Tuesday-Wednesday, 28-29 August, 2012

Students will be able to:

-determine why scientists use a standard measurement system.

-describe density and calculate and compare the densities of various materials using the materials' masses and volumes.

Students completed the following bell ringer:

When a scientist conducts an experiment, it is important that he or she maintains accurate

records and shares the results with other scientists. If this does not happen, or if other

scientists are not able to replicate the results, what would most likely be the consequence?

A. The scientist will lose credibility with other scientists and society.

B. The scientist will be able to publish the results in fewer scientific journals.

C. Nothing will happen, since the purpose of science is to find answers, no    

     matter how they are found.

D. The scientist will actually become more successful if she is the only one able to produce     

      the results.

Students reviewed HL 2 and received instructions for HL 3. Students should read pages 12-21 in their interactive text. They should answer ALL questions in the book. On loose leaf paper, students should answer the Apply It! on page 18 (2-3) and the challenge on page 19.

Students in some classes completed the science safety notes, which they can review by looking at the blog from August 24/25. The notes should be placed on a Cornell notes page, and the proper questions and review should be done. Use the one on line as a template to determine how to do your notes. This should be on page 13.

Students in some classes also worked on the notes for mass, weight, volume, and density. These will be continued tomorrow for those that did not complete the notes or study sections of the notes.

Thursday/Friday August 23/24, 2012

This is how your safety notes should be set up in your notebook. Be sure to put the date, topic, and page number in your table of contents.

You only need one copy of this picture. Fill in the spaces next to each students and indicate what each is doing incorrectly or unsafely. Be sure to make a Cornell notes page and use this handout as the basis for the notes. Also, complete the three questions, along with color, and complete the summary at the bottom of the page. A sample completed page can be found at the top of this blog.

Students will be able to:
-describe safe lab behaviors.
-differentiate between the meaning of weight and mass.
-describe density and calculate and compare the densities of various materials using the materials' masses and volumes.

Students completed the following bell ringer:

Emily claims to have made a new scientific discovery. However, while conducting her experiments, she did not keep accurate records or data. What should happen next? Students reviewed safety rules and regulations in the science classroom, and completed a Cornell notes on the topic, using the handout found at the top of this page. Students viewed Discovery Education videos on mass and weight, volume, and density. Students then took notes on mass, weight, volume, and density. These notes will be pasted in the notebook next week. Remember, HL 2 is due in class next week.

Saturday, August 25, 2012

Eighth grade students:

Here are the pages for the front of your notebook. You will find the pages for the back of the notebook listed under the blog for Sunday, August 26, 2012.

For the inside front cover

For the inside back cover

page 1

Page 10

Page 11

Page 12

Page 2

Page 3

Page 5

Page 6

Page 8

Page 4

Page 7

Page 9

Table of Contents for first page

Wednesday, 22 August, 2012

Students will be able to:

-justify why it is important to be organized and observe rules in a science class.

-identify how science is useful in solving everyday problems.

-critique laboratory activities for safety.

Students completed the following bell ringer:

Gregor Mendel was able to figure out a great deal about how traits are passed from one generation to the next by studying garden peas. He grew thousands of pea plants and counted and recorded the traits of all the peas they produced in order to do this. Why did Mendel grow and use so many peas to conduct his experiment?

A. Having many replicates in an experiment decreases the possibility that chance will affect the outcome. B. Many pea plants are identical, so in order for Mendel to ensure variety in his findings, he had to use thousands of pea plants. C. Other scientists do not need to repeat the experiment if there is sufficient data gathered during the initial experiment. D. Mendel was overly cautious and grew far more peas than he really needed in order to prove his hypothesis

Students' notebook covers were checked. 

Textbooks were distributed. Students were instructed to read pages 290-295 and answer ALL questions/complete ALL information in the text. They are also to write the following on loose leaf paper, correctly headed:

Home learning 2: page 294 do the math (1-3) and page 295 (Virtual lab-Using Density)

HL 2 is due in class on Monday/Tuesday.

Students worked in their interactive notebooks and are responsible for pasting all pages in the front. The notebook should be completed by Monday/Tuesday of next week.

Students began a discussion in the differences between mass and weight.

Monday/Tuesday, 20/21 August, 2012

Students will be able to:

use the information from demonstrations and  classroom discussions to

-justify why it is important to be organized and observe rules in a science class.

-identify how science is useful in solving everyday problems.

-critique laboratory activities for safety.

Students completed the following bell ringer:

When scientists conduct experiments, they share their data and conclusions with other scientists so that...

Students completed a class card. 

Students received their bell ringer folder and their interactive notebook. Students should decorate the front of the notebook for home learning 1. The decoration must be about something involving science. It should also include their first and last name and Dr. Gayden on the front.

Students observed a demonstration where a paper cup was burned. They pointed out safe laboratory procedures. They also used the activity to determine how science is useful in solving everyday problems.

Friday and Tuesday, June 1 and 5, 2012

 Students will be able to:

use the information from previous classroom discussions to

-take an end of year exam.

Students will take the end of year exam for eighth grade science.

Thursday, 31 May and Monday, 4 June, 2012

Students will be able to:

use the information from  the movie Osmosis Jones and classroom discussions to

-describe the human body systems.

-determine how the body systems work cohesively to maintain homeostasis.

-justify how one system can affect all systems if it is not working correctly.

Students watched a portion of the movie Osmosis Jones. Students are to answer the following with information from the video:

-Name the systems mentioned in the video.

-Choose a system from the video and describe how an impairment in that system affects other systems and the entire organism.

-Think of a time you were ill or sick. How did your illness affect your other body systems?

Students are reminded that the human body project is due in class tomorrow. No exceptions.

Wednesday, 30 May, 2012i

 Students will be able to:

use the information from  hands on activites and classroom discussions to

-explore how the nervous system aides the body in reactions.

Students watched the remaining Brain Pop movies on the Human Body. These included:

lymphatic system

respiratory system

nervous system

urinary system

Students should use the information gained to finish their report, which is due on Friday.

Students did a lab where they determined how handiness affected reaction time. Students caught a metric ruler dropped by their lab partner to determine their reaction times with both their left and right hands.

The lab paper is due in class tomorrow.

Tuesday, 29 May, 2012i

Students will be able to:

use the information from  virtual activities and classroom discussions to

-explore how the nervous system aides the body in reactions.

-research the human body project.

Students worked on their human body projects. Remember, you need to include:

-a large scale drawing/picture with the major organs listed.

-an explanation of each organ's function.

-an explanation of a disease that affects the system, including how the disease begins, what the disease does to the body, and how it is treated. You may include a picture of the disease for extra credit.

-a list of your references (where you got the information for the report, where you got the picture, where you got the information for the disease). Be sure to include the ENTIRE URL address!

Students did activities about reactions (nervous system) from GIZMO. The handout should be put in your notebook for the next notebook check.

Home learning is to complete the project, which is due on Friday!

Friday, 25 May, 2012

This is HL 18.  Answers only on your own paper.

Students will be able to:

use the information from  videos and classroom discussions to

-discuss the human fetal development.

Students viewed the NOVA program Miracle of Life and completed a worksheet on the video.

Students should continue to work on their Human Body Projects.

Home learning 18, which can be found at the top of this blog, is due in class on Tuesday.

Thursday, 24 May, 2012

These are the pages for HL 17. For What is the respiratory system, do questions 1-5, answers only. For What is excretion, do questions 7-10. Use the picture above the questions to answer numbers 7-10. Some of the questions have more than one correct answer.

Students will be able to:

use the information from  handouts and classroom discussions to

-determine how the body gets nutrients.

-determine how nutrients are distributed throughout the body.

-decribe how muscles and bones help move the body.

Students viewed BrainPop movies on the Digestive, Muscular, Skeletal, and Circulatory System. 

Students then participated in a quiz on the human body, found at Discovery Education. You can play at home by clicking the link Whaddya Know?

Home learning 17 can be found at the top of this blog.

Wednesday, 23 May, 2012

This is HL 16. Answers only on your own paper.

Students will be able to:

use the information from  hands on activites and classroom discussions to

-determine how the body breaks down lipids.

Students did a lab activity where they compared the emulsification of fats (cooking oil) in the presence and absence of baking soda, which acted like an enzyme to partially break down the fats of the cooking oil.

Students must do HL 16 tonight. It can be found at the top of this blog.