Extra Credit Pd. 1 On average, how many ribosomes are there in a typical human cell? Write a balanced chemical equation for the combustion of butane (C4H10). Name the reproductive cell where we would expect to see an abundance (increased number) of mitochondria.

Extra Credit Pd. 3 Name the reproductive cell where we would expect to see an abundance (increased number) of mitochondria. Write the balanced chemical equation for the combustion of pentane (C5H12) During the TedTalk, “The Mathematics of Weight Loss,” the speaker did a demonstration where he cooled oxygen until it became a liquid. At what temperature does oxygen become liquid?

*Submit test to green box when completed Extra Credit Pd. 4 On average, how many ribosomes are there in a typical human cell? What structures do mitochondria seem to travel along within a cell? Write a balanced chemical equation for the combustion of heptane (C7H16). *Submit test to green box when completed

Extra Credit Pd. 5 Name the reproductive cell where we would expect to see an abundance (increased number) of mitochondria. During the TedTalk, “The Mathematics of Weight Loss,” the speaker did a demonstration where he cooled oxygen until it became a liquid. At what temperature does oxygen become a liquid? Write a balanced chemical equation for the combustion of propane (C3H8)

Extra Credit Pd. 6 What structures do mitochondria seem to travel along within a cell? On average, how many ribosomes are there in a typical human cell? Write a balanced chemical equation for the combustion of heptane (C7H16)

Happy Monday! 11/21 Submit Digestion or Biosynthesis Quiz (if you forgot to submit Friday) Finish Animals Test (30 minutes) Make Plant Observations (10 minutes) Fill out Expressing Ideas Tool about Plants Growing (remaining time) Homework tonight: PLANTS PRE-TEST -Go to Class Calendar and follow the same instructions as the last two pre-tests Notebook Check (Green Hedgehog) Wednesday, November 23. -Last chance to get stamps: TOMORROW at 2:30pm

Plants Unit Activity 1.2 Expressing Ideas About How Plants Grow Carbon: Transformations in Matter and Energy Environmental Literacy Project Michigan State University Plants Unit Activity 1.2 Expressing Ideas About How Plants Grow Image Credit: Craig Douglas, Michigan State University Have students discuss the pretest. Ask students to write down questions they have after taking the pretest (for instance, on the back of their 1.2 Expressing Ideas Tool ). Explain that we will try to answer most of those during the Plants unit.

Unit Map You are here Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 1.2 Expressing Ideas About How Plants Grow PPT.

Setting up the Plants Investigation In your notebook, describe in words or draw your investigation set up: Materials available to you: - A class set of 10 plants 2 large, sealable containers 4 plastic cups 4 petri dishes BTB Large, black (opaque) trash bag Blue Tape Answer the following questions in your notebook: What could we measure? How could you make sure you are measuring what you intend to measure? -What additional steps could you take in the investigation to guarantee you are measuring what you want to measure? -Think about the mealworm investigation. How did we know the mealworms were responsible for the loss in mass of the potato? -What additional supplies might you need?

Open notebook for Plants Pretest Stamps DO NOW 11/22 New Places, New Faces  Explain the meaning of the phrase: Plants are makers; animals are takers. Open notebook for Plants Pretest Stamps *Remember Notebook Check (green hedgehog) tomorrow. Last chance for stamps, today at 2:30pm

Plants Unit Activity 3.1GL Predictions about Radish Plants Growing Carbon: Transformations in Matter and Energy Environmental Literacy Project Michigan State University Plants Unit Activity 3.1GL Predictions about Radish Plants Growing

Unit Map You are here Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 3.1 Predictions about Radish Plants Growing PPT.

Discuss (3 minutes) Do you agree with each other’s ideas? Why or why not? Where did you learn about your ideas? What experiences have you had to help you with your explanation? - Come up with at least one real life experience or example that lead you to answer the way that you did on the expressing ideas tool. Students compare their own ideas with the ideas of a partner. Show slide 5 of the 1.2 Expressing Ideas About How Plants Grow PPT. Tell students that now that they have had a chance to record their ideas on their own, it is important to compare their ideas to their classmates’ to see how they are similar and different, and also so we know how many different ideas there are in the class. Divide students into pairs and have students compare their ideas on the 1.2 Expressing Ideas Tool for Plants Growing with each other. As students are sharing, circulate through the groups. Consider asking questions such as Do you agree with each other about XX? Where did you learn about that? What experiences have you had to help you with your explanation. At this point, do not correct any wrong ideas; treat this as brainstorming. Pay attention to patterns in students’ ideas, or specific individual ideas that diverge from the patterns as both may be valuable to discuss as a whole class later.

Your Ideas Your Questions Students complete the Expressing Ideas Tool on their own. Show slide 4 of the 1.2 Expressing Ideas About How Plants Grow PPT. Tell students that now they will take a few minutes to think and record their ideas about what happens when plants grow on their own. Give each student one copy of 1.2 Expressing Ideas Tool for Plants Growing. Give students about 5 minutes to complete the tool as individuals. Encourage students to think about things they have seen in the world to help inform their ideas.

Setting up the Plants Investigation In your notebook, describe in words or draw your investigation set up: Materials available to you: - A class set of 12 plants 2 large, sealable containers 4 plastic cups 4 petri dishes BTB Large, black (opaque) trash bag Blue Tape A grow light Answer the following questions in your notebook: What could we measure? How could you make sure you are measuring what you intend to measure? -What additional steps could you take in the investigation to guarantee you are measuring what you want to measure? -Think about the mealworm investigation. How did we know the mealworms were responsible for the loss in mass of the potato? -What additional supplies might you need?

Discuss and Predict (5 minutes) Discuss with your cluster what changes, if any, do you expect to see in the BTB after 24 hours. In your notebook, write down your predictions for what will happen to the colors of BTB. Briefly, explain why you made those predictions. (Watch Nina and Darryl)

Making Predictions *Use your Three Questions handout to be sure you are following the rules as you make your predictions! Have students complete the Predictions Tool for Plants Growing. Show slide 9 of the PPT. Pass out one copy of the 2.1 Predictions Tool for Plants growing to each student, and ask them to record their ideas as individuals for each of the Three Questions for plants growing Remind students that these are just predictions, and that there are no wrong answers at this point. Encourage them to write down all of their ideas on the tool.

Discuss (5 minutes) Compare and contrast your predictions with your cluster. Did you agree or disagree? Why? Have students discuss their predictions in pairs. When students have completed their Predictions Tools, show slide 10 of the PPT. Divide students into pairs and tell them to compare and contrast their predictions with each other and to look for differences and similarities. Give students 2-3 minutes to compare their predictions. As students are sharing, circulate through the groups. Consider engaging students by: Revoice what students said/wrote (for instance, I see/hear that you think BTB will turn blue). Why do you think that? What do you two disagree about? Why do you disagree? Pay attention to the patterns in students’ predictions as well as predictions that diverge from any of the patterns. Both will be valuable to discuss next as a whole class.  

Happy Wednesday! No DO NOW: Notebook Check (green hedgehog) Pretest Stamps Notebook Check Gather data from plants in the light and dark investigation