Consider these your knowledge check for making and using food. You may use your notebook. You should be mentioning chloroplasts in one of the prompts and mitochondria in the other.
2) Answer the goal question from yesterday - record this answer at the bottom of p. 121 goal question: how do plants make their own food, and how can that food be turned into energy?
Task 3: On to the nucleus!!!
1) Take a look at this picture of TWINS Kian and Remee.
2) On p. 122 in your science notebook, write a description of the picture and what you think when you see it. Write a prediction/explanation for why you think this is possible and/or what happened to make this possible.
3) Do some research to see whether you were right and to gain more information about the topic. Write down some information you learn. Here are some videos to start you off:
Week 30, Day 4
PTT:
NOTE: if you have already done this, move onto the next task
1) Get the worksheet with the 2 prompts ("Light and Dark" and "Food for Corn"). Consider these your knowledge check for making and using food. You may use your notebook. You should be mentioning chloroplasts in one of the prompts and mitochondria in the other.
2) Answer the goal question from yesterday - record this answer at the bottom of p. 121 goal question: how do plants make their own food, and how can that food be turned into energy?
Task 1:
Grab a partner and get a set of the cell organelle memory game cards. Play the game - you will be matching up organelle names with what they do. See who gets the most matches correct. Winner gets bragging rights!
Here are directions for how to play memory: http://www.eduplace.com/ss/act/rules.html
Task 2: On to the nucleus!!!
1) Take a look at this picture of TWINS Kian and Remee.
2) On p. 122 in your science notebook, write a description of the picture and what you think when you see it. Write a prediction/explanation for why you think this is possible and/or what happened to make this possible.
3) Do some research to see whether you were right and to gain more information about the topic. Write down some information you learn. Here are some videos to start you off:
Task 3:
Class discussion - what do we know about genetics? What do we want to learn?
Task 4:
1) Notes: Vocabulary and drawings (DNA, chromosomes, etc.) - complete these as a class
2) Why is your DNA important: write a paragraph explain why studying genetics is important. Be sure to provide evidence and reasoning.
Week 30, Day 1
Table of Contents
1) Have your notebook open to the pages on osmosis and diffusion - we are going to add a few notes on p. 117
- Semi-permeable membrane: only lets certain substances in and out
- Equilibrium:
This is when cells have the SAME concentration of water and other materials inside and outside of the cells
When things are not at equilibrium, osmosis and diffusion happen --> materials move into or out of the cell from high to low concentrations until they are at equilibrium
- Osmosis and diffusion in cells (both are types of passive transport):
Both involve materials moving from high to low concentration; no energy required for either
Osmosis is only when WATER diffuses across a membrane
We call it diffusion when it involves food or other substances
- What do you actually need to know about active transport?
Energy is needed
This is when materials are forced across/through a membrane from low to high concentration --> rather than things being equal, you end up with a lot of a substance on one side of the membrane
2) Ask any questions you may have about the process to clarify your understanding (5 minutes)
Task 1:
Complete osmosis and diffusion knowledge check. You may use your notebook. Give it to the teacher and move onto the next step when you are done
Task 2
If you haven't yet: Post your Blendspace lesson as a link in the discussion section of this page (see bottom of page). Enter your name along with the link to your Blendspace lesson.
Task 3:
1) Turn to p. 118
2) Title the page: "Making" Energy and record the date
3) Record the goal question: How does your body get energy to do the things it needs to do?
4) Discuss the question as a class (unless you are working ahead...if so, move on to task 4)
Task 4:
1) Make a list on p. 118 of what your cells and body use energy for
2) Write down an explanation of how we get energy into our bodies and the role cells play in this
3) On p. 119, draw a diagram that represents how the mitochondria turn food into energy. You need to show that they take in oxygen and glucose (food) and produce water, carbon dioxide, and energy.
Watch this if you finish early:
Closure:
Self-assess - do you understand how your cells and body get energy? Do you know the organelle that is responsible for this?
Week 30, Day 2
PTT:
1) Turn to p. 118
2) Read over what you wrote
3) If you didn't write anything yet, title the page "Making" Energy and record the date
4) Record the goal question: How does your body get energy to do the things it needs to do?
5) We will discuss this as a class
Task 1:
Interpret a diagram about how our mitochondria turn food into energy - then discuss how this compares to one we drew/will draw on p. 119
2) Add notes to your diagram: what is the formula? What happens to the molecules?
Task 2: Plants turn food into energy
1) Title p. 120: Chloroplasts and Photosynthesis
2) Record the date and the goal question: how do plants make their own food, and how can that food be turned into energy?
3) Watch this video to learn about photosynthesis
This chemical reaction is the OPPOSITE of the reaction used to turn food into energy
4) Read over this infographic about photosynthesis:
5) On page 120, you are going to draw an 8-box storyboard that includes brief descriptions and pictures that show the storyline of how photosynthesis happens - we will discuss as a class the 8 steps of how photosynthesis happens, and you will create your own storyboard for this
These are the steps that Period 3 decided on:
1) Chloroplasts absorb energy from the sun
2) Chloroplasts store energy
3) Roots absorb water
4) Leaves take in carbon dioxide
5) Photosynthesis process starts: energy, carbon dioxide, and water react
6) Food (glucose) is made in chloroplasts and oxygen too
7) Oxygen released as waste from leaves; food stored in parts of plant
8) Food is broken down by plant's mitochondria - or eaten and then broken down by animal's mitochondria
Task 3:
1) Read this page on the mitochondria and click next when done to read the page on the chloroplasts:
http://www.biology4kids.com/files/cell_mito.html
2) Title this page - Making and Using Energy: Chloroplasts and Mitochondria
3) Record the date
4) On p. 121, complete ONE of these THREE options:
- OPTION 1: Create a diagram/infographic that demonstrates the connections between the chloroplast doing photosynthesis and the mitochondria turning food into energy.
- OPTION 2: Write a paragraph that explains how the chloroplasts make food and how that food is then stored, eventually eaten by you, and then turned into energy by your mitochondria (detail the entire process).
- OPTION 3: Write a story that explains the journey of a carbon atom that is taken into a plant as part of a carbon dioxide molecule, used for photosynthesis, turned into glucose, stored, eaten, and then used to make energy in a person. Write this from the point of view of the carbon atom.
Task 4:
Make sure your table of contents is up to date
Closure:
Answer the goal question from today - record this answer at the bottom of p. 121
goal question: how do plants make their own food, and how can that food be turned into energy?
Week 30 Day 3
PTT:
Turn to p. 120 in your science notebook - finish drawing and coloring the pictures of the 8 steps to photosynthesis. Move onto task 1 when you are finished.
NOTE: Watch this if you want/need a refresher on photosynthesis
a Tree in the Sun: Visualizing Photosynthesis from Evan Dody on Vimeo.
Task 1:
1) Read this page on the mitochondria and click next when done to read the page on the chloroplasts:
http://www.biology4kids.com/files/cell_mito.html
2) Title this page - Making and Using Energy: Chloroplasts and Mitochondria
3) Record the date
4) On p. 121, complete ONE of these THREE options:
- OPTION 1: Create a diagram/infographic that demonstrates the connections between the chloroplast doing photosynthesis and the mitochondria turning food into energy.
- OPTION 2: Write a paragraph that explains how the chloroplasts make food and how that food is then stored, eventually eaten by you, and then turned into energy by your mitochondria (detail the entire process).
- OPTION 3: Write a story that explains the journey of a carbon atom that is taken into a plant as part of a carbon dioxide molecule, used for photosynthesis, turned into glucose, stored, eaten, and then used to make energy in a person. Write this from the point of view of the carbon atom.
Task 2:
1) Get the worksheet with the 2 prompts ("Light and Dark" and "Food for Corn"). Consider these your knowledge check for making and using food. You may use your notebook. You should be mentioning chloroplasts in one of the prompts and mitochondria in the other.
2) Answer the goal question from yesterday - record this answer at the bottom of p. 121
goal question: how do plants make their own food, and how can that food be turned into energy?
Task 3: On to the nucleus!!!
1) Take a look at this picture of TWINS Kian and Remee.
2) On p. 122 in your science notebook, write a description of the picture and what you think when you see it. Write a prediction/explanation for why you think this is possible and/or what happened to make this possible.
3) Do some research to see whether you were right and to gain more information about the topic. Write down some information you learn. Here are some videos to start you off:
Week 30, Day 4
PTT:
NOTE: if you have already done this, move onto the next task
1) Get the worksheet with the 2 prompts ("Light and Dark" and "Food for Corn"). Consider these your knowledge check for making and using food. You may use your notebook. You should be mentioning chloroplasts in one of the prompts and mitochondria in the other.
2) Answer the goal question from yesterday - record this answer at the bottom of p. 121
goal question: how do plants make their own food, and how can that food be turned into energy?
Task 1:
Grab a partner and get a set of the cell organelle memory game cards. Play the game - you will be matching up organelle names with what they do. See who gets the most matches correct. Winner gets bragging rights!
Here are directions for how to play memory:
http://www.eduplace.com/ss/act/rules.html
Task 2: On to the nucleus!!!
1) Take a look at this picture of TWINS Kian and Remee.
2) On p. 122 in your science notebook, write a description of the picture and what you think when you see it. Write a prediction/explanation for why you think this is possible and/or what happened to make this possible.
3) Do some research to see whether you were right and to gain more information about the topic. Write down some information you learn. Here are some videos to start you off:
NOTE: LAB practical test while do research
Play CellCraft if you finish early:
http://www.carolina.com/teacher-resources/Interactive/online-game-cell-structure-cellcraft-biology/tr11062.tr
Task 3:
Class discussion - what do we know about genetics? What do we want to learn?
Task 4:
1) Notes: Vocabulary and drawings (DNA, chromosomes, etc.) - complete these as a class
2) Why is your DNA important: write a paragraph explain why studying genetics is important. Be sure to provide evidence and reasoning.