Learning Target: Students explain how matter moves and changes and how energy changes during cellular respiration in a cow’s cells (connecting macroscopic observations with atomic-molecular models and using the principles of conservation of matter and energy).
Assignments: Work for MONDAY 4/27 to FRIDAY 5/1 Lesson 4.2 How Does a cow's muscle cell use food for energy to move and function? Reading and Explanation tool. Lesson 5.1 Tracing Atoms and Energy in Animals. READ SLIDES and COMPLETE GOOGLE FORM Optional: Lesson 5.2 Molecular Models for Digestion and Biosynthesis This lesson is optional because you need a printer to print out the model sheets. If you do not have a printer you can still read through the slides to under the what happens to macro-molecules during digestion in the stomach and biosynthesis in cells.
PART 1: Lesson 4.2 How Does a cow's muscle cell use food for energy to move and function? 1) READ through slides called "Activity 4.2: Explaining How Cows Move and Function: Cellular Respiration" 2) Read 4.2 How do Animals Get the Energy They Need to Move? Reading. See link below. 3) Complete the WORKSHEET SLIDE 4.2 Explanations Tool: How does a cow's muscle cell use food for energy to move and function? TURN THIS SLIDE IN WITH YOUR ANSWERS TYPED IN TO THE ORANGE TEXT BOXES on the slide. Your last answer should be a paragraph describing "How does a cow's muscle cell use food energy to move and function?" SLIDE 18 gives you the information needed to write your paragraph to answer this question.
Part 2: Lesson 5.1 Tracing Atoms and Energy in Animals. 1) READ slides "Activity 5.1: Tracing the Processes of Cows Growing: Digestion and Biosynthesis" 2) COMPLETE GOOGLE FORM 5.1 Tracing Atoms & Energy in Animals.
Part 3: OPTIONAL ASSIGNMENT, REQUIRES A PRINTER. Learning Target: Students use molecular models to explain how polymers are broken into monomers during the process of digestion and monomers are linked into polymers during biosynthesis. Lesson 5.2 Molecular Models for Digestion and Biosynthesis This lesson is optional because you need a printer to print out the model sheets. If you do not have a printer you can still read through the slides to under the what happens to macro-molecules during digestion in the stomach and biosynthesis in cells. 1) Read SLIDES Activity 5.2: Molecular Models for Cows Growing: Digestion and Biosynthesis 2) Print out Polymer for cutting and demonstrating Digestion and biosynthesis. Print on one side only. You will need scissors. THERE IS NOTHING TO TURN IN for this assignment. It is a model to help you visualize what the molecules are doing during digestion and biosynthesis.
Happy Earth Day! April 22, 2020. Take a break from your science assignments and solve the EARTH DAY ESCAPE ROOM. See how far you can get in solving this Escape Room. If you get stuck e-mail me for a hint if you need one. This puzzle is optional. View cludes on Google Classroom and electronic code sheet is there also.
Learning Target: Students use molecular models to explain how carbon, oxygen, and hydrogen atoms are rearranged into new molecules in a cow’s cells during cellular respiration. PART 1: 1. Sign in to Actively Learn, see link below. We will use this as an on-line textbook for some of our lessons. You will need to sign in. 2. Read the Cellular Respiration section that has been assigned to you, answer the questions within the reading, and watch the video in the reading. I will get a report from Actively Learn that you have completed this part of the assignment.
PART 2: 1. Read through the slides below labeled 4.1 Molecular Models for Cow Respiration. 2. View Mrs.Holbrook's YouTube video called Cellular Respiration RXN using Paper Models. These are paper models we used in class. 3. Answer questions on the Google Form: 4.1 Molecular Models for Cow Cellular Respiration. See link below. 4. Complete the Cellular Respiration GRAB & DRAG Grid slide. See slide below. 5. PUSH THE TURN IN BUTTON AFTER YOU HAVE COMPLETE THIS STEPS.
PART 3: Optional extension. View Amoeba Sister explanation of cellular respiration, fermentation, and What is ATP? Let me know if you have any questions about the information discussed. Some information will be high level and you will learn that part of it in 10th grade biology. Some of you might be interested in starting that adventure now. If if is too much, just skip for now.
Learning Target: Students (a) use data from ta sample investigation to develop evidence-based arguments about how matter moves and changes and how energy changes when mealworms eat, move, and grow, and (b) identify unanswered questions about matter movement and matter change that the data are insufficient to address. Assignments: 1. OPEN slide below called 3.3 Holbrook Observing Mealworms Eating 2. READ and VIEW Slides 4-14 to understand what happened in the lab. There is No writing until you get to slide 21. 3. VIEW one of the Videos below this assignment description. One video is another amateur video by me and the other is a video by Carbon TIme. View both if it helps you understanding. 4.FOLLOW the instructions on slides 15-29 to help you fill in the Activity 3.3 Evidence Based Argument Tool using the Doc Hub extension from Google. Slide 21-27 will guide you in what to write about on this worksheet. 5. As slide instruction state, save your document to your Google drive before turning it in to classroom. Add your name to the title of the document so you can find it easily. 6. Turn in your document using the Add button below and go to your Drive to attach your document. Remember to push the TURN IN button. Documents must be TURNED in BY FRIDAY at 4:00 PM
Learning Target: Students make predictions about how matter moves and changes and how energy changes when mealworms eat, move, and grow.
Assignments: Your assignment this week is in two parts. Part one today and Part two on Wednesday.
1. Read through the slides for Activity 3.1 Predictions and Planning for Mealworms Eating. Within the slides i you will review "Three facts about matter and TWO facts about energy" ( Slides 2-3). read "Mealworms Fact sheet" (slides 5-8), and view a description of the lab set up (slides 9-10). View the slides so that you understand the lab set up. 2. View video of lab set up. See links below. This is my first time trying to record a video. I made mistakes, but I tried. I can only get better, right? :) 3. Fill in the Google Form Activity 3.1 Investigating Mealworms eating, growing, and moving Predictions sheet. See link below. This is instead of filling in our normal prediction paper. Fill this form in by Wednesday, 4/15. These are your predictions. THIS IS WHAT YOU WILL NEED TO TURN BY WEDNESDAY MORNING to continue to part TWO. I will post Part Two on Wednesday morning.
Check back on Wednesday to Analyze the results of the lab and to look for patterns in the data. You will be assigned Activity 3.3 Evidence based Argument tool on Wednesday of this week. This will be due on Friday. 4/17.
Let me know if you have any questions about the work this week. I am available from 10 AM to 4 PM to help.
Learning Target: I will be able to identify the most abundant organic materials in foods-fats, proteins, and carbohydrates- and use food labels to find out how concentrated they are in different foods and animal tissues. I understand that cells are made of large organic molecules that have high energy bonds. Assignments: 1) Read slides and/or poster set and learn about Macromolecules (Biomolecules). Email me if you have questions about information on the slides. View slides on Google Classroom. 2. Use the information in the slides to complete the Macromolecules Copy and Paste Slide. Save your Google Slide that you changed and turn in to Google Classroom by Friday 4/10 at 1:30 PM This file is on Google Classroom. 3. Optional: print and cut out tangle puzzle to practice learning the descriptions of the macromolecules. This file is on Google Classroom. If you do not have a printer you can make you own puzzle to study or try a Quizlet. See Link below. 4. Take quiz on the Macromolecules. See Google form link below. Complete by 4/10 at 1:30 PM