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.

Tuesday, 9 November and Wednesday, 10 November, 2010

Please follow all instructions. Place both sets of answers on one correctly headed sheet of loose leaf notebook paper.

Students will be able to:
use information from laboratory experiments and classroom discussions to
-identify and compare the characteristics of waves (including relevant calculations) and how media changes the behavior of waves. See FCAT Reference Sheet.
-compare and contrast mechanical and electromagnetic waves.
-explain how technology utilizes electromagnetic waves.

The do now on each day was completing an FCAT transparency on SC.H; The Nature of Science.

Students received a new assessment sheet, which should be placed on page 2 in the interactive notebook.

Home learning 1, which is due on Friday, can be found at the top of this blog.

Students visited the ylearn site, found at www.ylearn.co.uk. They entered their name and access codes to review information on waves and energy. The three modules and the access codes are:

waves
access codes: waves-gayden waves2-gayden energy-gayden (note: there are TWO pages for energy).

Wednesday, 3 November through Friday, 5 November, 2010

Students will be able to:
use information from laboratory experiments and classroom discussions to
-obtain reaction time by making simple measurements.
-discuss theories of left-handedness and right-handedness and how they have developed and modified over time as new scientific evidence is examined.

Each day, the do now was either a question from Mastering the FCAT, Strand H or to review prior mini assessments, to ready students for the upcoming quarterly assessment.

Students went to Dr. Gayden's Science Zone for Wednesday, 3 November, 2010 and did the reaction time activities, recording the averages for the different tests.

Students also graphed the group data from the Reaction Time lab. Students did a group graph for the reaction times for the online activities.

Since Science Fair projects are due Friday, there was no nightly home learning assigned.

Thursday, 28 through Friday, 29 October, 2010

Students will be able to:
use information from laboratory experiments and classroom discussions to
-identify unknown elements based on their colors in a flame test.

Students did the flame test lab to identify metallic elements by their characteristic color in a flame test. Since all students were present, there will be no make up lab posted.

However, if you want to learn more about how the characteristic colors of metals has been used in society, click one of the links below:

http://videos.howstuffworks.com/hsw/12051-physical-science-the-chemistry-of-fireworks-video.htm?sort=date&page=348

http://www.fireworks.com/safety/chemistry-fireworks.asp

On Friday, the class reviewed the mini assessment before attending the planned assembly.

Wednesday, 27 October, 2010

Students will be able to:
use information from laboratory experiments and classroom discussions to
-obtain reaction time by making simple measurements.
-discuss theories of left-handedness and right-handedness and how they have developed and modified over time as new scientific envidence is examined.

Students began the inquiry lab on reaction time. Students collected data from both left and right hands. They calculated means. We will continue the lab until completed. If you were absent, get the data from a team mate, or use the procedures found at the link below to find the procedures necessary to do the lab yourself.

http://www.gpb.org/files/pdfs/gpbclassroom/physics/reactionTimeLab.pdf

We will finish this lab at a later date.

Tuesday, 26 October, 2010

Place this check off sheet on the back of your science board.

Students will be able to:
use information from word documents, internet access, and periodic tables and classroom discussions to
-spell out name using elemental symbols.
-make element cards.
-draw bonding of elements
-review requirements for science fair projects.
-prepare for the reaction time laboratory.

Students took the mini assessment.

Students reviewed for the science fair. For those that have misplaced handouts, you can find the information at the top of this blog.

Students then reviewed the problem and hypothesis for tomorrow's lab on Reaction Time.

Monday, 25 October, 2010

Students will be able to:
use information from word documents, internet access, and periodic tables and classroom discussions to
-spell out name using elemental symbols.
-make element cards.
-draw bonding of elements

Students did a Mastering the FCAT problem as their do now.

Students then took Exam 2 on the clickers.

Students used the remainder of the class time to create name posters, element cards, and element bond drawings to review the periodic table and the elements.

Friday, 22 October, 2010

Be sure to bring these pages to class on Monday!

Students will be able to:
use information from word documents, internet access, and periodic tables and classroom discussions to
-spell out name using elemental symbols.
-make element cards.

The do now was a Mastering the FCAT question.

Students received the question set for exam 2, which can be found at the top of this blog.

Students spent the remainder of the class working on either writing their name using the elements of the periodic table or making element cards, identifying the element by name, atomic number, atomic mass, reactivity, periodicity, boiling point, melting point, etc.

Monday, 18 October through Wednesday, 20 October, 2010

These are HL 17. Do in order on correctly headed loose leaf notebook paper.


This is HL 16. Answers only on correctly headed loose leaf paper.


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



These are the lab sheets for the lab found at Dr. Gayden's Science Zone.

Students will be able to:
use information from virtual laboratories and classroom discussions to
-describe the periodic table of elements and use it to find information about elements.
-compare selected elements from the periodic table.
-explore families and periods on the periodic table.

The do now for Monday was a quiz on the atom and the periodic table.
The do now for Tuesday was to review the mini assessment.

Students worked on the laboratory, which can be found at Dr. Gayden's Science Zone (drgcdms.podomatic.com) under for 8th graders only. The handouts can be found at the top of this blog.

Students also received HL 15 on Monday and HL 16 on Tuesday. They can be found at the top of this blog. HL 17 was distributed on Wednesday, and can also be found at the top of this blog.

Friday, 15 October, 2010

Students will be able to:
use information from textbooks and classroom discussions to
-identify the organization of the periodic table.
-understand how the periodic table is arranged as families (columns) and periods (periods).
-identify electron arrangement in periods 1-3 as it relates to energy level.
-compare and contrast the properties of elements based on their families and groupings.

The do now was to draw the electron dot diagram of water.

Students received HL 14, which can be found at the top of this blog.

Students watched the BrainPop presentation on the Periodic Table.

Students completed work on their periodic tables, using the following color codes:

1. Color the alkali metals column yellow.
  
2. Color the alkaline earth metals column red.
 
3. Color the noble gases column green.
 
4. Color the boron family blue.
 
5. Color the carbon family pink.
 
6. Color the nitrogen family orange.
 
7. Color the oxygen family brown.

8. Color the halogens family purple.

9. Label the line for the metalloids black.

10. Color the iron triad a maroon or deep red.

11. Color the platinum group a different yellow.

12. Color the lanthanides a different green.

13. Color the actinides a different blue.

14. Color the remainder of the transition elements a different purple.

If you write the name of the family with the same pencil you use to color the elements, it will reduce confusion.

Thursday, 14 October, 2010

Students will be able to:
use information from textbooks and classroom discussions to
-identify the organization of the periodic table.
-identify the name and symbol of elements from teh periodic table.
-understand how the periodic table is arranged as families (columns) and periods (periods).

Students drew electron dot diagrams for calcium, silicon, and fluorine for their do now.

Students used the textbook to color in the different periods and families of the periodic table:

The table is to be placed in the notebook.
Use the following color codes:

1. Color the alkali metals column yellow.
2. Color the alkaline earth metals column red.
3. Color the noble gases column green.
4. Color the boron family blue.
5. Color the carbon family pink.
6. Color the nitrogen family orange.
7. Color the oxygen family brown.
8. Color the halogens family purple.
9. Label the line for the metalloids black.
10. Color the iron triad a maroon or deep red.
11. Color the platinum group a different yellow.
12. Color the lanthanides a different green.
13. Color the actinides a different blue.
14. Color the remainder of the transition elements a different purple.

There was no home learning assignment.

Tuesday, 12 October and Wednesday, 13 October, 2010

This is HL 13. Complete correctly. Answers only.


This is HL 12. Answer and complete.





These are the lab sheets. Complete them and return them to class.

Students will be able to:
use information from virtual laboratories and classroom discussions to
-construct models of atoms showing the number of protons, neutrons, and electrons for each element.
-for each element, arrange electrons in energy levels around the atomic nucleus.
-predict and determine whether or note elements will form chemical bonds in order to become more stable.

Do Nows
On Tuesday, students did a quick write about the atom.
On Wednesday, students will take a mini assessment.

Home Learning
Tuesday- HL #12, due on Wednesday/reviewed on Wednesday
Wednesday - HL #13, due on Thursday/reviewed on Thursday

Students turned in interactive notebooks for notebook check 2.

The remainder of the period on both days was spent on the Glencoe virtual lab site. The handouts, along with home learning, can be found at the top of this blog.

Monday, 11 October, 2010

This is HL 11. Answers only, on properly headed loose leaf notebook paper, written in blue/black ink or pencil.

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-design a model or drawing of an atom that shows the location and charge of subatomic particles.
-compare atomic mass, atomic number, and mass number of atoms.
-compare and contrast subatomic particles and their properties.

Students submitted their scientist cards.

The do now was to draw and label the parts of an atom.

Students then watched BrainPops on atoms and the atomic model.

Students received HL #11, which can be found at the top of this blog. There will also be a notebook check.

Students took notes on the atom:
The Atom

-the smallest part of an element with all the characteristics of that element
-are too small to be seen
-are made of smaller particles

-has a nucleus, which contains positive protons and non-charged neutrons
-the nucleus makes up most of the mass of the atom

-the negative electrons circle the nucleus in energy levels or orbits

-atomic number = number of protons

-atomic mass=number of protons + number of neutrons

-ionic charge=number of protons + number of electrons

Wednesday, 6 October through Friday, 8 October, 2010

Students will be able to:
use information from internet access and classroom discussions to
-identify the parts of an atom.
-complete research on an assigned scientists.
-construct a vocabulary word poster using Comic Life.

The do nows are as follows:

Wednesday - KWL on the atom
Thursday - temperature conversions problems
Friday - write a sentence using your assigned word.

Students submitted HL #10 and reviewed it on Wednesday. For the remainder of Wednesday, and on Thursday and Friday, students researched their assigned scientist and used Comic Life to make a word wall poster of a assigned vocabulary word.

The technology project (scientist baseball card) is due on Monday, 11 October, and the instructions can be found at the top of this blog.

Tuesday, 5 October, 2010

Students will be able to:
use information from internet access and classroom discussions to
-solve density problems.
-use power writing to write up laboratory experience.

The do now was to solve density problems.

Students completed the write up of the lab on density using the power writing technique.

Students reviewed information on physical and chemical changes. This included that during a physical change, a substance changed only size, shape or state but that during a chemical change, a substance changed into something different with new chemical characteristics. Physical properties are those properties that can been seen: such as color, size, shape, state, density, boiling point, melting point, etc.

Chemical characteristics are only visible as they change into new substances. Evidence of a chemical change include:
giving off heat or removing heat from a system, color change, production of a smell, change in state, formation of a gas or a solid (precipitant).

Students also received HL #10, which can be found at the top of this blog.

Monday, 4 October, 2010

Students will be able to:
use information from handouts and classroom discussions to
-use power writing to write up laboratory experience.
-identify energy transformations.

Students answered the questions on the second page of the energy handout and answered the questions on the graphing page as their do now. All these pages must go in your interactive notebook.

Students took examination one on The Nature of Science/The Nature of Matter.

Students completed the write up of the density of rocks lab.

Friday, 1 October, 2010

Bring these to class on Monday!

Students will be able to:
use information from internet access and classroom discussions to
-solve density problems.
-use power writing to writ up laboratory experience.

Students took a Benchmark Analysis test.

Students also received a problem set, which can be found at the top of this blog.

Students completed the conclusions and analysis of the lab. They still need to write up the lab in their interactive notebook, using the power writing/writing conclusions format found on pages a and b in their notebooks.

Students should update their interactive notebooks, checking that all Cornell notes have a summary; that they have used Costa's Level of Questioning or Quality Questions, found on pages g and h of their interactive notebooks; and that they have use highlighters to coordinate the questions with the answers.