Human An and Phys Unit 2 Day 8

Students will learn about factors that initiate feedback loops (to maintain homeostasis) by planning and evaluating an investigation in writing using the language of science (feedback loops, mechanisms that maintain homeostasis, internal conditions, relevant data), sentence starters, and partners.

Questions:

1. How does the heart maintain homeostasis? (book)
2. What role does the heart play in feedback loops? (book)
3. What factors might cause the heart rate to change? (brain)

Biology Unit 2 Day 7

Students will learn about how cells use passive and active transport to maintain homeostasis by analyzing and interpreting text in writing using the language of science (semi-permeable membrane, equilibrium, membrane proteins, energy, molecules), diagrams, question + sentence starters, AVID strategies, partners. 

Questions:

1. What is active transport? (book)
2. What does active transport look like? (book/brain)
3. How does active transport maintain homeostasis? (book)

Earth Science Unit 2 Day 7

Students will learn about severe weather and its impacts by analyzing and interpreting data in writing using the language of science (thunderstorm frequency, factors that create severe weather, air pressure, temperature), diagrams, sentence starters.


Questions:

1. What factors create severe weather? (book)
2. What types of severe weather impacts Denver the most? (brain)
3. What's difference between severe weather and normal, average weather events? (book/brain)

Link for Today

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 6

Students will learn about how cells use passive and active transport to maintain homeostasis by analyzing and interpreting text in writing using the language of science (semi-permeable membrane, equilibrium, membrane proteins, energy, molecules), diagrams, question + sentence starters, AVID strategies, partners. 

Questions:

1. What is passive membrane transport? (book)
2. What does passive membrane transport look like? (book/brain)
3. What does a semi-permeable membrane look like? (book)

Earth Science Unit 2 Day 6

Students will learn about factors that influence the weather by describing, synthesizing, and creating new models in writing using the language of science (front, air density, temperature, causes of weather, impacts of fronts), foldable, and diagrams.

Questions:

1. What does a cold front look like? (book/brain)
2. What are the differences between a cold front and a warm front? List 2. (book)
3. Which front causes the most severe weather? (book)

Human An and Phys Unit 2 Day 6

Students will learn about factors that affect blood pressure and will collect, analyze and interpret data in writing using the language of science (hypertension, homeostasis, feedback loop, mechanisms of blood pressure), notes, and simulation.

Questions:

1. What factors impact blood pressure? List at least 5. (brain or book)
2. What is blood pressure a measure of? (book or brain)
3. How does your body regulate blood pressure to maintain homeostasis? (use this link, paragraph 4)

Biology Unit 2 Day 5

Students will learn about cell membrane transport and will make observations, collect data, analyze patterns, make inferences in writing using the language of science (effects of cell membrane transport, membrane proteins, homeostasis, molecules, diffusion), partners, simulation, and sentence starters.

Questions:

1. What is membrane diffusion? (book)
2. What does membrane look like? (book/brain)
3. How does membrane diffusion maintain homeostasis? (book)

Earth Science Unit 2 Day 5

Students will learn about factors that influence the weather by describing, synthesizing, and creating new models in writing using the language of science (front, air density, temperature, causes of weather, impacts of fronts), foldable, and diagrams.


Questions:

1. What is a weather front? (book)
2. What does a weather front look like? (book/brain)
3. List 4 types of weather fronts.

Helpful Links for Today

http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/

http://www.climateandweather.net/world-weather/weather-fronts.html

http://www.livescience.com/39004-weather-fronts-definition-facts.html

Human Anatomy and Phys Unit 2 Day 5

Students will learn about factors that affect blood pressure and will collect, analyze and interpret data in writing using the language of science (hypertension, homeostasis, feedback loop, mechanisms of blood pressure), notes, and simulation.


Questions:

1. What is blood pressure? (use this link)
2. What does blood pressure look like? 
3. What causes blood pressure? 

Link for Class Today

Biology Unit 2 Day 4

Students will learn about cell membrane transport and will make observations, collect data, analyze patterns in writing using the language of science (causes of cell membrane transport, effects of cell membrane transport, membrane proteins, homeostasis, molecules), partners, simulation, and sentence starters.

Questions:

1. How are molecules moved through the cell membrane? (book or brain)
2. What role to membrane proteins play in membrane transport? (book or brain)
3. Looking at your do now and mini-lesson notes from yesterday, what do you think is the most important detail to remember? (brain)

Earth Science Unit 2 Day 4

tudents will learn about factors that create weather by describing, questioning, and analyzing/interpreting text using the language of science (air pressure, air density, temperature, atmosphere, causes of weather, effects of changes to the atmosphere), notes and partners.

Questions:

1. What is convection? (book)
2. What does convection look like? (book/brain)
3. How does convection relate to weather? (book/brain)

Human An and Phys Unit 2 Day 4

Students will learn about feedback loops by analyzing and synthesizing information in writing using the language of science (homeostasis, organs, stimulus, response, mechanisms of feedback loops), graphic organizer, and diagrams.

Questions:

1. What does a feedback loop (in the human body) look like? (book)
2. Give an example of a feedback loop in the human body. (book)
3. What are the 5 parts of a feedback loop? (book)

Biology Unit 2 Day 3

Students will learn about cell membrane transport and will make observations, collect data, analyze patterns in writing using the language of science (causes of cell membrane transport, effects of cell membrane transport, membrane proteins, homeostasis, molecules), partners, simulation, and sentence starters.

Questions:

1. Review your notes and do nows from last week, what was our focus of learning last week? (brain)
2. What is cell membrane transport? (use this!)
3. What does cell membrane transport look like? 

Earth Science Unit 2 Day 3

Students will learn about factors that create weather by describing, questioning, and analyzing/interpreting text using the language of science (air pressure, air density, temperature, atmosphere, causes of weather, effects of changes to the atmosphere), notes and partners.

Questions:

1. How does temperature impact the weather? (book)
2. Does temperature have a big or small impact on weather? What do you think? (brain)
3. Where does weather start? (book/brain)

Human An and Phys Unit 2 Day 3

Students will learn about feedback loops by analyzing and synthesizing information in writing using the language of science (homeostasis, organs, stimulus, response, mechanisms of feedback loops), graphic organizer, and diagrams.

Questions:

1. What is homeostasis? (book)
2. What is a feedback loop? (book)
3. How does a feedback loop relate to homeostasis? (book) 

Biology Unit 2 Day 3

Students will learn about the structure and function of cell membranes by describing and analyzing them in writing using the language of science (plasma membrane, homeostasis, membrane proteins, lipid bilayer, selectively permeable), sentence starters, and diagrams and models.

Questions:

1. What is the function of the proteins in the cell membrane? (book)
2. What do the proteins in the cell membrane look like? (Book)
3. What does it mean to be selectively permeable? (Book)

Earth Science Unit 2 Day 3

Students will learn about factors that create weather by describing, questioning, and analyzing/interpreting text using the language of science (air pressure, air density, temperature, atmosphere, causes of weather, effects of changes to the atmosphere), notes and partners.

Questions:

1. What is air pressure? (book)
2. What does air pressure look like? (book/brain)
3. What factors create air pressure? (book/brain)

Human An and Phys Unit 2 Day 2

Students will learn about structures and functions of the cardiovascular system and will able to describe the structures using the language of science (characteristics, veins, arteries, capillaries, aorta, blood flow, valves, cardiac muscle, connective tissue), sentence starters, and notes.

Questions:

1. What does the heart look like? (book/brain)
2. How does the heart work? (book)
3. What structures make up the heart? List at least 4 (book)

Biology Unit 2 Day 2

Students will learn about the structure and function of cell membranes by describing and analyzing them in writing using the language of science (plasma membrane, homeostasis, membrane proteins, lipid bilayer), sentence starters, and diagrams and models.

Question:

1. What does the cell membrane look like? (book/brain)
2. What is the plasma membrane? (book)
3. Why is the cell membrane important? (book/brain)

Earth Science Unit 2 Day 1

Students will learn about factors that create weather and will describe and explain this in writing using the language of science (mechanisms of weather creation, air pressure, temperature, air density),  sentence starters, and videos.

Questions: Considering yesterday you were supposed to peer and self-evaluate work that was completed during Unit 1--

1. How do you feel when you have to evaluate your own work? Explain. (brain)
2. How do you feel when you have to evaluate your peers' or classmates work? Explain. (brain)
3. Do you think peer and self evaluation is important part of learning? Explain. (Brain)

Video Links for Today

What Causes Thunder and Lightning

Weather and Climate

Weather vs. Climate

Clouds and Weather

Crash Course in Weather

Our World: What is Weather

Severe Weather

Human An and Phys Unit 2 Day 1

Learning: Students will be able to describe the structures that make-up the cardiovascular system using the language of science (veins, arteries, capillaries, aorta, blood flow, circulatory).

Questions:

1. What is the cardiovascular system? (book)
2. What does the cardiovascular system look like? Draw or describe. (book/brain)
3. What is the function of the cardiovascular system? (book)

Helpful Links for Diagrams and Labels

http://www.texasheart.org/HIC/Anatomy/

http://kidshealth.org/en/teens/heart.html 

http://www.newhealthadvisor.com/Circulatory-System-Diagram.html

Biology Unit 2 Day 1

Daily Science Language: cells, homeostasis, factors that affect cells, cell membranes, proteins.

Questions:

1. What is a cell? (book)
2. What does a cell look like? (book/brain)
3. What are 3 differences between plant and animal cells? (book)

Links for Videos (Pick 3 to watch and record on note catcher)

Cell Membranes and Cell Transport: Molecules like to Move it, Move it

Insights into cell membranes via dish detergent 

Introduction to Cells: The Grand Cell Tour

Transport in Cells: Diffusion and Osmosis | Biology for All | 

How do things move across a cell membrane?

Osmosis: A Solute and Solvent Love Story

Cell Membranes

Earth Science Unit 2 Day 1

Questions:

1. What creates weather? (book)
2. What does weather look like? (book/brain)
3. What factors create severe weather? (book)

Unit 1 Wrap-up Day

Students will self and peer evaluate in writing in order to understand their progress and target next steps using the language of evaluation (evidence, expectations, performance criteria, rubric), sentence starters, and strategic pairings.

Questions:

1. What did you learn from unit 1? (brain)
2. Make a list of terms and science language that relate to unit 1. (brain)
3. What was your target for learning in unit 1? Do you think you met your learning target? (brain)

Human An and Phys Unit 1 Day 11

Students will learn about tissues and their relationship to cells by describing and interpreting them in writing using the language of science (tissues, cells, structure, function, relationship between structure and function), graphic organizer and leveled questions.

Questions:

1. What role do tissues play in the human body? (book)
2. What do tissues have to do with organs? (book/brain)
3. What's the difference between muscle tissue and connective tissue? (book/brain)

Biology Unit 1 Day 10

Students will learn about the function of enzymes by hypothesizing, collecting data in writing using the language of science (enzyme, catalase, reliable data, denature, factors that affect function, structure, correlation between heat and enzyme function), partners, and sentence starters. 

Questions:

1. What does it mean to denature an enzyme? (book)
2. What do you think denaturing looks like? (book/brain)
3. What might cause unreliable data in your lab? Be specific. (brain)

Earth Science Unit 1 Day 10

Students will learn about water storage and use by collecting data and analyzing data in writing using the language of science (porosity, permeability, aquifer, groundwater, freshwater, surface runoff, factors that affect, correlation between soil type and permeability), model and sentence starters.

Questions:

1. What does porosity look like? (book/brain)
2. What does porosity have to do with groundwater? (book/brain)
3. What does permeability look like? (book/brain)

Human An and Phys Unit 1 Day 10

Students will learn about tissues and their relationship to cells by describing and interpreting them in writing using the language of science (tissues, cells, structure, function, relationship between), graphic organizer and leveled questions.

Questions:

1. List 4 types of tissues? (book)
2. What are tissues? (book/brain)
3. What do tissues look like? (book/brain)

Link for Mini-Lesson Notes and Activity for Today

Biology Unit 1 Day 9

Students will learn about the function of enzymes by hypothesizing, collecting data in writing using the language of science (procedures, enzyme, catalase, reliable data), partners, and sentence starters.
Questions:

1. What is the purpose of our Yeast Enzyme Lab? (brain)
2. What is catalase? (book)
3. What does an enzyme look like? (book/brain)

Earth Science Unit 1 Day 9

Students will learn about water storage and use by collecting data and analyzing data in writing using the language of science (porosity, permeability, aquifer, groundwater, freshwater, surface runoff, factors that affect, correlation between soil type and permeability), simulation and sentence starters.

Questions:

1. How does water get into an aquifer? (book)
2. How is an aquifer created? (book)
3. What do aquifers have to do with groundwater? (book)

http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT02/CT02.html

Human An and Phys Unit 1 Day 9

Students will learn about the function of stem cells by reading, analyzing and interpreting text in writing using the language of science (specialized cells, function, structure, mechanisms that lead to), sentence starters, and reading strategies.

Questions:

1. What are stem cells used for? (book/brain)
2. What's the difference between embryonic stem cells and adult stem cells? (book/brain)
3. What do you think about the use of stem cells? (brain)

Biology Unit 1 Day 8

Students will learn about the function of enzymes by hypothesizing, collecting data in writing using the language of science (procedures, enzyme, catalase, reliable data), partners, and sentence starters.

Questions:

1. What is an enzyme? (book)
2. What does an enzyme look like? (book/brain)
3. Why do you think enzymes are important? (brain)

Earth Science Unit 1 Day 8

Learning: Students will learn about sources of fresh water by collecting and analyzing data in writing using the language of science (porosity, permeability, ground water, freshwater, factors that affect), sentence starters and notes.

Questions:

1. What is an aquifer? (book)
2. What is the difference between surface water and ground water? (book/brain)
3. What does groundwater storage look like? (book/brain)

Link for Class today

Human Anatomy and Phys Unit 1 Day 8

Students will learn about the function of stem cells by reading, analyzing and interpreting text in writing using the language of science (specialized cells, function, structure, mechanisms that lead to), sentence starters, and reading strategies.

Questions:

1. What is a stem cell? (book)
2. What are stem cells used for? (book)
3. Why is stem cell use controversial? (book)

Biology Unit 1 Day 7

Students will learn about the importance of proteins by creating a model and analyzing and interpreting the model in writing using the language of science (structure, function, factors that affect, causes of, enzymes), sentence starters, and notes.

Questions:

1. What do proteins look like? Describe or draw. (book)
2. Why do you think proteins look this way? (brain)
3. Research: what is  Creutzfeldt-Jakob disease, or CJD.

Earth Science Unit 1 Day 7

Students will learn about water supply sustainability by analyzing and interpreting data in writing using the language of science (sustainable, nonrenewable, renewable, resources, factors that affect), partners, and sentence starters.

Questions:
1. Which country uses the most water in the world? Which states in the US use the most water? (book)
2. Why do you think the water use varies across the country? (brain)
3. Do you think the water use is sustainable in states like Texas? (brain)

Human An and Phys Unit 1 Day 7

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

1. List 4 types of white blood cells. (book)
2. Describe the function of 1 of the types of white blood cells. (book)
3. What do you think is more important--white blood cells or red blood cells? Explain your thinking. (brain)

Link for Blood Cells Study

Biology Unit 1 Day 6

Learning: Students will learn about the structure and function of proteins by creating a model, making observations and analyzing patterns in writing using the language of science (amino acids, enzymes, factors, properties), sentence starters, and partners.

Questions:

1. What does a protein biomolecule look like? (book/brain)
2. What are amino acids? (look at THIS!)
3. How do amino acids relate to proteins? (book/brain)

Earth Science Unit 1 Day 6

Learning: Students will learn about water use and sustainability by analyzing and interpreting data in writing using the language of science (renewable resource, nonrenewable resource, freshwater, agriculture, industry, factors that affect), diagrams and sentence starters.

Questions:

1. How is most water used on Earth? (book or brain)
2. What is a sustainable resource? Give an example. (book)
3. Do you think water use in the United States is sustainable? Explain. (brain)