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)

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)