Wednesday, 22 August, 2012

Students will be able to:

-justify why it is important to be organized and observe rules in a science class.

-identify how science is useful in solving everyday problems.

-critique laboratory activities for safety.

Students completed the following bell ringer:

Gregor Mendel was able to figure out a great deal about how traits are passed from one generation to the next by studying garden peas. He grew thousands of pea plants and counted and recorded the traits of all the peas they produced in order to do this. Why did Mendel grow and use so many peas to conduct his experiment?

A. Having many replicates in an experiment decreases the possibility that chance will affect the outcome. B. Many pea plants are identical, so in order for Mendel to ensure variety in his findings, he had to use thousands of pea plants. C. Other scientists do not need to repeat the experiment if there is sufficient data gathered during the initial experiment. D. Mendel was overly cautious and grew far more peas than he really needed in order to prove his hypothesis

Students' notebook covers were checked. 

Textbooks were distributed. Students were instructed to read pages 290-295 and answer ALL questions/complete ALL information in the text. They are also to write the following on loose leaf paper, correctly headed:

Home learning 2: page 294 do the math (1-3) and page 295 (Virtual lab-Using Density)

HL 2 is due in class on Monday/Tuesday.

Students worked in their interactive notebooks and are responsible for pasting all pages in the front. The notebook should be completed by Monday/Tuesday of next week.

Students began a discussion in the differences between mass and weight.

Monday/Tuesday, 20/21 August, 2012

Students will be able to:

use the information from demonstrations and  classroom discussions to

-justify why it is important to be organized and observe rules in a science class.

-identify how science is useful in solving everyday problems.

-critique laboratory activities for safety.

Students completed the following bell ringer:

When scientists conduct experiments, they share their data and conclusions with other scientists so that...

Students completed a class card. 

Students received their bell ringer folder and their interactive notebook. Students should decorate the front of the notebook for home learning 1. The decoration must be about something involving science. It should also include their first and last name and Dr. Gayden on the front.

Students observed a demonstration where a paper cup was burned. They pointed out safe laboratory procedures. They also used the activity to determine how science is useful in solving everyday problems.

Friday and Tuesday, June 1 and 5, 2012

 Students will be able to:

use the information from previous classroom discussions to

-take an end of year exam.

Students will take the end of year exam for eighth grade science.

Thursday, 31 May and Monday, 4 June, 2012

Students will be able to:

use the information from  the movie Osmosis Jones and classroom discussions to

-describe the human body systems.

-determine how the body systems work cohesively to maintain homeostasis.

-justify how one system can affect all systems if it is not working correctly.

Students watched a portion of the movie Osmosis Jones. Students are to answer the following with information from the video:

-Name the systems mentioned in the video.

-Choose a system from the video and describe how an impairment in that system affects other systems and the entire organism.

-Think of a time you were ill or sick. How did your illness affect your other body systems?

Students are reminded that the human body project is due in class tomorrow. No exceptions.

Wednesday, 30 May, 2012i

 Students will be able to:

use the information from  hands on activites and classroom discussions to

-explore how the nervous system aides the body in reactions.

Students watched the remaining Brain Pop movies on the Human Body. These included:

lymphatic system

respiratory system

nervous system

urinary system

Students should use the information gained to finish their report, which is due on Friday.

Students did a lab where they determined how handiness affected reaction time. Students caught a metric ruler dropped by their lab partner to determine their reaction times with both their left and right hands.

The lab paper is due in class tomorrow.

Tuesday, 29 May, 2012i

Students will be able to:

use the information from  virtual activities and classroom discussions to

-explore how the nervous system aides the body in reactions.

-research the human body project.

Students worked on their human body projects. Remember, you need to include:

-a large scale drawing/picture with the major organs listed.

-an explanation of each organ's function.

-an explanation of a disease that affects the system, including how the disease begins, what the disease does to the body, and how it is treated. You may include a picture of the disease for extra credit.

-a list of your references (where you got the information for the report, where you got the picture, where you got the information for the disease). Be sure to include the ENTIRE URL address!

Students did activities about reactions (nervous system) from GIZMO. The handout should be put in your notebook for the next notebook check.

Home learning is to complete the project, which is due on Friday!

Friday, 25 May, 2012

This is HL 18.  Answers only on your own paper.

Students will be able to:

use the information from  videos and classroom discussions to

-discuss the human fetal development.

Students viewed the NOVA program Miracle of Life and completed a worksheet on the video.

Students should continue to work on their Human Body Projects.

Home learning 18, which can be found at the top of this blog, is due in class on Tuesday.

Thursday, 24 May, 2012

These are the pages for HL 17. For What is the respiratory system, do questions 1-5, answers only. For What is excretion, do questions 7-10. Use the picture above the questions to answer numbers 7-10. Some of the questions have more than one correct answer.

Students will be able to:

use the information from  handouts and classroom discussions to

-determine how the body gets nutrients.

-determine how nutrients are distributed throughout the body.

-decribe how muscles and bones help move the body.

Students viewed BrainPop movies on the Digestive, Muscular, Skeletal, and Circulatory System. 

Students then participated in a quiz on the human body, found at Discovery Education. You can play at home by clicking the link Whaddya Know?

Home learning 17 can be found at the top of this blog.

Wednesday, 23 May, 2012

This is HL 16. Answers only on your own paper.

Students will be able to:

use the information from  hands on activites and classroom discussions to

-determine how the body breaks down lipids.

Students did a lab activity where they compared the emulsification of fats (cooking oil) in the presence and absence of baking soda, which acted like an enzyme to partially break down the fats of the cooking oil.

Students must do HL 16 tonight. It can be found at the top of this blog.

Tuesday, 22 May, 2012

This is HL 15. Answers only on your own paper. Do the appropriate questions ALL on ONE sheet of correctly headed loose leaf paper.

Students will be able to:

use the information from  virtual activites and classroom discussions to

-explore the functions of the digestive system.

-explain how nutrients are absorbed into the body.

Students completed a GIZMO that detailed the digestive system, its organs, and the function of each organ. Students learned the steps of digestion, and how nutrients are absorbed for use by the body.

You can work on the activity at home by accessing your GIZMO account with your username and password. Once you sign in, go to the bottom of the list and launch the GIZMO Digestive System. Click the GIZMO link to access the site. 

Home learning 15 can be found at the top of this blog. It is due on one sheet of paper tomorrow.

Monday, 21 May, 2012

This is HL 14. Answers only on your own paper. Follow directions!

Students will be able to:

use the information from  virtual activites and classroom discussions to

-summarize the processes of human fertilization and implantation.

-describe the course of human development form conception to birth.

Students completed another activity that discussed the processes of human fertilization and fetal development. Students did the Discovery Education activity Fetal Development and completed a handout for the activity. The handout should be placed in your interactive notebook.

Students also viewed a BrainPop movie on the Human Body.

Home learning 14 can be found at the top of this blog.

Thursday, 17 May, 2012

Students will be able to:

use the information from  hands-on activites and classroom discussions to

-determine how the age of a human fetus is calculated.

Students did a paper lab to determine the age of a human fetus. The lab required students to measure size using metric units and interpret information based on the measurements obtained.

Continue to work on the Human Body project.

Wednesday, 16 May, 2012

This is HL 13. Answers only on your own paper.

Students will be able to:

use the information from  hands-on activites and classroom discussions to

-discuss functions that the body does automatically.

-explore how to maintain a small amount of water at a constant temperature.

-apply observations fromt eh inquiry to appreciate how the body maintains a constant internal temperature.

Students received HL 13, which can be found at the top of this blog.

Students did a lab that demonstrates how homeostasis is maintained in the body. The lab handout is due in class tomorrow.

Tuesday, 15 May, 2012

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

Students will be able to:

use information from virtual activities and classroom discussions to

-describe how infectious diseases are spread.

-determine how infectious diseases are diagnosed and treated.

Students will do HL 12 tonight for home learning. It can be found at the top of this blog.

Students viewed BrainPop movies on vaccines and antibiotic resistance. 

Students then completed a Discovery Education activity entitled Infectious Diseases. You can access the activity AND the handouts by clicking the link Infectious Diseases. DO NOT change the code that is there! Just type in your first and last names. Once the page loads, click the words Infectious Diseases. To get the handouts for this activity, scroll down to the bottom of the screen and click the yellow tab Activities. When the window opens, click 9. Virus--Activity 1 for the first handout and 10. Viruses--Activity 2 for the second handout. 

To perform the activity, close the windows where indicated and keep only the window with the patient and patient history open. Choose a patient to complete the handouts. Follow all written instructions.

Wednesday, 9 May, 2012

This is HL 11. Answers only on your own paper. Use each word choice only once. HL 11 is due in class on Thursday.

Students will be able to:

use inforamtion from a hands-on activity and classroom discussions to

-describe how an HIV infection could spread in a population.

Students did a hands-on activity that demonstrated how the HIV virus can pass through a population and affect the members of the population.

The lab sheet is to be completed and turned in at the class period.

Home learning 11 can be found at the top of this blog. It is due in class tomorrow.

Monday and Tuesday, 7 and 8 May, 2012

These are the instructions for Project 4. See the model in class to determine how to set up your poster board.

This is HL 9. Answers only on your own paper. Due on Tuesday, May 8

This is HL 10. Answers only on your own paper. Due Wednesday,  May 9.

This is HL 11. Answers only on your own paper. Due Thursday, May 10.

Students will be able to:

-use information from internet videos and classroom discussions to determine the modes of infection for HIV and other STD.

-discuss methods to prevent the spread of HIV.

Students received home learnings 9-11, which can be found at the top of this blog.


Students also received instructions for the fourth grading period project on the human body systems. The rubrics with instructions can be found at the top of this blog.

Students watched several BrainPop movies: the immune system, viruses, and AIDS.

Students also watched videos on HIV/AIDS, including Staying Safe, The Monster, and Nightmare on AIDS Street.

Students can also watch the following video on how the infectious cycle works:

How the HIV Infection Cycle Works

Friday, 4 May, 2012

Students will be able to:

use the information from  virtual activites, power point presentations, and classroom discussions to

-describe how organisms maintain a stable environment.

-describe the structure and function of glands of the endocrine system.

Students completed notes on the endocrine system.


Students watched a BrainPop movie on hormones.

Notebooks were submitted.

Students did a whole class GIZMO activity to determine how paramecium maintain homeostasis.

There was no nightly home learning.

Thursday, 3 May, 2012

Today was take your child to work day. Students in class completed a virtual activity on homeostasis.

Notebooks will be checked tomorrow.

Wednesday, 2 May, 2012

Students will be able to:

use the information from  virtual activites, power point presentations, and classroom discussions to

-describe how organisms maintain a stable environment.

Students completed an online lab experiment that demonstrated how homeostasis helps maintain stable environments in other organisms. The activities can be found at: 

Temperature and Metabolic Activity. Be sure to record your hypothesis, your independent (test) variable, dependent (outcome) variable, constants, and all data. Make a graph of the data and write out your conclusions.

You can also peruse through the activity on pill bugs, found at  What is a pill bug?

Your notebook is due on Friday. Be sure it contains all notes on Eclipses, including home learnings and GIZMO; home learnings 1-6; and notes on the endocrine system, including home learning 8 and the GIZMO  sheet on homeostasis. Be sure to include the information from Temperature and Metabolic Activity and What is a pill bug?

Tuesday, 1 May, 2012

This is HL 8. Answers only on your own correctly headed loose leaf paper.

Students will be able to:

use the information from  GIZMOs and classroom discussions to

-determine how our bodies maintain a stable internal temperature in spite of variations in outside temperature. 

-regulate the body temperature of a simulated person using clothing, exercise, and sweat. 

Students received HL 8, which can be found at the top of this blog. It is due tomorrow.

Students completed a GIZMO on homeostasis. Be sure to complete the handout and paste it in after your notes on the endocrine system and HL 8. There will be a notebook check this Friday.

Thursday and Friday, April 26 and 27, 2012

This is Short Story 4. Follow instructions and submit on time.

Students will be able to:

use the information from  videos and classroom discussions to

-analyze the structure, fuction, and regulation of the endocrine system.

Students watched a BrainPop movie on the endocrine system.

Students began notes on the endocrine system. Because this information is not in their texts, students must be present. Alternately, you can go online and find information. One such site is: Kids Health.

Students have short story 4 to complete and submit by Monday, April 30. The grading rubrics can be found at the top of this blog.

Wednesday, 25 April, 2012

Students will be able to:

use information from the movie The Day After Tomorrow and the series Planet Earth to

-understand humankind's role in the biosphere as it relates to Earth.

Students in the first and second period classes viewed the movie The Day After Tomorrow.

Students in later periods viewed episodes from Planet Earth to understand how humankind has changed the Earth and affected the lives of other living things on Earth.

Home learning 7 is to find a current event article from either the newspaper or online that discusses an environmental issue. The article must not be more than two weeks old. You are to summarize the article, explain the science in the article and  discuss humankind's involvement or actions in causing or participating in the event.

Tuesday, 24 April, 2012

Students will be able to: use information from past classes, lessons, and assignments to take the Science FCAT 2.0.

 Because of the FCAT, normal lessons are suspended. Good luck!

Monday, 16 April Through Monday, 23 April, 2012

Students will be able to:
use the information from handouts and classroom discussions to
-review for the science FCAT 2.0.

Since the Science FCAT 2.0 will be given on Tuesday, April 24, we will use all class time up to that date to review ALL past benchmarks. We will use the Saturday Success Academy document to review facts and tips for taking the science FCAT.

We will also review topics using BrainPop movies.

Your home learning is to review all notes (including 6th and 7th grade) to get ready for the exam.

Friday, 13 April, 2012

Students will be able to:
use the information from textbooks, the CPS clicker system and classroom discussions to
-review baseline exam.

Students continued reviewing the baseline exam. Using the CPS clicker system, students reviewed several questions from the exam. Students should use selective underlining and test taking skills to help find the answers prior to selecting and entering an answer with the CPS system.

Students DO NOT have to bring in texts for FCAT week. However, students SHOULD study ALL notes and handouts nightly in preparation for the Science FCAT on Tuesday, April 24.

Thursday, 12 April, 2012

Students will be able to:
use the information from hands-on activities and classroom discussions to
-review for the science FCAT 2.0.

Students did three lab activities today to review for the science FCAT. The activities centered on reviewing earth and space science science concepts.

Students identified and matched pictures to the phases of the moon.

Students also determined how heat energy is absorbed by dark materials by measuring the change in temperature on a regular surface and a dark surface.

Finally, students identified both the internal structure of the earth and how convergent and divergent plates change the Earth's surface using a Snickers bar.

Students should study all notes, including those taken in 6th and 7th grade in preparation for the FCAT.

Wednesday, 11 April, 2012

Students will be able to:
use the information from hands-on activities and classroom discussions to
-review for the science FCAT 2.0.

Students did three lab activities to day to review for the science FCAT. The activities centered on reviewing physical science science concepts.

Students crushed chalk and added acid to it to observe physical and chemical changes.

Students also used slinkys to compare and contrast transverse and longitudinal waves.

Finally, students determined that the density of a fluid affects the speed of a wave by counting the waves formed in a bottle of water vs a bottle of oil.

Students should study all notes, including those taken in 6th and 7th grade in preparation for the FCAT.

Tuesday, 10 April, 2012

This is HL 6. Answers only on your own paper.

Students will be able to:
use the information from hands-on activities and classroom discussions to
-review for the science FCAT 2.0.

The home learning due tomorrow is HL 6. You can find it at the top of this blog.

Students did three lab activities to day to review for the science FCAT. The activities centered on reviewing life science science concepts.

Students sorted cards on the organelles found in both plant and animal cells, and matched them with their function.

Students also use comics to learn the components of the cell theory.

Finally, students reviewed variation in living things by observing the traits of several sunflower seeds and noticing the similarities and differences between them.

Monday, 9 April, 2012

This is HL 5. Answers only on your own paper.

Students will be able to:
use the information from textbooks, the CPS clicker system and classroom discussions to
-review baseline exam.

Students are responsible for HL 5, which can be found at the top of this blog.

Students continued reviewing the baseline exam. Using the CPS clicker system, students reviewed several questions from the exam. Students should use selective underlining and test taking skills to help find the answers prior to selecting and entering an answer with the CPS system.

Students DO NOT have to bring texts to class on Tuesday, Wednesday, or Thursday, due to Science Boot Camp lab activities.

Thursday, 5 April, 2912

This is HL 4. Answers only on your own paper.

Students will be able to:
use the information from hands-on activities and classroom discussions to
-review for the science FCAT 2.0.

HL 4 is due in class on Monday. You can find it at the top of this blog.

Students did three lab activities to day to review for the science FCAT. The activities centered on reviewing earth and space science concepts.

Students viewed a photograph and determined each of the spheres of the earth and how the spheres interrelated.

Students also used a poster with many small holes, viewed up close and at a distance to demonstrate how distance makes things blurry, as does distance when viewing the stars of the Milky Way galaxy.

Finally, students used connecting cubes to demonstrate that new sedimentary rock can form during the process of weathering and compaction/cementation by connecting the blocks, breaking them apart, and reassembling them in a different arrangement.

Wednesday, 4 April, 2012

This is HL 3. Answers only on your own paper.

Students will be able to:
use the information from hands-on activities and classroom discussions to
-review for the science FCAT 2.0.

HL 3 is due in class tomorrow. You can find it at the top of this blog.

Students did three lab activities to day to review for the science FCAT. The activities centered on reviewing physical science concepts.

Students use a card and a rubber band to demonstrate that energy can change forms.

Students also looked at the physical properties of a pure substance, such as water.

Finally, students use spring scales to show that an object will move in the direction of the largest force exerted on it.

Tuesday, 3 April, 2012

This is HL 2. Answers only on your own paper.

Students will be able to:
use the information from hands-on activities and classroom discussions to
-review for the science FCAT 2.0

HL 2 is due in class tomorrow. You can find it at the top of this blog.

Students did three lab activities to day to review for the science FCAT.

Students determined that mass is conserved during a chemical change by finding the mass of objects representing molecules of a chemical reaction, such as hydrogen and oxygen in water.

Students also competed with each other to obtain "food". This activity illustrated the competition between species.

Finally, student grouped the cards from a deck of playing cards, to demonstrate that living things can be classified and grouped based on properties they have in common.

Monday, 2 April 2012

This is HL 1. Answers only on your own paper. Read the indicated pages prior to answering the questions.

Students will be able to:
use the information from textbooks, the CPS clicker system, hands-on activities, and classroom discussions to
-define eclipse.
-determine how eclipses occur.
-review genetics and inheritance using the Punnett square
-review baseline exam.

Students received HL 1, which can be found at the top of this blog.

Students completed notes from the text (p 193-194) on eclipses. They should have two column notes. Also, be sure to complete the notes with color, leveled questions, summary, and paste in HL 17 and HL 18, and the completed GIZMO on eclipses.

Students reviewed genetics by using coin tosses to construct a baby.

Students also began reviewing the baseline exam. Using the CPS clicker system, students reviewed several questions from the exam. Students should use selective underlining and test taking skills to help find the answers prior to selecting and entering an answer with the CPS system.

Friday, 29 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 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.

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.