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I would show examples of cells in action. For instance this video of an amoeba. I would ask students to describe what they are seeing inside the cell. I would show several videos of cells to showcase the differences

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This a video of an Amoeba . Movement of the Amoeba is shown. First the colorless ectoplasma moves in front of the pseodopodia, followed by the grained entoplasma. The video is done with the phase contrast technique. Please have a look at my homepage for more: http://www.dr-ralf-wagner.de

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Have a demonstration of thermohaline ocean currents. Ask questions like what's going on and why is it happening. Then show Bill Nye ocean current video.

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Bill Nye The Science Guy on Ocean Currents

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1. show pictures with differents types of animals, and then show the DNA.

2 Talk about DNA and said that we have the same DNA composition (C,G,A,C), but we are totally different.

3. give the example that we share 98% of DNA with monkeys but we are so different.

4. If DNA makes organisms, What makes us so different from monkeys an other animals?

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Either have cross sections of a plant prepared or allow students to dissect plants themselves. Have a diagram on the board pointing to various important structures and have them hypothesize about their function.

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1. Give each student an A,T,C,G and have all of them stand with their complementary base pairs hung around their necks.

2. Tell one side to break off the DNA strand and tell the T to flip their cards, which will be U

3. Have two students "bind" to the students who left the DNA strand to act as rRNA.

4.The remains students become tRNA and must go throughout the classroom and build the amino acids using the three person codon

5.Aminno acids will be beads that will laying around the classroom and certain colors will match certain amino acids. The three person codon will go through the rRNA and the students that the teacher selects will go around and try to find the amino acid that correlates with codon

6. Once the amino acid is found, they will bring the bead to the teacher and the teacher will put the beads on a string to make a necklace (protein).

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I would show my students the video Coke Cans in Acid and Bases and have them reflect on what the strong acid and strong base did to the aluminum. I would have guided questions to help direct their observations and lead into the properties of acids and bases. Some examples would be what reaction appeared to be happening first? What do the bubbles and steam lead you to think about what is happening in the reaction? Which seemed to have a stronger affect on the coke can?

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Coke Cans in Acid and Base - Periodic Table of Videos

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Give each student a slinky and ask them to make waves. And with the slinky they can begin to learn about longitudinal, transverse, and standing waves. They can work in partners to test the different types of waves the slinky can make.

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Give students a plastic water bottle filled with dry rice. Have them insert a pencil and pull it out slowly. Repeat this process and eventually the pencil will hold up the water bottle! Ask them why they think this is happening? What could it be?

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Show pictures of gaining/losing streams, then show pictures of gaining and losing streams in cross section where they can see the interaction of ground water and surface water. Ask why this is important.

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Have students participate in the head bands game. Put pictures of organelles on the papers. Have students form animal and plant cells from their respected organelles.

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Have a bowl of vegetables and fruits sitting on the table when they walk in and ask students how many they can identify. What are the differences? Talk about how fruits and vegetables are both plant products, but are different parts of the plants. Use this as a bridge to talking about plants, plant structure, and their reproductive cycles.

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Have students work together and try to compute the total cost of electricity used to light the classroom and school during normal school hours. The teacher will provide them with a couple formulas to use with the computations. Then, the teacher compares it to the actual cost of electricity used to light the classroom and school.

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Start by asking the students to look at themselves and see if they have any interesting genetic traits such as hanging ear lobes, cleft chins, ability to roll their tongues, or dimples.

Then explain how all of these traits are genetically inherited.

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1. Grab a textbook from somewhere in the classroom.

2. Hold it high and ask the students "What would happen if I stood on a table and dropped the book? Why?". Ask them to write down in journals and then get some answers and write on board. Do the test and discuss reasons why that happened.

3. Ask the students "What will happen if I set the book on the table? Why?" Ask them to write down in journals and then get some answers and write on board. Do the test and discuss reasons why that happened.

4. Ask the students "What will happen if I give the book on the table a quick push? Why?" Ask them to write down in journals and then get some answers and write on board. Do the test and discuss reasons why that happened.

5. Ask the students "Why the book didn't sit still in the air when I let go of it?" Ask them to write down in journals and then get some answers and write on board.

6. Ask the students "Why the book didn't continue sliding when I pushed it?"

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Ask students to describe cells based on what they know. Ask them to give examples and draw a picture of what it looks like in their notes.

Have students then go to a microscope set-up where the internal gut of a termite will be set on a slide showing protozoa. Ask students to identify whether they believe the cells to be prokaryotic or eukaryotic.

Give students a handout showing the parts of a cell and have them compare the structures on the paper with what was on the microscope slide. Have the students discuss as a group whether the protozoa are prokaryotic or eukaryotic using the handout as a reference.

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Set up stations with examples of single-celled organisms, plant cells, and animal cells. The students would write a brief description of what they see and the differences in cells. The hope would be to have a detailed version of this at the end of the unit to follow-up.

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Engage Activity:

To understand the principle of like dissolves like, a key understanding in solubility and the solution process, the teacher can set up a "Dissolving Cup" demo using acetone to dissolve a styrofoam cup.

https://www.youtube.com/watch?v=rqX3Aztej0U

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Engage activity:

Lego Car

"Build me a car."

(give students lego sets containing standard pieces, wheels, and motors. Allow students time to construct a car)

"What happens if I take off the motor?"

"The car won't go."

"What happens if I take off the wheels?"

"The car won't go."

What happens if I leave the motor and wheels, but take away everything else?"

"It all just falls apart."

Analogy Explained:

-The motor of the lego car is related to the nucleas of the cell. The motor is the portion of the cell that gives information, just like the motor is the only component that has the power to tell the car to go.

-The wheels of the car represent the other organelles of the cell. Even if the motor was telling the car to go, without the wheels, that information is useless.

-The other lego blocks represent the cell membrane and organization of the cell. Even if the motor was telling the wheels to spin, and the wheels were spinning, the car would not make progress if it is not well organized and held together by the other pieces.

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Have the kids watch a video about the Doppler effect and then answer some questions about it? Go out to my car and and demonstrate the different sounds when the car is close and far away from you

1. Why does a car sound louder when it becomes closer ans softer when its farther away from you.

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The Doppler Effect: what does motion do to waves?

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Students will create monster drawings using genes from parent organisms. Students will create a Punnett square for each trait to determine what their monster will look like.