Friday, 31 March and Monday, 3 April, 2006

Using information from the novel "The Talking Earth" and classroom activities:

Students should be able to:

-read a work of fiction to discover the science facts it contains about biotic and abiotic factors, interactions of humans with their environment, and natural interactions.
-evaluate organisms to determine their place in the food chain or food web.
-construct food chains and a food web when given certain organisms.

Students watched a BrainPop video of food chains. They then viewed an episode of the sitcom Dinosaurs. In the episode, the WeSaySo Corporation paved over a swamp to create a wax fruit factory. The swamp was the mating ground for the Bunch Beetles, who annually swarmed there to mate before dying. In turn, the infant beetles ate Cider Poppies that proliferated in the area. Due to loss of the swamp, the Cider Poppies continued to multiply until they invaded the living space of the inhabitants of Pangea. To solve the problem, a task force convened and decided to spray the entire planet with a defoliant. Unfortunately, the defoliant also killed every living plant on the planet, thus disrupting the global food chain. To rectify the situation, the task force decided to drop bombs down every volcano to make them spew "black puffy clouds" in hope that the rain would cause the plants to regrow on earth. The effect however, was devastating to the inhabitants of Earth. The cloud cover blocked out the sun, causing temperatures to drop "precipitously". Thus ended the age of the dinosaurs!

After viewing the videos, students did a food chain/web lab. The lab consisted of drawing food chains for several organisms and linking them in a food web.

Home learning was on food chains and webs, succession, biomes, and natural resources. They can be found at the top of this blog. There are three assignments, HL #4 is sections 3-6 and 3-7. They are to be done on the same loose leaf sheet of paper, answers only. HL #5 is sections 3-8 and 3-9. They should be done on a sheet of paper different from HL #4, answers only. Remember to put the letter answers only where indicated. Finally HL #6, on sections 3-10 and 3-11, are to be done on a separate sheet, answers only. Remember, there should be three loose sheets turned in on the due date: one for EACH of the home learnings.

Wednesday, 29 March, and Thursday, 30 March, 2006

Using information from the novel "The Talking Earth" and classroom activities:

Students should be able to:

-read a work of fiction to discover the science facts it contains about biotic and abiotic factors, interactions of humans with their environment, and natural interactions.
-evaluate organisms to determine their place in the global food web.

Students viewed videos from United Streaming. These videos included You in the Food Web, Food Chains and Food Webs, and Ecology: Organisms in their Environment. Students watched the presentations and took notes. They then did the oral quizzes that accompanied the programs.

Many of the videos watched can be found at the new cosmeo site. Visit www.cosmeo.com. Sign up for a free trial (get your parent's permission first) and watch many of the videos we see in class!

Home learning was to continue to work on reports and projects.

Monday, 27 March and Tuesday, 28 March, 2006

Using information from the novel "The Talking Earth" and classroom activities:

Students should be able to:

-read a work of fiction to discover the science facts it contains about biotic and abiotic factors, interactions of humans with their environment, and natural interactions.

Students used class time to read from the novel The Talking Earth. While reading, they listed the biotic and abiotic factors, as well as human and natural interactions.

There was no class on Tuesday, 29 March due to attendance at the Dade County Youth Fair.

Students continued work on their written report or project as their home learning assignment.

Thursday, 23 March and Friday, 24 March, 2006

Using information from the novel "The Talking Earth" and classroom activities:

Students should be able to:

-read a work of fiction to discover the science facts it contains about biotic and abiotic factors, interactions of humans with their environment, and natural interactions
-predict, hypothesize, test and draw conclusions about the needs of yeast populations.

Students were reminded that short stories are due on Monday and Tuesday of next week (March 27,28) and must follow the given rubrics (see Friday, March 10) blog if you've lost your rubrics.

We watched BrainPop movies, dealing with cycles. These included the carbon cycle and the water cycle. We also watched a BrainPop movie on photosynthesis/cellular respiration in order to prepare for today's lab activity.

After the movies, students performed lab 19 on Cellular Respiration in Yeast

Students were given 600 mL water bottles, sugar, 5g of yeast, 150 mL of lukewarm water, beakers with warm water, 9 inch balloons, and masking tape. They were asked to place the sugar and yeast in the bottle of water, cap with a balloon and seal with masking tape. They then measured the circumference (and found diameter) of the balloons. They were able to see that when sugar was present, the yeast began to foam and produce bubbles. These bubbles were the gas carbon dioxide, produced as the sugar was broken down in the process of cellular respiration by the yeast cells. The carbon dioxide inflated the balloon. A control set up that was identical to the experimental design but lacking sugar was also set up. Students saw the experimental balloon inflate, while the control condition produced no gas, and did not inflate. Students concluded that they could observe cellular respiration in yeast by observing the by product of respiration. They also concluded that since yeast use sugar for cellular respiration and produce gas, this is why it causes baking bread to rise.

Home learning 3 on cycles is found at the top of this blog.

Tuesday, 21 March and Wednesday, 22 March, 2006

Using information from the novel "The Talking Earth" and classroom activities:

Students should be able to:

-read a work of fiction to discover the science facts it contains about biotic and abiotic factors, interactions of humans with their environment, and natural interactions
-evaluate organisms to determine their classification (blocks 1, 3, and 5)
-evaluate the needs of living organisms (blocks 4 and 6)

Students took the first quiz of the last grading period, which deals with communities, populations, habitats and niches, and limiting factors.

Since the blocks were shortened for blocks 4 and 6 because of the FCAT, the lessons were different.

Blocks 1, 3 and 5 did a computer activity entitled Scope it Out, in which students were asked to use a virtual microscope to identify the characteristics of 10 micro-organisms for the kingdoms monera, protista or fungi. They then compared these characteristics to an unknown organism isolated from the digestive system of an ancient bee, found in amber. Students then had to classify the ancient organism based on the characteristics they'd observed. They were also asked to identify the purpose of the organism. Students concluded that the ancient organisms were rod-shaped bacteria, similar to today's E. coli bacteria and served a similar purpose: to aide in digestion.

Blocks 4 and 6 were given a handout of the characteristics and needs of living organisms and asked to determine the movement, reproduction, food, living space, and response for bullfrogs, blackbirds, flounders, honeybees, coral snakes, and red fox.

Saturday, 18 March, 2006

This page contains the handouts for the project "My Growth and Development", issued on Friday, 17 March, 2006.

Friday, 17 March, 2006

Using information from the novel "The Talking Earth" and classroom activities:

Students should be able to:

-read a work of fiction to discover the science facts it contains about biotic and abiotic factors, interactions of humans with their environment, and natural interactions
-describe the characteristics of populations and communities.
-classify factors as populations or communities.
-evaluate the conditions needed for populations or communities to exist.

The lesson began by completing the do now, which consisted of listing examples of abiotic factors that students need to live. Some examples included Coke or Pepsi for the need for water, pizza or McDonalds for the need for food.

We used the rest of the class period (shortened, since it was a straight day) to review the major assignments of the grading period. Students were introduced to the written report on Classification of Living Things and the project My Growth and Development. Handouts for each assignment can be found at the top of this blog, or on a special Saturday dated blog.

More instructions for the written assignments can be found at: geocities.com/drgcdms website. Scroll to the bottom of the page and click on written report. Please note that the classification chart with six kingdoms is for the advanced science classes, blocks 1 and 4. The five kingdom chart is for science classes blocks 3, 5, and 6.

Information for My Growth and Development can also be found at the website mentioned above. Scroll down to Project: My Growth and Development for additional information and links.

Home learning 2 deals with what is an ecosystem, what are habitats and niches, and what are limiting factors, to be done in that order.

Thursday, 16 March and Tuesday, 20 March, 2006

Using information from the novel "The Talking Earth" and classroom activities:

Students should be able to:

-read a work of fiction to discover the science facts it contains about biotic and abiotic factors, interactions of humans with their environment, and natural interactions
-validate the factors that living things need to survive.

Students used the four pictures to complete the do now:
1) Which environment do you think is most hospitable to living things? Why?
2) Which environment do you think is least hospitable? Why?
3) Looking at the other two environments, what special problems might living things encounter? What types of living things might be able to survive in these environments?
4) What do you think living things need in their environment?

After completing the do now, students worked on Article 1: Coral Communities. See the pages at the top of the blog.

Students finished the remaining class time by reading from the novel "The Talking Earth".

Home learning is a continued working on the short story, due March 27 and 28.

Tuesday, 14 March and Wednesday, 15 March, 2006

Using information from the novel "The Talking Earth" and classroom activities:

Students should be able to:

-read a work of fiction to discover the science facts it contains about biotic and abiotic factors, interactions of humans with their environment, and natural interactions
-describe the characteristics of populations and communities.
-classify factors as populations or communities.
-evaluate the conditions needed for populations or communities to exist.

The do now consisted of viewing a coral reef ecosystem (virtual, of course) and recording all the populations. Students were able to identify populations of sting rays, eels, clown fish, coral, tang fish of several varieties, and several varieties of angel fish. They were able to describe interactions among the populations, including the fact that each competed for space and food.

Students then continued in reading the novel "The Talking Earth" and identifying interactions.

Home learning was to continue to work on the short story.

Friday, 10 March and Monday, 13 March, 2006

Using information from classroom activities:

Students should be able to:

-describe the characteristics of populations and communities.
-classify factors as populations or communities.
-evaluate the conditions needed for populations or communities to exist.

Students did a quick write on biotic and abiotic factors for the do now.

We then reviewed the short story, due March 27 or 28 (see blog at top of this date, inage to be added soon).

Students learned about populations by watching Bill Nye, the Science Guy's presentation.

After viewing the video, students continued to read from The Talking Earth and continued to list biotic and abiotic factors, human interactions and natural interactions. Unfortunately, this is not a book available online for free, but you can check it ou of almost any library, or request your library to obtain a copy for you. Better yet, buy your own personal copy at your local bookstore!

Wednesday, 8 March and Thursday, 9 March, 2006

Using information from classroom activities:

Students should be able to:

-compare and contrast biotic and abiotic factors.
-identify interactions among living things.

Students completed a KWL chart on biotic and abiotic factors. After class sharing of information, students listened to a lecture about biotic and abiotic factors.

Biotic factors are those living or once living organisms in the environment. These organisms live in the biosphere, or that part of the Earth that supports organisms. There are three parts of the biosphere: the hydrosphere, or waters of the earth, which includes oceans, rivers, lakes, stream, and glaciers; the lithosphere, which includes soil, rocks and sand; and the atmosphere or air.

Hydrosphere dwellers include sponges, fish, crabs, squid, starfish (and other inhabitants of Bikini Bottom!) Lithosphere dwellers include humans, Sandy Squirrel in her NORMAL habitat, and even burrowing animals such as rabbits, groundhogs, worms, and insects. Atmospheric dwellers include some plants, including the Bromeliads, (many types of which are grown right here in the Homestead area) and some spiders.

Abiotic factors are those nonliving, physical features of the environment, including light, soil, water, and temperature, and that help determine which species can survive in an area. Soil is made of minerals and humus, and contains both living and nonliving components. Seasonal events, such as flowering in plants or migration of birds, are often triggered by a change in the number of hours of daylight. Light is also important for plant photosynthesis. Water is important for all living things. Many organisms live in water. Temperatures change with daily and seasonal cycles. Alligators cannot regulate their body temperature internally. They move to cool water when their body temperatures are elevated. They lay in warm, sun heated sand when their temperatures are too low. Air is needed by all living things. Humans and other animals need the oxygen in air, while plants use carbon dioxide and release oxygen during photosynthesis.

After learning about biotic and abiotic factors, students read from the book "The Talking Earth" by Jean Craighead George. The book details how Billie Wind, a 13 year old Seminole girl living in the Florida Everglades doubts the ways of her people. As punishment, she is sent off to learn their ways. Students were encouraged to record any biotic and abiotic factors, any human interactions, and any natural interactions they came across as they read.

Home learning 1 (HL #1), found at the top of the blog deals with what are living things, what are adaptations, what are life processes, and what are the needs of organisms. They should be done in this order.: 2-1, 2-2, 2-6, 2-7. Answers only.

Monday, 6 March, and Tuesday, 7 March, 2006

Using information from classroom activities:

Students should be able to:

-use computation to solve real world mathematical problems.
-work with percentages and ratios.
-calculate volume measurements and rates.
-graph values that change over time.


Once again, students were engaged in using mathematics in science as a review for the upcoming FCAT. Today, we concluded Prime-Time Math: Emergency. In this program, a 15 year old girl, Jennifer was rushed to the hospital with vitals that included respiration rate of 28, weight 110 pounds, sickness for a week, a temperature of 38 degrees Celsius, 15% dehydration, and a pulse rate of 125. Previously, students concluded that Jennifer was suffering from some unknown disease, and not a drug overdose.

Today, after viewing the video portion, students learned that Jennifer had a glucose level of 855 and should receive a child's dosage of insulin, because of her age. She also had a level of acetaminophen in her blood of 160. She was given a 2 hour blood test. Her weight was 110 pounds. Doctors established she should receive 10 hours of maintenance solution. She was also given 4 doses of Maxillin, sustained at a level of 150.

With this information, students had to compute loading doses of Maxillin and how long it took for Jennifer to be given all Maxillin doses. They also had to compute the number of cc's of maintenance solution per hour she should get, along with how many hour from start the solution should be stopped. Other students calculated the standard toxic level of acetaminophen and discovered that Jennifer's level was below the toxic level, and that if she had need of an antidote, it would require 64 hours to be administered. Luckily for Jennifer, this was not necessary. However, since she had to receive 5 units of insulin for the first emergency dose, students calculated how long it would take for Jennifer's dangerously high glucose level to fall to a level that put her out of danger.

There were many graphs that had to be completed and interpreted in order to answer these questions. Finally, students concluded that Jennifer was suffering from a treatable form of diabetes, and while she would have to monitor her glucose levels and take insulin shots, she would be free to play the role of the Wicked Witch of the West in the OZ production given at her school

Homelearning consisted of solving more math problems for FCAT practice. A revolutionary product, the Elasticizer promises to reduce body fat by 50%, burn fat at 1000 calories a day, AND to do all of this in 90 days or your money back!

Customer Heinze Grubben, weighing in at 232 pounds, with 62 pounds of body fat was used to answer the following questions:
1. If Heinze Grubben uses the Elasticizer for 90 days, how many kilograms of fat does the Elasticizer promise to burn off? Round your answer to the nearest tenth (1 kilogram=2.2 pounds).
2. You must burn off 3,500 calories to lose 1 pound of fat. At the Elasticizer rate of 1000 calories per day, how many days will it take for Heinze to reduce his body fat by 50%? Round your answer to the nearest day.
3. Does your answer from question 2 agree with the Elasticizer's 90-day promise or conflict with it? Describe in words.

Advanced classes: Describe the type of person who could meet the Elasticizer's 90-day promise, in terms of body fat.

Thursday, 2 March and Friday, 3 March, 2006

Using information from classroom activities:

Students should be able to:

-demonstrate how graphs can help make data analysis easier.
-recognize and provide examples of data that follow similar patterns.
-explain what makes a good estimate.
-explain why one would use a random sample.
-explain how bias can influence data gathering


Continuing to review for the FCAT, students worked on the Tom Snyder Production of Science Court: Statistics. The program reviews graphing and interpreting graphs. Students, learned that :
-data are bits of information gathered during an investigation.
-graphs and charts make it easier to see patterns in data.
-examples of cause and effect relationships include: the more cars over time on the roads, the more accidents occur over time; the more a person eats over time, the more weight they gain over time; the more a students studies, the better their grades.
-students then expressed the ideas presented above as graphs.
-students were able to predict the shape of a graph concerning UFO sightings by studying Shep's graph of left-handed people.
-students were able to explain the patterns in Shep's graphs; as the town's population increased, there were more people who were left-handed and also more people who were there to see UFOs.

The final stage of Science Court dealt with proving Chief Chan guilty or innocent. Students had to look at the way Skippy, Shep's data collecting "expert" gathered data. They found out it wasn't done that scientifically at all! Skippy went to a science-fiction convention and asked biased questions that lead those surveyed to choose answers that Skippy wanted them to choose. This study showed that many in Skiville were anxious about a UFO invasion.

Students learned that questions must not be leading when doing a survey. They also learned that random sampling meant polling a population that is a small picture of the larger population. If not, the data could be inaccurate.

For homework, they did a homework sheet entitled Flu Fighters, which stressed reading and interpreting graphs. Good FCAT practice!