Students will review the Fall Interim Assessment exam during class period. There will be no new work assigned until the review is completed.
Students should, however, continue working on their science fair projects.
Remember, there is no school on Friday!
Wednesday, October 26, 2011
Monday, October 24, 2011
Monday/Tuesday, 24/25 October, 2011
Students will be able to:
use the information from virtual activities, the textbook 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
-predict and determine whether or not elements will form chemical bonds in order to become more stable.
Students are taking the science Fall Interim assessment, so therefore, classes are changed, with alternating periods seen each of the two days of the exam.
Students worked on the virtual lab from the Glencoe website to determine how elements form chemical bonds. Students were not actually able to complete the online activity, as the site was malfunctioning, but did complete the activity using a periodic table.
Students should continue to work on their science fair projects as home learning.
use the information from virtual activities, the textbook 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
-predict and determine whether or not elements will form chemical bonds in order to become more stable.
Students are taking the science Fall Interim assessment, so therefore, classes are changed, with alternating periods seen each of the two days of the exam.
Students worked on the virtual lab from the Glencoe website to determine how elements form chemical bonds. Students were not actually able to complete the online activity, as the site was malfunctioning, but did complete the activity using a periodic table.
Students should continue to work on their science fair projects as home learning.
Tuesday, October 18, 2011
Wednesday-Friday, 19-21 October, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-remediate and individually study information presented during class.
Students will work on the handouts as a group in order to find the answers and review for the fall interim assessment on Monday/Tuesday of next week. On Friday, there will be a contest to see which group gets the most correct answers.
Students will also be called to review their science fair project topics.
Home learning 18 can be found at the top of this blog.
Monday, October 17, 2011
Monday/Tuesday, 17/18 October, 2011
Students will be able to:
use the information from virtual activiteis, the textbook and classroom discussions to
-describe the periodic table of elements and use it to find information about elements.
-conpare selected elements fromt eh priodic table.
-explore families and periods on the peridic table.
Due to testing, some classes will only be seen every other day. For this reason, this site is being updated every other day until normal classes resume (Friday).
Students reviewed HL 16 after the bell ringer and submitted any late labs.
Students will do HL 17 tonight, which is due on Tuesday for Period 3 but on Wednesday or Thursday for all other periods. HL 17 is to complete page 353 questions # 1-6. Be sure to submit answers only on your own paper and write in the book to check your answers.
Students worked on the virtual lab Periodic Table. You can visit Dr. Gayden's Science Zone to do the activity at home (drgcdms.podomatic.com). Copy the table and complete. Answer all the journal questions. The lab is due the next class meeting.
Don't forget that your science fair topics are due on Oct 17 (or the next day you are in class closest to that date).
Students in Period 3 will work on science fair topics and individualized instruction on Tuesday.
use the information from virtual activiteis, the textbook and classroom discussions to
-describe the periodic table of elements and use it to find information about elements.
-conpare selected elements fromt eh priodic table.
-explore families and periods on the peridic table.
Due to testing, some classes will only be seen every other day. For this reason, this site is being updated every other day until normal classes resume (Friday).
Students reviewed HL 16 after the bell ringer and submitted any late labs.
Students will do HL 17 tonight, which is due on Tuesday for Period 3 but on Wednesday or Thursday for all other periods. HL 17 is to complete page 353 questions # 1-6. Be sure to submit answers only on your own paper and write in the book to check your answers.
Students worked on the virtual lab Periodic Table. You can visit Dr. Gayden's Science Zone to do the activity at home (drgcdms.podomatic.com). Copy the table and complete. Answer all the journal questions. The lab is due the next class meeting.
Don't forget that your science fair topics are due on Oct 17 (or the next day you are in class closest to that date).
Students in Period 3 will work on science fair topics and individualized instruction on Tuesday.
Friday, October 14, 2011
Friday, 14 October, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-describe the development of the current model of the atom.
-compare and contrast protons, neutrons, and electrons and their properties.
Students received the science fair package. Students are to choose a science fair topic by Tuesday, 18 October.
Students completed notes on the atom. They also did individualized study on the atom.
Home learning 16 is to complete questions on page 352 # 12-16. Remember to write the answers on a correctly labeled sheet of loose leaf paper.
use the information from the textbook and classroom discussions to
-describe the development of the current model of the atom.
-compare and contrast protons, neutrons, and electrons and their properties.
Students received the science fair package. Students are to choose a science fair topic by Tuesday, 18 October.
Students completed notes on the atom. They also did individualized study on the atom.
Home learning 16 is to complete questions on page 352 # 12-16. Remember to write the answers on a correctly labeled sheet of loose leaf paper.
Thursday, October 13, 2011
Thursday, 13 October, 2011
Students will be able to:
use the information from hands-on activies, the textbook and classroom discussions to
-determine that the formula for a compound indicates the elemetns that make up the compoun and the number of atoms of each element present in teh compound.
-distinguish between the atoms in a compound.
Students completed a hands-on lab about modeling compounds from atoms after completing the bell ringer. The lab handout sheet is due in class tomorrow. Be sure to complete the Data Analysis, Results, and Conclusions sections.
The data analysis should include information about which compounds are polyatomic ions. You should also write the section of the molecule that is a polyatomic ion.
For the results, for each compound containing polyatomic ions, write the number of polyatomic ions contained in the compound and the number of atoms of each element found in the compound.
Your conclusions should follow the lab format plan. I've included it at the top of this blog in case you've lost your copy.
Wednesday, October 12, 2011
Wednesday, 12 October, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-describe the development of the current model of the atom.
-compare and contrast protons, neutrons, and electrons and their properties.
Students reviewed home learning 15 after completing the bell ringer.
Students viewed BrainPop movies on The Atom and on The Atomic Model.
Students continued notes on the atom.
There was no nightly home learning assigned.
use the information from the textbook and classroom discussions to
-describe the development of the current model of the atom.
-compare and contrast protons, neutrons, and electrons and their properties.
Students reviewed home learning 15 after completing the bell ringer.
Students viewed BrainPop movies on The Atom and on The Atomic Model.
Students continued notes on the atom.
There was no nightly home learning assigned.
Tuesday, October 11, 2011
Tuesday, 11 October, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-describe the development of the current model of the atom.
-compare and contrast protons, neutrons, and electrons and their properties.
Students reviewed HL 14 and submitted the Element Builder GIZMO lab after completing the bell ringer.
Students received the instructions for the First Grading Period Project, which can be found at the top of this blog.
Home learning 15 can also be found at the top of this blog.
Students read and took notes on the history of the atomic theory and the parts of an atom.
Monday, October 10, 2011
Monday, 10 October, 2011
Students will be able to:
use the information from virtual activities, the textbook and classroom discussions to
-compare the sizes, charges, and relative positions of the subatomic particles: protons, neutrons, and electrons.
-relate an atom’s number of protons to its charge, name, and atomic number.
-calculate the mass number of an atom by summing the protons and neutrons.
Students reviewed HL 13 after completing the bell ringer.
Home learning 14 is to answer the following on your own sheet of correctly labeled loose leaf paper: page 318 define the words proton, neutron, nucleus, electron, page 319 # 1 and 2, page 321 2a and 2b.
Students then did the GIZMO Element Builder. The paper is due in class tomorrow.
use the information from virtual activities, the textbook and classroom discussions to
-compare the sizes, charges, and relative positions of the subatomic particles: protons, neutrons, and electrons.
-relate an atom’s number of protons to its charge, name, and atomic number.
-calculate the mass number of an atom by summing the protons and neutrons.
Students reviewed HL 13 after completing the bell ringer.
Home learning 14 is to answer the following on your own sheet of correctly labeled loose leaf paper: page 318 define the words proton, neutron, nucleus, electron, page 319 # 1 and 2, page 321 2a and 2b.
Students then did the GIZMO Element Builder. The paper is due in class tomorrow.
Friday, October 7, 2011
Friday, 7 October, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-describe the properties of matter.
Students submitted the Melting Ice lab and reviewed HL 12 after completing the bell ringer.
Students then worked in groups; either with the interventionist or me; taking notes using the reciprocal teaching method and selective underlining, or online tutorial.
Home learning 13 is page 285 1-6.
use the information from the textbook and classroom discussions to
-describe the properties of matter.
Students submitted the Melting Ice lab and reviewed HL 12 after completing the bell ringer.
Students then worked in groups; either with the interventionist or me; taking notes using the reciprocal teaching method and selective underlining, or online tutorial.
Home learning 13 is page 285 1-6.
Thursday, October 6, 2011
Thursday, 6 October, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-describe the motion of particles in a solid.
-describe the motion of particles in a liquid.
-describe the motion of particles in a gas.
Students reviewed HL 11 after completing the bell ringer.
Students reviewed the lab on The Effect of Temperature on the Melting of Ice, reviewing how to make the line graph. Students should complete the lab sheet at home, using the lab format assessment sheet you were given. If you lost yours, you can use the one found at the top of this blog.
Home learning 12 is from page 283 #5-9. Be sure to write the answers on a separate sheet of loose leaf paper, properly headed.
Wednesday, October 5, 2011
Wednesday, 5 October, 2011
Students will be able to:
use the information from hands-on investigations, the textbook and classroom discussions to
-explore energy changes that occur when a substance absorbs energy from its surroundings.
-imply that absorbing energy causes the temperature of teh surroundings to decrease.
Students reviewed HL 10 after completing the bell ringer.
HL 11 comes from the text, page 274 #1 a and b, page 276 #2 a and b, page 278 #1-3, and page 281 #3 a-c. This should be done on a properly headed sheet of loose leaf paper. Answers only.
Students then completed experimentation on a lab: melting ice to determine how energy changes occur. They melted ice in two temperatures of water and observed how the energy of the sytem changed by measuring the temperature.
We will review the graph tomorrow in class.
use the information from hands-on investigations, the textbook and classroom discussions to
-explore energy changes that occur when a substance absorbs energy from its surroundings.
-imply that absorbing energy causes the temperature of teh surroundings to decrease.
Students reviewed HL 10 after completing the bell ringer.
HL 11 comes from the text, page 274 #1 a and b, page 276 #2 a and b, page 278 #1-3, and page 281 #3 a-c. This should be done on a properly headed sheet of loose leaf paper. Answers only.
Students then completed experimentation on a lab: melting ice to determine how energy changes occur. They melted ice in two temperatures of water and observed how the energy of the sytem changed by measuring the temperature.
We will review the graph tomorrow in class.
Tuesday, October 4, 2011
Tuesday, 4 October, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-describe the motion of particles in a solid.
-describe the motion of particles in a liquid.
-describe the motion of particles in a gas.
Students submitted lab 5 on Chemical Change after reviewing the bell ringer for the day.
Students received HL 10, which can be found at the top of this blog. Be sure to record answers only on a correctly headed sheet of loose leaf paper.
Students began taking notes from Chapters 7 and 8, using the information they have previously selectively underlines. Each lesson should be a new entry into the table of contents. Use the title of the lesson, along with the supplied benchmark. For EACH lesson, set up a Cornell Notes page, on which you should have the date and title of the lesson. You will use this page to write or draw something to remind you of the GIST of the lesson. The next page should be a two column notes page, where you write down the main ideas and supporting details for the lesson.
We will review Costa's questions and the summary on Thursday or Friday.
Monday, October 3, 2011
Monday, 3 October, 2011
Students will be able to:
use the information from virtual activities, the textbook, and classroom discussions to
-label and identify all the states of matter.
-observe and compare different states of matter
-recall arrangement and motion of particles in matter as it relates to the states of matter.
Students reviewed the lab on chemical change after the bell ringer.
Students then completed the web quest on Matter. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to complete the tasks at home. The handouts can be found at:
http://sciencespot.net/Media/statesofmatter.pdf
The home learning is to complete the lab handout.
use the information from virtual activities, the textbook, and classroom discussions to
-label and identify all the states of matter.
-observe and compare different states of matter
-recall arrangement and motion of particles in matter as it relates to the states of matter.
Students reviewed the lab on chemical change after the bell ringer.
Students then completed the web quest on Matter. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to complete the tasks at home. The handouts can be found at:
http://sciencespot.net/Media/statesofmatter.pdf
The home learning is to complete the lab handout.
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