Students will be able to:
use the information from virtual activities, textbooks, hands-on activites, and classroom discussions to
-define eclipse.
-determine how eclipses occur.
Students took the remediation quiz for the seventh grade Earth/Space science benchmarks and MA 6 on the 8th grade benchmarks dealing with the Earth in time and space.
Students then took notes on eclipses. Remember to put the correct information in the table of contents:
Date 3/29 Benchmark SC.8.E.5.6 Topic Eclipses Page
Then, turn to that page and make a Cornell notes page. On the top, make sure there is a page number and a date. Include the topic. Next, draw something to remind you of solar and lunar eclipses. Use color.
On the next page, write the definition of an eclipse. Then, make a two column notes, with the following categories:
Columns: Solar and Lunar
Rows:
Row 2: Position of Celestial Bodies
Row 3: Total Eclipse Description
Row 4: Partial Eclipse Description
Don't forget to write your three leveled questions and summary on the Cornell notes page. Also, use three differently colored highlighters to correlate the questions in the margin of the Cornell notes page to the answers in the notes section.
After the notes, paste in HL 17 and 18. Also paste in the GIZMO on Eclipses. DO NOT paste it so you cannot see what was written! Place paste ONLY on the strip at the top before pasting in, so you can see BOTH sides of the GIZMO sheet. Be sure you completed the sheet prior to pasting it in your notebook.
Thursday, March 29, 2012
Wednesday, March 28, 2012
Wednesday, 28 March, 2012
Students will be able to:
use the information from virtual activities, textbooks, hands-on activites, and classroom discussions to
-define eclipse.
-determine how eclipses occur.
Students performed a lab modeling both solar and lunar eclipses.
Tonight, study for the quizzes on the remediation (7th grade earth and space topics rocks, geological changes to the earth, and theories of plate tectonics.
use the information from virtual activities, textbooks, hands-on activites, and classroom discussions to
-define eclipse.
-determine how eclipses occur.
Students performed a lab modeling both solar and lunar eclipses.
Tonight, study for the quizzes on the remediation (7th grade earth and space topics rocks, geological changes to the earth, and theories of plate tectonics.
Monday, March 26, 2012
Monday and Tuesday, 26 and 27 March, 2012
Students will be able to:
use the information from virtual activities, textbooks, hands-on activites, and classroom discussions to
-define eclipse.
-determine how eclipses occur.
Students received HL 17 and 18, which can be found at the top of this blog. HL 17 is due tomorrow. HL 18 is due on Wednesday.
Students worked on the GIZMO Eclipses. This will be placed in the interactive notebook with the week's notes.
Students received the differentiated learning activities for this week. This includes the Pearson work, found at myscienceonline.com and the work on Dr. Gayden's Science Zone (drgcdms.podomatic.com). The required assignments are listed below:
Remediation Week of 3/26/12
SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and subsurface events (plate tectonics and mountain building).
1. Do ALL Pearson assigned activities
2. Also, go to Dr Gayden’s Science Zone (drgcdms.podomatic.com) and do the activity under the first link.
3. Seventh Grade Coach book pages 54-57.
SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes.
1. Do ALL Pearson assigned activities.
2. Also, go to Dr Gayden’s Science Zone (drgcdms.podomatic.com) and do the activity under the second link.
3. Seventh Grade Coach book pages 58-62.
SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building.
1. Do ALL Pearson assigned activities.
2. Also, go to Dr Gayden’s Science Zone (drgcdms.podomatic.com) and do the activity under the third link.
3. Seventh Grade Coach book pages 44-53.
The topics from Pearson online are:
Art in Motion: Changing Earth's Crust
Art in Motion: Stresses and Faults
Art in Motion: Volcanic Boundaries and Hot Spots
Key Concept Summaries What Are Mid-Ocean Ridges?
Key Concept Summaries: How Are Earthquakes Measured?
Key Concept Summaries: How Are Sedimentary Rocks Used?
Key Concept Summaries: How Can Rock Layers Change?
Key Concept Summaries: How Do Faults Form?
Key Concept Summaries: How Do Geologist Classify Rocks?
Key Concept Summaries: How Do Geologists Classify Igneous Rocks?
Key Concept Summaries: How Do Scientists Determine Earth's Age?
Key Concept Summaries: How Do Sedimentary Rocks Form?
Key Concept Summaries: How Do Seismographs Work?
Key Concept Summaries: How Does Plate Movement Create New Landforms?
Key Concept Summaries: How Has Earth Changed Over Time?
Key Concept Summaries: How Is an Epicenter Located?
Key Concept Summaries: How Old Are Rock Layers?
Key Concept Summaries: What Are Fossils?
Key Concept Summaries: What Are Metamorphic Rocks?
Key Concept Summaries: What Are Seismic Waves?
Key Concept Summaries: What Are the Kinds of Fossils?
Key Concept Summaries: What Are the Stages of Volcanic Activity?
Key Concept Summaries: What Are the Three Major Types of Sedimentary Rocks?
Key Concept Summaries: What Do Fossils Show?
Key Concept Summaries: What Happens When a Volcano Erupts?
Key Concept Summaries: What Happens at Deep-Ocean Trenches?
Key Concept Summaries: What Is Radioactive Dating?
Key Concept Summaries: What Is Sea-Floor Spreading?
Key Concept Summaries: What Is the Geologic Time Scale?
Key Concept Summaries: What Is the Rock Cycle?
Key Concept Summaries: What Landforms Does Magma Create?
Key Concept Summaries: What Landforms Do Lava and Ash Create?
Key Concept Summaries: What Patterns Do Seismographic Data Reveal?
Key Concept Summaries: What Was Wegner's Hypothesis About the Continents?
Friday, March 23, 2012
Friday, 23 March, 2012
Students will be able to:
use the information from hands-on activites and classroom discussions to
-use Punnett squares and pedigrees to determine genotypic and phenotypic probabilities.
Students watched a BrainPop movie on Tides, which we failed to watch yesterday.
Students then completed the Simpson's genetics package, learning how to complete a Punnett square and determine probabilities for genotypes and phenotypes.
Your interactive notebook is due on Monday. It should include:
Date-Benchmark---Topic--------------Home Learnings--GIZMO handout
3/1--SC.8.E.5.9---Phases of the Moon-HL 12-----------GIZMO Phases of the Moon
3/8--SC.8.E.5.9---Seasons------------HL 13 and HL 14-GIZMO Seasons
3/22-SC.8.E.5.9---Tides--------------HL 15 and HL 16-GIZMO Tides
use the information from hands-on activites and classroom discussions to
-use Punnett squares and pedigrees to determine genotypic and phenotypic probabilities.
Students watched a BrainPop movie on Tides, which we failed to watch yesterday.
Students then completed the Simpson's genetics package, learning how to complete a Punnett square and determine probabilities for genotypes and phenotypes.
Your interactive notebook is due on Monday. It should include:
Date-Benchmark---Topic--------------Home Learnings--GIZMO handout
3/1--SC.8.E.5.9---Phases of the Moon-HL 12-----------GIZMO Phases of the Moon
3/8--SC.8.E.5.9---Seasons------------HL 13 and HL 14-GIZMO Seasons
3/22-SC.8.E.5.9---Tides--------------HL 15 and HL 16-GIZMO Tides
Thursday, March 22, 2012
Thursday, 22 March, 2012
Students will be able to:
use the information from virtual activities, textbooks, hands-on activites, and classroom discussions to
-describe the effects of the moon and sun on tides.
-identify and explain spring and neap tides.
Students took notes from the 8th grade text, pages 197-199.
Students should be sure to:
write the date, benchmark, topic and page number in their table of contents, which should be
3/22 SC.912.E.5.6 Tides
On the Cornell Notes page, be sure to draw something to remind you about tides. You can get this either from the text, the GIZMO on tides, the home learning, or something you've experienced or seen. Also, write the three leveled questions and the summary. Possible questions:
1. What is a tide?
2. Compare the causes of high and low tides.
3. Predict which type of tide (neap or spring) will occur for the month of April on the dates April 7, April 1, April 13, and April 29.
Be sure to use three different colored highlighters to connect the questions and the answers found in your notes.
Your summary should include the definition of tides and how the sun and the moon influence Earth's waters.
Behind these notes, paste in home learnings 15 and 16. Also, paste in the COMPLETED GIZMO on Tides.
Notebook check is on Monday.
use the information from virtual activities, textbooks, hands-on activites, and classroom discussions to
-describe the effects of the moon and sun on tides.
-identify and explain spring and neap tides.
Students took notes from the 8th grade text, pages 197-199.
Students should be sure to:
write the date, benchmark, topic and page number in their table of contents, which should be
3/22 SC.912.E.5.6 Tides
On the Cornell Notes page, be sure to draw something to remind you about tides. You can get this either from the text, the GIZMO on tides, the home learning, or something you've experienced or seen. Also, write the three leveled questions and the summary. Possible questions:
1. What is a tide?
2. Compare the causes of high and low tides.
3. Predict which type of tide (neap or spring) will occur for the month of April on the dates April 7, April 1, April 13, and April 29.
Be sure to use three different colored highlighters to connect the questions and the answers found in your notes.
Your summary should include the definition of tides and how the sun and the moon influence Earth's waters.
Behind these notes, paste in home learnings 15 and 16. Also, paste in the COMPLETED GIZMO on Tides.
Notebook check is on Monday.
Wednesday, March 21, 2012
Wednesday, 21 March, 2012
Students will be able to:
use the information from virtual activities, textbooks, hans-on activites, and classroom discussions to
-describe the effects of the moon and sun on tides.
-identify and explain spring and neap tides.
Students completed a lab on how to determine the times for high tides at two locations. Students also learned about the position of cities on the coast and how this affects their high and low tide times.
Students also reviewed genetics and Punnett squares.
Home learning 16, which can be found at the top of this blog, is due tomorrow.
Monday, March 19, 2012
Monday and Tuesday, 19 and 20 March, 2012
Students will be able to:
use the information from virtual activities, textbooks, hans-on activites, and classroom discussions to
-describe the effects of the moon and sun on tides.
-identify and explain spring and neap tides.
Students received HL 15 and 16, which can be found at the top of this blog. HL 15 is due on Wednesday. HL 16 is due on Thursday.
Students also received their remediation plan for this week. It can be found located at the bottom of this blog.
Students worked on the GIZMO Tides in class. The completed GIZMO will be placed in the notebook with this week's notes.
Remediation Week of 3/19/12
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
1. Do ALL Pearson assigned activities
2. Also, go to Dr Gayden’s Science Zone (drgcdms.podomatic.com). There are two activities that deal with this topic. Do both. Use the handout provided to do the Explore Learning activity.
3. Seventh Grade Coach book pages 100-103.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
1. Do ALL Pearson assigned activities.
2. Also, go to Dr Gayden’s Science Zone (drgcdms.podomatic.com). Click the link to learn more about the topic.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
1. Do ALL Pearson assigned activities.
2. Also, go to Dr Gayden’s Science Zone (drgcdms.podomatic.com). Click the link to learn more about the topic.
3. Seventh Grade Coach book pages 104-107.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
Pearson Remediations include:
Art in Motion: Understanding DNA
Key Concept Summaries:How Do New Species Form?
Key Concept Summaries: How Are Chromosomes, Gene, and Inheritance Related?
Key Concept Summaries: How Do Adaptations Help an Organism Survive?
Key Concept Summaries: How Do Alleles Affect Inheritance?
Key Concept Summaries: How Does DNA Copy Itself?
Key Concept Summaries: How Is an Ecosystem Organized?
Key Concept Summaries: What Are Competition and Predation?
Key Concept Summaries: What Are Some Patterns of Human Inheritance?
Key Concept Summaries: What Are the Three Types of Symbiosis?
Key Concept Summaries: What Are the Two Parts of an Organism’s Habitat?
Key Concept Summaries: What Did Mendel Observe?
Key Concept Summaries: What Does an Organism Get From Its Environment?
Key Concept Summaries: What Factors Affect Biodiversity?
Key Concept Summaries: What Is Natural Selection?
Key Concept Summaries: What Was Darwin's Hypothesis?
Key Concept Summaries: Why Do Species Go Extinct?
Friday, March 9, 2012
Friday, 9 March, 2012
Students will be able to:
use the information from handouts, textbooks and classroom discussions to
-compare and contrast the relationships among living things.
-understand how living things pass traits from one generation to the next.
Students worked in the Crunch time packets on symbiotic relationships.
Students also worked in the packets to learn about how living things pass traits from one generation to the next.
There are no specific homework instructions for the break, but it would be wise to go to Pearson Online and do as many of the assigned activities as possible. Also, do the assigned GIZMOs. The assessment questions at the end will serve to let me know you have completed the work.
use the information from handouts, textbooks and classroom discussions to
-compare and contrast the relationships among living things.
-understand how living things pass traits from one generation to the next.
Students worked in the Crunch time packets on symbiotic relationships.
Students also worked in the packets to learn about how living things pass traits from one generation to the next.
There are no specific homework instructions for the break, but it would be wise to go to Pearson Online and do as many of the assigned activities as possible. Also, do the assigned GIZMOs. The assessment questions at the end will serve to let me know you have completed the work.
Thursday, March 8, 2012
Thursday, 8 March, 2012
Students will be able to:
use the information from virtual activities, textbooks, hans-on activites, and classroom discussions to
-learn what causes seasons.
-relate seasons to the duration and directness of sunlight.
Students took a quiz on this week's remediation for 7th grade physical science benchmarks: SC.7.P.10.1; SC.7.P.10.3; SC.7.P.11.2; and SC.7.P.11.4.
Students watched a BrainPop movie on Seasons.
Students then took notes on pages 186-188 of their 8th grade texts. Be sure to place the following in your table of contents:
Date-3/8
Benchmark-SC.912.R.5.6
Topic-Seasons
Be sure to make a Cornell notes page that has the date, page number (be sure to include the page number in your table of contents), and topic. Draw something to remind you or represent what you've learned about the seasons. Don't forget that once you complete the notes, you must make up a level one, two and three question to accompany the notes. Also, complete the summary on the bottom of the page that summaries your notes on seasons.
A good level one question could be: What are seasons?
Level two: Compare and contrast the earth's position and the weather during summer and winter for the Northern Hemisphere.
Level three: How would the seasons be different if Earth were not tilted on its axis?
Be sure to use highlighters (three) to highlight the question and its answer in the same color.
Your notes should include:
-the names of the seasons
-how sunlight hits earth
-the earth's tilt angle
-earth's tilted axis and what happens because of it
-the definition of solstice and the dates
-the definition of equinox and the dates
Remember, your planet project is due in class tomorrow!
-how each hemisphere differs in temperature and amount of sunlight during the summer and winter because of the tilt of the earth
use the information from virtual activities, textbooks, hans-on activites, and classroom discussions to
-learn what causes seasons.
-relate seasons to the duration and directness of sunlight.
Students took a quiz on this week's remediation for 7th grade physical science benchmarks: SC.7.P.10.1; SC.7.P.10.3; SC.7.P.11.2; and SC.7.P.11.4.
Students watched a BrainPop movie on Seasons.
Students then took notes on pages 186-188 of their 8th grade texts. Be sure to place the following in your table of contents:
Date-3/8
Benchmark-SC.912.R.5.6
Topic-Seasons
Be sure to make a Cornell notes page that has the date, page number (be sure to include the page number in your table of contents), and topic. Draw something to remind you or represent what you've learned about the seasons. Don't forget that once you complete the notes, you must make up a level one, two and three question to accompany the notes. Also, complete the summary on the bottom of the page that summaries your notes on seasons.
A good level one question could be: What are seasons?
Level two: Compare and contrast the earth's position and the weather during summer and winter for the Northern Hemisphere.
Level three: How would the seasons be different if Earth were not tilted on its axis?
Be sure to use highlighters (three) to highlight the question and its answer in the same color.
Your notes should include:
-the names of the seasons
-how sunlight hits earth
-the earth's tilt angle
-earth's tilted axis and what happens because of it
-the definition of solstice and the dates
-the definition of equinox and the dates
Remember, your planet project is due in class tomorrow!
-how each hemisphere differs in temperature and amount of sunlight during the summer and winter because of the tilt of the earth
Wednesday, March 7, 2012
Wednesday, 7 March, 2012
Students will be able to:
use the information from virtual activities, textbooks, hands-on activites, and classroom discussions to
-learn what causes seasons.
-relate seasons to the duration and directness of sunlight.
Students did the lab Reasons for the Seasons to explore why we have seasons.
Those of you that were absent can go to the link below (cut and paste it into your browser window) and do the activity. Be sure to click the exercises tab to answer the questions. Write up the experience using your lab write-up procedures and turn it in. This can serve as the missed lab.
Link for the virtual lab:
http://highered.mcgraw-hill.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html
The lab handout is to be completed and turned in tomorrow.
The lab handout is to be completed and turned in tomorrow.
use the information from virtual activities, textbooks, hands-on activites, and classroom discussions to
-learn what causes seasons.
-relate seasons to the duration and directness of sunlight.
Students did the lab Reasons for the Seasons to explore why we have seasons.
Those of you that were absent can go to the link below (cut and paste it into your browser window) and do the activity. Be sure to click the exercises tab to answer the questions. Write up the experience using your lab write-up procedures and turn it in. This can serve as the missed lab.
Link for the virtual lab:
http://highered.mcgraw-hill.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html
The lab handout is to be completed and turned in tomorrow.
The lab handout is to be completed and turned in tomorrow.
Monday, March 5, 2012
Monday and Tuesday, 5 and 6 March, 2012
Students will be able to:
use the information from virtual activities, textbooks, hans-on activites, and classroom discussions to
-learn what causes seasons.
-relate seasons to the duration and directness of sunlight.
Students received HL 13, which is due tomorrow. Be sure to head your paper correctly and place answers only on your paper, Keep the handout to check your work. This can be found at the top of this blog.
Students received the GIZMO handout on Summer and Winter, which deals with the seasons and their cause. Keep this to place in your notebook for this week.
Students began remediation work for the seventh grade benchmarks on physical science. The work for the week is as follows:
Remediation Week of 3/05/12
SC.7.P.10.1 Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.
If you got questions 1, 2, 4, 20, and/or 24 wrong:
1. Do the Pearson assigned activities:
How do electromagnetic waves compare?
How does the Sun’s energy arrive on Earth?
What makes up the electromagnetic spectrum?
2. Also, go to the Explore tab and click the link for Chapter 9 and then Chapter 9.1 Waves and the
electromagnetic spectrum. Click the Elaborate tab and complete the Interactive Art activity.
3. Then, go to Dr Gayden’s Science Zone (drgcdms.podomatic.com) and click the first link to learn more about
the electromagnetic spectrum.
SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials.
If you got questions 10, 22, and/or 25 wrong:
1. Do the Pearson assigned activity:
What factors affect the speed of a wave?
2. Then, go to ylearn.co.uk and use the access code sc7p103 and your name to learn more about light waves.
SC.7.P.11.2 Investigate and describe the transformation of energy form one form to another.
If you got questions 7,9, 11, and/or 23 wrong:
1. Go to the Explore Tab and click the link for Chapter 10 and then Chapter 10.1 Energy Transformations and
Conservation. Click the Elaborate tab and complete the Directed Virtual Lab activity.
SC.7.P.11.4 Observe and describe what heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.
If you got questions 8, and/or 13 wrong:
1. Do the Pearson assigned activities:
How is heat transferred?
What is thermal energy?
2. Also, go to the Explore tab and click the link for Chapter 10 and then Chapter 10.3 The Transfer of Heat. Click the Elaborate tab and complete the Interactive Art activity.
3. Then, go to Dr Gayden’s Science Zone (drgcdms.podomatic.com) and click the second and third links to test your knowledge of heat transfer.
Friday, March 2, 2012
Friday, 2 March, 2012
Students will be able to:
use the information from handouts, textbooks and classroom discussions to
-compare and contrast the relationships among living things.
Students took a quiz on the sixth grade force benchmarks.
Students watched a BrainPop movie on symbiosis.
Students then did the Crunch time package on symbiotic relationships. Since we did not complete the activities, students will continue the package during the next Crunch time week.
Students are to work on their planet projects as home learning.
use the information from handouts, textbooks and classroom discussions to
-compare and contrast the relationships among living things.
Students took a quiz on the sixth grade force benchmarks.
Students watched a BrainPop movie on symbiosis.
Students then did the Crunch time package on symbiotic relationships. Since we did not complete the activities, students will continue the package during the next Crunch time week.
Students are to work on their planet projects as home learning.
Thursday, March 1, 2012
Thursday, 1 March, 2012
Students will be able to:
use the information from textbooks and classroom discussions to
-explain why we see moon phases.
-relate moon phases to the moon's position.
-name the phases of the moon.
Students took notes, using the Cornell notes system, on the phases of the moon.
In your table of contents, record the following:
Date-3/1
Benchmark-SC.8.E.5.9
Topic-Phases of the Moon
Page-(your next EMPTY page!)
On that next EMPTY page:
-set up a Cornell notes-(count six lines from the bottom and on the 6th line, draw a line all the way across the page); draw a column on the left of the page that expands the one made by the pink line; write today's date under the page number; write the topic (Phases of the Moon) on the top of the page.
In the boxed area, draw the phases of the moon, being sure to label each phase. Also, use color in your drawing.
At the bottom of the page, write a summary based on the notes you take when reading pages 190-192 in the 8th grade text.
In the column on the left, write three questions that can be answered based on the information given in the notes. Some suggestions are:
Level 1-What is a phase?
Level 2-What causes the phases of the moon?
Level 3-Today is March 1. The moon is in its first quarter. Predict the date for the next first quarter moon. Predict the moon phase on your birthday for 2012.
For the actual notes, which should NOT be on the Cornell notes page, but on the next/adjoining page, be sure to take notes on the two sub topics; Motions of the Moon and Phases of the Moon.
Be sure to find the answers to the leveled questions and highlight the question AND the answer in the same color. You should have THREE highlighted questions and answers.
Work on your planet project as your home learning assignment.
use the information from textbooks and classroom discussions to
-explain why we see moon phases.
-relate moon phases to the moon's position.
-name the phases of the moon.
Students took notes, using the Cornell notes system, on the phases of the moon.
In your table of contents, record the following:
Date-3/1
Benchmark-SC.8.E.5.9
Topic-Phases of the Moon
Page-(your next EMPTY page!)
On that next EMPTY page:
-set up a Cornell notes-(count six lines from the bottom and on the 6th line, draw a line all the way across the page); draw a column on the left of the page that expands the one made by the pink line; write today's date under the page number; write the topic (Phases of the Moon) on the top of the page.
In the boxed area, draw the phases of the moon, being sure to label each phase. Also, use color in your drawing.
At the bottom of the page, write a summary based on the notes you take when reading pages 190-192 in the 8th grade text.
In the column on the left, write three questions that can be answered based on the information given in the notes. Some suggestions are:
Level 1-What is a phase?
Level 2-What causes the phases of the moon?
Level 3-Today is March 1. The moon is in its first quarter. Predict the date for the next first quarter moon. Predict the moon phase on your birthday for 2012.
For the actual notes, which should NOT be on the Cornell notes page, but on the next/adjoining page, be sure to take notes on the two sub topics; Motions of the Moon and Phases of the Moon.
Be sure to find the answers to the leveled questions and highlight the question AND the answer in the same color. You should have THREE highlighted questions and answers.
Work on your planet project as your home learning assignment.
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