Biology Unit 1 Day 3

earning: 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. What is natural selection? (book)
2. What did Charles Darwin do to study natural selection? (book or brain)
3. How does natural selection work? (book or brain)

Link for Class Activity Today

Earth Science Unit 2 Day 3

Daily Learning: Students will learn about changes to the Earth's surface and will read for meaning to explain process of changing the Earth's surface using the language of science (lithosphere, oceanic crust, continental crust, mantle, inner core, outer core), check-up partners.

Questions:

1. What makes the outer core unique? (book or brain)
2. Why is the inner core a solid? (book or brain)
3. What are the differences between the inner core and the outer core? (book or brain)

Human An and Phy Unit 1 Day 3

Learning: Students will explain in writing about specialized cells using the language of science (structure, function), check in partners and sentence starters.

Questions:

1. What's the difference between a muscle cell and a bone cell? (book)
2. What do red blood cells look like? Why do you think they look this way? (book/brain)

Links for Videos (Choose 3 to complete the Video Notecatcher)

Tissues, Part 1: Crash Course

Cellular Specialization

Cell Specialization and Differentiation

Stem Cells (Specialized Cells)

How do Stem Cells Work? 

Cell Structures and Functions

Cell Differentiation

Biology Unit 1 Day 2

Learning: Students will explain in writing the components of natural selection using the language of science (variation, differential survival), graphic organizer and check in partners.

Questions:

1. What causes variation in species and populations? (book or brain)
2. Is variation a good or a bad thing for a population? (brain)
3. Does every critter in a population get to survive? Why/why not? (brain)

Earth Science Unit 1 Day 2

Daily Learning: Students will learn about plate tectonic theory by creating models using notes, word wall (lithosphere, oceanic crust, continental crust, mantle, inner core, outer core), check-up partners.

Questions: 

1. Which layer of the Earth's core is the hottest? Why is this? (book or brain)
2. What is the lithosphere? (book)
3. What is unique about the mantle? (book)

Human An and Phys Unit 1 Day 2

Learning: Students will explain in writing about structuresand functions of cell organelles using the language of science (nucleus, cytoplasm, cell membrane), check in partners and sentence starters.

Questions:

**Use the following link to help you answer questions 1 and 2: 

1. What does the cell membrane look like? 
2. What is the function of the cell membrane? 
3. Why do you think the cell membrane is important? (brain)

Link for Cell Structures

Earth Science Unit 1 Day 1

Daily Learning: Students will learn about plate tectonic theory by creating models using notes, word wall (lithosphere, oceanic crust, continental crust, mantle, inner core, outer core), check-up partners.

Questions:

1. Why does the Earth's surface look the way it does? (brain)
2. What does the center of the Earth look like? (brain)
3. Is the Earth's surface changing? Explain. (brain)

LInks for Class

Link 1

Link 2

Biology Unit 1 Day 1

Learning: Students will explain in writing the components of natural selection using the language of science (variation, differential survival), graphic organizer and check in partners.

Questions:

1. What does variation mean? (book or brain)
2. Why is it important to have variation? (brain)
3. What scientific process gives us many varieties of plants and animals? (book or brain)

Links for Class

The Earth's Core

The Interactive Earth

Human An and Phys Unit 1 Day 1

Learning: Students will explain in writing about structures and functions of cell organelles using the language of science (nucleus, cytoplasm, cell membrane), 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)

Link for Class Today

The Cytoplasm and Cell Organelles

Earth Science 2 Unit 3 Wrap-Up Day

Learning: Students will explain about chemical reactions in writing to convey their learning using words (igneous rock (instrusive, extrusive, batholith), metamorphic rock (foliated, pressure), sedimenatry (clastic, bioclastic, erosion, weathering, deposition), plate tectonics, texture, grain size, sentence starters. 

Questions:

1. What physical processes cause rocks to turn into other rocks? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Earth Science 1 Unit 3 - Unit Wrap-Up Day

Learning: Students will explain about chemical reactions in writing to convey their learning using words (fronts, occluded front, warm/cold front, stationary front, convergence, density, temperature, air pressure, orographic lift), sentence starters, . 

Questions:

1. What happens warm air and cold air come together? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Chemistry Unit 3 Day 8 - Unit Wrap-Up

Learning: Students will explain about chemical reactions in writing to convey their learning using words (reaction rates, single-replacement, double replacement, synthesis, decomposition, products, reactants, energy, temperature, concentration, angle of impact, activation energy), sentence starters, . 

Questions:

1. What happens if you have really low activation energy? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Earth Science 2 Unit 3 Day 7

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. Why do you think the creation of igneous rock could be considered the beginning of the rock cycle? (brain)
2. What physical changes create igenous rock? (book or brain)
3. How are igneous rocks changed into sedimentary rock? Metamorphic rock? (book or brain)

Earth Science 1 Unit 3 Day 4

Learning: STudents will learn about severe weather and will gather data, analyze and interpret data and write explanatory texts to convey these ideas using the language of science (air mass, front, density, pressure, temperature).

Questions:

1. How does temperature impact air density? (book or brain)
2. How does air density create the weather? (book or brain)
3. List 4 ways air masses interact? (book or brain)

Link for Severe Weather Data 

Chemistry Unit 3 Day 6 (continued)

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy, energy), check in partners, and sentence starters.

Questions:

1. How can activation energy change the speed of a chemical reaction? (book or brain)
2. What makes molecules collide and react? (book or brain)
3. What effect does lowering the activation energy have on a reaction? (book or brain)

Chemistry Unit 3 Day 6 (continued)

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy, energy), check in partners, and sentence starters.

Questions:

1. How can activation energy change the speed of a chemical reaction? (book or brain)
2. What makes molecules collide and react? (book or brain)
3. What effect does lowering the activation energy have on a reaction? (book or brain)

Earth Science 2 Unit 3 Day 6

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 creates 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)

Earth Science 1 Unit 3 Day 3

Learning: Students will learn about weather creation and will write explanatory text to analyze and interpret these ideas using the language of science (expansional cooling, warm front, cold front, occluded front, stationary front, density, temperature), check in partners, cornell notes, and sentence starters.

1. Why do weather fronts form? (book or brain)
2. What is the effect of a weather front? (book or brain)

Chemistry Unit 3 Day 6

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy), check in partners, and sentence starters.

Questions:

1. List 3 factors that can speed up a chemical reaction. (book)
2. What causes the molecules in a chemical reaction to change speed? (book or brain)
3. What is activation energy? (book)

Earth Science 2 Unit 3 Day 5

Learning: Students will learn about formation and characteristics of metamorphic rocks by collecting data and observations, analyzing and interpreting data using words (foliated, nonfoliated, pressure, texture, regional metamorphism, contact metamorphism, grain size), sentence starters, and check-in partners.

Questions:

1. What makes metamorphic rock? (book or brain)

1. What is foliation in rock? (book)

1. What is regional metamorphism? (book)