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.
Thursday, February 24, 2011
Tuesday, February 22, 2011
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, February 15, 2011
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, February 14, 2011
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, February 11, 2011
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.
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, February 8, 2011
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, February 7, 2011
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, February 2, 2011
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.
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, February 1, 2011
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, January 31, 2011
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, January 26, 2011
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
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, January 25, 2011
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
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, January 24, 2011
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
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
Tuesday, January 4, 2011
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, December 17, 2010
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, December 16, 2010
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, December 14, 2010
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.
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, December 13, 2010
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.
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, December 8, 2010
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.
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, December 7, 2010
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).
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).
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