Earth Science Unit 3 Day 1

Learning: Students will learn about processes that change the earth's surface by analyzing and interpreting text using the language of science (igneous rocks, sedimentary rocks, metamorphic rocks, pressure, force, energy, plate tectonics, temperature) and graphic organizer, literacy partners and gradual release method.

Questions:

1. What is geology? (Book)
2. What does geology study? (book)
3. Does the earth's surface change? Explain your thinking. 

Human An and Phys Unit 3 Day 1

Learning: Students will learn about structure and function of the muscles and will describe them in writing using the language of science (correlation between, classify, energy, stabilizers, flexors, extensors, homeostasis, joints), sentence starters and graphic organizers.


Questions:

1. What do muscles look like? (book)
2. How do muscles work? (book/brain)
3. Are all muscles the same? Explain what you think. (book/brain)

Link for class today http://www.drodd.com/html7/muscular-system.html

Biology Unit 3 Day 1

Learning: Students will learn about factors that impact populations by analyzing and interpreting data in writing using the language of science (predator-prey interactions, over-population, density-dependent factors, density-independent factors, keystone species, population dynamics, correlation between), check in partners, and sentence starters.

Questions:

1. What is population ecology? (book)
2. What factors affect populations of plants or animals? (book)
3. What impact does over-population have on an ecosystem? (book/brain)

Earth Science Unit 2 Wrap-Up

Learning: Students will learn about minimizing the impacts 

of earthquakes by constructing and evaluating models in 

writing using the language of science (infrastructure, 

engineering, force, magnitude, energy, pressure, plate 

movements, causes of structural failures, effects, seismic 

waves, earthquake epicenter and focus)

Questions:

1. What activities or parts of Ms Friedrich's lessons help you learn the most?
2. In Ms Friedrich's class I am ______________________ because...
3. In Ms Friedrich's class I feel _______________________ because...

Human An and Phys Unit 2 Wrap-up Day

Learning: Students will learn about how the cardiovascular system functions to maintain homeostasis by interacting with other organ systems by collecting data, analyzing and interpreting data in writing using the language of science (feedback loops, heart rate, data collection, and reliable data, factors that 

affect, mechanisms that cause), table partners, and check in partners.


Questions:

1. How did our lab relate to feedback loops? (brain)
2. How did our lab relate to homeostasis? (brain)
3. Do you think you could make a valid conclusion from your lab? Explain your thinking. (brain)

Biology Unit 2 Wrap Up day

Questions:

1. What did you learn from unit 2?
2. What do you wish you could have learned from unit 2?

Earth Science Unit 2 Day 12

Learning: Students will learn about minimizing the impacts 

of earthquakes by constructing and evaluating models in 

writing using the language of science (infrastructure, 

engineering, force, magnitude, energy, pressure, plate 

movements, causes of structural failures, effects, seismic 

waves, earthquake epicenter and focus)

Questions:

1. What alterations have you had to make to the original design plan of your building model? (brain)
2. What other materials or information would be helpful in constructing your model? (brain)
3. What type of design do you think will work best to minimize the impact of an earthquake? (Brain)

Human An and Phys Unit 2 Day 11

Students will learn about cardiovascular system functions 

to maintain homeostasis by interacting with other organ 

systems by collecting data, analyzing and interpreting data 

in writing using the language of science (feedback loops, 

heart rate, data collection, and reliable data, factors that 

affect, mechanisms that cause), table partners, and check 

in partners.


Questions:

1. Why does the heart rate increase or decrease? (book/brain)
2. What other organs does the cardiovascular system interact with? (book/brain)
3. Summarize your plan for collecting heart rate data. (brain)

Biology Unit 2 Day 10

Learning: Students will learn about the ethics of gene modification by analyzing and evaluating text in writing using literacy strategies, the language of science (bioethics, CRISPR, limitations, factors, gene modification), and check-in partners.

Questions:

1. What factors or mechanisms determine the traits you will inherit? (book/brain)
2. Do you think humans should be able to control the traits they inherit? (brain)
3. What is bioethics? (book)

Earth Science Unit 2 Day 11

Learning: Students will learn about minimizing the impacts 

of earthquakes by constructing and evaluating models in 

writing using the language of science (infrastructure, 

engineering, force, magnitude, energy, pressure, plate 

movements, causes of structural failures, effects, seismic 

waves, earthquake epicenter and focus)

Questions:

1. What types of structures might survive an earthquake the best? (brain)
2. What factors should you consider when trying to minimize earthquake damage? (brain)
3. Why are some buildings and structures damaged more than others during earthquakes? (book/brain)

Human An and Phys Unit 2 Day 10

Learning: Students will learn about cardiovascular system function to maintain homeostasis by setting up a controlled experiment and collecting data in writing using the language of science (feedback loops, heart rate, data collection, reliable data, causation, factors that affect, mechanisms that cause), table partners, check in partners.

Questions:

1. What role does the heart play in maintaining homeostasis? (book/brain)
2. How does the heart help maintain homeostasis? (book/brain)
3. What effect does a stimulus in the body have on the heart? (book/brain)

Biology Unit 2 Day 9

Learning: Students will learn about inheritance patterns and probability by analyzing and interpreting data in writing using the language of science (Punnett Squares, process of meiosis, independent assortment, probability, genes, genotypes, phenotypes, chromosomes), check in partners and sentence starters.

Questions:

1. What is a punnett square? (book)
2. What do punnett squares look like? (book/brain)
3. What is the purpose of a punnett square? (book)

Link for Class Today

Earth Science Unit 2 Day 10

Learning: Students will learn about the impact of natural hazards and minimizing the impact and will analyze and interpret data and evidence, and explain/justify building design using the language of science (infrastructure, engineering, force, magnitude, energy, plate movements, causes of structural failure, effects, seismic waves, earthquake epicenter and focus, variables), check-in partners, sentence starters.



Questions:

1. Why is understanding previous natural hazard events important? (book/brain)
2. What are the negative impacts of natural hazards? (book/brain)
3. What are the positive impacts of natural hazards? (book/brain)

Links for Class Today

Earthquake Building Testing Video (questions 2-3)

Link for questions 4-5

Link for number 6-8

Link for number 9-11

Human An and Phys Unit 2 Day 8

Learning: Students will learn about the correlation between structure and function of the heart and will explain it in writing using the language of science (mechanisms, factors that affect, process, chambers, blood flow, atria, ventricles, direct link ,pressure), sentence starters, and check-in partners.

Questions:

1. What happens during a heart beat? (book)
2. What causes a heart beat? (book)
3. What does heart rate have to do with homeostasis? (book/brain)

Heart Link for Class Today

Biology Unit 2 Day 8

Learning: Students will learn about inheritance patterns by analyzing data and probability in writing using the language of science (genotype, phenotype, recessive, dominant, independent assortment, codominance, alleles), check-in partners, and sentence starters.

Questions:

1. What is independent assortment?
2. What does independent assortment look like? (book/brain)
3. How does meiosis create independent assortment? (book/brain)

Earth Science Unit 2 Day 9

Learning: Students will learn about predicting volcanic activity and the impacts of volcanoes and will analyze and interpret text in writing using the language of science (force, energy, evidence, magnitude, earthquakes, pressure, tension, plate boundary, transform fault, subduction).


Questions:

1. What natural hazards exist because of plate movement? (book/brain)
2. Would the natural hazards you desribed in number 1 still exist if plates didn't move? (brain)
3. What evidence can be used to predict volcanoes? (book/brain)

Human An and Phys Unit 2 Day 7

Learning: Students will learn about the correlation between structure and function of the heart and will explain it in writing using the language of science (mechanisms, factors that affect, process, blood flow, atria, ventricles, direct link), sentence starters, and check-in partners.

Questions:

1. How does blood flow in the heart? (book/brain)
2. What does blood flow look like in the heart? (book/brain)
3. What's the difference between atria and ventricles? (book)

Heart Link for Class Today

Biology Unit 2 Day 7

Learning: Students will learn about inheritance patterns and will be analyzing and interpreting data in writing using the language of science (crossing over, meiosis, genes, chromosomes).

Questions:

1. What's the difference between a dominant allele and a recessive allele? (book/brain)
2. How are alleles inherited? (book)
3. What is an example of a dominant allele? (book/brain)

Earth Science Unit 2 Day 8

Learning: Students will learn about the impacts of volcanoes and earthquakes and will analyze and interpret text in writing using the language of science (force, energy, pressure, tension, plate boundary, transform fault, subduction)

Questions:

1. What areas of the world do you think have earthquakes with the greatest impact on life? (book/brain)
2. What impact do volcanoes have on life? (book)
3. What are the hazards of volcanic eruptions? (book)

Human An and Phy Unit 2 Day 6

Learning; Students will learn about blood pressure and will analyze and interpret data in writing using the language of science (feedback loop, negative feedback loop, systolic, diastolic, receptor, effector, stimulus), sentence starters, and check-in partners.

Questions:

1. What is systolic pressure? How is it created? (book)
2. What is diastolic pressure? How is it created? (book)
3. What do blood vessels look like? (book/brain)

Link for Blood Pressure Simulation

Biology Unit 2 Day 7

Learning: Students will learn about inheritance patterns and will be analyzing and interpreting data in writing using the language of science (crossing over, meiosis, genes, chromosomes).

Questions:

1. What is a dominant allele? What does it look like? (book/brain)
2. What is a recessive allele? What does it look like? (book/brain)
3. What does this mean to have a recessive allele? (book/brain)

Earth Science Unit 2 Day 7

Learning: Students will learn about the impacts of volcanoes and earthquakes and will analyze and interpret text in writing using the language of science (force, energy, pressure, tension, plate boundary, transform fault, subduction)


Questions:

1. What is a supervolcano? (book)
2. What causes a supervolcano? (book/brain)
3. Where are supervolcanoes located? (book)

Human An and Phys Unit 2 Day 5

Learning: Students will learn about blood pressure and will analyze and interpret data about factors that affect blood pressure using the language of science (feedback loop, negative feedback loop, systolic, diastolic, receptor, effector, stimulus)

Questions:

1. What is blood pressure? (book)
2. How is blood pressure created? (book)
3. What is the cause of high blood pressure? (book)

Link for Class Today

Biology Unit 2 Day 6

Learning: Students will learn about inheritance patterns and will analyze and interpret data in writing using the language of science (dominant, recessive, genetic variation, alleles, genes, chromosomes), sentence starters, and check-in partners.

Questions:

1. Why are some traits inherited more often than others? (brain)
2. Who's genes are stronger?--moms or dads? (brain)
3. How do you inherit your traits? (book/brain)

Earth Science Unit 2 Day 6

Learning: Students will be able to analyze and interpret earthquake data in writing using the language of science (magnitude, depth, energy, focus, forces, seismic waves), check in partners, and sentence starters.

Questions:

1. What are seismic waves? (book)
2. What do seismic waves look like? (book/brain)
3. What are the 3 types of seismic waves? (book)

Human An and Phys Unit 2 Day 4

Learning: Students will be able to describe feedback loops in writing using sentence starters, check-in partners, and the language of science (receptor, response, effector, control center, stimulus). 

Questions:

1. What is a feedback loop? (book/brain)
2. What does a feedback loop like? (book/brain)
3. Give an example of a stimulus factor? (book/brain)

Biology Unit 2 Day 5

Learning: Students will be able to explain (in writing) how the process of meiosis leads to unique individuals using the language of science (phases, crossing over, independent assortment, genetic variation), check in partners, and sentence starters.

Questions:

1. What happens during meiosis? (book/brain)
2. What does meiosis look like? (book/brain)
3. What does crossing over look like? (book/brain)

Earth Science Unit 2 Day 5

Learning: Students will be able to analyze and interpret earthquake data in writing using the language of science (magnitude, depth, energy, focus, forces), check in partners, and sentence starters.


Questions:

1. What is earthquake magnitude? (book)
2. What does the creation of an earthquake look like? (book/brain)
3. What do you think makes some earthquakes stronger than others? (brain)

Earthquake Data Link for Class Today

Human An and Phy Unit 2 Day 3

Learning: Students will be able to describe feedback loops in writing using sentence starters, check-in partners, and the language of science (receptor, response, effector, control center, stimulus). 

Questions:

1. How does the circulatory system work? (book/brain)
2. How does the circulatory system look? (book/brain)
3. How does the heart interact with the blood vessels? (book/brain)

Biology Unit 2 Day 4

Learning: Students will learn about the process of meiosis and will be able to explain it's role in creating a variation of traits in offspring using the language of science (phases, crossing over, gametes, independent assortment), check-in partners, and sentence starters.


Questions:

1. What is meiosis? (book)
2. What happens to chromosomes during meiosis? (book)
3. What makes the process of meiosis unique? (book or brain)

Earth Science Unit 2 Day 4

Learning: Students will learn about the patterns of formation of volcanoes and earthquakes and will analyze and interpret data in writing using the language of science (plate tectonics, crust, mantle, lithosphere, pressure, force, density, energy), sentence starters, and check-in partners.

Questions:

1. Why do volcanoes form? (book or brain)
2. Why do earthquakes form? (book or brain)
3. Why do volcanoes not always form when plates move? (book or brain)

Link for Data Analysis Today

Human An and Phys Unit 2 Day 2

Learning: Students will learn about feedback loops in maintaining homeostasis and will be able to explain the components and examples of a feedback loop using the language of science (receptor, effector, stimulus, response, control center, organs), sentence starters, and check-in partners.

Questions:

1. What is a feedback loop in the human body? (book)
2. What are the components (parts) of a feedback loop? (book)
3. Why do you think the body uses feedback loops? (brain)