May 31, 2011

Here is the study guide for the objective portion of the final examination.

Friday, 20 May, 2011

Be sure to bring the exam on Monday!

Students will be able to:
use information from textbooks, internet access, experimentation, and class discussion to
-describe the major land biomes.
-justify why certain plants and animals are associated with particular biomes.
-prepare an iMovie presentation on an assigned biome.

Students continued with their iMovie presentations. Be sure to have all the necessary slides:
name, biome, city name/picture of city/temperature graph/rainfall graph/latitude/elevation/five plants and animals from the region.

We will take the exam on Monday using the clickers, so be sure to bring back your copy, which can also be found at the top of this blog.

Notebooks will also be collected on Monday.

Monday, 16 May, 2011

Here is the information needed for your fourth grading period project. Be sure to follow the directions carefully!

Tuesday, 3 May, 2011

This is HL 8. Answers only on a correctly headed loose leaf sheet of paper.


These are the notes for organizational levels of living things.

Students will be able to:
use information from textbooks, internet access, experimentation, and class discussion to
-explain the heirirchial organization of living things.
-observe and record observations during an experiment.

Students completed notes on Organization of Living Things. You can find the notes at the top of this blog.

Students then began the lab on Characteristics of Living Things. This lab will be completed in class on Thursday.

Home learning 8 can also be found at the top of this blog.

Monday, 2 May, 2011

Here are the instructions for your fourth grading period project/technology project.

Monday-Wednesday, 25-27 April. 2011

THis is HL 7. Follow all written instruction.

Students will be able to:
use information from textbooks, internet access, experimentation, and class discussion to
-identify biotic and abiotic factors of their enviroment.
-cite evidence of the interactions between the abiotic and biotic parts of the environment.
-analyze ow abiotic factors affect the life of organisms in an ecosystem.

Students reviewed past content to ready for the final ESSAG design.

Home learning 7 can be found at the top of this blog.

Wednesday, 20 April, 2011

This is HL 6. Read the passage. Correctly head your loose leaf paper and answer questions 1-10. Numerical answers only.

Students will be able to:
use information from textbooks, internet access, experimentation, and class discussion to
-identify biotic and abiotic factors of their enviroment.
-cite evidence of the interactions between the abiotic and biotic parts of the environment.
-analyze ow abiotic factors affect the life of organisms in an ecosystem.

Students define biotic and abiotic factors by categorizing things from photos. Biotic factors are those living or once living organisms in an ecosystem. Abiotic factors or non living parts of the environment that biotic factors depend on for life. They include water, soil, sunlight, air (atmosphere), temperature, and climate.

Students then defined the characteristics of living things.

Home learning 6 can be found at the top of this blog.

Friday, 1 April, 2011

This is the answer sheet. Record your answers here.









These are the pages of the home learning.

Students will be able to:
use information from fcatonline, FCAT explorer, florida achieves, and relelased FCATs to
-review for the science FCAT.

Students reviewed HL 4, from the tips package.

They then used Florida Achieves to review for the FCAT.

Home learning 5 can be found at the top of this blog.

Monday, 11 April through Wednesday, 13 April, 2011

Students will be able to:
use information from fcatonline, florida achieves, and past FCAT exams to
-review for the science fcat.

Due to FCAT testing, class may not meet on each of the three days.

Students spent all class time reviewing for the FCAT. Students either did Mastering the FCAT, grade 6 questions or worked with FCAT Explorer or fcatonline.

Students should do strand H from the 8th grade Mastering the FCAT as home learning 3. It is due on Thursday.

Thursday, 7 April. 2011

Students will be able to:
-explain the effects of forces on an object.
-manipulate models and label graphics to demonstrate effects of forces on objects.

Students reviewed the F strand of Mastering the FCAT. Tonight's home learning is Strand G of Mastering the FCAT, all gridded response and multiple choice questions.

Students also reviewed portions of the GIZMO Physics and Fan Carts.

Wednesday, 6 April, 2011

Students continued to review for the FCAT.

Students answered FCAT type questions and reviewed them.

Home learning 1 is from the Mastering the FCAT booklet. Answer all the multiple choice and gridded response questions from Strand F on The Processes of Life.

Wednesday, 30 March, 2011

Students will be able to:
use information from internet acces and/or classroom discussions to
-review the strand on force and motion.

Students reviewed Strand C from the Mastering the FCAT booklet.

Students then worked on FCAT explorer at their own pace. Students should complete as many of the modules as possible between now and FCAT day.

Home learning is from the Mastering the FCAT book: HL 19 Mastering the FCAT Strand E p34-36-33 #47-53 all multiple choice and gridded response questions.

Tuesday, 29 March, 2011

Students will be able to:
use information from videos from the internet and classroom discussions to
-review for the science FCAT.

Students reviewed HL 16 on Strand B, matter.

Students worked on FCAT explorer.

Home learning is from the Mastering the FCAT booklet. Do Strand C, questions 22-32, but only the multiple choice and gridded response questions.

Friday, 11 March, 2011

Students:

Here are the questions for your spring package. Go to the site below for a treasure hunt to find the answers!

http://drgcdms8.podomatic.com

You can find the questions above.

Thursday, 10 March, 2011

This is HL #14. Do both on the SAME sheet of properly headed loose leaf paper. Do only the questions indicated. Follow all printed directions.

Students will be able to:
use information from internet access, textbooks, virtual activities, hands-on laboratories, and/or classroom discussions to
-recognize which organisms are common decomposers.
-describe the process by which organims reshape the landscape.
-differemtoate betweem the processes of weathering and erosion.

Students did the Crunch Time probe on Rotting Apples as the do now.

Students then observed sand and soil to determine the relationship between the two. They were asked to describe how the two were alike and how they were different. Students were also asked to describe the process of soil formation.

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

Wednesday, 9 March, 2011

Students took a mini-assessment today.

Students then took notes on processes that shape the environment. Ms. Broas from Region V ran a slide show presentation that reviewed information on mechanical and chemical weathering. Students took notes on the information.

There was no home learning assigned.

Tuesday, 8 March, 2011

This is HL #13. Do both on a single sheet of loose leaf paper, headed properly. Follow the printed directions.

Students will be able to:
use information from internet access, textbooks, virtual activities, hands-on laboratories, and/or classroom discussions to
-list the body systems.
-summarize the role of each system.

The do now was a transparency on genetics and heredity.

Students first completed a word poster for one of the vocabulary words. Students included the word, a pictorial representation of the word, the definition, and a sentences using the word correctly in context.

Students then completed the human body system notes. You can find all the information needed to complete the notes in home learnings 9 and 12.

Tonight's home learning can be found at the top of this blog.

Tuesday, 1 March, 2011

Students will be able to:
use information from internet access, textbooks, virtual activities, hands-on laboratories, and/or classroom discussions to
-summarize Mendel's role in the history of genetics.
-explain the relationship between genootype and phenotype.
-compare and contrast homozygous and heterozygous alleles.
-apply concepts to complete punnett squares to predict the genotype an phenotype probability of an offspring.

Students worked on the GIZMO Genetics with Mice for one trait. The activity can be found at explorelearning.com. Use your username and password to access the activity. Launch the GIZMO and complete the handout you received.

Home learning was passed out on Monday, but is due tomorrow. You can find the home learning at the top of this blog.

Thursday, 24 February, 2011

Students will be able to:
use information from internet access, textbooks, virtual activities, hands-on laboratories, and/or classroom discussions to
-summarize Mendel's role in the history of genetics.
-explain the relationship between genootype and phenotype.
-compare and contrast homozygous and heterozygous alleles.
-apply concepts to complete punnett squares to predict the genotype an phenotype probability of an offspring.

Students should remember to turn in the home learning 9 on Meiosis.

Students did the essential lab on human genetics and heredity. The lab will be continued tomorrow.

Tuesday, 22 February, 2011

These are the instructions for SS3. Follow them carefully!

Students will be able to:
use information from internet access, textbooks, virtual activities, and classroom discussions to
-identify the digestive organs and explain their functions.
-desribe the pathway through the digestive system.
-specify the parts that form the skeletal system.
-explain the functions of the skeletal system.
-summarize the functions of voluntary and involuntary muscles.

Students received the instructions for Short Story 3, which can be found at the top of this blog.

Students updated the interactive notebook by adding all assignments for this grading period to Assignment Sheet 3.

Those students missing pages from the front of the notebook were given those pages. The back pages will be distributed tomorrow.

Students should complete the Discovery Education activities for the muscular system.

Tuesday, 15 through Thursday, 17 February, 2011

This is HL 8. ALl three sheets are to be done, in order on ONE sheet of loose leaf, correctly headed paper, using blue/black ink or pencil. Follow all written directions, placing answers only on your paper.

Students will be able to:
use information from internet access, textbooks, virtual activities, and classroom discussions to
-identify the digestive organs and explain their functions.
-desribe the pathway through the digestive system.
-specify the parts that form the skeletal system.
-explain the functions of the skeletal system.
-summarize the functions of voluntary and involuntary muscles.

Students did a Crunch time probe on the digestive system for their do now on Tuesday.

On Wednesday, students will be taught by Mrs. Broas from the Region, so there will be no do now.

On Thursday, students will have a mini-assessment as their do now.

Students will be working on learning about several body systems. They will do Discovery Learning explorations on the digestive system, the skeletal, and the muscular system.

Students also saw a BrainPop on Body Systems.

The home learning for Tuesday can be found at the top of this blog.

Monday, 14 February, 2011

This is HL 7. Follow directions and place answers on correctly headed loose leaf notebook paper.

Students will be able to:
use information from internet access, textbooks, virtual activitie, and classroom discussions to
-explain cell growth and division in multicellular organissm as the mechanisms by which organs and tissues are formed and repaired.

Students took a quiz on cells as their do now.

Students then completed their Cornell notes for the cells notes, pasting in the Discovery Learning activity as notes, and copying the questions in the questions section, while answering them in the notes section. Don't forget to coordinate the questions and answers with your highlighters and summarize the notes. There WILL be a notebook check this week!

Students then did another Discovery Learning activity on mitosis. This will also be placed in the notebook as notes.

The home learning can be found at the top of this page on mitosis.

Friday, 11 February, 2011

Students will be able to:
use information from internet access, textbooks, virtual activitie, and classroom discussions to
-compare the parts and functions of lplant and animal cells.
-observe differnt cells and identify their structures.
-construct a visual display of the parts and function of a school comparin them with those of a cell.

Students did an FCAT transparency for their do now.

Students reviewed home learning on the cell.

Students spent the remainder of the period completing notes form Discovery Learning on the cell. If you were absent, you can complete the activity at home by going to Discovery Learning sign in for students, and entering your user name and password
username=miami_youridnumber
password=youridnumber_miami

Click on the third tab and find the link for cell (2nd link on the page). Click the link to review the information for the activity.

Tuesday, 8 through Thursday, 10 February, 2011

This is HL 6. Follow all directions. Use blue/black ink or pencil.


This is HL 5.



Students spent the day reviewing the recent winter interim assessment. Since we did not finish, we will continue the review on Thursday.

On Wednesday, Mrs. Broas reviewed information on density.

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

Thursday's home learning can also be found above,

Monday, 7 February, 2011

This is HL 4. Note: The pages you received in class were on the same page. If you are turning in THIS assignment from the internet, you must head a sheet of loose leaf paper correctly, number your paper 1-15, and write the correct answers on your loose leaf paper.

Students will be able to:
use information from internet access, textbooks, virtual activitie, and classroom discussions to
-compare the parts and functions of lplant and animal cells.
-observe differnt cells and identify their structures.
-construct a visual display of the parts and function of a school comparin them with those of a cell.

Students took notes on cell parts of both plant and animal cells. Students drew the cell parts, as well as defined the organelles within the cells.

Home learning can be found at the top of the page. Keep one page to place in your notebook, and submit the other for a grade.

Wednesday, 2 February, 2011

Students will be able to:
use information from internet access, textbooks, and classroom discussions to
-explore the solar system.
-gather, interpret, and compare current weather information for Mars and Earth.
-interpret and make inferences from data.

Students took a mini assessment on the solar system, particularly the planets and their formation using the clicker system. Students should continue working on their model of the solar system distances.

There was no nightly home learning.

Tuesday, 1 February, 2011

This is HL 3. Turn in one sheet, keep the other for your notebook.

Students will be able to:
use information from internet access, textbooks, and classroom discussions to
-explore the solar system.
-gather, interpret, and compare current weather information for Mars and Earth.
-interpret and make inferences from data.

Students reviewed information on the solar system with Mrs. Broas from the region. Topics included satellites, the planets, the formation of the universe, and other astrological bodies such as comets and meteors.

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

Monday, 31 January, 2011

This is HL 2. Answers only on correctly headed loose leaf notebook paper, in blue/black ink or pencil.

Students will be able to:
use information from internet access, textbooks, and classroom discussions to
-explore the solar system.
-gather, interpret, and compare current weather information for Mars and Earth.
-interpret and make interences from data.

Students continued the essential lab activity on making a model of the solar system.

Home learning can be found at the top of this blog. However, in order to correctly answer the questions, students should read the following pages prior to completing the assignment:

http://www.lessonsnips.com/docs/pdf/wandererplanet.pdf

Wednesday, 26 January, 2011

Students will be able to:
use information from online activities, textbooks, and classroom discussions to
-describe the arrangement of our solar system.
-describe eclipses adn the relationship between tides on earth and the position of the Moon, sun, and earth.
-describe the advantages adaptations give to living things.

The do now was an FCAT transparency on weathering and erosion.

Due to interim assessments this week, students reviewed good test taking skills. Be sure to eat a good breakfast and get plenty of rest. The science exam is tomorrow!

Students spent the remainder of the period learning about the solar system and adaptations. Visit the ylearn site at ylearn.co.uk and use the codes to access the information.

Unit----------------Access Code
Adaptations----------SCF233
Heredity-------------SCF232
Solar System----------SCE131
Weathering-----------cdms
Erosion--------------cdms1
Plate Tectonics--------cdms2
The Structure of the Earth--cdms4

Tuesday, 25 January, 2011

Students will be able to:
use information from online activities, textbooks, and classroom discussions to
-describe the arrangement of our solar system.
-describe eclipses adn the relationship between tides on earth and the position of the Moon, sun, and earth.
-describe the advantages adaptations give to living things.

The do now was an FCAT transparency on weathering and erosion.

Due to interim assessments this week, students reviewed good test taking skills. Be sure to eat a good breakfast and get plenty of rest.

Students spent the remainder of the period learning about the solar system and adaptations. Visit the ylearn site at ylearn.co.uk and use the codes to access the information.

Unit----------------Access Code
Adaptations----------SCF233
Heredity-------------SCF232
Solar System----------SCE131
Weathering-----------cdms
Erosion--------------cdms1
Plate Tectonics--------cdms2

Monday, 24 January, 2011

Students will be able to:
use information from online activities, textbooks, and classroom discussions to
-describe the arrangement of our solar system.
-describe eclipses adn the relationship between tides on earth and the position of the Moon, sun, and earth.
-describe the advantages adaptations give to living things.

The do now was an FCAT transparency on weathering and erosion.

Due to interim assessments this week, students reviewed good test taking skills. Be sure to eat a good breakfast and get plenty of rest.

Students spent the remainder of the period learning about the solar system and adaptations. Visit the ylearn site at ylearn.co.uk and use the codes to access the information.

Unit----------------Access Code
Adaptations----------SCF233
Heredity-------------SCF232
Solar System----------SCE131

Monday, 3 January, 2011

Students will be able to:
use information from hands on activities and classroom discussions to
-describe phase changes.
-describe the transfer of heat energy from one object to another.

The do now was an FCAT transparency.

Students watched a BrainPop movie on tectonic plates.

Students read their textbooks, pages 42-82 to find information about plate tectonics.