Wednesday, 31 October, 2012

These handouts are for the virtual lab on the periodic table.

Students will be able 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.

Students completed the prior knowledge questions as their bell ringer today. 

Students visited Dr. Gayden's Science Zone to find the link to today's lab. Students are to complete the handout. You can find a copy of the handout at the top of this blog.

Once the handout is completed, students should sign in to the Pearson site (www.pearsonsuccess.net) and complete all activities linked with their name. Students must click the 8th grade tab to find the assignments.

There was no home learning assignment made, but students should continue to research and work on their science fair projects.

Monday, 29 October through Friday, 2 November, 2012

Because of the fall interim assessment testing, classes will not meet on their regular schedule. Therefore, the information covered in this blog may be adjusted to accommodate all of the affected classes.

Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

-review forces and changes in motion.

Students answered bell ringer questions using the paddles during a showdown.

Students also received the handout to record their television viewing of a closed caption science show. It is not due until Monday.

Students reviewed the ETO lesson on force and motion. 

Basically, they reviewed the following information:
-A force is a push or pull on an object that causes the object to move by speeding up, slowing down, or changing direction.
-Forces can be balanced or unbalanced. 
 -when two unbalanced forces act in the same direction, the net forces is the sum of the two individual forces.
 -when two unbalanced forces act in opposite directions, the net force is the difference between the two individual forces.
 -when two equal or balanced forces act in opposite directions, they cancel each other out, and the object does not move. 

Forces may be contact forces, such as friction, or non-contact forces, such as gravity, electric force, and magnetic force.

Students watched a BrainPop movie on the Periodic Table and some classes also watched the Atoms movie (from last week).

Students were given marshmallows and a periodic table and asked to make three dimensional models of atoms.

Students had no nightly home learning, but should continue to research and work on their science fair project.

Thursday, 25 October, 2012

Students will be able to:

-describe how the atomic theory was developed.

-review scientific knowledge.

Period 1 was the only class that met, because of the early release. Also, class was shortened due to the trial run for the fall assessments that begin on Monday. Because of this, we did a minimum of notes in the interactive notebook.

Students made a booklet of the atomic theory. They used the information from their texts, pages 343-349. They also used the information from a handout they were given on Monday. Since we did not have time to paste the booklet in the notebook, we will continue it on Monday.

There was no home learning except to being the search for the science fair project.

Wednesday, 24 October, 2012

Students today had no bell ringer.

Because I was out of the building, students worked on their current topics, completing individual remediations from the Pearson site.

Students used their user name and password to log on and complete the assignments.

Students should visit both Grade 6 and Grade 8 To Do and do ALL assignments listed.

Once you complete the tests that are there, Pearson will assign you additional remediation activities to help you master the information you missed. Be sure to do all the assignments, and check them in before you leave the site.

If you don't know your username and password, email me at DrGCDMS@dadeschools.net, and I will send it to you.

ALL projects and assignments should be in by now, because the first marking period is officially over!

Monday/Tuesday, 22/23 October, 2012

This is HL 18. Answers only on your own paper. Follow the directions printed on the page.

Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

Students used the collaborative structure Showdown to answer the following bell ringer questions:

Scientific knowledge may change as new evidence or information is discovered. Which of the following would NOT be a result of new scientific research and information?

A. Binomial nomenclature is assigned to a recently identified plant species.

B. An endangered monkey species is put in a reserve for protection from extinction.


C. A newly discovered chemical element will be added to the periodic table of the elements.

D. A nonnative plant species will begin to reproduce rapidly after being introduced into a swamp ecosystem.

Keesha did an experiment to study the rate of photosynthesis in the water plant Elodea.
She placed a piece of Elodea in a beaker of water and set the beaker 10 centimeters (cm)
from a light source. Keesha counted the bubbles released from the plant every minute for
five minutes (min). She repeated the process two more times. First, she moved the light to
20 cm from the beaker, and then she moved the light to 30 cm from the beaker. Keesha’s setup and data are shown below.

                

What is the outcome variable (dependent variable) in this experiment?

A. the number of bubbles produced


B. the type of plant placed in the beaker

C. the distance of the light source from the plant

D. the amount of time the bubbles were counted

Students submitted HL 17 and their reading assignment. They also received HL 18, which can be found at the top of this blog.

Students submitted their atomic model projects.

Students completed the Have A Ball lab and submitted it.

Students watched a BrainPop movie on atoms. 

Students then worked in their interactive notebooks, pasting in past work such as the mini-assessment 2, the GIZMOs on Phases of Water and Element Builder, and today's notes on Atoms. Students should also include all home learnings in their notebook. 

Students should complete the notes at home by drawing something to represent the atomic model, writing the 3 Costa leveled questions, and finding the corresponding answers with their highlighters (3 questions, 3 colors). Students should write their summary at the bottom of the page.

Thursday/Friday, 18/19 October, 2012

Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

-review changes in matter.

Students answered the following questions in their bell ringer folder:

Living and nonliving things are made up of matter. Which of the following statements is true about matter? 

A. Nonliving and living things can be made up of combined elements.
B. Living things are composed of carbon, hydrogen, and oxygen only.
C. Living things are made up of elements, and nonliving things are made up of minerals.
D. Nonliving things are composed of pure substances, while living things are made of more complex units.

Jonah is completing the table shown below. What are the best headings for Columns A and Columns B?

A.Column A: Atoms; Column B: Mixtures
B. Column A: Molecules; Column B: Atoms
C. Column A: Elements; Column B: Compounds
D. Column A: Atoms; Column B: Elements

         Column A                          Column B

Na	N
Ca	CaCl2
Fe	Fe2O3
Pb	PbN6

Students reviewed combining atoms to make the different types of mixtures and compounds, elements, and molecules. 

Students then did the Have A Ball lab. Students not completing the data should go home to complete data so that group data can be shared on Monday in class.

Home learning 17 can be found at the top of this blog. In addition, students are to practice their reading strategy, by reading the closed captioning information from a science show. The handout should be signed by a parent or guardian.

Wednesday, 17 October, 2012

Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

There was no bell ringer.

Students completed the Activity A for the GIZMO Element Builder. You can use your username and password to sign in at home. The lesson materials are listed under the lesson info tab. Click to find the handouts if you've misplaced your own. 

Students also visited the pHet Build An Atom site, from Zone.Dr. Gayden's Science Zone. Students should try constructing several atoms and then play the game by clicking the correct tab.

Home learning 17 is to read pages 342-349 and to answer the Interactive Art particles In An Atom on page 348 on your own paper. Be sure to head the paper correctly.

If you finish ALL of the work on atoms, feel free to begin research for the atomic model project. Visit the Chemical Elements.com site to begin recording the information for your atom project.

Finally, visit the pearsonsuccess.net site, grade 8, and complete any assignments listed for your name.

Monday/Tuesday, 15/16 October, 2012

 Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

-review reliability of evidence.

Students answered the following as bell ringers:

1. What is the independent variable in this experiment?

A. group number                               C. plant height

B. amount of plant hormone added      D. type of plant used in the experiment.

2. What is the dependent variable in this experiment?

A. plant group                                   C. average height

B. amount of plant hormone added      D. type of plant used in the experiment

3. How may experimental groups were included in this experiment?

A. 7     B. 6     C. 3     De. 2

4. Which group represents the control group in this experiment?

A. group 1      B. group 2      C. group 6     D. group 7

Students submitted and reviewed HL 14. They also submitted the reading strategy handout.

Students were shown a model Lithium and reviewed the necessary requirements of the atomic model project.

Students received the directions for the science fair project, to be completed and submitted on or before December 5. You can find the directions at the top of this blog.

Students reviewed reliability of evidence.

Students also began studying the atomic structure by watching a BrainPop movie on atomic models. To see the movie, click the link for, BrainPop and scroll down to the movie Atomic Model.

Students broke into small groups to review scientific investigations/experimental design.

Home learning 15 is  read pages 314-323 in the text, completing all portions, and answering the questions for Interactive Art Periodic Table on a correctly headed sheet of loose leaf paper.

Students began notes on atoms, but did not complete them due to lack of time.

Students completed the laboratory write up for What are solids, liquids, and gases?

Thursday/Friday, 11/12 October, 2012

These are the directions for Project 1. Be sure to follow all directions and meet the deadline.

This is HL 14. Follow the directions. Answers only on a correctly headed loose leaf  page.

Students will be able to:

-determine how matter changes.

Students completed the following bell ringer questions using the collaborative structure "showdown":

1. When a candle is lit, the wick burns, the wax melts, the candle 

changes shape, and the air around the candle heats up. Which of 

the following is an example of a chemical change? 

A. the wick burning      C. the candle changing shape

B. the wax melting       D. the air around the candle heating up

2. Matthew has six cubes of different materials. Each cube has a 

mass of 10 grams (g). Matthew sorts the cubes into two groups 

using one physical property. 

Group 1 Cubes	Group 2 Cubes
Aluminum	Glass
Copper	Plastic
Steel	Wood

Which physical property did Matthew most likely use to sort the cubes into two

groups?

A. density

B. magnetism

C. melting point

D. electrical conductivity

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

Students also will complete a reading strategy called closed caption. They will watch a
science television show with the volume muted but the closed caption on. They will
then write a five sentence summary of the show. The show must be a science show.
Also include the name of the show, the channel, and the date and time of the show.
The parent or guardian must sign to show that the assignment has been completed
accurately.

Students received the directions for the first grading period project, which is to build a 
model of one of the elements. The handout can be found at the top of this blog.

Students participated in the ETO mini lesson on properties and changes of matter.
Students began the official write up of the speed lab. We will complete the handout on 
Monday.

Wednesday, 10 October, 2012

This is HL 13. Use complete sentences to answer the questions on your own correctly headed paper.

Students will be able to:

-compare and contrast the properties of solids, liquids, and gases.

-describe the motion of particles in solids, liquids, and/or gases.

-label and identify all the states of matter.

Students answered the following bell ringer:

Can liquid water exist in outer space? Why or why not?

Students submitted home learning 12 and received home learning 13, which can be found at the top of this blog.

Students completed the GIZMO Phases of Water and submitted it. 

Students also submitted their science journals to be graded.

Monday/Tuesday, 8/9 October, 2012

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

Students will be able to:

-compare and contrast the properties of solids, liquids, and gases.

-describe the motion of particles in solids, liquids, and/or gases.

-label and identify all the states of matter.

-review scientific thinking.

Students answered the following bell ringers:

1.Jules wanted to know whether the eating behavior of goldfish is affected by music. He set up a fish tank. Everyday, Jules played music for the fish and measured how much the fish ate.

What is Jules missing from this experiment?                        
A. a control group
B. a measurable result
C. different types of fish
D. an outcome variable (dependent variable)

2.

  
3.



Students did a GIZMO on germination to review scientific thinking.

Students took notes on Changes in States, pasting in old home learnings and completing the Cornell notes on the topic.

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

Thursday/Friday, 4/5 October, 2012

Students will be able to:

-compare and contrast the properties of solids, liquids, and gases.

-describe the motion of particles in solids, liquids, and/or gases.

-label and identify all the states of matter.

Students completed the following bell ringer:

Gina slid her tennis shoes across the floor, and the bottom of her shoes became warm. What happens to the kinetic energy of Gina and her shoes as she slides across the floor?

A. The kinetic energy is converted to light energy.

B. The kinetic energy is converted to thermal energy.

C. The kinetic energy is converted to potential energy.

D. The kinetic energy is converted to chemical energy.

Students updated their interactive notebook by pasting in pages a - k in the back of the notebook.

Students then completed the write up for the lab Melting Ice. Since we did not complete the conclusions, we will complete them, along with notes of phases of matter, on Monday or Tuesday.

Notebooks will be collected Monday or Tuesday, after we complete the notes.