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)

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)