**Week 2: September 9-13**

**Monday, September 9: **Signed copies of the safety contract and syllabus are due today.

For class today, we will revisit our work last week on homeostasis. We will discuss the concepts of positive and negative feedback as they relate to humans, and extend our thinking to plants. (**Reminder – please enter heart rate and respiration data on the Google Form so we can analyze the class data tomorrow.**) We began our work with students sharing what they know about the connection between exercise, pulse rate, and respiration rate. We extended the discussion to include photosynthesis and cellular respiration, connecting all of the ideas together through feedback loops and the hormone epinephrine (also known as adrenaline). Class notes are shown below.

Our work this week is to further our understanding of how organisms interact with their environment. For our first experiment of the school year, students will explore variables involved with seed germination and plant growth. We will determine which variables promote plant growth (positive feedback) and which inhibit plan growth (negative feedback). Our work today is to begin the process of seed germination by first hydrating Orbeez. The procedure we followed is shown below:

**Tuesday, September 10 (HS-LS1-3): **

Class began with an entry task in which students were tasked with constructing a network diagram using 7 vocabulary terms learned so far this year. After making initial attempts, students worked with their lab table group to optimize their network. The first team finished drew their network diagram on the white board (pictured below) and the class analyzed it. Students learned to look for the node with only arrows leaving to determine where to start, and they learned that the arrows point from one term toward the next term in the sequence.

While students were busy drawing network diagrams, Nurse Jessica visited and offered to use a pulsometer for students to obtain accurate pulse readings. We used the anonymous student data to construct a graph and then calculated the average pulse rate (beats per minute) of all of the students in the class.

Finally, we returned to our Orbeez hydration activity from yesterday. Students recorded observations of their Orbeez after one day (24 hours) hydrating in water. Students then rinsed their Orbeez and placed 10 Orbeez in a labeled test tube along with some corn seeds. Students selected up to 10 seeds to add to their test tube. Students drew and labeled their initial (Day 0) observations in their notebooks. Over the next few weeks, students will make daily observations of their corn seeds.

**Wednesday, September 11: **At the beginning of class, students recorded observations of their corn seeds “planted” in Orbeez.

Next, we constructed a student-generated list of what students know, think they know, or want to know about cells:

Next, we will watch the Harvard BioVisions video Inner Life of a Cell, which presents a realistic animation of how cells move:

After the video, Mr. Peterson guided students through new vocabulary words that they will encounter in an article to be read after working with Mr. P.

The article, titled Facts About Cells, comes from Newsela. Students will have the option to select one of four different versions of the article, each geared toward a different reading level. Students will select the version most appropriate for them and then complete the quiz questions at the end of the article. For students looking for an advanced level text, students may instead read through page 13 of Chapter 1 of Inside the Cell. The “Got It” questions on page 19 are due tomorrow by the end of class instead of the “quiz” questions from the Newsela article.

**Thursday, September 12 (HS-LS1-2): **After making and recording corn seed observations, we discussed the articles from yesterday. Students gathered into groups based on their chosen text levels and discussed the “quiz” questions at the end of the articles. We used the reading as a basis to construct a model of a cell, with aspects of the model representing a network diagram. We finished by revisiting photosynthesis and cellular respiration, connecting the mitochondria organelle from our model with ATP from cellular respiration.

**Notes from class:**

**Friday, September 13 (HS-LS1-2): **After making and recording corn seed observations, students will review the types of cells as a class. When finished, students will read The Breath of Life on pages 236-239 of the BSCS Biology textbook and complete the analysis questions (due Monday). We will discuss the analysis questions on Monday.

**Keep Learning!**

Want to learn more about body systems and the specialized cells, tissues, and organs they contain? Review the body systems with Anatomy and Physiology videos from Crash Course!