Earth Science Week 4 Tuesday

Students will learn about ground and surface water by analyzing and interpreting models and data.

Questions:

1. What was our simulation about yesterday?
2. Draw and describe one graph or diagram from the simulation.
3. How can groundwater become surface water?

Link for Simulation

Chemistry Week 1 Monday Part 2

Students will learn about matter (Particle Theory of Matter) and properties of matter by analyzing and interpreting data.

Do Now Questions:

1. What have you done so far to make progress towards our learning objective (see above)?
2. What was our simulation about during part 1?
3. How would you explain matter to a chemistry classmate? 

Chemistry Week 1 Monday Part 1

Students will learn about matter (Particle Theory of Matter) and properties of matter by analyzing and interpreting data.

Do Now Questions:

1. Write 1 expectation you have of yourself in this class.
2. What do you know about matter and atoms?
3. What is one thing you want the teacher of this class to know about you?

Link for Simulation

Biology Week 4 Monday

Students will learn about the impact of keystone and invasive species on ecosystems by analyzing and synthesizing data and information.

Questions:

1. What is a keystone species?
2. How is a wolf an example of a keystone species?
3. What is the impact of keystone species on ecosystems?

Helpful Links for Keystone Species Chart Activity

• If These 8 Species Go Extinct, Whole Ecosystems will Disappear
• 12 Examples of Keystone Species
• Keystone Species--How they create Abundance and Stability

Earth Science Week 4 Monday

Students will learn about ground and surface water by analyzing and interpreting models and data.

Questions:

1. What new learning have you gained so far about groundwater?
2. Describe a correlation between surface water and groundwater. How are they connected?
3. What does the water table look like? Draw/describe.

Link for Simulation

Earth Science Week 3 Thursday

Learn about the use and misuse of aquifer water (sustainability) by analyzing and interpreting data.  

Questions:

1. What was our article from this week about?
2. Why are some aquifers more stressed than others?
3. How do you think we can measure how much water is in an aquifer?

Link for Activity Today

Biology Week 3 Thursday

Learning Objective: Students will learn about factors that affect ecosystems (predator/prey relationships) by predicting, collecting and analyzing data.

Questions:

1. What was our simulation about yesterday?
2. What is one thing you noticed about the predator/prey interactions in the simulation?
3. Describe 1 limitation of our predator/prey simulation. 

Chemistry Week 3 Thursday Part 2

Questions:

1. What would you tell other students about this class?
2. In what way(s) did you grow most as a learner in this class?
3. What is one thing you would add to this class? (explain your reasoning)

Chemistry Week 3 Thursday Part 1

Questions:

1. What were our labs about yesterday?
2. Why do you think some reactions lose heat (get colder) and some reactions release heat? 
3. What was the most difficult part of the labs for you?

Chemistry Week 3 Wednesday Part 2

Questions:

1. What was our lab about during part 1?
2. What does the heat energy of an endothermic reaction look like? (draw or describe)
3. Why does an endothermic reaction need more heat energy?

Chemistry Week 3 Wednesday Part 1

Students will learn about thermodynamics (exothermic and endothermic reactions) by collecting and analyzing data.

Questions:

1. What did our lab yesterday have to do with thermodynamics?
2. Why do some chemical reactions gain heat energy?
3. Why do you think some chemical reactions lose or release heat energy?

Biology Week 3 Wednesday

Learning Objective: Students will learn about factors that affect ecosystems (predator/prey relationships) by predicting, collecting and analyzing data.

Questions:

1. What is the correlation between predators and prey?
2. Do predator/prey relationships have a negative or positive affect on ecosystems?
3. What adaptations to predators have that allow them to catch prey? Give at least 2 examples. 

Earth Science Week 3 Wednesday

Learning Objective: Students will learn about sources of water and their sustainability by analyzing and interpreting models and text.

Questions:

1. What was our simulation about yesterday?
2. What makes soil more permeable? Less?
3. What soil types are most permeable? Explain why you think so.

Chemistry Week 3 Tuesday Part 2

Questions:

1. What is our lab about today?
2. What background information do you already know about this topic/lab?
3. What is conduction? What does it look like? (draw/describe)

Chemistry Week 3 Tuesday Part 1

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data. 

Questions:

1. What did you do yesterday to make progress toward our learning objective? (describe/explain)
2. How well do you think you could explain thermodynamics? (evaluate/explain with because)
3. Why do some substances transfer heat better than others?

Biology Week 3 Tuesday

Learning Objective: Students will learn about factors that affect ecosystems (predator/prey relationships) by predicting, collecting and analyzing data.

Questions:

1. How would you define limiting factor?
2. Give 3 examples of limiting factors.
3. How do food webs/food chains show limiting factors?

Earth Science Week 3 Tuesday

Learning Objective: Students will learn about sources of water and their sustainability by analyzing and interpreting models and text.

Questions:

1. What is porosity?
2. What would high porosity look like? (draw or describe)
3. Who do you think owns the rights to the groundwater aquifers?

Link for Simulation

Chemistry Week 3 Monday Part 2

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data and text.

Questions:

1. What did you find out from building and testing your thermos? 
2. How did your prototypes compare to your classmates'?
3. What does building and testing thermoses have to do with thermodynamics?

Chemistry Week 3 Monday Part 1

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data. 

Questions:

1. What is an insulator?
2. What is the difference between an insulator and a conductor?
3. Why do you think some materials are better insulators than others?

Biology Week 3 Monday

Learning Objective: Students will learn about maintaining ecosystem stability by predicting, collecting and analyzing data.

Questions:

1. What is our simulation about that we started last week?
2. What have you noticed so far about the ecosystem communities you've created?
3. What has helped your learning most so far in this class?

LINK for Simulation

Earth Science Week 3 Monday

Learning Objective: Students will learn about sources of water and their sustainability by analyzing and interpreting models and text.

Questions:

1. What was our model aquifer showing?
2. What impact does surface pollution have on groundwater or aquifer?
3. How do aquifers differ from each other?

Annotations: Choose 2 ways from the list below to talk back to the text you're reading.

1. Highlight 5 key terms. These may or may not be science terms, but are important in order to understand the article. Respond in the margins by writing how/why the author is using the word. 
2. Highlight 5 sentences that stand out to you in the article and respond to them in the margins using the following sentence starter--In other words,...
3. Highlight 5 sentences or sections that answer our focus question--What does this article say about water sustainability? Respond to your highlights in the margins using the following sentence starter--This section/sentence shows...
4. Highlight 3 sentences that stand out to you and respond to them in the margins using the sentence starter I agree/disagree with this because...
5. Draw a circle around a section of the article where you feel a chart, graph or diagram is needed; respond to this in the margins by telling what you would add to help readers better understand the article. 

Chemistry Thursday Part 2, Week 2

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data and text.

Questions:

1. What did we do in our lab during Part 1?
2. What were your results? 
3. What conclusions can you draw about the heat energy capacity of your metals? Which one was higher?

Chemistry Thursday Part 1, Week 2

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data.

Questions:

1. How would you explain specific heat to a classmate?
2. What is the difference is specific heat between lead and water?
3. Why do you think different substances have different values for specific heat?

Earth Science Thursday, Week 2

Learning Objective: Students will learn about water as a stored resource by creating a model and analyzing and interpreting data.

Questions:

1. What new learning have you gained about aquifers?
2. How would you describe an aquifer to a classmate?
3. What has helped your learning most in this class?

Biology Thursday, Week 2

Learning Objective: Students will learn about maintaining ecosystem stability by predicting, collecting and analyzing data.

Questions:

1. What role do the top predators play in an ecosystem?
2. What role to producers play in an ecosystem?
3. Give an example of a food chain that might be in Colorado.

LINK for Simulation

Chemistry Wednesday Part 2 Week 2

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data and text.

Questions:

1. What did your article say about heat transfer/kinetic energy?
2. What materials transfer heat the best? Give 2 examples.
3. What does heat transfer look like? (draw or describe)

Link for Simulation

Chemistry Wednesday Part 1, Week 2

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data and text.

Questions:

1. What is kinetic energy?
2. What does kinetic energy look like? (draw or describe)
3. If you had to explain the difference between heat and temperature to a classmate, what would you tell them? 

Biology Wednesday, Week 2

Learning Objective: Students will learn about maintaining ecosystem stability by predicting, collecting and analyzing data.

Questions:

1. How would you describe a food chain to a biology classmate?
2. What do you notice about food chains?
3. What do you think is the most important part of a food chain?Explain your thinking.

Link for Simulation

Earth Science Wednesday, Week 2

Learning Objective: Students will learn about water as a stored resource by analyzing and interpreting text.

Questions:

1. What is the article we started yesterday about?
2. How would you describe an aquifer?
3. Do you think aquifers represent water as a renewable or a nonrenewable resource?

Chemistry Monday Part 2 Week 2

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data.

Questions:

1. What did you do during part 1 of class to make progress toward our learning objective (above)?
2. How do thermometers work?
3. What is the difference between heat and temperature?

Chemistry Monday Part 1 Week 2

Learning Objective: Students will learn about thermodynamics by analyzing and interpreting data.

Questions:

1. What new learning did you gain last week about chemical reactions? List at least 2 details.
2. What is heat?
3. What is temperature?

Earth Science Monday, Week 2

Learning Objective: Students will learn about water as a stored resource by analyzing and interpreting text.

Questions:

1. What new learning have you gained about water on Earth (the hydrosphere)?
2. How do you think water budgets should be managed? Write 2-3 sentences explaining your thoughts.
3. Where do you think most water on Earth is stored?

Biology Monday, Week 2

Learning Objective: Students will learn about factors that affect ecosystems by constructing food webs and chains.

Questions:

1. What new learning have you gained so far about ecosystems and ecosystem balance?
2. Write one question you still have about abiotic/biotic factors.
3. What does a food chain show? Food web?

Chemistry Thursday Part 2 Week 1

Questions:

1. What other variables could you use to test reaction rate with this experiment? Explain your thinking.
2. How do you think your results compared with the results of your classmates? Why do you think this is so?
3. Why did we stir the reaction for 10 seconds, same amount of time/every time? 

Chemistry Thursday Part 1, Week 1

Learning Objective: Students will learn about collision theory and factors that affect reaction rates by analyzing and interpreting data.

Questions:

1. What was our lab about yesterday?
2. What was the most challenging part of the lab for you? Describe.
3. Explain what you think is happening in the lab during the reaction.

Earth Science Thursday, Week 1

Learning Objective: Students will learn about mechanisms of water budget by analyzing and interpreting data (graphs).

Questions:

1. What was our graph about yesterday?
2. What does sustainable mean?
3. What would it mean to have a high water budget? Low?

Biology Thursday, Week 1

Learning Objective: Students will learn about factors that affect ecosystems by constructing food webs/chains.

Do Now:

• Look at your cycles packet from yesterday. 
• Choose 1 more question to answer about each cycle. 

Chemistry Wednesday Part 2, Week 1

Learning Objective: Students will learn about collision theory and factors that affect reaction rates by analyzing and interpreting data.

Questions:

1. What was our simulation in part 1 about?
2. What have you done so far today to make progress toward our learning objective (above).
3. What new learning have you gained (today or yesterday) about chemical reactions?

Chemistry Wednesday Part 1, Week 1

Learning Objective: Students will learn about collision theory and factors that affect reaction rates by analyzing and interpreting data.

Questions:

1. What did we do in our lab yesterday?
2. What do you think it means to get reliable data?
3. What was the most challenging part of the lab yesterday? Explain your thinking using a because statement.

Earth Science Wednesday, Week 1

Learning Objective: Students will learn about mechanisms of water budget by analyzing and interpreting data (graphs).

Questions:

1. How does water move on Earth/in our hydrosphere?
2. Why does water move on Earth/in our hydrosphere?
3. Where do you think is the most water movement on Earth/in our hydrosphere? Explain your thinking.

Biology Wednesday, Week 1

Learning Objective: Students will learn about components of ecosystems and factors that affect them by analyzing and interpreting models. 

Questions:

1. What is an example of an abiotic factor in a jungle-type ecosystem?
2. Which do you think has more of an impact on ecosystems--abiotic or biotic factors? Explain your thinking by writing a because statement.

Chemistry Tuesday Part 2 Week 1

Questions:

1. What was the simulation in part 1 about?
2. How would you describe collision theory to a classmate?
3. What does collision theory have to do with chemical reactions?

Chemistry Tuesday Part 1 Week 1

Objective: Students will learn about energy and chemical reactions by analyzing and interpreting data.

Questions:

1. What did the text reading from yesterday tell us about chemical reactions?
2. What did the text from yesterday tell us about energy (heat energy)?
3. What new learning have you gained so far about chemical reactions and/or energy?

LINK for Simulation

Biology Tuesday, Week 1

Learning Objective: Students will learn about population ecology by analyzing and interpreting text.

Questions:

1. Translate our learning objective (above)--In other words, we...
2. What was the text we read yesterday about?
3. How would you define ecology?

Earth Science Tuesday Week 1

Objective: Students will learn about the water cycle by creating a model (diagram) and analyzing patterns in the movement of water.

Questions:

1. What will be the most difficult part of our learning objective (above) for you? Explain your thinking by writing a because statement.
2. What do you know about water on Earth?
3. Write one question you have about water on Earth.

Monday Part 2 Week 1 Chemistry

Objective: Students will learn about temperature by explaining and diagramming its mechanisms.

Questions:

1. What new learning have you gained so far about temperature? Chemical reactions?
2. What do you think is the most important part of videos you viewed during Part 1? Why do you think so?

Links for Part 2 Videos

What triggers a chemical reaction?

How to speed up chemical reactions and get a date.

Kinetics: Chemistry's Demolition Derby - Crash Course Chemistry

Collision Theory

Collision Theory and Chemical Reactions

The Rate of Chemical Reactions

Factors Affecting Rate of Reaction

Monday Part 1, Week 1 Chemistry

Objective: Students will learn about temperature by explaining and diagramming its mechanisms.

Questions:

1. What is one expectation you have for the other students in this class?
2. What is one expectation you have for the teacher of this class?
3. Describe one barrier to your learning? Why is this a barrier for you?
4. What is one thing you want the teacher to know about you?

Monday, Week 1 Biology

Learning Objective: Students will learn about population ecology by analyzing and interpreting text. 

Questions:

1. What is one expectation you have for the other students in this class?
2. What is one expectation you have for the teacher of this class?
3. Describe one barrier to your learning? Why is this a barrier for you?
4. What is one thing you want the teacher to know about you?

Monday, Week 1 Earth Science

Objective: Students will learn about the water cycle by creating a model (diagram) and analyzing patterns. 

Questions:

1. What is one expectation you have for the other students in this class?
2. What is one expectation you have for the teacher of this class?
3. Describe one barrier to your learning? Why is this a barrier for you?
4. What is one thing you want the teacher to know about you?

Final -- Period 2

Instructions:

1. Pick up a handout from the front table. 
2. Complete the handout to the best of your ability with thoughtful reflection.
3. When finished, turn it into the exit ticket basket.

Final Instructions 

Part 1: The post-test. (The teacher's final). 
Part 2: You will have 2 options for your final exam. One will be creating a test with the information you have learned in this class. The second option will be a concept map of all the concepts you've learned in this class. See below for a list of requirements for your Final.

• The"test" will be multiple choice with a, b, c, and d answer choices. 
• It should have at least 18 questions:

1. 5-7 how questions
2. 5-7 what questions
3. 5-7 why or when questions

• The concept map should have:

1. At least 20 concepts, terms, or ideas we've learned from this class.
2. Explanation of how the terms are connected to each other. Concepts should be connected in a thoughtful/creative manner.
3. At least 5 diagrams, graphs, or pictures. 

Finals Day -- Periods 1 and 3

Instructions:

1. Pick up a handout from the front table. 
2. Complete the handout to the best of your ability with thoughtful reflection.
3. When finished, turn it into the exit ticket basket.

Final Instructions: You will be creating a test with the information you have learned in this unit. See below for a list of requirements for your test.

• Your "test" will be multiple choice with a, b, c, and d answer choices. 
• It should have at least 15 questions:

1. 4-6 how questions
2. 4-6 what questions
3. 4-6 why or when questions

Biology Week 2 Day 4 Part 2

Questions:

1. What do you find most difficult about this case study?
2. What has helped your learning about survival homeostasis most?
3. What 2 things have been 😊 for you in this class and 1 wish.

MINILesson: End of class info

Activity: Case Study Poster and Week 2 Finish 

Biology Week 2 Day 4 Part 1

Objective: Learn about ways the body maintains homeostasis in the face of changing conditions by processing information and data (analyzing, interpreting, drawing conclusions based on scientific reasoning).

Questions:

1. What was the purpose of our labs yesterday?
2. Was your data reliable?--what makes you think so?
3. What other feedback loops are involved in maintaining homeostasis in a survival situation?

MINILesson: Feedback Loops in Survival.

Activity: Case Study Poster

Human An and Phys Unit 3 Day 8

Objective: Learn about mechanisms of respiratory system function by creating a model and analyzing/interpreting the model.

Questions:

1. What new learning did you gain from constructing a model lung yesterday?
2. What would you add to the model lung we created to make it more accurate/realistic?
3. What has helped your learning about the respiratory system most?

MINILesson: Boyles Law

Activity: Boyles Law Model and Analysis

Earth Science Unit 3 Day 8

Objective: Learn about the history of earth by observing fossils, analyzing the fossils and drawing conclusions about fossils' connection to the Earth.

Questions:

1. What stood out to you most about the fossils from yesterday?
2. What was most interesting about studying the fossils?
3. What do you think is the difference between a trace fossil and a true fossil?

MINILesson: Noticings and Conclusions from Fossil Study

Activity: Fossil Study Day 2

Instructions:

1. 10 total fossils
2. 30 total boxes of information.
3. Use the computers and blue info packets to research boxes 1-3. 

Biology Week 2 Day 3 Part 2

Questions:

1. What was the most challenging part of the lab during part 1? Explain why you think this is so.
2. What has been our main focus for this class?--explain it in 2 different ways.

MINILesson: Homeostasis of Organ Systems in Survival Situations

Activity: Whole Body Homeostasis Lab

Human An and Phys Unit 3 Day 7

Objective: Learn about mechanisms of respiratory system function by creating a model and analyzing/interpreting the model.

Questions:

1. What role does the pleural cavity have in respiratory system function?
2. Write one question you still have about the respiratory system.
3. Based on our learning objective above, what big idea will we be focusing on in class today?

MINILesson: Model Lung Lab

Activity: Model Lung Lab

Biology Week 2 Day 3 Part 1

Objective: Learn about ways the body maintains homeostasis in the face of changing conditions by processing information and data.

Questions:

1. What was the purpose of our gallery walk protocol yesterday?
2. What did you notice about your classmates responses?
3. After reading your classmates responses yesterday, what would you add to your own to make it stronger or clearer?

MINILesson: Relative Humidity Lab

Activity: Relative Humidity Lab

Earth Science Unit 3 Day 7

Objective: Learn about the history of earth by observing fossils, analyzing the fossils and drawing conclusions about fossils' connection to the Earth.

Questions:

1. What new learning have you gained about the history of Earth based on fossils?
2. What can fossils tell us about the Earth over time?
3. How has the Earth changed over time? Explain 1 example.

MINILesson: Fossil Observation Lab Info

Activity: Fossil Observation Lab

Earth Science Unit 3 Day 6

Objective: Learn about the history of Earth using evidence by analyzing and interpreting fossil record data.

Questions:

1. What surprised you most about the land in the geologic maps from yesterday?
2. What can geologic maps (like the one from yesterday) tell us about the history of Earth?
3. Write one question you still have about the history of Earth.

MINILesson: Fossils as Evidence

Activity: Fossil Data Analysis

Biology Week 2 Day 2 Part 1

Objective: Learn about ways the body maintains homeostasis in the face of changing conditions.

Questions:

1. In what ways did you made progress toward our learning objective yesterday?
2. What do you think is the most difficult part about explaining mechanisms of water balance?
3. How would you explain mechanisms of maintaining water balance to a classmate?

MINILesson: What does it technically mean to be dehydrated?

Activity: CER Extended Response + Gallery Walk

Biology Week 2 Day 2 Part 2

Questions:

1. What does the body do in response to dehydration, low blood volume?
2. How does dehydration affect organs in the body?
3. Write one question you still have about water balance in the human body.

MINILesson: Technical Language in Dehydration

Activity: Extended response, Gallery Walk, Relative Humidity and Survival Lab 

Exit Ticket: 

1. What do you think of the gallery walk protocol as a way to respond to others' thoughts?
2. What did you find most difficult about the gallery walk protocol?
3. Is the gallery walk protocol a helpful way to make your own response stronger/clearer? Yes/No + because

Human An and Phys Unit 3 Day 6

Objective: Learn about factors that affect function of the respiratory system by analyzing text.

Questions:

1. What did your article (from yesterday) say about respiratory system function?
2. What new learning have you gained about mechanisms of respiratory system function?
3. When a lung gets punctured, what do you think that means?

MINILesson: Mechanisms of Respiratory System Function

Activity: Factors that affect the Respiratory System Article and Annotations

Instructions

1. Highlight and define (in the margins) 5 key terms. These may or may not be science terms, but are important in order to understand the article.
2. Highlight 5 sentences that stand out to you in the article and respond to them in the margins using the following sentence starter--In other words,...
3. Highlight 5 sentences or sections that answer our focus question--What does this article say about respiratory system function? Respond to your highlights in the margins using the following sentence starter--This section/sentence shows...
4. Highlight 3 sentence that stand out to you and respond to them in the margins using the sentence starter I agree/disagree with this because...
5. Draw a circle around a section of the article where you feel a chart, graph or diagram is needed; respond to this in the margins by telling what you would add to help readers better understand the article. 

Biology Week 2 Day 1 Part 2

Objective: Learn about ways the body maintains homeostasis in the face of changing conditions.

Questions:

1. What new learning did you gain from your videos about homeostasis?
2. What new or unfamiliar words did you hear while watching your videos?
3. What do you think it technically means to be "dehydrated"?

MINILesson: Feedback Loop in Water Balance

Activity: Dehydrated Article, Annotation, and CER

Annotation Instructions

1. Highlight and define (in the margins) 5 key terms. These may or may not be science terms, but are important in order to understand the article.
2. Highlight 5 sentences that stand out to you in the article and respond to them in the margins using the following sentence starter--This is important because... or This shows...

Biology Week 2 Day 1 Part 1

Objective: Learn about ways the body maintains homeostasis in the face of changing conditions.

Questions:

1. What new learning have you gained about water balance and homeostasis?
2. What advice would you give someone who was lost in the desert and had little water?
3. What are symptoms of dehydration?

MINILesson: Mechanisms of Homeostasis Regulating Water Balance

Activity: Homeostasis and Water Balance Videos

Links

Ameboa Sisters -- Osmosis

What if you Stopped Drinking Water?

How do your Kidneys work?

How your kidneys control water.

Crash Course in Urinary System

Osmoregulation

Can you drink too much water?

Earth Science Unit 3 Day 5

Objective: Learn about history of earth by reading and interpreting a geologic map.

Questions: 

1. What can fossils tell us about the history of Earth?
2. What can rocks tell us about the history of Earth?
3. What has been the most interesting part of learning about the history of Earth? Explain your thinking using a because statement.

MINILesson: Geologic History of Earth

Activity: Geologic Map Interpretation

Human An and Phys Unit 3 Day 5

Objective: Learn about factors that affect function of the respiratory system by analyzing text.

Questions:

1. How are oxygen and carbon dioxide exchanged in the human body?
2. What factors do you think affect the respiratory system most?
3. Write one question you have about the respiratory sytsem.

MINILesson: Mechanisms of Respiratory System Function

Activity: Factors that Affect Respiratory System Article

Instructions

1. Highlight and define (in the margins) 5 key terms. These may or may not be science terms, but are important in order to understand the article.
2. Highlight 5 sentences that stand out to you in the article and respond to them in the margins using the following sentence starter--In other words,...
3. Highlight 5 sentences or sections that answer our focus question--What does this article say about respiratory system function? Respond to your highlights in the margins using the following sentence starter--This section/sentence shows...

Biology Week 1 Day 4 Part 2

Questions:

1. What was/is the most difficult part of analyzing the case study? Why do you think so?
2. What do you need more of/less of in order to learn better in this class?
3. What new learning have you gained about thermoregulation?

MINILesson: Thermoregulation--What goes wrong?

https://docs.google.com/forms/d/e/1FAIpQLSctKaS6ntsCEjYEls5AsAB34_CjdKdHA30LRQ6nvjIPi28BTQ/viewform

Activity: Week 1 Finish

Biology Week 1 Day 4 Part 1

Objective: Learn about mechanisms of maintaining homeostasis and factors that affect homeostasis by collecting data and analyzing data in writing. 

Questions:

1. What was our lab about yesterday? (summarize)
2. What did this lab have to do with homeostasis?
3. Was your data reliable? How do you know?

MINILesson: Maintaining Homeostasis -- Thermoregulation

Activity: Case Study Poster