Students will be able to:
use the information from laboratory experiments, the textbook and classroom discussions to
-determine how cellular respiration is affected by exercise.
Students reviewed HL 9.
Students then performed a lab to measure the effect of exercise on the production of carbon dioxide. Students measured the time it took to change the color of bromothymol blue from blue to green. This indicator changes color in the presence of carbon dioxide. The more cellular respiration that occurs in the body, the less time it takes to note a color change.
Students should complete the lab write up at home. It is due in class tomorrow.
Wednesday, November 30, 2011
Tuesday, November 29, 2011
Tuesday, 29 November, 2011
Students will be able to:
use the information from virtual activities, the textbook and classroom discussions to
-determine how temperature, light intensity, and carbon dioxide levels affect rates of photosynthesis.
-discover what plants need for photosynthesis to occur.
Students presented science fair projects to their classmates.
Students then read and answered the corresponding questions in their text, pages 450-455 about photosynthesis.
Home learning 9 can be found at the top of this blog. Be sure to use properly headed loose leaf paper to record only the answers.
Monday, November 28, 2011
Monday, 28 November, 2011
Students will be able to:
use the information from virtual activities, the textbook and classroom discussions to
-determine how temperature, light intensity, and carbon dioxide levels affect rates of photosynthesis.
-discover what plants need for photosynthesis to occur.
Students completed the GIZMO entitled Photosynthesis. The handouts will be placed in your notebook. Be sure to set up a Cornell Notes page with today's date. The benchmark is SC.8.L.18.1 The topic is Photosynthesis. Be sure to use the space within the box to write or draw something to remind you of the virtual lab experience. Make sure you ask 3 leveled questions that can be answered directly from the handout. Also, in the summary section, be sure to write something you learned from the activity.
There was no home learning assigned.
use the information from virtual activities, the textbook and classroom discussions to
-determine how temperature, light intensity, and carbon dioxide levels affect rates of photosynthesis.
-discover what plants need for photosynthesis to occur.
Students completed the GIZMO entitled Photosynthesis. The handouts will be placed in your notebook. Be sure to set up a Cornell Notes page with today's date. The benchmark is SC.8.L.18.1 The topic is Photosynthesis. Be sure to use the space within the box to write or draw something to remind you of the virtual lab experience. Make sure you ask 3 leveled questions that can be answered directly from the handout. Also, in the summary section, be sure to write something you learned from the activity.
There was no home learning assigned.
Wednesday, November 23, 2011
Wednesday, 23 November, 2011
Students will be able to:
use the information from the video Changing Nature and classroom discussions to
-describe how humans interact with the environment and other species.
-determine how food chains and food webs are affected by other species.
Students watched a video, Changing Nature to determine how humankind may affects the environment around them and other living species. Some of the questions that should be answered from the video are:
1. Draw the food chain mentioned in the video.
2. What role does the bunch beetle play in the food chain?
3. What role does the cider poppy play in the food chain?
4. What caused the death of the bunch beetles?
5. How did the dominant species cause a change in the food chain? List the steps.
6. What role did the destruction of the bunch beetle’s habitat play in destroying the food chain?
7. What is the effect of spraying defoliant on all plants? What would ultimately happen to the food web because of this?
8. Earl makes the statement “After all, dinosaurs have been on this Earth for over 150 million years. And it’s not like we’re just going to disappear.” How does this foreshadow what we know happened to the dinosaurs? Could the destruction of the global food web be a probable cause in the extinction of any species?
Remember:
Science Fair Projects Are Due In Class, On the Board, On Monday!!!!!
use the information from the video Changing Nature and classroom discussions to
-describe how humans interact with the environment and other species.
-determine how food chains and food webs are affected by other species.
Students watched a video, Changing Nature to determine how humankind may affects the environment around them and other living species. Some of the questions that should be answered from the video are:
1. Draw the food chain mentioned in the video.
2. What role does the bunch beetle play in the food chain?
3. What role does the cider poppy play in the food chain?
4. What caused the death of the bunch beetles?
5. How did the dominant species cause a change in the food chain? List the steps.
6. What role did the destruction of the bunch beetle’s habitat play in destroying the food chain?
7. What is the effect of spraying defoliant on all plants? What would ultimately happen to the food web because of this?
8. Earl makes the statement “After all, dinosaurs have been on this Earth for over 150 million years. And it’s not like we’re just going to disappear.” How does this foreshadow what we know happened to the dinosaurs? Could the destruction of the global food web be a probable cause in the extinction of any species?
Remember:
Science Fair Projects Are Due In Class, On the Board, On Monday!!!!!
Tuesday, November 22, 2011
Tuesday, 22 November, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-explain how living things use the sun's energy.
-describe the process of photosynthesis.
Students reviewed HL 7 and received HL 8, which can be found at the top of this blog.
Students reviewed the requirements for the Science Fair project, which is due in class on Monday, 28 November.
Students took notes on Photosynthesis, pages 451-455.
Monday, November 21, 2011
Monday, 21 November, 2011
Students will be able to:
use the information from computer sites, the textbook and classroom discussions to
-compare and contrast plant and animal cells.
-review the basic organelles of cells and their functions.
Students completed a GIZMO on Cell Structure. The handout should be completed in placed in the interactive notebook. Be sure to place the Date: 11/21; the Benchmark: SC.8.L.18.1; and the Topic: Plant and Animal Cells in your table of contents. Then, find the next available page and set up a Cornell Notes. Remember to put the date and topic at the top of the page. Use the lab sheet to write three Costa leveled question, to which the answers are already on the handout. Also, use the bottom portion of the page to write something you learned from doing the GIZMO. Finally, draw something to remind you of the lab in the box section.
Home learning 7 can be found at the top of this blog. Be sure to answer on your own paper. You can read the supplemental information to review the functions of the cell organelles. Remember, you are to write the analogy that best describes the organelle.
Friday, November 18, 2011
Friday, 18 November, 2011
Students will be able to:
use the information from computer sites, the textbook and classroom discussions to
-take a mini-assessment on current topics.
-review past topics.
Students took mini-assessment three on information covered during the last three weeks of class.
Students then were grouped to review past topics which were not mastered. If you wish to continue any unfinished work, log on to the Pearson site at:
www.pearsonsuccessnet.com. Use your ID number as both your username and password. Once on the site, click the explore button to review by chapter. You should be able to master ALL the information from chapters: 1-2, and 7-12.
Alternately, you can click the to do button from your home page and complete the assigned tasks. Be sure to click the I'm done button once each task is completed in order to get credit for the assignment.
For those of you were given a word poster to create, please do so at home. All students should continue to work on your Science Fair project.
use the information from computer sites, the textbook and classroom discussions to
-take a mini-assessment on current topics.
-review past topics.
Students took mini-assessment three on information covered during the last three weeks of class.
Students then were grouped to review past topics which were not mastered. If you wish to continue any unfinished work, log on to the Pearson site at:
www.pearsonsuccessnet.com. Use your ID number as both your username and password. Once on the site, click the explore button to review by chapter. You should be able to master ALL the information from chapters: 1-2, and 7-12.
Alternately, you can click the to do button from your home page and complete the assigned tasks. Be sure to click the I'm done button once each task is completed in order to get credit for the assignment.
For those of you were given a word poster to create, please do so at home. All students should continue to work on your Science Fair project.
Thursday, November 17, 2011
Thursday, 17 November, 2011
Students will be able to:
use the information from computer sites, the textbook and classroom discussions to
-compare and contrast chemical and physical changes.
-determine the properties of a chemical change.
Students reviewed HL 5 and received HL 6, which can be found at the top of this blog.
Students reviewed the lab on the Law of Conservation of Mass. The handout is due in class tomorrow. Be sure to complete the conclusions, using three paragraphs as directed.
Wednesday, November 16, 2011
Wednesday, 16 November, 2011
Students will be able to:
use the information from hands-on activities, the textbook and classroom discussions to
-determine that matter is not created or destroyed in a chemical change.
-make a polymer (chemical change) from household ingredients.
Students reviewed HL 4 and received HL 5, which can be found at the top of this blog.
Students completed a lab on measuring the reactants and products of a chemical change. They determined that matter is not gained or lost during a chemical change, but are conserved. Students took the product (Slime) home. Remember, if you wish to keep it in its pristine condition, you need to keep it in the plastic ziplock bag when not in use.
Tuesday, November 15, 2011
Tuesday, 15 November, 2011
Students will be able to:
use the information from virtual activities, the textbook and classroom discussions to
-classify changes in matter as chemical or physical.
-identify characteristics o physical and chemical changes.
Students received HL #4, which can be found at the top of this blog. Remember, this sheet should be completed and placed in your notebook. You will submit the answers only on correctly headed loose leaf paper.
Students also received the page for the inside back cover of their notebook. This page should be used to record all user names and passwords for the various websites used in class.
Students watched an Untamed Science video about chemical changes.
Students then took notes on physical and chemical changes, from pages 416-421 in their text.
Monday, November 14, 2011
Monday, 14 November, 2011
Students will be able to:
use the information from virtual activities, the textbook and classroom discussions to
-classify changes in matter as chemical or physical.
-identify characteristics o physical and chemical changes.
Students worked on virtual activities dealing with physical and chemical changes of matter. Students should visit the GIZMO site (www.explorelearning.com) and sign in using your user name and password. Launch the Phase Changes GIZMO and complete the handout. Once you complete the GIZMO, visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to complete the other portion of the lab. Click the first link under 8th grade students. You will enter a Glencoe virtual lab. Listen to and watch the videos for the events. Be sure to complete the table, writing yes if that property is true or occurred or no if it did not occur. You should be able to answer the conclusion questions after competing the activity.
Continue work on your Science Fair project, which is due on November 28.
use the information from virtual activities, the textbook and classroom discussions to
-classify changes in matter as chemical or physical.
-identify characteristics o physical and chemical changes.
Students worked on virtual activities dealing with physical and chemical changes of matter. Students should visit the GIZMO site (www.explorelearning.com) and sign in using your user name and password. Launch the Phase Changes GIZMO and complete the handout. Once you complete the GIZMO, visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to complete the other portion of the lab. Click the first link under 8th grade students. You will enter a Glencoe virtual lab. Listen to and watch the videos for the events. Be sure to complete the table, writing yes if that property is true or occurred or no if it did not occur. You should be able to answer the conclusion questions after competing the activity.
Continue work on your Science Fair project, which is due on November 28.
Thursday, November 10, 2011
Thursday, 10 November, 2011
Students will be able to:
use the information from the textbook and classroom discussions to
-identify substances as mixtures or pure substances.
-differentiate between the two types of mixtures and their properties.
-describe how mixtures can be separated.
Students took notes on mixtures and their properties. Be sure to make a Venn diagram to compare mixtures and pure substances. Also, make a idea map to describe the methods used to separate mixtures. All notes will come from the text, pages 391-395.
Continue to work on your science fair project, which is due November 28.
use the information from the textbook and classroom discussions to
-identify substances as mixtures or pure substances.
-differentiate between the two types of mixtures and their properties.
-describe how mixtures can be separated.
Students took notes on mixtures and their properties. Be sure to make a Venn diagram to compare mixtures and pure substances. Also, make a idea map to describe the methods used to separate mixtures. All notes will come from the text, pages 391-395.
Continue to work on your science fair project, which is due November 28.
Wednesday, November 9, 2011
Wednesday, 9 November, 2011
Students will be able to:
use the information from inquiry activities, the textbook and classroom discussions to
-identify substances as mixtures or pure substances.
-differentiate between the two types of mixtures and their properties.
-describe how mixtures can be separated.
Students used various methods to separate mixtures. They had to separate a sand/iron filings mixture; a salt water mixtures; and a soil and water mixture. Students were to write out their procedures and record their observations as they did each procedure.
The lab sheet is due in class tomorrow.
use the information from inquiry activities, the textbook and classroom discussions to
-identify substances as mixtures or pure substances.
-differentiate between the two types of mixtures and their properties.
-describe how mixtures can be separated.
Students used various methods to separate mixtures. They had to separate a sand/iron filings mixture; a salt water mixtures; and a soil and water mixture. Students were to write out their procedures and record their observations as they did each procedure.
The lab sheet is due in class tomorrow.
Monday, November 7, 2011
Monday/Tuesday, 7/8 November, 2011
Students will be able to:
use the information from inquiry activities, the textbook and classroom discussions to
-identify substances as mixtures or pure substances.
-differentiate between the two types of mixtures and their properties.
-describe how mixtures can be separated.
-use observations to explain ways concentrations of a solute can change.
Students performed a virtual lab on mixtures and on solutions.
We did not complete the activity, and will complete it as a whole class tomorrow in class.
Home learning for Tuesday is(HL 3) is:
page 392 1a, b, and c. page 398 copy the first two columns and complete. page 399 a, b, and c, and p 401 1-3
use the information from inquiry activities, the textbook and classroom discussions to
-identify substances as mixtures or pure substances.
-differentiate between the two types of mixtures and their properties.
-describe how mixtures can be separated.
-use observations to explain ways concentrations of a solute can change.
Students performed a virtual lab on mixtures and on solutions.
We did not complete the activity, and will complete it as a whole class tomorrow in class.
Home learning for Tuesday is(HL 3) is:
page 392 1a, b, and c. page 398 copy the first two columns and complete. page 399 a, b, and c, and p 401 1-3
Thursday, November 3, 2011
Thursday/Friday, 3/4 November, 2011
Students will be able to:
use the information from inquiry activities, the textbook and classroom discussions to
-identify substances as acids or bases.
-differentiate between the properties of acids and bases and their properties.
-describe what happends during a neutralization reaction.
Students read and took notes on acids, bases, and salts from the text, pages 378-381.
Be sure to place the Discovery Ed handout in the notebook after these notes.
Remember, the science fair plan is due on Friday.
Friday's home learning can be found at the top of this blog. Be sure to answer the questions (answers only) on loose leaf paper, correctly headed. The original handout should be completed and placed in your notebook directly after the notes.
Wednesday, November 2, 2011
Wednesday, 2 November, 2011
Students will be able to:
use the information from inquiry activities, the textbook and classroom discussions to
-identify substances as acids or bases.
Students performed an inquiry based lab on acids and bases. They were asked to formulate a question and hypothesis, devise a procedure to test the hypothesis, and gather data. They were then asked to draw conclusions from the experiment. They used distilled water, lime juice, vinegar, ammonia and a baking soda solution in the laboratory. Students also had to list the safety precautions prior to beginning the lab.
Home learning is to complete the lab handout sheet and to work on the science fair package.
use the information from inquiry activities, the textbook and classroom discussions to
-identify substances as acids or bases.
Students performed an inquiry based lab on acids and bases. They were asked to formulate a question and hypothesis, devise a procedure to test the hypothesis, and gather data. They were then asked to draw conclusions from the experiment. They used distilled water, lime juice, vinegar, ammonia and a baking soda solution in the laboratory. Students also had to list the safety precautions prior to beginning the lab.
Home learning is to complete the lab handout sheet and to work on the science fair package.
Tuesday, November 1, 2011
Tuesday, 1 November, 2011
Students will be able to:
use the information from virtual activities, the textbook and classroom discussions to
-identify substances as acids or bases.
-describe how acids and bases react during a neutralization reaction.
-explain why the proudct of a neutralization reaction is water and a salt.
HL #1 can be found on page 384. Do numbers 10-13 on loose leaf, correctly headed paper.
Students watched a BrainPop movie on Acids and Bases. They then completed a Discovery Education exploration entitled Acids and Bases. You can access the activity by going to Dr. Gayden's Science Zone (drgcdms.podomatic.com) and clicking the second link for today's date. Type in your name to access the link to the activity.
Students should also complete the title, purpose, problem, hypothesis, materials and procedures portions of the science fair plan by Friday, November 4.
use the information from virtual activities, the textbook and classroom discussions to
-identify substances as acids or bases.
-describe how acids and bases react during a neutralization reaction.
-explain why the proudct of a neutralization reaction is water and a salt.
HL #1 can be found on page 384. Do numbers 10-13 on loose leaf, correctly headed paper.
Students watched a BrainPop movie on Acids and Bases. They then completed a Discovery Education exploration entitled Acids and Bases. You can access the activity by going to Dr. Gayden's Science Zone (drgcdms.podomatic.com) and clicking the second link for today's date. Type in your name to access the link to the activity.
Students should also complete the title, purpose, problem, hypothesis, materials and procedures portions of the science fair plan by Friday, November 4.
Subscribe to:
Posts (Atom)