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.

Friday, 17 December, 2010

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

Students did an FCAT transparency as their do now.

Students then did the heat transfer lab activity, by making ice cream. You can find the handout to the activity, along with the directions for making the ice cream mix, at the top of this blog.

The home learning for the holidays is to complete the Winter Package for Science on Scientific Method.

Have a Safe and Blessed Christmas and I pray all of God's choice blessings for the coming New Year for you!

Thursday, 16 December, 2010

This is home learning 9. Place on a properly headed sheet of loose leaf notebook paper. Be sure to follow the written directions.

Students will be able to:
use information from supplementary reading material, virtual online activities, and classroom discussions to
-review the fall interim assessment.
-differentiate between speed, velocity, and acceleration.

Students completed the review of the fall interim assessment.

Students received home learning 9, on speed, velocity, and acceleration. Students took 3 column notes, writing the word, definition, and example for the following words: speed, velocity, instantaneous speed, acceleration, and deceleration.

Students then wrote their Costa leveled questions (level one, level two, and level three), using highlighters to identify the question and answer. Students also wrote a summary of the notes on the bottom of their Cornell notes page.

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

Tuesday, 14 December and Wednesday, 15 December, 2010

Students will be able to:
use information from the interim assessment exam and the CPS clicker sytem to
-review the interim assessment exam and exam 5.

Students used the clicker system to review the fall interim assessment. Students were placed on teams and asked to discuss and then answer the questions. The team with the most points win a free home learning pass!

There was no home learning on either day.

Monday, 13 December, 2010

Students will be able to:
use information from notes, past lessons, and classroom discussion to
-take an exam on Force and Motion.

Students took Exam 5 using the clickers.

There was no home learning.

Wednesday, 8 and Friday, 10 December, 2010

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to
-define and explain Newton's Laws of Motion.
-apply Newton's Laws of Motion to real life situations.

Students took the third mini assessment on Wednesday. Due to the lab, there was no do now on Friday.

Students began the exploration as to how changing the ramp height affects how far a ping-pong ball will roll when a car it is attached to hits a barrier.

There was no nightly home learning.

Tuesday, 8 December, 2010

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to
-define and explain Newton's Laws of Motion.
-apply Newton's Laws of Motion to real life situations.

The do now was an FCAT transparency.

Students did the online Glencoe lab on Newton's Second Law. The lab can be accessed by visiting Dr. Gayden's Science Zone (drgcdmd.podomatic.com) for today's date and clicking the link for the Glencoe lab. Be sure to read the procedures and information located on the left of the screen in order to perform the activity correctly and record the results which will help you answer the questions.

There was no nightly home learning, but there will be a mini assessment tomorrow (postponed from today).

Monday, 6 December, 2010

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to
-define and explain Newton's Laws of Motion.
-apply Newton's Laws of Motion to real life situations.

The do now on was an FCAT transparency.

Students explored Newton's Laws by using a balloon on a string to explore how force affects acceleration, how for every action, there is an equal and opposite reaction, and the law of inertia.

There was no nightly home learning, but there will be a mini assessment tomorrow.

Thursday, 2 and Friday, 3 December, 2010

This is HL 8. Be sure to only place the answers on your correctly headed loose leaf paper.

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to
-define and explain Newton's Laws of Motion.
-apply Newton's Laws of Motion to real life situations.

The do now on Thursday was an FCAT transparency.
The do now on Friday was a quiz on Newton's laws of motion.

Students also reviewed HL 7 and received HL 8.

Students read an article about inflatable seat belts and related it to Newton's Three Laws of Motion.

On Friday, students began vocabulary search.

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

Wednesday, 1 December, 2010

This is HL 7. Be sure to only place the answers on your correctly headed loose leaf paper.

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to
-define and explain Newton's Laws of Motion.
-apply Newton's Laws of Motion to real life situations.

The do now was an FCAT transparency.

Students also reviewed HL 6 and received HL 7.

Students worked on the Discover Education activity Monster Truck Pull. In order to access your account, visit Dr. Gayden's Science Zone for Tuesday, 30 November, 2010. Click the link for Discovery Education. Sign in to the portal. Your user name is:
miami_youridnumber (put YOUR real ID number in the space!).

The password is: youridnumber_miami

Once on the site, click the tab for assignment resources and then click the link for Monster Truck Pull.

Once that activity is completed, watch the interactive movies on Constant Speed and Laws of Motion. If you complete these, be sure to do the Knock the Pin Down activity.

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

Tuesday, 30 November, 2010

This is HL 6. Write on the page and return the page. Place the other identical page in your notebook.

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to
-define and explain Newton's Laws of Motion.
-apply Newton's Laws of Motion to real life situations.

The do now was an FCAT transparency.

Students watched the BrainPop movie on Newton's Laws of Motion.

Students also reviewed HL 5 and received HL 6.

Students worked on the Discover Education activity Monster Truck Pull. In order to access your account, visit Dr. Gayden's Science Zone for Tuesday, 30 November, 2010. Click the link for Discovery Education. Sign in to the portal. Your user name is:
miami_youridnumber (put YOUR real ID number in the space!).

The password is: youridnumber_miami

Once on the site, click the tab for assignment resources and then click the link for Monster Truck Pull.

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

Monday, 29 November, 2010

Place the answers to both sheets on one loose leaf sheet of notebook paper, properly headed. Follow all directions.

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to
-define and explain Newton's Laws of Motion.
-apply Newton's Laws of Motion to real life situations.
-share the findings of science fair projects.

Students received HL #5, which can be found at the top of this blog.

Students visited links to learn about Newton's Three Laws of Motion. You can access them by going to Dr. Gayden's Science Zone (drgcdms.podomatic.com) and clicking the link for Monday, 29 November, 2010 Eight Graders!!!

Monday, 22 November through Wednesday, 24 November, 2010

Students will be able to:
use information from virtual activities and classroom discussions to
-identify balanced and unbalanced forces.
-identify and explain the differences between contact and non contact forces.
-share the findings of science fair projects.

The do now for all three days is a transparency on energy.

Students visited yTeach.co.uk. They should use their first name and last name to access each assignment.

The access codes are:
Forces-gayden
cnc
aof

Do ALL three sections and take notes as you complete the work!

Students also shared the findings of their science fair projects.

Rewrite and resubmit the circus writing exercise on Monday, 29 November.

Friday, 19 November, 2010

This is your home learning assignment. You MUST bring this sheet to class on Monday! Follow all written directions.

Students will be able to:
use information from hands-on activities and classroom discussions to
-identify balanced and unbalanced forces.
-identify and explain the differences between contact and non contact forces.
-share the findings of science fair projects.

The do now was an FCAT transparency on The Nature of Matter.

Students took a review quiz on balanced and unbalanced forces using the CPS clicker system.

Students completed the write up for the Circus Balanced and Unbalanced Forces lab.

The remainder of the period was spent with students defending their science fair projects.

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

Monday, 15 November Through Wednesday, 17 November, 2010

HL 4 is due on Friday. Follow the directions. The reading passage is for you to read and learn. There are no questions, but this page must be added to your notebook.


This is HL 3.




These are the lab sheets for the activities. Read the card at each station to find out what to do.

Students will be able to:
use information from hands-on activities and classroom discussions to
-identify balanced and unbalanced forces.
-identify and explain the differences between contact and non contact forces.

Students did do nows from the FCAT Transparencies on all days as their do now.

Students were asked to explain why putting a coin on an index card over a glass will allow the coin to fall into the glass when the card is flicked.

Students began the lab activity on balanced and unbalanced forces. The handouts can be found at the top of this blog.

Home learning 3 and 4 can also be found at the top of this blog.

Friday, 12 November, 2010

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to
-identify balanced and unbalanced forces.
-identify and explain the differences between contact and non contact forces.

The do now was a question from the FCAT transparencies on SC.H.

Students watched a BrainPop on force.

They then did a vocabulary building activity on force and motion. Students used the text, pages 218-223 to make a vocabulary word map, including a picture to represent the word, the word, the definition, and the word used in a sentence.

Students also took three column notes, writing the word, definition and example for the noted vocabulary for that section of text (see page 218).

Students demonstrated balanced and unbalanced forces using the rolling chair, the wall, etc.

Students received HL2, which can be found at the top of this blog.