Earth Science Unit 3 Day 3

Learning Objective: Students will learn about water use and supply by analyzing data in writing using academic vocabulary sustainable, efficient, development, renewable resource, nonrenewable resource. 



Questions:

1. How do available water resources impact communities? (brain)
2. What is an example of inefficient water use? (brain)
3. Do you think water is a renewable or nonrenewable resource? (brain)

Biology Unit 3 Day 4

Learning Objective: Students will learn about species diversity by analyzing and interpreting data in writing using technical vocabulary (mutations, natural selection, selection pressure, adaptation, ecosystem) and science ideas (cause and effect).

Questions:

1. How are mutations involved in natural selection? (book or brain)
2. What are the causes of natural selection? (brain)
3. A hawk is a predator for mice. What will happen if the hawk population decreases due to hunting by humans?

Answer choices for number 3:

	A. The mouse birthrate will decrease. B. The mouse population will increase. C. The carrying capacity of the ecosystem will decrease. D. The ecosystem will reach Hardy-Weinberg equilibrium

Earth Science Unit 3 Day 2 (part 2)

Learning Objective: Students will learn about water by reading an article and using academic language (efficienct, sustainable, consumption).

Questions:

1. What is an aquifer? (book)
2. How can water be used more sustainably? (book or brain)
3. How is the colorado river used? (book)

Biology Unit 3 Day 3 Part 2

Learning Objective: Students will learn about natural selection by doing a simulation and will analyze and interpret data in writing using technical vocabulary (variation, adaptation, mutation, fitness, limiting factor, exponential growth) and science ideas (cause and effect).

Questions:

1. Give an example of an inherited  behavior that a plant or animal has. (book or brain)
2. What factors might limit a population or species from growing? (book or brain)
3. Why is it impossible for exponential growth to continue forever?

Choices for number 3:

	A. Organisms start to compete for resources. B. Mutations happen randomly in organisms. C. Most ecosystems have unlimited water supplies. D. A population has no genetic diversity.

Earth Science Unit 3 Day 2

Learning Objective: Students will learn about water by reading an article and using academic language (efficienct, sustainable, consumption).


Questions:

1. In what states of matter does water exist on earth? Give an example of each. (book or brain)
2. What are some examples of efficient water resource use? (book or brain)
3. How is water consumed in the US? (book or brain)

Biology Unit 3 Day 3

Learning Objective: Students will learn about natural selection by doing a simulation and will analyze and interpret data in writing using technical vocabulary (variation, adaptation, mutation, fitness, limiting factor) and science ideas (cause and effect).


Questions:

1. Are variations good or bad for species and populations? (brain)
2. Is it possible for an animal or plant to become better adapted for its environment in its lifetime? (brain)
3. Which statement is true about all adaptations?

Choices for number 3:

	A. They hurt an organism. B. They can be lost. C. They are learned. D. They are genetic.

Biology Unit 3 Day 2

Learning Objective: Students will learn about natural selection by completing a study guide and using the words adaptations, variations, survival of the fittest.

1. What does "survival of the fittest" mean? (brain or book)
2. What is an adaptation? (book)
3. What makes snakes best adapted to the desert? (brain)

Earth Science Unit 3 Day 1

Learning Objective: Students will learn about water use and supply by reading an article and analyzing and interpreting the article in writing using a graphic organizer and academic vocabulary. 


Questions:

1. What percent of the world's water is fresh, drinkable water? (book)
2. Where does the water you drink and use in Denver come from? (book or brain)
3. What is the typical source of well water?

Answer choices for number 3:

	A. An aquifer B. A holding tank C. A discharge zone D. A geyser

Biology Unit 3 Day 1

Learning Objective: Students will learn about natural selection by reading a textbook and will describe in writing components of natural selection using technical vocabulary (adaptations, evolution, mutation).

Questions:

1. Is it possible for a mutation to be good (beneficial)? Explain your thoughts. (brain)
2. Can mutations be passed on? Why or why not? (brain or book)
3. What is another term for "survival of the fittest"?

Answer Choices for Number 3:

	A. Adaptation B. Natural selection C. Variation D. Genetic mutation

Earth Science Unit 2 TST day

On your lab sheet from yesterday:

1. Complete the "Hypothesis" box.
2. Complete the "independent variable" box.
3. Answer the question on the front side. 

Biology Unit 2 TST day

Learning objective: Students will learn about the cause and effect of mutations by analyzing and interpreting a simulation in writing using technical vocabulary (silent mutation, frameshift mutation, transcription, translation, ribosome, mRNA, DNA, tRNA, nucleotides).

Questions:

1. What happens during transcription? (brain/book)
2. What happens during translation? (brain/book)
3. Which do you think is worse: an error during transcription or an error during translation? (brain)

Earth Science Unit 2 TST day

Learning Objective: Students will learn about asteroid impacts by collecting data, analyzing and interpreting data in writing using science ideas (patterns, scientific method, density, force, gravity, scale models).


Questions:

1. What do you think causes asteroids to impact Earth? (brain)
2. What is the difference between a meteroite and a meteor? (book)

Biology Unit 2 CST Day

mRNA, RNA polymerase, DNA, nucleotides, ribosome, amino acid, protein, transciption, translation

Questions:

1. What is the DNA code made out of? (book)
2. What is the mRNA code made out of? (book)
3. How do you think mutations affect DNA, mRNA or proteins? (brain)

Earth Science Unit 2 CST day

Questions:

1. What is an asteroid? (book)
2. How big do you think an asteroid would have to be in order to destroy Earth upon impact. Explain your thoughts. (brain)

Biology Unit 2 Day 4

Learning Objective: Students will learn about cancer by reading an article and will interpret the article in writing using academic and technical language (cell division, DNA replication, mutations) and science ideas (patterns of change, structures and systems)

1. What is cancer? (book)
2. What does cancer have to do with DNA replication or protein synthesis? (book or brain)
3. What is the role of tRNA during translation?

Answer Choices for number 3:

	A. It moves the amino acids into a chain. B. It provides the code for the protein. C. It moves the codons into a chain. D. It translates from amino acids to nucleic acids

Biology Unit 2 Day 3

Learning Objective: Students will learn about the process of protein synthesis by doing a simulation and analyzing and interpreting the information in writing using technical vocabulary (transcription, structures, mRNA, ribosomes, RNA polymerase, amino acids, proteins).

Questions:

1. What is created during transcription? (book or brain)
2. What is created during translation? (book or brain)
3. Which of the following steps happens first during transcription?

Answer choices for number 3:

	A. RNA polymerase pulls apart the double helix. B. RNA polymerase produces mRNA from DNA. C. RNA polymerase reaches the beginning of a gene. D. RNA polymerase reaches the end of the gene.

Earth Science Unit 2 Day 3

Learning Objective: Students will learn about the effect of the sun on the solar system by analyzing, graphing and interpreting data in writing using technical vocabulary (radiation) and science ideas (patterns, systems and structures).


Questions:

1. What is the sun made of? (book)
2. How does the sun affect the Earth? (book)
3. What are sun spots? (book)

Biology Unit 2 Day 2

Learning Objective: Students will learn about the process of protein synthesis by describing the steps in writing using technical vocabulary (ribosomes, tRNA, mRNA, transcription, translation, protein, amino acid) and science ideas (process, systems and structures).

Questions:

1. Why are proteins important? (book or brain)
2. What structures does protein synthesis need in order to work properly? (book)
3. How are genes and proteins related?

Answer Choices for number 3:

	A. Proteins are made of parts of genes. B. Genes contain the code to make proteins. C. Genes and proteins are both made of DNA. D. Proteins are used to build genes. Link for Today's Activity

Earth Science Unit 1 Day 2 continued

Learning Objective: Students will learn about gravity by doing an inquiry-

based simulation and will analyze and interpret data in writing using technical 

vocabulary (gravitational pull, force, gravity, mass, density).


Questions:

1. What causes the orbit of the planets? (book or brain)
2. What do you predict would happen if the size of the sun changed? (brain)
3. How is gravitational force affected by mass and distance? (book or brain)

Biology Unit 2 Day 1

Learning Objective: Students will learn about protein synthesis by watching videos and describing the steps in writing using technical vocabulary (RNA, DNA, protein, ribosome, transcription, translation, genes) and science ideas (process).


Questions:

1. What is protein synthesis? (book)
2. What is DNA? (book or brain)
3. Which is one of the bases found in DNA?

Answer choices for number 3:

	A. Polymine B. Adenine C. Huanine D. Serine