· You are to teach the class a portion of the textbook

TEACH THE CLASS ASSIGNMENT

· You are to teach the class a portion of the textbook. (see below)

· You need to come up with a visual presentation of at least part of your section. (poster, model, demonstration, etc.) I would suggest making live models with the students.

· You need to make sure everybody in the class understands the concepts you’re presenting by either asking enough questions or doing a short activity with them. (Don’t just say “Everybody understand?”)

· You also need to come up with some potential test questions to put on your test. Your questions will appear exactly as you give them to me (as long as they’re not bad questions). If they are essay questions, you get essay questions, etc.

· When other groups are presenting, you need to be listening and learning (take notes or whatever you do).

· Your goal is to be less boring than Mr. Grunander – you will be graded (a little) by how bored the audience appears, so make sure to involve them.

Make sure you include these terms and give examples:

Compound, covalent bond and how it forms, examples, diagrams, molecule, ionic bond and how it forms, Single bond, double bond, triple bond, properties of carbon, isomers, polymers,

TEACH THE CLASS ASSIGNMENT

· You are to teach the class a portion of the textbook. (see below)

· You need to come up with a visual presentation of at least part of your section. (poster, model, demonstration, etc.) I would suggest that you come up with some chemical reactions to go through with the class – ask me what types of things you can use.

· When other groups are presenting, you need to be listening and learning (take notes or whatever you do).

· Your goal is to be less boring than Mr. Grunander – you will be graded (a little) by how bored the audience appears, so make sure to involve them.

Make sure you include these terms and give examples:

Metabolism, how to write chemical equations (include products and reactants), Law of Conservation of Mass, mixtures, solutions, solvent, solute, acids, bases, pH

TEACH THE CLASS ASSIGNMENT

· You are to teach the class a portion of the textbook. (see below)

· You will create flash cards for the terms below and play a flash card game with the students. See attached page.

· When other groups are presenting, you need to be listening and learning (take notes or whatever you do).

· Your goal is to be less boring than Mr. Grunander – you will be graded (a little) by how bored the audience appears, so make sure to involve them.

Make sure you include these terms and give examples:

Element, periodic table, chemical symbol, elements in human body (not to memorize, just to acquaint us with), atom, nucleus, proton, neutron, electron, energy level, isotope

TEACH THE CLASS ASSIGNMENT

· You are to teach the class a portion of the textbook. (see below)

· You are going to present the important information to the class regarding the terms below and then you will make a board game to play with them. (See attached paper).

· When other groups are presenting, you need to be listening and learning (take notes or whatever you do).

· Your goal is to be less boring than Mr. Grunander – you will be graded (a little) by how bored the audience appears, so make sure to involve them.

Make sure you include these terms and give examples:

Enzymes, diagram of how enzymes work including substrates, active sites, and products,

TEACH THE CLASS ASSIGNMENT

· You are to teach the class a portion of the textbook. (see below)

· Add to or modify the accompanying activity: Wonderful Water. You need to cover all of the terms listed below, so you’ll need to come up with some other way of presenting that information to the class.

· When other groups are presenting, you need to be listening and learning (take notes or whatever you do).

· Your goal is to be less boring than Mr. Grunander – you will be graded (a little) by how bored the audience appears, so make sure to involve them.

Make sure you include these terms and give examples:

Polar molecule and why it is important to water, hydrogen bond, special properties of water: specific heat, density, state changes; diffusion, Robert Brown, diffusion, factors influencing diffusion, equilibrium, diffusion in living systems

TEACH THE CLASS ASSIGNMENT

· You are to teach the class a portion of the textbook (given below).

· Your job is to draw an analogy between the terms below and something familiar to your classmates. Then, you need to present it to the class in a visual way. An example of the type of analogy I’m looking for would be with a country and a school. The principal is like the president, the teachers are like governors, etc.

· When other groups are presenting, you need to be listening and learning (take notes or whatever you do).

· Your goal is to be less boring than Mr. Grunander – you will be graded (a little) by how bored the audience appears, so make sure to involve them.

Make sure you include these terms and give examples:

Carbohydrate and its structure, starch, glycogen, cellulose, glucose. Lipids and structure, fatty acids, proteins and structure, amino acids, peptide bond, Nucleic acid, nucleotide, DNA and structure, RNA and structure

TEACH THE CLASS ASSIGNMENT

· You are to teach the class a portion of the textbook (given below).

· Your job is to come up with some foods and diagrams to present the class of each of the terms below. For instance, for carbohydrates, you need to draw its organic structure and bring a food high in carbohydrates, such as a potato.

· When other groups are presenting, you need to be listening and learning (take notes or whatever you do).

· Your goal is to be less boring than Mr. Grunander – you will be graded (a little) by how bored the audience appears, so make sure to involve them.

Make sure you include these terms and give examples:

Biology

Standard 2: Objective 1

Title: Wonderful Water

Description: In this activity students will be introduced to some of the important properties of water and some of the key vocabulary associated with water. This can be a group or an individual activity.

Materials needed: student sheets, textbook

Prior to Assessment: No background information is necessary.

Time Needed: 1 class period

Teacher Procedures:

Write the following words on the board: solvent, solute, adhesion, density, cohesion, polarity. Have the students fill them in the center of the boxes on their student sheets.
Give students time to research the meaning of each word and fill in the charts.
Handout the reading selection and explain to student that they need to fill in the missing words from the vocabulary words they just defined.

Definitions:

1. Polarity: a molecule with a positively charged portion and a negatively charged portion, overall the molecule is still neutral

2 adhesion is attraction between molecules that are different,

3. cohesion is the attraction between molecules that are the same.

4. density is the amount of matter in a given amount of space

5. solvent-a substance in which other substances dissolve

6. solute-a substance that dissolves in another substance.

Student Page Name__________________________________________

Title: Wonderful Water

Purpose: To build vocabulary needed to understand a reading selection about water.

Materials: textbook

Procedures:

1. Fill in the circle in each box with one of the following words: polarity, adhesion, cohesion, density, solvent, and solute.

2. Use your book to complete each box for the word in the circle.

3. Use this knowledge to fill in the blanks on the Water Reading Selection.

Water Reading

Water is an amazing substance and an important reason why there is life on Earth. Without water, our planet would resemble the other “dead” planets in our solar system. The properties of water account for its ability to be involved in all living systems. In this reading you will discover how the properties of water affect what water can do.

The property of ___________ describes how water molecules are neutral as a whole but one end of the water molecule tends to have a positive charge while the other has a negative charge. Each end of a water molecule is attracted to the opposite charged end of another water molecule. Consequently, water's _________ is responsible for the "stickiness" or the ____________ between the molecules.

Cohesion of water allows water to move uphill in small spaces. Water will move up the fibers of a plant because the _____________ strength of water molecules to the plant fiber is greater than the cohesion strength between the water molecules. This force helps plants get the water they need to survive. In addition, it moves water upwards in soil. __________ of water molecules causes surface tension, water's invisible skin which allows water striders to walk on water.

Water is often described as a ________________because it is able to dissolve many other substances. Water is an important part of all body fluids because it contains dissolved in it many _______________ such as gases, wastes and nutrients. These substances are moved around the body in a water solution.

Polarity is also related to solubility. Polar substances can dissolve other __________ substances. Non-polar substances dissolve other non-polar substances. Polar substances and non-polar substances, however, do not mix. In a cell, the cell membrane is non-polar and does not dissolve in water. Cells could not exist with water in or around them if the cell membrane dissolved in water.

Another property of water that affects living things in lakes and oceans is the unique change in _________ of water during phase changes. The __________ of most substances increases when a liquid becomes a solid. This is not so for water: Solid water is actually less _________ than liquid water. It is for this reason that ice floats. Can you imagine a world where ice sank? Lakes would freeze from the bottom up, killing many fish. Frozen water in the polar regions would sink and change the ocean levels. The fact that ice floats is essential for the survival of many aquatic ecosystems and ultimately life on Earth

As you can see, water has many special properties that make its role in nature unique. One of water's special characteristics is the "stickiness" or ___________between water molecules. This property of _______________ helps water to move through plant fibers. Water able to dissolve many substances. In fact, water is considered the "universal ___________". Contrary to other substances, water is less ______ in its solid form than in its liquid form, hence a solid that floats! Water is the only substance that occurs naturally in all three states on Earth.

Biology

Standard 2: Objective 1

Title: Enzyme Board Games

A Brief Description: Students will create board games or a class sized board game to play with the class. The games will address major concepts related to enzymes.

Materials needed: Cardboard, butcher paper, colored pencils, markers, computers, books, students may want to supply other items for their games.

Prior to Playing: You need to introduce the concepts in the game to students. Get creative on how you will do that.

“Teacher” Procedures:

1. After coming up with a way to present the background information you will create a board game.

2. You must include 20 questions related to the information found in section 2-4.

3. You will provide the questions and an answer key.

4. You will also need to create a game board, pieces, directions, and any other necessary supplies to play your game.

5. Your questions should be typed as well as the directions.

6. You will be graded in large part on creativity and accuracy.

Hint: To help you with this assignment think of other board games that you have played: Balderdash, Cranium, Chutes and Ladders, Risk, Operation, Candyland, Monopoly, Trivial Pursuit...You may also just create your own unique and fun game!

You will need to include following:

Reactant:

Product:

Activation Energy:

Catalyst:

Enzyme:

Substrate:

Active site:

Visual Representation of Basic Reaction:

Biology

Standard 2: Objective 1

Title: Chemical Elements in Cells

A Brief Description: Students will understand the chemical elements that compose cells and the parts of the atoms. You will make flash cards for each of the terms. Then you’ll play an elementary school game (at least my elementary school) One person stands behind another student and the “teacher” shows a flash card. Whomever (of the two people) correctly identifies the card first moves on to stand behind the next person and the process repeats. You need to have at least 30 flash cards.

Materials needed: Periodic tables, blank paper, colored pencils, computers, books, posters of periodic table.

Prior to Playing: Briefly tell the students what the terms you will be using mean.

Terms: Element, periodic table, chemical symbol, main elements in human body, atom, nucleus, proton, neutron, electron, energy level, isotope

Hook: Have the acronym CHNOPS written largely on the board. See if students can guess in 20 questions what they letters stand for.