Human An and Phys Unit 3 Day 8

Questions:

1. How do scientists study the brain? (book or brain)
2. What factors impact the structure of the brain? (book or brain)
3. What are the effects of changes to the structure of the brain? (book or brain)

Biology Unit 3 Day 8

Questions:

1. What is the most difficult part of designing your own lab? (brain)
2. Why does light intensity affect the rate of photosynthesis?
3. What would you do differently if you were to do this lab again? (brain)

Earth Science Unit 3 Day 7

Students will learn about factors that affect climate change and the impacts of climate change by analyzing and interpreting data in writing using the language of science (greenhouse effect, mechanisms of the greenhouse effect, excess carbon dioxide, solar radiation), sentence starters and diagrams.
Questions:

1. What evidence do we have do support climate change? (book or brain)
2. What did the National Oceanic and Atmospheric Association say about carbon dioxide levels? See this link
3. What are the effects of climate change? Try to think of at least 3. (book or brain)

Human An and Phys Unit 3 Day 7

Students will learn about factors that impact brain function by analyzing and interpreting text in writing using the language of science (neurons, neurotransmitters, dendrites, structures), sentence starters, and text/avid strategies.

Questions:

1. How does the brain "grow"? (book)
2. What brain structures are most essential for life? (book)
3. To what extent do you think you can  control the growth of your own brain? (brain)

Biology Unit 3 Day 8

Students will learn factors that impact photosynthesis by analyzing and interpreting data in writing using the language of science (patterns, trends, mechanisms of photosynthesis, energy molecules, structures), diagrams/graphs, and sentence starters.

Questions:

1. How will you collect data in your elodea lab? Use the following video link to help you.
2. What sort of errors in your lab could lead to unreliable data? Try to think of at least 2. (brain)
3. How could you prevent the errors you described above? (brain)

Earth Science Unit 3 Day 6

Students will learn about factors that affect climate change and the impacts of climate change by analyzing and interpreting data in writing using the language of science (greenhouse effect, mechanisms of the greenhouse effect, excess carbon dioxide, solar radiation), sentence starters and diagrams.

Questions:

1. What is the greenhouse effect? (book)
2. What does carbon dioxide have to do with the greenhouse effect? (book)
3. What causes excess carbon dioxide in the atmosphere? (book)

Human An and Phys Unit 3 Day 6

Questions:

1. What structures control the most functions of the body? (book/brain)
2. What are action potentials? (book)
3. What do action potentials look like? (book/brain)

Biology Unit 3 Day 7

Students will learn factors that impact photosynthesis by analyzing and interpreting data in writing using the language of science (patterns, trends, mechanisms of photosynthesis, energy molecules, structures), diagrams/graphs, and sentence starters.

Questions: 

1. What other factors could you use test the rate of photosynthesis? (brain)
2. Describe/draw how you would test the intensity of light? (brain)
3. What variables would you need to control in order to get the most accurate, reliable data in your experiment in number 2. 

Earth Science Unit 3 Day 5

Students will learn about climate by analyzing and interpreting text in writing in using the language of science (patterns, trends, causes and effects of climate change, factors that impact climate, mechanisms of climate), data tables/graphs, sentence starters.

Questions:

1. What is climate change? (book/brain)
2. What does climate change look like? (book/brain)
3. What causes climate change? (book)

Human An and Phys Unit 3 Day 5

Students will learn about the structures and function of the brain by analyzing and interpreting data using the language of science (dendrites, electro-chemical signals, neurotransmitter, characteristics of brain structures), sentence starters, diagrams.

Questions:

1. What is a neurotransmitter? (book)
2. What is the function of a neurotransmitter?
3. What do you think is the most important structure of the brain? Explain. (brain)

Biology Unit 3 Day 6

Students will learn factors that impact photosynthesis by analyzing and interpreting data in writing using the language of science (patterns, trends, mechanisms of photosynthesis, energy molecules, structures), diagrams/graphs, and sentence starters.

Questions:

1. What effect does changing the carbon dioxide have on photosynthesis? (book or brain)
2. Summarize your data from lab yesterday. (brain)
3. What other variables could you test for photosynthesis? (brain)

Earth Science Unit 3 Day 4

Students will learn about climate by analyzing and interpreting data in writing in using the language of science (patterns, trends, latitude, altitude, heat capacity, geographic features, weather patterns, factors that impact climate, mechanisms of climate), data tables/graphs, sentence starters.

Questions:

1. How does the ocean impact climate (besides heat capacity)? Use this link to help you. 
2. What effect does heat capacity have on climate? (book/brain)
3. What factor impacts climate the most? Explain. (brain)

Human An and Phys Unit 3 Day 4

Students will learn about the structures and function of the brain by analyzing and interpreting data using the language of science (dendrites, electro-chemical signals, characteristics of brain structures), sentence starters, diagrams.

Questions:

1. What is a dendrite? (book)
2. What does a dendrite look like? (book/brain)
3. What is the function of a dendrite? (book)

Link for Data Study Today

Biology Unit 3 Day 5

Students will learn factors that impact photosynthesis by analyzing and interpreting data in writing using the language of science (patterns, trends, mechanisms of photosynthesis, energy molecules, structures), diagrams/graphs, and sentence starters.

Questions:

1. Watch the following video about our lab today: https://www.youtube.com/watch?v=ZnY9_wMZZWI
2. Record 4 procedures you will follow in order to complete the lab.

Earth Science Unit 3 Day 3

Students will learn about climate by analyzing and interpreting data in writing in using the language of science (patterns, trends, latitude, altitude, heat capacity, factors that impact climate, mechanisms of climate), data tables/graphs, sentence starters.

Questions:

1. What do geographic features have to do with climate? (book/brain)
2.  Draw an example of how geographic features affect climate. (book/brain)
3. Give an example of a weather pattern. (book)

Human An and Phys Unit 3 Day 3

Students will learn about structures and functions of the brain and will describe them in writing using the language of science (lobes, tissue, neurons, correlation between structure and function), diagrams, sentence starters. 

Questions:

Describe the structure and function of 4 parts of the brain you haven't yet studied using this link (click on 3D brain). 

Biology Unit 3 Day 4

Students will learn about factors that affect photosynthesis by analyzing and interpreting data in writing using the language of science (process of making energy, mechanisms of photosynthesis, cycles, structures, molecules, carbon dioxide), sentence starters, simulations and graphs.

Questions:

1. What structures are involved with photosynthesis? (book)
2. What molecules are most important in photosynthesis? (book/brain)
3. How is carbon dioxide used in photosynthesis? (use this link!)

Earth Science Unit 3 Day 2

Students will learn about climate by analyzing and interpreting data in writing in using the language of science (patterns, trends, latitude, altitude, heat capacity, factors that impact climate, mechanisms of climate), data tables/graphs, sentence starters.

Questions:

1. What impact does latitude have on climate? (book)
2. Draw a picture so show how latitude impacts climate. (book/brain)(
3. What affect does altitude have on climate? (book)

Human An and Phys Unit 3 Day 2

Students will learn about structures and functions of the brain and will describe them in writing using the language of science (lobes, tissue, neurons, correlation between structure and function), diagrams, sentence starters. 

Questions:

1. Describe 3 structures of the brain. (book)
2. What is the difference between structures in the brain? (book/brain)
3. How does the brain work? (book or brain)

Link for Class Today

Biology Unit 3 Day 3

Students will learn about factors that affect photosynthesis by analyzing and interpreting data in writing using the language of science (process of making energy, mechanisms of photosynthesis, cycles, structures, molecules), sentence starters, simulations and graphs.

Questions:

1. What are the 2 cycles involved with photosynthesis? (book)
2. What do the 2 cycles look like? (book)
3. What factors are required in order for photosynthesis to occur? (book)

Link for Class Today

Earth Science Unit 3 Day 1

Students will learn about climate by analyzing and interpreting data in writing in using the language of science (patterns, trends, latitiude, altitude, heat capacity, factors that impact climate, mechanisms of climate), data tables/graphs, sentence starters.

Questions:

1. What is climate? (book)
2. What does climate look like? (book)
3. What is the difference between weather and climate? (book and brain)

Human An and Phys Unit 3 Day 1

Students will learn about structures and functions of the brain and will describe them in writing using the language of science (lobes, tissue, correlation between structure and function), diagrams, sentence starters. 

Questions:

1. What does the brain look like? (book/brain)
2. What is the brain made of? (book)
3. What do you think is the most important function of the brain? Explain why you think so. (brain)

Instructions for class:

• Choose 2 pages of brain diagrams to label/color code.
• For each page, write and answer two level  2 or 3 DOK questions from this LINK 

Earth Science Unit 2 Day: Almost to unit 3...

1. What does it look like or feel like for your brain to feel empowered to learn? (Describe what you think)
2. What activities from this unit made your brain feel empowered? Explain what you think.

Biology Unit 3 Day 2

Students will  learn about structures and mechanisms involved with energy creation (photosynthesis) by describing, observing and interpreting them in writing using the language of science (chloroplasts, correlation between structures and function, molecules, carbon dioxide, process of creating energy), diagrams, and sentence starters.

Questions:

1. What molecules are involved with photosynthesis? (book)
2. What does photosynthesis look like? (book/brain)
3. What role does carbon dioxide play in photosynthesis? (book)

Video Links for Today

Photosynthesis and the Teeny Tiny Pigment Pancakes

Photosynthesis in plants

Photosynthesis: Crash Course Biology

Learn about photosynthesis

Photosynthesis by Bozeman Science

Nature's smallest factory: The Calvin cycle 

Human An and Phys Unit 2 Day Almost to Unit 3

Questions:

1. What does it look like or feel like for your brain to feel empowered to learn? (Describe what you think)
2. What activities from this unit made your brain feel empowered? Explain what you think.

Biology Unit 3 Day 1

Students will  learn about structures and mechanisms involved with energy creation (photosynthesis) by describing, observing and interpreting them in writing using the language of science (chloroplasts, correlation between structures and function, molecules, thylakoids, process of creating energy), diagrams, and sentence starters.

Questions:

1. What is photosynthesis? (use this link!)
2. What structures are involved with photosynthesis? (link)
3. What do you think about photosynthesis? (brain)

Link for Diagrams Today

Earth Science Unit 2 Wrap Up

STUDENTS WILL SELF AND PEER EVALUATE IN WRITING IN ORDER TO UNDERSTAND THEIR PROGRESS AND TARGET NEXT STEPS USING THE LANGUAGE OF EVALUATION (EVIDENCE, EXPECTATIONS, PERFORMANCE CRITERIA, RUBRIC), SENTENCE STARTERS, AND STRATEGIC PAIRINGS.

Questions:

1. What did you learn from unit 2? (brain)
2. Make a list of 10 terms and science language that most closely explain unit 2. (brain)
3. What was your target or focus for learning in unit 2? Do you think you met your learning target? (brain)

Human An and Phys Unit 2 Wrap Up

STUDENTS WILL SELF AND PEER EVALUATE IN WRITING IN ORDER TO UNDERSTAND THEIR PROGRESS AND TARGET NEXT STEPS USING THE LANGUAGE OF EVALUATION (EVIDENCE, EXPECTATIONS, PERFORMANCE CRITERIA, RUBRIC), SENTENCE STARTERS, AND STRATEGIC PAIRINGS.

Questions:

1. What did you learn from unit 2? (brain)
2. Make a list of 10 terms and science language that most closely explain unit 2. (brain)
3. What was your target or focus for learning in unit 2? Do you think you met your learning target? (brain)

Biology Unit 2 Wrap-Up Day

Students will self and peer evaluate in writing in order to understand their progress and target next steps using the language of evaluation (evidence, expectations, performance criteria, rubric), sentence starters, and strategic pairings.

Questions:

1. What did you learn from unit 2? (brain)
2. Make a list of 10 terms and science language that most closely explain unit 2. (brain)
3. What was your target or focus for learning in unit 2? Do you think you met your learning target? (brain)

Earth Science Unit 2 Day 10

Students will learn about severe weather and its impacts by analyzing and interpreting data in writing using the language of science (thunderstorm frequency, factors that create severe weather, air pressure, temperature), diagrams, sentence starters.

Questions:

1. What does frequency of severe weather mean? (book or brain)
2. How does the frequency of severe weather change across the country? (book or brain)
3. What or who is most impacted by severe weather? (book and brain)

Link for Severe Weather Data

Human An and Phys Unit 2 Day 10

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 9

Questions:

1.  What errors could happen in your lab? (brain)
2. What other variables do you need to control to get reliable data? (brain)
3. How does this lab relate to osmosis? (brain)

Earth Science Unit 2 Day 9

Students will learn about severe weather and its impacts by analyzing and interpreting data in writing using the language of science (thunderstorm frequency, factors that create severe weather, air pressure, temperature), diagrams, sentence starters.

Questions:

1. What factors do you think cause the most severe weather events? (book/brain)

1. What do you think causes some thunderstorms to turn into severe thunderstorms? (book/brain)

1. Why do you think some areas of the US have more severe weather than others? (brain)

Link for Severe Weather Data

Human An and Phys Unit 2 Day 8

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. How does the heart help maintain homeostasis? (book/brain)
2. What mechanisms of the heart control the beat? (book)
3. What effect does a stimulus in the body have on the heart? (book/brain)

Biology Unit 2 Day 8

Students will learn about how cells use passive and active transport to maintain homeostasis by analyzing and interpreting text in writing using the language of science (semi-permeable membrane, equilibrium, membrane proteins, energy, molecules), diagrams, question + sentence starters, AVID strategies, partners. 

Questions:

1. What is osmosis? (book)
2. What does osmosis look like? (book/brain)
3. What type of transport is osmosis--passive or active transport? (book)

Link for Mini-Lesson

Earth Science Unit 2 Day 8

Students will learn about severe weather and its impacts by analyzing and interpreting data in writing using the language of science (thunderstorm frequency, factors that create severe weather, air pressure, temperature), diagrams, sentence starters.

Questions:

1. What factors cause severe weather? (book)
2. What factors help predict severe weather? (book)
3. What is the impact of severe weather? (brain)

Link for Mini-Lesson

Link for Data Study