Monday, 12 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students completed notes on matter from their text, pages 291-295. These were two column notes made from the information they selectively underlined.

Students completed the Cornell notes by writing Costa's leveled questions from the notes and using highlighters to find the answers in their notes. They also summarized the main ideas of the notes.

Students are to read and do pages 296-301 in their texts, answering all questions on these pages.

Friday, 9 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students took the first mini assessment today.

After the mini assessment, students worked in their texts, pages 191-195, selectively underlining the main ideas. These will be incorporated into two column notes on Monday.

Remember, short story one is due on Monday.

Thursday, 8 September, 2011

This is short story one. Be sure to follow all written directions.

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students submitted home learning and received the rubrics for the short story. It can be found at the top of this blog.

Those classes that needed to complete the "we do" lab report format did so.

Students then used the CRISS strategy of selective underlining in their texts, pages 291-295.
Tomorrow we will the underlining to compose two column notes.

Wednesday, 7 September, 2011

This is HL 5. Be sure to copy the table and complete it on loose leaf paper.

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students continued to explore how to correctly write up an experiment using the lab report format. Using data from a weight and mass, GIZMO, students wrote the lab according to the format. Classes that did not complete the activity will do so tomorrow. Students should also draw something to remind them that mass and weight are different entities on the student input page (where the bell ringers for this week are located).

Home learning 5 can be found at the top of this blog.

Tuesday, 6 September, 2011

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-differentiate betwen weight and mass.
-callculate density, mass and volume, given two of the quantities.

Students received HL 4, which is a practice density sheet. Students are to do the problems on their own paper, being sure to show their work. The handout should be placed in the notebook when completed. HL 4 can be found at the top of this blog.

Students continued to practice the "we do" activity of writing a laboratory report. The activity deals with the current topic of the nature and properties of matter.

Friday, 2 September, 2011

Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.
-continue construction on interactive notebook.

Students worked on learning the lab write up format by participating in a "we do" activity. Students used the information from a GIZMO on weight and mass to write up a lab. We will complete this activity next week.

Students received their textbooks. Textbooks are to be brought to school every day. Students should read pages 288-301, and answer, in the book, the questions on pages 288 and 290.

Thursday, 1 September, 2011

Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.
-continue construction on interactive notebook.

Students first completed their bell ringer, which dealt with Punnett Squares. They reviwed the agenda for the day.

Home learning was collected and reviewed.

Classes that needed to complete the lab format exercise did so (except for period 6, which attended the Grade Level Orientation, and did not complete the lab).

Students also completed the self-interaction by drawing something to remind them of the lab and writing a RAFT about the lab.

Period 3 also received and began their notebook update. All other classes will begin the update tomorrow.

Wednesday, 31 August, 2010

This is HL 3. Follow all written directions.

Students will be able to:
use the information from the laboratory activities to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.

Students completed the lab write up for the Mexican Jumping bean and the effects of heat experiment.

Home learning 3 can be found at the top of this blog. Follow all written instructions.

Tuesday, 20 August, 2011

This is HL 2. Answer on your own paper to submit, but write on this sheet to check your work and place in your notebook.

Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.

Students learned how to write up a laboratory report. You will place a copy of the lab format in your interactive notebook, so that you can refer to it as you complete your lab write-ups.

The experiment detailed discovering how heat affected the movement of a Mexican Jumping Bean.

Home learning 3 can be found at the top of this blog.

Thursday, 25 August, 2011

This is HL 1. Be sure to follow all written directions.

Students will be able to:
use the information from the text to
-differentiate between the steps of a scientific process.

Students do not yet have textbooks, so for right now, we are reading and studying the text via the overhead LCD projector.

Students have been learning about the skills necessary for scientists to make discoveries. The notes include:

What skills do scientists use?

Science is a way of learning abut the natural world.

Scientists use skills such as observing, inferring, predicting, classifying, evaluating, and making models to study the world.

Observing means using one or more of your senses to gather information. It also means using tools, such as a microscope to help your senses. Observations can be either quantitative which deals with numbers or amounts, or qualitative, which deals with descriptions that cannot be expressed in numbers.

Inferring is when you explain or interpet the thing you observe. It is not guessing. Inferences are based on reasoning from what you already know or based on assumptions you make about your observations.

Predicting means making a statement or a claim about what will happen in the future based on past experience or evidence.

Classifying is the grouping together of items that are alike in some way.

Evaluating involves comparing observations and data to reach a conclusion about them.

Making models nvolves creating representations of complex objects or processes. Some models can be touches, such as a map. OThers are in the form of mathematical equations or computer programs. Models help people study things that can’t be observed directly.

Home learning 1, due tomorrow, can be found at the top of this blog. Be sure to follow directions!

Thursday, 25 August, 2011

Monday, 22 August, 2011

Welcome to Dr. Gayden's Eighth Grade Science Class!

Come to this site to find out what we do daily (or almost daily). Come here to find your home learning assignments or to see if you need to visit the podomatic site for a make-up lab.

Have a great and successful year!

May 31, 2011

Here is the study guide for the objective portion of the final examination.

Friday, 20 May, 2011

Be sure to bring the exam on Monday!

Students will be able to:
use information from textbooks, internet access, experimentation, and class discussion to
-describe the major land biomes.
-justify why certain plants and animals are associated with particular biomes.
-prepare an iMovie presentation on an assigned biome.

Students continued with their iMovie presentations. Be sure to have all the necessary slides:
name, biome, city name/picture of city/temperature graph/rainfall graph/latitude/elevation/five plants and animals from the region.

We will take the exam on Monday using the clickers, so be sure to bring back your copy, which can also be found at the top of this blog.

Notebooks will also be collected on Monday.

Monday, 16 May, 2011

Here is the information needed for your fourth grading period project. Be sure to follow the directions carefully!

Tuesday, 3 May, 2011

This is HL 8. Answers only on a correctly headed loose leaf sheet of paper.


These are the notes for organizational levels of living things.

Students will be able to:
use information from textbooks, internet access, experimentation, and class discussion to
-explain the heirirchial organization of living things.
-observe and record observations during an experiment.

Students completed notes on Organization of Living Things. You can find the notes at the top of this blog.

Students then began the lab on Characteristics of Living Things. This lab will be completed in class on Thursday.

Home learning 8 can also be found at the top of this blog.

Monday, 2 May, 2011

Here are the instructions for your fourth grading period project/technology project.

Monday-Wednesday, 25-27 April. 2011

THis is HL 7. Follow all written instruction.

Students will be able to:
use information from textbooks, internet access, experimentation, and class discussion to
-identify biotic and abiotic factors of their enviroment.
-cite evidence of the interactions between the abiotic and biotic parts of the environment.
-analyze ow abiotic factors affect the life of organisms in an ecosystem.

Students reviewed past content to ready for the final ESSAG design.

Home learning 7 can be found at the top of this blog.

Wednesday, 20 April, 2011

This is HL 6. Read the passage. Correctly head your loose leaf paper and answer questions 1-10. Numerical answers only.

Students will be able to:
use information from textbooks, internet access, experimentation, and class discussion to
-identify biotic and abiotic factors of their enviroment.
-cite evidence of the interactions between the abiotic and biotic parts of the environment.
-analyze ow abiotic factors affect the life of organisms in an ecosystem.

Students define biotic and abiotic factors by categorizing things from photos. Biotic factors are those living or once living organisms in an ecosystem. Abiotic factors or non living parts of the environment that biotic factors depend on for life. They include water, soil, sunlight, air (atmosphere), temperature, and climate.

Students then defined the characteristics of living things.

Home learning 6 can be found at the top of this blog.

Friday, 1 April, 2011

This is the answer sheet. Record your answers here.









These are the pages of the home learning.

Students will be able to:
use information from fcatonline, FCAT explorer, florida achieves, and relelased FCATs to
-review for the science FCAT.

Students reviewed HL 4, from the tips package.

They then used Florida Achieves to review for the FCAT.

Home learning 5 can be found at the top of this blog.