Wednesday, 30 January, 2013

Students will be able to:
-describe the physical properties of the sun.
-determine how the sun produces energy.

Students received a Discovery Education handout on the Sun. They visited the following sites to complete the handout. Students must be sure to sign in with their first and last name, and to check the assignment in before exiting the site. DO NOT change the code!

Link 1 to answer the question how does the sun produce energy?

Link 2 to complete the handout.
There was no nightly home learning assigned.

Monday/Tuesday/Thursday, 28, 29, 31 January, 2013

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

This is HL 4. Answers only on the back of the same page as HL 3.

Students will be able to:

-describe the physical properties of the sun.

-determine how the sun produces energy.

Students reviewed the following questions from the mini lesson on the electromagnetic spectrum:

1. Which feature best distinguishes one form of electromagnetic energy from  another? SC.7.P.10.1

     a. color

     b. wavelength  

     c. surface temperature

     d. distance traveled

2. Denise was driving east over a hill in the afternoon, shortly after a rain shower. Suddenly the sun 

    broke through the clouds, and she saw a rainbow ahead of her. Which of the following made the 

    rainbow possible?  SC.7.P.10.1

    a. Raindrops act like a prism and separate the white light in sunlight.

    b. Water reflects sunlight like a mirror to make it look colored.

    c. Overhead black clouds reflect in puddles to cause a mirage.

    d. Air pollution causes the sky to look colored under these conditions.

Students completed the lesson on the electromagnetic spectrum by viewing a power point presentation that included definitions and a page to color the visible light spectra. Students also watched a BrainPop video on waves as part of the presentation and completed a GIZMO on the Herschel Experiment. All of these handouts should be placed in the interactive notebook.

Students then took notes, using the Cornell notes format on the sun. Students write a quick write, and collaborated on a think/write/pair/share on the sun. They then watched a BrainPop movie on the Sun. Students received handouts and took notes on the Sun. STudents completed the Costa's leveled questions and the summary for the notes, being sure to color coordinate the questions and the three leveled questions.

Home learnings 3 and 4, to be done on the SAME sheet of loose leaf paper )HL 3 on the front, HL 4 on the back), can be found at the top of this blog. These home learnings are due on Wednesday.

Thursday/Friday, 24/25 January, 2013

Students will be able to:

-determine how a flame test determines the type of metal present.

-correlate a star’s temperature to it’s color.

Students completed the problem and hypothesis as their bell ringer.

Students completed a lab called Flame Test. Students tested several unknown metal solutions to determine their color in a flame. This was used to identify the metals. 

Students learned that the surface temperature of stars can be determined by looking at their spectral colors.

Students completed the FCAT type questions as their exit slip.

Wednesday, 23 January, 2013

Students will be able to:

-determine the elements that are present int eh spectrum of a star.

-infer the approximate temperature of a star using the star’s spectrum. 

-classify stars.

Students completed the prior knowledge questions from the GIZMO Star Spectrum as their do now.

Students completed the entire GIZMO with their shoulder buddies. The handout should be placed in the interactive notebook, along with the HR Diagram GIZMO, after the notes on The Universe/Stars.

Tuesday, 22 January, 2013

Students will be able to:

-compare and contrast the relative distance, relative size, and general composition of astronomical bodies in the universe.

-evaluate models of solar properties and/or explain solar characteristics.

-classify physical properties of stars.

-explain the role gravity plays in the formation of motions of astronomical bodies.

-compare and contrast various historical models of the Solar System.

Students made a Cornell notes for the date, benchmark SC.8.E.5.3 with the topic The Universe and Stars (be sure to include this info in your table of contents).

Within the Cornell notes, students did a KWL chart on stars.

Students then answered questions from the mini lesson, which can be found below.

1. In one century (100 years), both Saturn and Earth will complete revolutions of the sun. Which of the following correctly compares the number of revolutions that the two planets will complete?
A. Saturn will complete more revolutions than Earth.      
B. Earth will complete more revolutions than Saturn
C. Saturn will complete the same number of revolutions as Earth.
D. There is insufficient data to determine the number of revolutions.

2. The light from many stars can be seen from Earth. But there is a time delay between the time the light is emitted from the star and when we see it here on Earth. Which of the following statements best explains why there is a delay?
A. Stars twinkle, so they give off light at regular intervals.
B. The stars’ light is not bright enough to reach Earth immediately.
C. Stars are light-years away from Earth, so light takes time to reach our planet.
D. Earth’s atmosphere is too thick for light to reach the surface as soon as it is emitted.

3. Stars are classified by properties such as temperature, color, size, absolute brightness, and apparent magnitude. Some of these factors are directly related. Which of the following factors is most directly related to the temperature of a star?

      A. apparent magnitude     B. life cycle stage     C. color            D. size

Students then viewed BrainPop movies on the Solar System and The Life Cycle of Stars, and wrote a question to Tim and Moby based on the presentation.

For home learning, students are to read pages 94-127 of their text and answer ALL parts within the text.

Students received a handouts which we read as a jigsaw and different groups explained. Students answered the attached question sheet based on their reading.

Students then made a foldable about some of the objects from in the universe, which is placed in the notebook behind the printed notes.

Students should be sure to write their three Costa's leveled questions, using color to link the question to the answer, and to write their summary at the bottom of the page.

Wednesday, 16 January, 2013

Students will be able to:

-classify stars based on their color, temperature, luminosity, radius, and mass.

-identify relationships between different star characteristics.

-explain the relationships illustrated by an H-R diagram. 

Students completed the prior knowledge questions from the GIZMO H-R Diagram as their do now/bell ringer. After reviewing the procedures, students worked on the GIZMO for the remainder of the class.

Students completed an exit slip prior to leaving the class. We will continue this gizmo at the next class meeting.

Your home learning to complete ALL of chapter 3 (pages 94-127).

You might want to also look through your notes in detail, since the science test will begin tomorrow.

Monday, 14 January Through Thursday, 17 January, 2013

Students will be able to:

-compare and contrast the relative distance, relative size, and general composition of astronomical bodies in the universe.

-evaluate models of solar properties and/or explain solar characteristics.

-classify physical properties of stars.

-explain the role gravity plays in the formation of motions of astronomical bodies.

-compare and contrast various historical models of the Solar System.

Due to Winter interim testing, classes will not meet on normal schedule. Therefore, the information included for these notes will be done on whatever day the students have science class.

Students made a Cornell notes for the date, benchmark SC.8.E.5.3 with the topic The Universe and Stars (be sure to include this info in your table of contents).

Within the Cornell notes, students did a KWL chart on stars.

Students then answered questions from the mini lesson, which can be found below.

1. In one century (100 years), both Saturn and Earth will complete revolutions of the sun. Which of the following correctly compares the number of revolutions that the two planets will complete?
A. Saturn will complete more revolutions than Earth.      
B. Earth will complete more revolutions than Saturn
C. Saturn will complete the same number of revolutions as Earth.
D. There is insufficient data to determine the number of revolutions.

2. The light from many stars can be seen from Earth. But there is a time delay between the time the light is emitted from the star and when we see it here on Earth. Which of the following statements best explains why there is a delay?
A. Stars twinkle, so they give off light at regular intervals.
B. The stars’ light is not bright enough to reach Earth immediately.
C. Stars are light-years away from Earth, so light takes time to reach our planet.
D. Earth’s atmosphere is too thick for light to reach the surface as soon as it is emitted.

3. Stars are classified by properties such as temperature, color, size, absolute brightness, and apparent magnitude. Some of these factors are directly related. Which of the following factors is most directly related to the temperature of a star?

      A. apparent magnitude     B. life cycle stage     C. color            D. size

Students then viewed BrainPop movies on the Solar System and The Life Cycle of Stars, and wrote a question to Tim and Moby based on the presentation.

For home learning, students are to read pages 94-127 of their text and answer ALL parts within the text.

Students received a handouts which we read as a jigsaw and different groups explained. Students answered the attached question sheet based on their reading.

Students then made a foldable about some of the objects from in the universe, which is placed in the notebook behind the printed notes.

Students should be sure to write their three Costa's leveled questions, using color to link the question to the answer, and to write their summary at the bottom of the page.

Thursday/Friday, 10/11 January, 2013

These are the directions for SS2. Follow them carefully and completely.

Students will be able to:

-determine the role of carbon dioxide release to organisms.

-compare and contrast the relative distance of bodies in the universe.

-identify astronomical bodies.

Students listed the astronomical bodies that can be found in the universe as a part of their do now. THey also answered question 3 from page 131 of their 8th grade text.

Students received Short Story 2. The directions can be found at the top of this blog. 

Students were introduced to the size of the universe by viewing the Powers of Ten video. You can watch the video at the site Scale Of The Universe. Take the time to also click the tab the scale of the universe. Both are interesting.

Students then did the lab on the carbon cycle. They first read the background information found at the site Dinosaur Breath Activity.

Students then completed the lab sheet and submitted it.

Wednesday, 9 January, 2013

THis is HL 15. Answers only on your own loose leaf paper.

Students will be able to:

-design a controlled experiment to test a hypothesis.

-virtually measure the concentration of oxygen and carbon dioxide in a system.

-determine what gases are used by plants and animals.

-explain how plants and animals help each other survive.

Students completed the prior knowledge questions for the GIZMO Plants and Snails as their bell ringer.

Students completed the GIZMO with their shoulder buddies. The completed handout should be placed in the notebook with the notes on Cycles of Matter.

Home learning 15 is due the next class and can be found at the top of this blog.

Monday/Tuesday, 7/8 January, 2013

This is HL 13. Answer only questions 5-10.

This is HL 14. Answer the questions on the back of HL 13. Be sure to use complete sentences.

Students will be able to:

describe how matter and energy are transferred in the carbon cycle.

-review and identify the different biogeochemical cycles in nature.

-review parts of a cell.

Students answered for the do now: Describe the differences between plant and animal cells. They also answered the following:

A scientist thinks she has discovered a new virus that degrades cellulose, a major component in cell walls. Which type of cell would be affected by this virus?

       a. a muscle cell.

       b. a leaf cell.

       c. a bacterial cell.

       d. a red blood cell.

Spencer writes a report to compare and contrast the cells of plants and animals. Which of the following statements is accurate and belongs in Spencer’s report?

      a. The cell membrane of animals is much thicker than those in plants.

      b. Vacuoles in plants are  much larger than those in animals.

      c. Animal cells do not have chromosomes.

      d. Plant cells do not have chloroplasts.

Students completed a mini lesson on cell structures, specifically reviewing the differences between plant and animal cells. Students can visit the website Cell Differences to review the differences between the two.

Students spent the remainder of the class taking notes and reviewing cycles of matters, specifically the water cycle, the carbon cycle, and the nitrogen cycle. You can find the handout for the notes at the top of this blog. Be sure to put the pages in your interactive notebook, along with a flip flap book of the illustrated vocabulary for chapter 13, lesson 3. Make sure your Costa's three leveled questions are color coordinated with your notes. Also, be sure to complete your notes summary at the bottom of the page. You will put home learnings 13-15 after these notes.

Students received HLs 13 and 14. BOTH are due on Wednesday. Do them on the same sheet (13 on the front of the page, 14 on the back of the page). The handouts can be found at the top of this blog.

Thursday/Friday, 20/21 December, 2012

Students will be able to:determine the effect of exercise on the amount of carbon dioxide produced during cellular respiration.

Students took mini assessment 4.

Students also defended their science fair projects.

Students completed the cellular respiration and exercise lab.

There is no specific science home learning over the holidays.

Merry Christmas and may God bless and keep you. Come back for a new year of learning and success!

Wednesday, 19 December, 2012

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

Students will be able to:

-compete with other classes on questions relating to the nature of science.

Students competed with the students in Ms. Bredy's and Ms. Borges' science classes, using the clicker system. Teams were assigned to determine the right answer to FCAT like questions. The team with the best score will receive a wildcat dollar or home learning pass. The winning class will receive an incentive after the Christmas break.

Home learning 12 can be found at the top of this blog.

Monday/Tuesday, 17/18 December, 2012

This is HL 11. Answers on your own paper.

Students will be able to:

-identify the factors that are needed for cellular respiration to occur.

-describe the process of cellular respiration in the cell and its purpose..

-describe the hierarchical organization of living things.

Students answered the following for their do no: Explain why photosynthesis is important to humans.

The bell ringer was to answer questions from the slide show presentation on organization of living things. 






















Students completed presentations and notes on the cell theory and the hierarchical organization of living things.

Students also took notes on cellular respiration, adding handouts to their notes and completing a Cornell notes setup for cellular respiration. You can visit The hierarchical organization of life to learn more about the organization of living things.

Students also worked in small groups on either natural selection (periods 1, 5, and 6) or spheres of the earth (periods 2 and 4).

Home learning 11 can be found at the top of this blog.

Thursday/Friday, 13/14 December, 2012

 Students will be able to:

-determine how the intensity of light affects the rate of photosynthesis.

Students completed a lab on photosynthesis. Students counted the oxygen bubbles produced when elodea, a water plant, was placed at different distances from a light source. Students determined the effect of light intensity on the rate of photosynthesis, measured by the production of oxygen bubbles.

Students should be ready for a notebook check on the first of the week.

Wednesday, 12 December, 2012

This is HL 10. Answers only on your own paper.

Students will be able to:

-discover the reactants and products of the photosynthesis reaction. 

-discover the reactants and products of cellular respiration. 

-explain how cellular respiration and photosynthesis are related.

Students completed the prior knowledge questions as their bell ringer.

Students reviewed the GIZMO Cell Energy by working as a whole class to complete the warmup.

Students completed the remainder of the handout, with question 9 of Activity B serving as their exit slip.

Students are encouraged to do activity B, question 10 on their own for discussion in class for the next meeting.

Home learning 10 can be found at the top of this blog.

Monday/Tuesday, 10/11 December, 2012

This is HL 9. Answers only on your own paper.

Place this with today's notes.

Students will be able to:

-identify the factors (reactants) that are needed for photosynthesis to occur

-explain the role of light, CO₂, water, and chlorophyll in the process and products of photosynthesis.

Students answered the questions from the mini lesson on heat transfer (periods 2 and 4) or classification (periods 1, 5, and 6):

Heat transfer: Periods 2 and 4

1. What property of water is most important for living organisms? 

a. It is odorless.

b. It does not conduct electricity.

c. It is tasteless.

d. It is liquid at most temperatures on Earth.

2. Which of these statements is best illustrated by this diagram? 

a. Animals under water eat plants.

b. Land animals exhale oxygen into water.

c. Water-dwelling animals breathe carbon dioxide.

d. Plants can take in carbon dioxide from air and water.

Classification: Periods 1, 5, and 6
1. Three animals are shown in the diagram.

These three animals have adapted to which aspect of their environment?

A. sources of food      C. watery surroundings

B. presence of light    D. temperature variations

2. Why does binomial nomenclature help scientists communicate about an organism?

A .It represents an organism’s common name.

B. It can mean any organism in a kingdom.

C. An organism can have only one scientific name.

D. Scientists refer to a whole kingdom when using a scientific name.

---------------------------------------------------------------------------------------- 

Students received HL 9, which can be found at the top of this blog. Read chapter 13, lesson 1 to find the answers.

Students completed the mini lesson on either heat transfer or classification, taking notes in their interactive notebook. Be sure to glue in the necessary handouts!

Students then watched a BrainPop movie on Photosynthesis. 

Students then did a two truths and a lie collaborative reading strategy. Students were assigned a particular section of the lesson to study. Each team or group had to come up with two factual statements and one false statements based on the reading. Teams recorded their statements on index cards, which WILL be used as a quiz on Thursday!

Students completed Cornell notes on photosynthesis, including gluing in the index card with the statements and the handout of photosynthesis, which you can find at the top of this blog.

Students concluded the lesson by completing an exit slip to check the understanding of how the photosynthesis equation demonstrates elements and compounds.

Thursday/Friday, 6/7 December, 2012

Students will be able to:

-determine the physical means necessary to separate a variety of mixtures.

Students took  mini-assessment 3 as their bell ringer.

Students then worked on the lab on mixtures. This was an inquiry lab, so students had to, as a group, determine their own procedures and the way to record their observations. The objective was to separate a heterogeneous mixture of sand, salt, and iron filings into its separate components.

Home learning 8 is to do the Cooking With Chemistry questions found on page 406-407 on your own paper. Use complete sentences to answer the questions.

Wednesday, 5 December, 2012

Students will be able to:

-determine the physical means necessary to separate a variety of mixtures.

For the bell ringer, students wrote to justify their position on the following:

All solutions are mixtures, but not all mixtures are solutions.

Students did the separation of mixtures virtual lab. You can find the activities by visiting Dr. Gayden's Science Zone for Wednesday, 5 December, 2012. Click the first link to complete the handout, which you can find at the top of this blog. You will place the completed handout in your notebook with the other notes on mixtures.

Click the second link to continue learning about separation techniques. Be sure to read all the information there and complete the short quiz.

Home learning 7 is to read pages 396 through 401, completing all activities in the book, and placing on a separate sheet of paper, the answers for p 398 figure 1 and p 401 do the math.

Monday/Tuesday, 3/4 December, 2012

These four handouts accompany the notes for Mixtures. Be sure to complete the Venn diagram and the 3 column notes. Make sure your first page is a Cornell Notes page, complete with the 3 Costa's leveled questions, and a summary of the notes. Make sure you use highlighters to coordinate the questions and answers.

Students will be able to:
-classify and/or compare substances on the basis of their physical properties and/or explain that these properties are independent of the amount of the sample.
-differentiate among pure substances, mixtures, and solutions, including components in different sates of matter.

Students did a formative assessment probe on sugar water for their bell ringer. Students had to explain why certain statements were true about a solution of sugar and water.

Students completed the notes form last week on acids and bases. 

Students then did this week's notes on mixtures. The benchmark is SC.8.P.8.4. The topic is mixtures. You can find the handouts that were included at the top of this blog.

Students began remediation on the topics heat transfer and classification.

Science Fair Projects are due in class tomorrow!

Thursday/Friday, 29/30 November, 2012

Students will be able to:

-use pH paper to find the pH of a variety of substances.

-describe some of the qualities of acids and bases.

Students completed the problem and hypothesis for the lab as their bell ringer.

Students watched a BrainPop video on pH to prepare for the lab.

Students then completed the lab on pH.

Science fair projects are due in class on Wednesday.