Biology Unit 1 Day 4

Questions:

1. What is the purpose of biomolecules? (book/brain)
2. What is the function of lipids in the human body? (book)
3. Why are biomolecules important (book/brain)

Earth Science Unit 1 Day 5

Questions:

1. Where is water stored on earth? Describe at least places. (book)
2. What is ground water? (book)
3. What is the importance of groundwater? (book/brain)

Human An and Phys Unit 1 Day 6

Learning: Students will explain in writing about specialized cells and tissue using the language of science (structure, function, skeletal, muscular, connective, epithelial, tissue), check in partners and sentence starters.

Questions:

1. Describe the structure of muscle cells. (book)
2. Describe the structure of bone cells. (book)
3. Describe the structure of skin cells. (book)

Links for Class Today

Types of Tissue

A Guide for Tissues

Epithelial Tissue

Muscle Tissue

Connective Tissue

Nervous Tissue

Human An and Phys Unit 1 Day 5

Learning: Students will collect, analyze, and interpret datain writing about blood cell function using the language of science (RBC, WBC, hematocrit, correlation, cause and effect), check in partners, and sentence starters.

Questions:

1. What are other names for a red blood cell? Research and find at least 2. (book/brain)
2. What does a red blood cell look like? (book)
3. What do you think is the cause of having extra red blood cells? (book/brain)

Link for Blood Cells Study

Biology Unit 1 Day 4

Questions:

1. What are biomolecules?  (look at this!)
2. What do biomolecules look like?
3. Give 4 examples of biomolecules. 

Earth Science Unit 1 Unit 1 Day 4

Learning: Students will learn about where water is stored on earth by collecting, analyzing and interpreting data in writing using the language of science (glacier calving, glacier retreat, nonrenewable, renewable resource), sentence starters, and partners.

Questions:

1. What is glacier accumulation? (book)
2. What does glacier accumulation look like? (book)
3. What is glacier ablation? (book)

Human An and Phys Unit 1 Day 4

Learning: Students will learn about the function of the cell membrane by hypothesizing and collecting data in writing using the language of science (homeostasis, bilayer, membrane proteins), partners, and sentence starters.


Questions:

1. What is the role of the cell membrane? (book/brain)
2. What does the cell membrane look like? (book/brain)
3. How does homeostasis relate to the cell membrane? (book/brain)

Biology Unit 1 Day 3

Learning: Students will learn about characteristics of living things by critical reading (summarizing and analyzing text) in writing using the language of science (evolve, reproduce, DNA, characteristics), partners, and cornell notes.

Questions:

1. How do we know living things evolve? (book or brain)
2. Why do you think its important to understand characteristics of living things? (brain)
3. What factors cause living things to have to respond to their environment? (book/brain)

Earth Science Unit 1 Day 3

Learning: Students will learn about where water is stored on earth by collecting, analyzing and interpreting data in writing using the language of science (glacier calving, glacier retreat, nonrenewable, renewable resource), sentence starters, and partners.

Questions:

1. What is a glacier? (book)
2. How are glaciers built? (book)
3. What do you think affects glaciers more--temperature or snowfall? Explain your thinking.(brain)

Human An and Phys Unit 1 Day 3

Learning: Students will learn about the function of the cell membrane by hypothesizing and collecting data in writing using the language of science (homeostasis, bilayer, membrane proteins), partners, and sentence starters.

Questions:

1. What do cell membranes do for cells? (brain)
2. How do cell membranes maintain homeostasis? (look at this)
3. What does it mean to maintain homeostasis? (book)

Earth Science Unit 1 Day 2

Learning: Students will learn about the circulation of water on Earth by creating a model and analyzing the model in writing using the language of science (cycle, condensation, transpiration, vegetation, water vapor, precipitation, ground water), check in partners, and diagrams.

Questions:

1. What processes move water? (book/brain)
2. Why does water cycle on the Earth? (book/brain)
3. What is groundwater? (book)

Human An and Phys Unit 1 Day 2

Learning: Students will learn about structures and functions of cell organelles  and will summarize and synthesize them in writing  using the language of science (nucleus, cytoplasm, cell membrane, mitochondria, golgi apparatus, endoplasmic reticulum), check in partners and sentence starters.


Questions:

1. Why are cells small and round? (book or brain)
2. What are cell organelles and what do they do? (book or brain)
3. What do cell organelles look like? (book/brain)

Biology Unit 1 Day 2

Learning: Students will learn about signs of life by making observations, gathering evidence, and justifying reasoning in writing using the language of science (evolve, reproduce, homeostasis, energy, characteristics), partners, and notes.

Questions:

1. What does homeostasis look like in living things? (book or brain)
2. How do organisms respond to their environment? Give an example. (book or brain)
3. What's the difference between things that are alive and things that are not alive? (book or brain)

Human An and Phys Unit 1 Day 1

Learning: Students will learn about structures and functions of cell organelles  and will summarize and synthesize them in writing  using the language of science (nucleus, cytoplasm, cell membrane, mitochondria), check in partners and sentence starters.


Questions:

1. What is a cell organelle? (book )
2. What do you know about structures (buildings, bridges, roads)? (brain)
3. Why are cells important to the human body? (book or brain)

Biology Unit 1 Day 1

Learning: Students will learn about signs of life by making observations, gathering evidence, and justifying reasoning in writing using the language of science (evolve, reproduce, homeostasis, energy, characteristics), partners, and notes.


Questions:

1. What makes things "alive"? (brain)
2. What are 7 signs of life? (book)
3. What does it mean for something to be living it has to grow/reproduce? (book/brain)

Earth Science Unit 1 Day 1

Learning: Students will learn about the circulation of water on Earth by creating a model and analyzing the model in writing using the language of science (cycle, condensation, transpiration, vegetation, water vapor, precipitation, ground water), check in partners, and diagrams.


Questions:

1. Where do you think most of water is on Earth? (book or brain)
2. In what form do you think most water on Earth exists--solid, liquid, or gas? (book or brain)
3. What is transpiration? (book)

Science Class Day 1

Learning Objective: Students will learn about what and how we study in science by explaining and discussing and will analyze and evaluate the discussion using complex sentences and the language of science (evidence, data, observations, reliable).

1. Pick up piece of paper from Ms Friedrich.
2. Write 2 goals you have for quarter 3.

• The goals can be about science class and/or school in general.

3. Fold the paper in half and on the opposite side of your goals, make a name tag for yourself. Please use colors and write your name large so your classmates and teacher can see it.

Biology Unit 3 Day 5

earning: Students will learn about the impact of population growth on ecosystems and will analyze and interpret text using the language of science (limiting factors, resources, carrying capacity, exponential growth, biotic factors, abiotic factors), literacy strategies and check-in partners.

Questions:

1. What does exponential population growth look like? (book/brain)
2. Is the human population growing exponentially? Why/why not. (book/brain)
3. What do you think is carrying capacity of the human population? How do you think we will know when we've reached carrying capacity? What will happen? (brain)

Earth Science Unit 3 Day 5

Learning: Students will learn about changing of earth's surface (creation of igneous rock) by collecting data and observations, analyzing and interpreting data using the language of science (grain size, texture, batholith, extrusive igneous rock, intrusive igneous rock, crystal formation, plate tectonics), sentence starters, cornell notes and check-in partners.


Questions:
1. What does a caldera look like? (book/brain)
2. What is the difference between extrusive and intrusive igneous rock? (book or brain)
3. What does a batholith look like? (book/brain)

Human An and Phys Unit 3 Day 5

Learning: Students will learn about functioning of muscles and mechanisms that lead to muscle failure by collecting and analyzing data in writing using the language of science (cause/effect, actin, myosin, antagonist muscle, prime mover, energy, carbon dioxide, lactic acid), sentence starters, and table partners.

Questions:

1. How do actin and myosin make muscles function? (book or brain)
2. What does muscle function look like? (book or brain)
3. What did you learn about muscle failure from your lab yesterday? (brain)

Biology Unit 3 Day 4

Learning: Students will learn about the impact of population growth on ecosystems and will analyze and interpret text using the language of science (limiting factors, resources, carrying capacity, exponential growth, biotic factors, abiotic factors), literacy strategies and check-in partners.


Questions:

1. What is exponential population growth? (book)
2. Is the human population growing exponentially? (book and brain)
3. Does the growth of the human population affect other ecosystem factors? Explain. (brain)

Earth Science Unit 3 Day 4

Learning: Students will learn about changing of earth's surface (creation of igneous rock) by collecting data and observations, analyzing and interpreting data using the language of science (grain size, texture, batholith, extrusive igneous rock, intrusive igneous rock, crystal formation, plate tectonics), sentence starters, cornell notes and check-in partners.

Questions:

1. What processes create igneous rock? (book)
2. What part of the rock cycle are igneous rocks? (book or brain)
3. How do you think the earth's surface change because of igneous rocks? (brain)

Human An and Phys Unit 3 Day 4

Learning: Students will learn about functioning of muscles and mechanisms that lead to muscle failure by collecting and analyzing data in writing using the language of science (cause/effect, actin, myosin, antagonist muscle, prime mover, energy, carbon dioxide, lactic acid), sentence starters, and table partners.

Questions:

1. What causes muscles to fail? (book or brain)
2. What is lactic acid? (book)
3. What do you thinks it mean for your muscles to grow stronger? (brain)

Biology Unit 3 Day 3

Learning: Students will learn about population dynamics by hypothesizing, collecting data, and analyzing and interpreting data in writing using the language of science (carrying capacity, limiting factors, ecosystem, competition, resources, correlation), partners, and sentence starters.

Questions:

1. What does our yeast population lab have to do with carrying capacity?
2. What factors could have caused errors in your lab results?
3. Do you think your results will be reliable? Explain your thinking.

Earth Science Unit 3 Day 3

Learning: Students will learn about formation and characteristics of sedimentary rocks by collecting data and observations, analyzing and interpreting data using words (clastic, bioclastic, compaction, cementation, chemical, minerals, grain size), sentence starters, and check-in partners.

Questions:

1. What's the difference between a clastic and crystalline sedimentary rock? (brain/book)
2. What characteristics are used to identify sedimentary rocks? (book or brain)
3. What is the origin of most sedimentary rocks? (book or brain)

Human An and Phys Unit 3 Day 3

Learning: Students will learn about structures and functioning of muscles and will be able to describe and summarize them in writing using the language of science (actin, myosin, fiber bundles, sarcomeres, antagonist, insertion, origin, flexion, extension), sentence starters, cornell notes.

Questions: Answer these using the textbook packet from yesterday. Pick one up from the computer cart.

1. What are antagonist muscles? 
2. What is the insertion and origin of a muscle?
3. What makes muscles contract? (brain)

Biology Unit 3 Day 2

Learning: Students will learn about population dynamics by hypothesizing, collecting data, and analyzing and interpreting data in writing using the language of science (carrying capacity, limiting factors, ecosystem, competition, resources, correlation), partners, and sentence starters.

Questions:

1. What is carrying capacity? (book)
2. What factors impact carrying capacity? (book/brain)
3.  What is the correlation between resources and ecosystem sustainability? (book or brain)

Earth Science Unit 3 Day 2

Learning: Students will learn about formation and characteristics of sedimentary rocks by collecting data and observations, analyzing and interpreting data using words (clastic, bioclastic, compaction, cementation, chemical, minerals, grain size), sentence starters, and check-in partners.

Questions:

1. What is lithification? (book)
2. What processes create sedimentary rock? (book or brain)
3. What does sedimentary rock look like? (book or brain)

Human An and Phys Unit 3 Day 2

Learning: Students will learn about structures and functioning of muscles and will be able to describe and summarize them in writing using the language of science (actin, myosin, fibers, sarcomeres, bundles, skeletal muscles, flexion, extension), sentence starters, cornell notes.

Questions:

1. What structures make up muscles? (list at least 3).  https://training.seer.cancer.gov/anatomy/muscular/structure.html
2. What do actin and myosin look like? (book)
3. What do sarcomeres look like? (book)