Thursday/Friday, 20/21 December, 2012

Students will be able to:determine the effect of exercise on the amount of carbon dioxide produced during cellular respiration.

Students took mini assessment 4.

Students also defended their science fair projects.

Students completed the cellular respiration and exercise lab.

There is no specific science home learning over the holidays.

Merry Christmas and may God bless and keep you. Come back for a new year of learning and success!

Wednesday, 19 December, 2012

This is HL 12. Answers only on your own paper.

Students will be able to:

-compete with other classes on questions relating to the nature of science.

Students competed with the students in Ms. Bredy's and Ms. Borges' science classes, using the clicker system. Teams were assigned to determine the right answer to FCAT like questions. The team with the best score will receive a wildcat dollar or home learning pass. The winning class will receive an incentive after the Christmas break.

Home learning 12 can be found at the top of this blog.

Monday/Tuesday, 17/18 December, 2012

This is HL 11. Answers on your own paper.

Students will be able to:

-identify the factors that are needed for cellular respiration to occur.

-describe the process of cellular respiration in the cell and its purpose..

-describe the hierarchical organization of living things.

Students answered the following for their do no: Explain why photosynthesis is important to humans.

The bell ringer was to answer questions from the slide show presentation on organization of living things. 






















Students completed presentations and notes on the cell theory and the hierarchical organization of living things.

Students also took notes on cellular respiration, adding handouts to their notes and completing a Cornell notes setup for cellular respiration. You can visit The hierarchical organization of life to learn more about the organization of living things.

Students also worked in small groups on either natural selection (periods 1, 5, and 6) or spheres of the earth (periods 2 and 4).

Home learning 11 can be found at the top of this blog.

Thursday/Friday, 13/14 December, 2012

 Students will be able to:

-determine how the intensity of light affects the rate of photosynthesis.

Students completed a lab on photosynthesis. Students counted the oxygen bubbles produced when elodea, a water plant, was placed at different distances from a light source. Students determined the effect of light intensity on the rate of photosynthesis, measured by the production of oxygen bubbles.

Students should be ready for a notebook check on the first of the week.

Wednesday, 12 December, 2012

This is HL 10. Answers only on your own paper.

Students will be able to:

-discover the reactants and products of the photosynthesis reaction. 

-discover the reactants and products of cellular respiration. 

-explain how cellular respiration and photosynthesis are related.

Students completed the prior knowledge questions as their bell ringer.

Students reviewed the GIZMO Cell Energy by working as a whole class to complete the warmup.

Students completed the remainder of the handout, with question 9 of Activity B serving as their exit slip.

Students are encouraged to do activity B, question 10 on their own for discussion in class for the next meeting.

Home learning 10 can be found at the top of this blog.

Monday/Tuesday, 10/11 December, 2012

This is HL 9. Answers only on your own paper.

Place this with today's notes.

Students will be able to:

-identify the factors (reactants) that are needed for photosynthesis to occur

-explain the role of light, CO₂, water, and chlorophyll in the process and products of photosynthesis.

Students answered the questions from the mini lesson on heat transfer (periods 2 and 4) or classification (periods 1, 5, and 6):

Heat transfer: Periods 2 and 4

1. What property of water is most important for living organisms? 

a. It is odorless.

b. It does not conduct electricity.

c. It is tasteless.

d. It is liquid at most temperatures on Earth.

2. Which of these statements is best illustrated by this diagram? 

a. Animals under water eat plants.

b. Land animals exhale oxygen into water.

c. Water-dwelling animals breathe carbon dioxide.

d. Plants can take in carbon dioxide from air and water.

Classification: Periods 1, 5, and 6
1. Three animals are shown in the diagram.

These three animals have adapted to which aspect of their environment?

A. sources of food      C. watery surroundings

B. presence of light    D. temperature variations

2. Why does binomial nomenclature help scientists communicate about an organism?

A .It represents an organism’s common name.

B. It can mean any organism in a kingdom.

C. An organism can have only one scientific name.

D. Scientists refer to a whole kingdom when using a scientific name.

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Students received HL 9, which can be found at the top of this blog. Read chapter 13, lesson 1 to find the answers.

Students completed the mini lesson on either heat transfer or classification, taking notes in their interactive notebook. Be sure to glue in the necessary handouts!

Students then watched a BrainPop movie on Photosynthesis. 

Students then did a two truths and a lie collaborative reading strategy. Students were assigned a particular section of the lesson to study. Each team or group had to come up with two factual statements and one false statements based on the reading. Teams recorded their statements on index cards, which WILL be used as a quiz on Thursday!

Students completed Cornell notes on photosynthesis, including gluing in the index card with the statements and the handout of photosynthesis, which you can find at the top of this blog.

Students concluded the lesson by completing an exit slip to check the understanding of how the photosynthesis equation demonstrates elements and compounds.

Thursday/Friday, 6/7 December, 2012

Students will be able to:

-determine the physical means necessary to separate a variety of mixtures.

Students took  mini-assessment 3 as their bell ringer.

Students then worked on the lab on mixtures. This was an inquiry lab, so students had to, as a group, determine their own procedures and the way to record their observations. The objective was to separate a heterogeneous mixture of sand, salt, and iron filings into its separate components.

Home learning 8 is to do the Cooking With Chemistry questions found on page 406-407 on your own paper. Use complete sentences to answer the questions.

Wednesday, 5 December, 2012

Students will be able to:

-determine the physical means necessary to separate a variety of mixtures.

For the bell ringer, students wrote to justify their position on the following:

All solutions are mixtures, but not all mixtures are solutions.

Students did the separation of mixtures virtual lab. You can find the activities by visiting Dr. Gayden's Science Zone for Wednesday, 5 December, 2012. Click the first link to complete the handout, which you can find at the top of this blog. You will place the completed handout in your notebook with the other notes on mixtures.

Click the second link to continue learning about separation techniques. Be sure to read all the information there and complete the short quiz.

Home learning 7 is to read pages 396 through 401, completing all activities in the book, and placing on a separate sheet of paper, the answers for p 398 figure 1 and p 401 do the math.

Monday/Tuesday, 3/4 December, 2012

These four handouts accompany the notes for Mixtures. Be sure to complete the Venn diagram and the 3 column notes. Make sure your first page is a Cornell Notes page, complete with the 3 Costa's leveled questions, and a summary of the notes. Make sure you use highlighters to coordinate the questions and answers.

Students will be able to:
-classify and/or compare substances on the basis of their physical properties and/or explain that these properties are independent of the amount of the sample.
-differentiate among pure substances, mixtures, and solutions, including components in different sates of matter.

Students did a formative assessment probe on sugar water for their bell ringer. Students had to explain why certain statements were true about a solution of sugar and water.

Students completed the notes form last week on acids and bases. 

Students then did this week's notes on mixtures. The benchmark is SC.8.P.8.4. The topic is mixtures. You can find the handouts that were included at the top of this blog.

Students began remediation on the topics heat transfer and classification.

Science Fair Projects are due in class tomorrow!