Rock Cycle: Chocolate Version
CW: [1] Complete Chocolate Rock Cycle Slideshow. [2] Write summary of the chocolate rock cycle. Both turned in via Google Classroom.
DN: Clear tables of everything.
EQ: How can rocks change and reform to make new rocks with new properties?
QUICK VIEW
CW: [1] Complete Chocolate Rock Cycle Slideshow. [2] Write summary of the chocolate rock cycle. Both turned in via Google Classroom.
DN: Clear tables of everything.
EQ: How can rocks change and reform to make new rocks with new properties?
LESSON OUTLINE
5min Students complete the Do Now clearing tables.
5min Teacher outlines the Chocolate Rock Cycle activity. Students clear off tables and clean all working surfaces.
10min> Students model weathering & erosion, compaction & cementation, and sedimentary rock. Students document the process and each part in their slideshow.
10min> Students model heat & pressure and metamorphic rock. Students document the process and each part in their slideshow.
5min Students model melting and magma. Students document the process and each part in their slideshow.
5min Students write a summary of the Chocolate Rock Cycle.
5min Collect materials. Clean up. Wrap up.
AIM: Develop a model to cycling of material through the rock cycle.
Cycles of Matter: Cycling Through
HW: Study for your quiz on the Nitrogen Cycle. (Optional: Review worm anatomy.)
CW: Completed Cycling Through Handout.
QUICK VIEW
HW: Study for your quiz on the Nitrogen Cycle. (Optional: Review worm anatomy.)
CW: Completed Cycling Through Handout.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now.
5min Teacher outlines Cycling Through Activity.
10min Cycling Through Activity. Students identify what they are (Protein, Nitrogen Compounds, or Nitrogen Gas) as well as their location (Soil, Air, Producer, Waste, etc.) then roll dice to determine what happens to them. Repeat at new location and record outcomes.
5min Discussion on activity.
5min< Collect materials. Clean up. Wrap up.
Genetics: Practice
CW: Completed Genetics Worksheet #1
DN: What is the difference between complete and incomplete dominance?
Reminders: [1] Students who have not completed their ReUse project must turn one in by TOMORROW or consequences will apply. [2] The Talks will begin this Thursday.
QUICK VIEW
CW: Completed Genetics Worksheet #1
DN: What is the difference between complete and incomplete dominance?
Reminders: [1] Students who have not completed their ReUse project must turn one in by TOMORROW or consequences will apply. [2] The Talks will begin this Thursday.
Resources
LESSON OUTLINE
5min Students complete the Do Now.
5min Reminders on the schedule for the rest of the year.
25min Genetics Worksheet #1. Determine the probability using Punnett squares. Then use genotypes to determine phenotype by drawing the appropriate facial features.
10min Peer Genotypes. Write the genotypes for two people in the same grade. Make sure you know them well enough.
5min Collect materials. Clean up. Wrap up.
Genetics: Punnett Squares
CW: [1] Notes/Examples p86 for solving Punnett squares. [2] Finish paragraph summary p85 and margin questions.
DN: What is you blood type? (A, B, AB, O)
Reminders: [1] Students who have not completed their ReUse project must turn one in by May 15th or consequences will apply. [2] The Talks will begin this Thursday.
QUICK VIEW
CW: [1] Notes/Examples p86 for solving Punnett squares. [2] Finish paragraph summary p85 and margin questions.
DN: What is you blood type? (A, B, AB, O)
Reminders: [1] Students who have not completed their ReUse project must turn one in by May 15th or consequences will apply. [2] The Talks will begin this Thursday.
Resources
LESSON OUTLINE
5min Students complete the Do Now.
5min Reminders on the schedule for the rest of the year.
35min Genetics Punnett Square Notes. Multiple examples solved on p86 - must use two different colors (one for each parent). Brief talk on different blood types.
5min Students finish their paragraph summaries and margin questions.
5min Collect materials. Clean up. Wrap up.
Genetics: Chuck-Ken Game
CW: Offspring Genotype & Phenotype MiniPoster.
DN: List some features that are dominant.
Reminders: [1] Students who have not completed their ReUse project must turn one in by May 15th or consequences will apply. [2] The Talks will begin next week.
QUICK VIEW
CW: Chuck-Ken Chicks Worksheet.
DN: What % of your genes comes from each parent?
Reminders: [1] Students who have not completed their ReUse project must turn one in by May 15th or consequences will apply. [2] The Talks will begin next week.
Resources
LESSON OUTLINE
5min Students complete the Do Now.
20min Chuck-Ken Survival Game. Draw your Chuck-Ken. Listen to the events/disasters that occur on your island. At the end of each round, fil in the arrow in green to show the Chuck-Ken survived to pass on its genes or fil in the 'X' in red to indicated it didn't survive. If your Chuck-Ken didn't survive you wil draw a new Chuck-Ken but without the trait that caused ti not to survive. If your Chuck-Ken survived, you do not need to redraw your Chuck-Ken. Good luck!
5min Discussion of the environmental effects on the Chuck-Ken gene pool for each island.
15min Chuck-Ken Chicks Worksheet.
5min Collect materials. Clean up. Wrap up.