Tuesday, 11 October, 2011

These are the instructions for the First Grading Period Project. Follow them carefully.

This is HL 15. Answers only on a correctly headed loose leaf sheet of paper.

Students will be able to:
use the information from the textbook and classroom discussions to
-describe the development of the current model of the atom.
-compare and contrast protons, neutrons, and electrons and their properties.

Students reviewed HL 14 and submitted the Element Builder GIZMO lab after completing the bell ringer.

Students received the instructions for the First Grading Period Project, which can be found at the top of this blog.

Home learning 15 can also be found at the top of this blog.

Students read and took notes on the history of the atomic theory and the parts of an atom.

Monday, 10 October, 2011

Students will be able to:
use the information from virtual activities, the textbook and classroom discussions to
-compare the sizes, charges, and relative positions of the subatomic particles: protons, neutrons, and electrons.
-relate an atom’s number of protons to its charge, name, and atomic number.
-calculate the mass number of an atom by summing the protons and neutrons.

Students reviewed HL 13 after completing the bell ringer.

Home learning 14 is to answer the following on your own sheet of correctly labeled loose leaf paper: page 318 define the words proton, neutron, nucleus, electron, page 319 # 1 and 2, page 321 2a and 2b.

Students then did the GIZMO Element Builder. The paper is due in class tomorrow.

Friday, 7 October, 2011

Students will be able to:
use the information from the textbook and classroom discussions to
-describe the properties of matter.

Students submitted the Melting Ice lab and reviewed HL 12 after completing the bell ringer.

Students then worked in groups; either with the interventionist or me; taking notes using the reciprocal teaching method and selective underlining, or online tutorial.

Home learning 13 is page 285 1-6.

Thursday, 6 October, 2011

Use this to help write up your lab in the correct format.

Students will be able to:
use the information from the textbook and classroom discussions to
-describe the motion of particles in a solid.
-describe the motion of particles in a liquid.
-describe the motion of particles in a gas.

Students reviewed HL 11 after completing the bell ringer.

Students reviewed the lab on The Effect of Temperature on the Melting of Ice, reviewing how to make the line graph. Students should complete the lab sheet at home, using the lab format assessment sheet you were given. If you lost yours, you can use the one found at the top of this blog.

Home learning 12 is from page 283 #5-9. Be sure to write the answers on a separate sheet of loose leaf paper, properly headed.

Wednesday, 5 October, 2011

Students will be able to:
use the information from hands-on investigations, the textbook and classroom discussions to
-explore energy changes that occur when a substance absorbs energy from its surroundings.
-imply that absorbing energy causes the temperature of teh surroundings to decrease.

Students reviewed HL 10 after completing the bell ringer.

HL 11 comes from the text, page 274 #1 a and b, page 276 #2 a and b, page 278 #1-3, and page 281 #3 a-c. This should be done on a properly headed sheet of loose leaf paper. Answers only.

Students then completed experimentation on a lab: melting ice to determine how energy changes occur. They melted ice in two temperatures of water and observed how the energy of the sytem changed by measuring the temperature.

We will review the graph tomorrow in class.

Tuesday, 4 October, 2011

This is HL 10. Answers only on a sheet of correctly headed loose leaf paper.

Students will be able to:
use the information from the textbook and classroom discussions to
-describe the motion of particles in a solid.
-describe the motion of particles in a liquid.
-describe the motion of particles in a gas.

Students submitted lab 5 on Chemical Change after reviewing the bell ringer for the day.

Students received HL 10, which can be found at the top of this blog. Be sure to record answers only on a correctly headed sheet of loose leaf paper.

Students began taking notes from Chapters 7 and 8, using the information they have previously selectively underlines. Each lesson should be a new entry into the table of contents. Use the title of the lesson, along with the supplied benchmark. For EACH lesson, set up a Cornell Notes page, on which you should have the date and title of the lesson. You will use this page to write or draw something to remind you of the GIST of the lesson. The next page should be a two column notes page, where you write down the main ideas and supporting details for the lesson.

We will review Costa's questions and the summary on Thursday or Friday.

Monday, 3 October, 2011

Students will be able to:
use the information from virtual activities, the textbook, and classroom discussions to
-label and identify all the states of matter.
-observe and compare different states of matter
-recall arrangement and motion of particles in matter as it relates to the states of matter.

Students reviewed the lab on chemical change after the bell ringer.

Students then completed the web quest on Matter. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to complete the tasks at home. The handouts can be found at:
http://sciencespot.net/Media/statesofmatter.pdf

The home learning is to complete the lab handout.

Wednesday, 28 September, 2011

Students will be able to:
use the information from hands-on experimentation, the textbook, and classroom discussions to
-observe the properties of a chemical change.
-identify a change as a chemical change.

Students reviewed HL 9 after the bell ringer.

Students then began the hands-on lab on chemical changes. Students mixed chemicals to observe what happens when a chemical change occurs. Students recorded such observations as: change in temperature, change in color, odor production, production of a gas, and production of a precipitate (solid).

Students are to complete the handout at home and bring in on Monday.

Tuesday, 27 September, 2011

Students will be able to:
use the information from virtual activities, the textbook, and classroom discussions to
-label and identify all the states of matter.
-observe and compare different states of matter
-recall arrangement and motion of particles in matter as it relates to the states of matter.

Students submitted the Mystery Powder Analysis lab handout.

Students watched BrainPop movies on The States of Matter and Matter Changing States.

Students then participated in a web quest on matter and its states.

You can find the web quest, with the tasks, linked to Dr. Gayden's Science Zone
(http://drgcdms.podomatic.com). You can find the handouts at http://sciencespot.net/Media/statesofmatter.pdf

Home learning 9 (HL9) is to write the answers for the following on loose leaf paper: HL 9 p 266a-c, p268 a-c, p271 a-b

Monday, 26 September, 2011

Students will be able to:
use the information from virtual activities, the textbook, and classroom discussions to
-determine the properties and composition of subtances.
-identify unkown substances by their properties.

Students submitted and reviewed HL 8 after the bell ringer.

Students completed the GIZMO on Mystery Powder Analysis. If you took your paper home to complete it, use the user name and password given to you in class. The website is:
www.explorelearning.com

Click the link for the Mystery Powder Analysis. If you need another handout, click he link that says Lesson Materials to find the handout. Print out a copy and complete it prior to handing in tomorrow. All papers are due tomorrow.

Friday, 23 September, 2011

This is HL 8. You received two of these sheets: turn in one to me and keep the other for your notebook.

Students will be able to:
use the information from virtual activities, the textbook, and classroom discussions to
-determine the properties and composition of subtances.
-identify unkown substances by their properties.

Students took mini assessment 2.

Students also received HL 8, which can be found at the top of this blog.

Students began working on the GIZMO Mystery Powder. Since we did not complete the activity, we will complete it on Monday.

Thursday, 22 September, 2011

Students will be able to:
use the information from the internet, the textbook, and classroom discussions to
-compare and contrast physical and chemical changes.

Students remediated any information from the past four weeks by visiting the Pearson online text site. You can access the site at home by visiting:

http://www.pearsonsuccess.net

Once on the site, use your student ID number as both your user name AND your password. If you have difficulty accessing the site, you can email me at DrGCDMS@dadeschools.net.

Be sure to go to the explore tab. Do ALL the tabs (in orange), including the evaluate tab!

Wednesday, 21 September, 2011

Students will be able to:
use the information from virtual explorations, the textbook, and classroom discussions to
-compare and contrast physical and chemical changes.

Students watched a demonstration that emphasized both physical and chemical changes after completing the bell ringer.

Students then viewed a virtual tutorial on physical and chemical changes.

Students used their text to further instruction by selectively underlining main ideas about physical and chemical changes, found in the text on pages 302-305.

The home learning is to complete all question on pages 302-305 in the text.

Wednesday, 21 September, 2011

Students, use the link below to find out more about physical and chemical changes.

Tuesday, 20 September, 2011

Students will be able to:
use the information from hands on explorations and classroom discussions to
-explore and describe the densities of various materials through measurement of their masses and volumes.

Students completed the lab density of rocks, where they find the density of several rocks.

As the home learning assignment, students are to complete the lab format handout for the lab. Use the lab format handout you were given as a guide.

Monday, 19 September, 2011

Students will be able to:
use the information from hands on explorations and classroom discussions to
-explore and describe the densities of various materials through measurement of their masses and volumes.

Students began working on the lab density of rocks, where they find the density of several rocks.

Home learning 7 (HL7) is to submit, on loose leaf paper, properly headed, the answers to questions 5-9 on page 307 of the text.

Friday, 16 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-explore and describe the densities of various materials through measurement of their masses and volumes.
-classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

After completing the bell ringer, students updated assignment sheet 1 in their notebooks.

Notebooks were collected to be graded.

Students then completed the GIZMO density lab.

Home learning is to read and complete pages 302-305 in the work text.

Thursday, 15 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-explore and describe the densities of various materials through measurement of their masses and volumes.
-classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

STudents viewed BrainPop movies on Properties of Matter and The Law of Conservation of Mass.

Students then began the GIZMO Density Lab. Because there were major problems with connecting to the internet or getting the laptop computers to work, many students shared computers. We also did not complete the activity, but will do so tomorrow.

There will be a notebook check on Friday, so the home learning is to get the notebook ready for grading.

Wednesday, 14 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-explore and describe the densities of various materials through measurement of their masses and volumes.
-classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

Students worked in their texts (pages 296-301) while I conducted data chats. Make sure you do all problems in the inclusive pages and selectively underline main ideas.

Since there is a notebook check this Friday, home learning is cancelled. Be sure all home learnings are pasted in your notebook, and that all pages (1-12) are pasted in. On Friday, we will review how to complete page 1.

Tuesday, 13 September, 2011

This is HL 6. Answers only on your own loose leaf paper. Keep this sheet to check you answres in class. Period 6 will submit the answers on Thursday.

Students will be able to:
use the information from the text and classroom discussions to
-explore and describe the densities of various materials through measurement of their masses and volumes.
-classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

After the bell ringer, students completed any notes on measuring matter, including completing the Cornell notes, with Costa's leveled questions, highlighting the answers and questions, and summarizing the notes.

Students then worked in their texts, reading and selectively underlining pages from chapter 8 lesson 2 on physical and chemical properties of matter.

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

Monday, 12 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students completed notes on matter from their text, pages 291-295. These were two column notes made from the information they selectively underlined.

Students completed the Cornell notes by writing Costa's leveled questions from the notes and using highlighters to find the answers in their notes. They also summarized the main ideas of the notes.

Students are to read and do pages 296-301 in their texts, answering all questions on these pages.

Friday, 9 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students took the first mini assessment today.

After the mini assessment, students worked in their texts, pages 191-195, selectively underlining the main ideas. These will be incorporated into two column notes on Monday.

Remember, short story one is due on Monday.

Thursday, 8 September, 2011

This is short story one. Be sure to follow all written directions.

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students submitted home learning and received the rubrics for the short story. It can be found at the top of this blog.

Those classes that needed to complete the "we do" lab report format did so.

Students then used the CRISS strategy of selective underlining in their texts, pages 291-295.
Tomorrow we will the underlining to compose two column notes.

Wednesday, 7 September, 2011

This is HL 5. Be sure to copy the table and complete it on loose leaf paper.

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students continued to explore how to correctly write up an experiment using the lab report format. Using data from a weight and mass, GIZMO, students wrote the lab according to the format. Classes that did not complete the activity will do so tomorrow. Students should also draw something to remind them that mass and weight are different entities on the student input page (where the bell ringers for this week are located).

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

Tuesday, 6 September, 2011

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students received HL 4, which is a practice density sheet. Students are to do the problems on their own paper, being sure to show their work. The handout should be placed in the notebook when completed. HL 4 can be found at the top of this blog.

Students continued to practice the "we do" activity of writing a laboratory report. The activity deals with the current topic of the nature and properties of matter.

Friday, 2 September, 2011

Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.
-continue construction on interactive notebook.

Students worked on learning the lab write up format by participating in a "we do" activity. Students used the information from a GIZMO on weight and mass to write up a lab. We will complete this activity next week.

Students received their textbooks. Textbooks are to be brought to school every day. Students should read pages 288-301, and answer, in the book, the questions on pages 288 and 290.

Thursday, 1 September, 2011

Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.
-continue construction on interactive notebook.

Students first completed their bell ringer, which dealt with Punnett Squares. They reviwed the agenda for the day.

Home learning was collected and reviewed.

Classes that needed to complete the lab format exercise did so (except for period 6, which attended the Grade Level Orientation, and did not complete the lab).

Students also completed the self-interaction by drawing something to remind them of the lab and writing a RAFT about the lab.

Period 3 also received and began their notebook update. All other classes will begin the update tomorrow.

Wednesday, 31 August, 2010

This is HL 3. Follow all written directions.

Students will be able to:
use the information from the laboratory activities to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.

Students completed the lab write up for the Mexican Jumping bean and the effects of heat experiment.

Home learning 3 can be found at the top of this blog. Follow all written instructions.

Tuesday, 20 August, 2011

This is HL 2. Answer on your own paper to submit, but write on this sheet to check your work and place in your notebook.

Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.

Students learned how to write up a laboratory report. You will place a copy of the lab format in your interactive notebook, so that you can refer to it as you complete your lab write-ups.

The experiment detailed discovering how heat affected the movement of a Mexican Jumping Bean.

Home learning 3 can be found at the top of this blog.

Thursday, 25 August, 2011

This is HL 1. Be sure to follow all written directions.

Students will be able to:
use the information from the text to
-differentiate between the steps of a scientific process.

Students do not yet have textbooks, so for right now, we are reading and studying the text via the overhead LCD projector.

Students have been learning about the skills necessary for scientists to make discoveries. The notes include:

What skills do scientists use?

Science is a way of learning abut the natural world.

Scientists use skills such as observing, inferring, predicting, classifying, evaluating, and making models to study the world.

Observing means using one or more of your senses to gather information. It also means using tools, such as a microscope to help your senses. Observations can be either quantitative which deals with numbers or amounts, or qualitative, which deals with descriptions that cannot be expressed in numbers.

Inferring is when you explain or interpet the thing you observe. It is not guessing. Inferences are based on reasoning from what you already know or based on assumptions you make about your observations.

Predicting means making a statement or a claim about what will happen in the future based on past experience or evidence.

Classifying is the grouping together of items that are alike in some way.

Evaluating involves comparing observations and data to reach a conclusion about them.

Making models nvolves creating representations of complex objects or processes. Some models can be touches, such as a map. OThers are in the form of mathematical equations or computer programs. Models help people study things that can’t be observed directly.

Home learning 1, due tomorrow, can be found at the top of this blog. Be sure to follow directions!

Thursday, 25 August, 2011

Monday, 22 August, 2011

Welcome to Dr. Gayden's Eighth Grade Science Class!

Come to this site to find out what we do daily (or almost daily). Come here to find your home learning assignments or to see if you need to visit the podomatic site for a make-up lab.

Have a great and successful year!

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.