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)

Biology Unit 2 Day 3

Learning: Students will be able to describe the process of meiosis in writing using the language of science (phases, gametes, chromosomes, haploid, diploid).

Questions:

1. What does meiosis look like? Draw. (book/brain)
2. What is the goal/purpose of meiosis? (book)
3. Do you think errors could happen during meiosis? Explain your thinking. (brain)

Video Links (choose 3)

The Great Divide

Phases of Meiosis 

Meiosis Crash Course 

Khan Academy Meiosis

What is meant by genetic difference?

What exactly is a gene?

Earth Science Unit 2 Day 4

Learning: Students will learn about plate movements and will be able to explain in writing the formations that result using the language of science (divergent boundary, transform boundary, force, tension, energy, convergent boundary).

Questions:

1. What is the difference between oceanic and continental crust? (book/brain)
2. What is the difference between new crust and old crust? (book/brain)
3. What does plate tectonics look like? Draw or describe. (book/brain)

Human An and Phy 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 2

Learning: Students will learn about the process of meiosis and will analyze and interpret patterns in order to explain it (in writing) using sentence starters, the language of science (chromosomes, phases, crossing over, independent assortment, process, gametes, inheritance).

Questions:

1. What are gametes? (book)
2. How are gametes formed? (book)
3. How do gametes relate to DNA? (book/brain)

Earth Science Unit 2 Day 3

Learning: Students will learn about plate motion and will analyze and interpret data in writing using the language of science (plate boundary, subduction, divergent boundary, mantle, oceanic crust, continental crust, convergent boundary), check in partners, and sentence starters.

Questions:

1. What is subduction? (book)
2. What types of events occur at plate bounaries? (book)
3. What occurs at a subduction boundary? (book)

Human Anatomy Unit 1 Wrap-Up

Learning: Students will evaluate and reflect in writing using rubric, sentence starters, check-in partners.

Questions:

1. Choose 2 activities from unit 1, what did you learn from these activities?
2. Where these 2 activities helpful for your learning? Why or why not?
3. What do you wish you had done better in unit 1?

Biology Unit 2 Day 1

Learning: Students will be able to explain the structure of DNA in writing using the language of science (chromosomes, genes, inheritance, patterns), check in partners, and sentence starters.

Questions:

1. What is DNA? (book)
2. What does DNA look like? (book/brain)
3. How does DNA work? (book)

Earth Science Unit 2 Day 2

Learning: Students will learn about plate tectonics by researching plate movements and will be able to explain the types of plate movements and their effects using the language of science (fault, plate boundary, transform, convergent, divergent, ), check up partners, notes.

Questions:

1. What causes plate tectonics? (book/brain)
2. How do plates move? (book/brain)
3. What plate movements formed the rocky mountains? (book)

Earth Science Unit 2 Day 1

Learning: Students will learn about plate tectonics by researching plate movements and will be able to explain the types of plate movements and their effects using the language of science (fault, plate boundary, transform, convergent, divergent, ), check up partners, notes.


Questions:

1. What is plate tectonics? (brain or book)
2. What causes plates to move? (brian or book)
3. What is the effect of plate movement? (book or brain)

Links for Class Today

• http://www.cotf.edu/ete/modules/msese/earthsysFlr/plates1.html
• http://pubs.usgs.gov/gip/dynamic/understanding.html

Human An and Phys Unit 1 Day 11

Learning: Students will collect, analyze, and interpret data in 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 do white blood cells look like? (book)
2. What are 4 other names for white blood cells? (book)
3. What is the function of white blood cells? (book)

Link for Class Today 

Biology Unit 1 Wrap-Up Day

Students will self-evaluate their learning in writing using a rubric, sentence starters, and check in partners. 

Questions:

1. Choose 2 activities from your unit 1 tracker that you would like to be graded.
2. Why did you choose these activities? Give at least 3 reasons.
3. What was the purpose of these activities? 

Earth Science Unit 1 Wrap-Up

Students will self-evaluate their learning in writing using a rubric, sentence starters, and check in partners. 

Questions:

1. Choose 2 activities from your unit 1 tracker that you would like to be graded.
2. Why did you choose these activities? Give at least 3 reasons.
3. What was the purpose of these activities? 

Human An and Phys Unit 1 Day 10

Learning: Students will collect, analyze, and interpret data in 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 9

Learning: students will collect data and analyze data  in writing about the mechanisms natural selection using the language of science (adaptations, differential survival, differential reproduction, genetic mutations, survival of the fittest, fitness), sentence starters and check in partners.

Questions:

1. What's the adaptive differences between a bird that lives on water and a bird that lives on land? (brain)
2. What selective pressures do birds on land face? Birds on water? (book/brain)
3. How are organisms and their environment correlated? (brain)

Earth Science Unit 1 Day 9

Learning: Students will learn about convection cycles and will gather data and analyze data in writing using the language of science (density, oceanic crust, continental crust, lithosphere, asthenosphere, mantle), table groups, and sentence starters.

Questions:

1. Draw: What does convection look like? (book/brain)
2. What is the cause of convection in the mantle? (book or brain)
3. What is the effect of convection in the mantle? (book/brain)

Human An and Phys Unit 1 Day 9

Learning: Students will be able to analyze and interpret data and explain in writing about homeostasis in cells using the language of science (structure, function, cell membrane, transport proteins), check in partners and sentence starters.

Questions:

1. Draw: What does homeostasis look like in your body? (book/brain)
2. Draw: What does homeostasis look like in cells? (book/brain)

Biology Unit 1 Day 8

Learning: Students will be able to analyze science text in writing using a graphic organizer, literacy partners, and literacy strategies.

Questions:

1. Skim the article given to you by Ms Friedrich "Supersize it!..."
2. What is the article about?
3. How does this article relate to this unit of biology?

Human An and Phys Unit 1 Lab day

Learning: Students will be able to analyze and interpret data and explain in writing about homeostasis in cells using the language of science (structure, function, cell membrane, transport proteins), check in partners and sentence starters.
Questions: 

1. What is homeostasis? (book)
2. What does homeostasis look like? draw or describe (book and brain)

Biology Unit 1 Day 7

Learning: students will analyze and justify their arguments in writing about the mechanisms natural selection using the language of science (adaptations, differential survival, differential reproduction, genetic mutations, survival of the fittest, fitness), sentence starters and check in partners.

Questions:

1. What role does the environment play in natural selection? (brain)
2. Draw a picture of how natural selection works. (brain)

Earth Science Unit 1 Day 7

Learning: Students will analyze science text and will write about the language of science used (plate tectonics, core, inner core, mantle, asthenosphere, lithosphere, crust) sentence starters and literacy partners.

Questions:

1. What evidence do scientists have that the continents have drifted? (book or brain)
2. What evidence do scientists use to understand the core of the Earth? (book)
3. What are seismic waves? (book)

Human An and Phys Unit 1 Day 7

Learning: Students will be able to analyze and interpret data and explain in writing about homeostasis in cells using the language of science (structure, function, cell membrane, transport proteins), check in partners and sentence starters.

Question:

1. Watch the following video clip and record 3 procedure steps we will be doing in our lab. Link for video

Biology Unit 1 Day 6

Students will analyze and interpret data to explain in writing the mechanisms natural selection using the language of science (adaptations, differential survival, differential reproduction, genetic mutations, survival of the fittest, fitness), sentence starters and check in partners.

Questions:

1. What are adaptations? Give an example. (book or brain)
2. What is fitness (biology definition)? (book or brain)
3. What is the difference between fitness and adaptations? (brain)

Human An and Phys Unit 1 Day 6

Learning: explain in writing about specialized cells and specialized tissue using the language of science (structure, function, nerve tissue, muscle tissue, connective tissue, epithelial tissue, correlation), check in partners and sentence starters.

Questions:

1. What is multiple sclerosis? (book)
2. What does multiple sclerosis have to do with connective tissue? (book and brain)
3. How do different types of tissues interact? 

Earth Science Unit 1 Day 6

Learning: Students will learn about plate tectonic theory by creating a model and graphing the data using notes, check-up partners, and the language of science (mantle, lithosphere, oceanic crust, continental drift, continental crust, Pangea).


Questions:

1. What are convection currents? (Book)
2. What causes continents to drift? (book or brain)
3. What do you predict will happen with continental drift in the future? (brain)

Biology Unit 1 Day 5

Learning: Students will analyze and interpret data to explain in writing the mechanisms natural selection using the language of science (adaptations, differential survival, differential reproduction, genetic mutations), sentence starters and check in partners.


Questions:

1. What are genetic mutations? (book)
2. How do genetic mutations happen? (book or brain)
3. How often do genetic mutations happen? (book or brain)

Earth Science Unit 1 Day 5

Learning: Students will learn about plate tectonic theory by creating a model and graphing the data using notes, check-up partners, words (mantle, lithosphere, oceanic crust, continental drift, continental crust, Pangea).

Questions:

1. What is the theory of continental drift? (book)
2. How are plate tectonic theory and theory of continental drift related? (book/brain)
3. How has the Earth's surface changed over time? (brain)

Human An and Phys Unit 1 Day 5

Learning: 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. What is connective tissue? (book)
2. How do cells relate to tissues? (book or brain)
3. What could or would happen if something went wrong with connective tissue? (book or brain)

Biology Unit 1 Day 4

Students will explain in writing the components of natural selection using the language of science (variation, differential survival, adaptations, mechanisms), graphic organizer and check in partners.

Questions:

1. Why don't all animals or plants in a population survive? (book or brain)
2. What differential survival? (book or brain)
3. What are adaptations? (book)

Earth Science Unit 1 Day 4

Learning: Students will learn about the structure of the Earth's layers by doing a simulation and using notes, words (lithosphere, crust, asthenosphere, mantle, density, temperature, inner core, outer core).


Questions:

1. What makes some layers of the Earth more dense than others? (book)
2. What property makes the asthenosphere or mantle unique? (book)
3. At what temperature do rocks melt? (book)

Human An and Phys Unit 1 Day 4

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

Biology Unit 1 Day 3

earning: Students will explain in writing the components of natural selection using the language of science (variation, differential survival, adaptations, mechanisms), graphic organizer and check in partners.

Questions:

1. What is natural selection? (book)
2. What did Charles Darwin do to study natural selection? (book or brain)
3. How does natural selection work? (book or brain)

Link for Class Activity Today

Earth Science Unit 2 Day 3

Daily Learning: Students will learn about changes to the Earth's surface and will read for meaning to explain process of changing the Earth's surface using the language of science (lithosphere, oceanic crust, continental crust, mantle, inner core, outer core), check-up partners.

Questions:

1. What makes the outer core unique? (book or brain)
2. Why is the inner core a solid? (book or brain)
3. What are the differences between the inner core and the outer core? (book or brain)

Human An and Phy Unit 1 Day 3

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

Questions:

1. What's the difference between a muscle cell and a bone cell? (book)
2. What do red blood cells look like? Why do you think they look this way? (book/brain)

Links for Videos (Choose 3 to complete the Video Notecatcher)

Tissues, Part 1: Crash Course

Cellular Specialization

Cell Specialization and Differentiation

Stem Cells (Specialized Cells)

How do Stem Cells Work? 

Cell Structures and Functions

Cell Differentiation

Biology Unit 1 Day 2

Learning: Students will explain in writing the components of natural selection using the language of science (variation, differential survival), graphic organizer and check in partners.

Questions:

1. What causes variation in species and populations? (book or brain)
2. Is variation a good or a bad thing for a population? (brain)
3. Does every critter in a population get to survive? Why/why not? (brain)

Earth Science Unit 1 Day 2

Daily Learning: Students will learn about plate tectonic theory by creating models using notes, word wall (lithosphere, oceanic crust, continental crust, mantle, inner core, outer core), check-up partners.

Questions: 

1. Which layer of the Earth's core is the hottest? Why is this? (book or brain)
2. What is the lithosphere? (book)
3. What is unique about the mantle? (book)

Human An and Phys Unit 1 Day 2

Learning: Students will explain in writing about structuresand functions of cell organelles using the language of science (nucleus, cytoplasm, cell membrane), check in partners and sentence starters.

Questions:

**Use the following link to help you answer questions 1 and 2: 

1. What does the cell membrane look like? 
2. What is the function of the cell membrane? 
3. Why do you think the cell membrane is important? (brain)

Link for Cell Structures

Earth Science Unit 1 Day 1

Daily Learning: Students will learn about plate tectonic theory by creating models using notes, word wall (lithosphere, oceanic crust, continental crust, mantle, inner core, outer core), check-up partners.

Questions:

1. Why does the Earth's surface look the way it does? (brain)
2. What does the center of the Earth look like? (brain)
3. Is the Earth's surface changing? Explain. (brain)

LInks for Class

Link 1

Link 2

Biology Unit 1 Day 1

Learning: Students will explain in writing the components of natural selection using the language of science (variation, differential survival), graphic organizer and check in partners.

Questions:

1. What does variation mean? (book or brain)
2. Why is it important to have variation? (brain)
3. What scientific process gives us many varieties of plants and animals? (book or brain)

Links for Class

The Earth's Core

The Interactive Earth

Human An and Phys Unit 1 Day 1

Learning: Students will explain in writing about structures and functions of cell organelles using the language of science (nucleus, cytoplasm, cell membrane), 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)

Link for Class Today

The Cytoplasm and Cell Organelles

Earth Science 2 Unit 3 Wrap-Up Day

Learning: Students will explain about chemical reactions in writing to convey their learning using words (igneous rock (instrusive, extrusive, batholith), metamorphic rock (foliated, pressure), sedimenatry (clastic, bioclastic, erosion, weathering, deposition), plate tectonics, texture, grain size, sentence starters. 

Questions:

1. What physical processes cause rocks to turn into other rocks? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Earth Science 1 Unit 3 - Unit Wrap-Up Day

Learning: Students will explain about chemical reactions in writing to convey their learning using words (fronts, occluded front, warm/cold front, stationary front, convergence, density, temperature, air pressure, orographic lift), sentence starters, . 

Questions:

1. What happens warm air and cold air come together? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Chemistry Unit 3 Day 8 - Unit Wrap-Up

Learning: Students will explain about chemical reactions in writing to convey their learning using words (reaction rates, single-replacement, double replacement, synthesis, decomposition, products, reactants, energy, temperature, concentration, angle of impact, activation energy), sentence starters, . 

Questions:

1. What happens if you have really low activation energy? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Earth Science 2 Unit 3 Day 7

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. Why do you think the creation of igneous rock could be considered the beginning of the rock cycle? (brain)
2. What physical changes create igenous rock? (book or brain)
3. How are igneous rocks changed into sedimentary rock? Metamorphic rock? (book or brain)

Earth Science 1 Unit 3 Day 4

Learning: STudents will learn about severe weather and will gather data, analyze and interpret data and write explanatory texts to convey these ideas using the language of science (air mass, front, density, pressure, temperature).

Questions:

1. How does temperature impact air density? (book or brain)
2. How does air density create the weather? (book or brain)
3. List 4 ways air masses interact? (book or brain)

Link for Severe Weather Data 

Chemistry Unit 3 Day 6 (continued)

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy, energy), check in partners, and sentence starters.

Questions:

1. How can activation energy change the speed of a chemical reaction? (book or brain)
2. What makes molecules collide and react? (book or brain)
3. What effect does lowering the activation energy have on a reaction? (book or brain)

Chemistry Unit 3 Day 6 (continued)

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy, energy), check in partners, and sentence starters.

Questions:

1. How can activation energy change the speed of a chemical reaction? (book or brain)
2. What makes molecules collide and react? (book or brain)
3. What effect does lowering the activation energy have on a reaction? (book or brain)

Earth Science 2 Unit 3 Day 6

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 creates 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)

Earth Science 1 Unit 3 Day 3

Learning: Students will learn about weather creation and will write explanatory text to analyze and interpret these ideas using the language of science (expansional cooling, warm front, cold front, occluded front, stationary front, density, temperature), check in partners, cornell notes, and sentence starters.

1. Why do weather fronts form? (book or brain)
2. What is the effect of a weather front? (book or brain)

Chemistry Unit 3 Day 6

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy), check in partners, and sentence starters.

Questions:

1. List 3 factors that can speed up a chemical reaction. (book)
2. What causes the molecules in a chemical reaction to change speed? (book or brain)
3. What is activation energy? (book)

Earth Science 2 Unit 3 Day 5

Learning: Students will learn about formation and characteristics of metamorphic rocks by collecting data and observations, analyzing and interpreting data using words (foliated, nonfoliated, pressure, texture, regional metamorphism, contact metamorphism, grain size), sentence starters, and check-in partners.

Questions:

1. What makes metamorphic rock? (book or brain)

1. What is foliation in rock? (book)

1. What is regional metamorphism? (book)

Earth Science 1 Unit 3 Day 2

Learning; Students will learn about weather creation and will write explanatory text to analyze and interpret these ideas using the language of science (expansional cooling, warm front, cold front, occluded front, stationary front, density, temperature), check in partners, and sentence starters.

Questions:

1. What is a weather front? (book)
2. What causes differences in temperature across the country? (book or brain)
3. What is expansional cooling? (book)

Links for Class Today:

Fronts Climate Education

Weather Fronts Animation and Information

Chemistry Unit 3 Day 5

Learning: Students will learn about reaction rate and will gather data, analyze and interpret its meaning in writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, energy, catalyst, activation energy), check in partners, and sentence starters.

Questions:

1. Can you speed up a chemical reaction? How? (book or brain)
2. How do chemical reactions happen? (book)
3. What is molecular collision theory? (book)

Earth Science 2 Unit 3 Day 5

Learning: Students will learn about formation and characteristics of metamorphic rocks by collecting data and observations, analyzing and interpreting data using words (foliated, nonfoliated, pressure, texture, regional metamorphism, contact metamorphism, grain size), sentence starters, and check-in partners.

Questions:

1. How is metamorphic rock made? (book)
2. How is metamorphic rock different than sedimentary? (book)
3. What creates the heat and pressure of metamorphic rock? (book)

Earth Science 1 Unit 3 Day 1

Learning: Students will learn about factors that create weather and will explain this in writing using the language of science (air pressure, temperature, density, atmosphere, moisture, precipitation, air mass), check-in partners, and graphic organizer/note catcher.

Questions:

1. Where does Earth's heat energy come from? (book)
2. What creates wind? (book)
3. Why do you think the weather across the Earth so different? (brain)

Links for Videos today

Weather Variables

Severe Weather

Our World--What is Weather?

Bozeman Science Weather and Climate

The Weather Channel

National Geographic Climate and Weather

Factors Affecting Weather