Monday, 28 August and Thursday, 31 August, 2006

Using information from classroom activities, the Missing 'Gator of Gumbo Limbo, and classroom information:

Students should be able to:
1. read a work of fiction to discover how the scientific process can be used to solve a problem.
2. learn requirements for major assignments for the grading period.
3. use technology to research a topic.

Our do-now, which is a lead-in to our technology project, is to do a quick write on what is a scientist. Students are to write 3 to 4 sentences about whay they think a scientist is and what they do.

Students reviewed HL # 6 on graphing. We then reviewed the types of graphs used in science, which are circle/pie, line and bar. Remember, circle graphs are used to express percentages, line graphs are used to compare two sets of numbers, and bar graphs are used to compare sets of objects.

We then passed out and explained the project for the grading period, on Florida climate. Students also received the technology project requirements for GEEK of the week. This report is due next week, so students need to start research now.

We finished chapters 2 and 3 of The Missing 'Gator of Gumbo Limbo. The home learning assignment is to choose a characatger from the book and describe that character in terms of race, sex, physical description, personality. Also, would you choose this character to be a friend? Why or why not?

Thursday, 24 August, and Friday, 25 August, 2006

Using information from classroom activities, the Missing 'Gator of Gumbo Limbo, and classroom information:

Students should be able to:
1. read a work of fiction to discover how the scientific process can be used to solve a problem.
2.plan and implement an experiment.
3. analyze data from an experiment and draw conclusions from the data.
4. recognize the types of graphs used in science and the application of each as it relates to variable types.

Students reviewd MG #2 home work. Liza K. could have done research at a library by looking up habitats for alligators, finding out the conditions alligators need to exist, or looking online or in map libraries for maps of the area to search for Dajun's hiding place. The main idea of chapter 2, The Woods People is that the people who live in the Gumbo Limbo Hammock are introduced. Supporting details include an introduction to James James, a Vietnam veteran who wandered the country looking at nature's beauty until he made his home in Gumbo Limbo; Priscilla, a former magazaine editor who felt claustrophobic and moved to Florida, became homeless until moving into Gumbo Limbo, and Caruso, a homeless opera singer, who's stay at a shelter traumatized him until he found a home in the hammock.

Students had to complete a KWL chart on graphing.

After sharing the information, students copied notes on graphing.

-Graphs represent data in a way that can be easily observed so that trends in data ca be observed and discussed.
-There are three types of graphs used in science;
-line graph-is used to compare sets of numbers, such as the relationship between mass and volume of water
-bar graph-is used to compare sets of numbers, such as the number of students in a class with yellow, white, black, or red uniform tops
-pie/circle graph-used to report percentages, such as the percentage of students in a class with yellow, white, black, or red uniform tops

X and Y graphs use an axis:
-the X axis, or horizontal axis, is where the independent variable or manipulated variable is plotted.
-the Y axis, or vertical axis, is where the dependent variable or responding variable is plotted.

Studetns put this knowledge to work by visiting the Kids Graphing Page. They then made line, bar and circle graphs based on classroom surveys. They also noted that graphs need titles and properly labeled axes.

We concluded class by doing an independent investigation. Students were given Mexican Jumping Beans and told to construct and carry out an experiment that measured the movement of the beans at different temperatures. Students had to devise a way to cool, and heat the beans. They then measured the movements and compared this to their hypothesis.

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

Tuesday 22 August and Wednesday, 23 August, 2006

Using information from classroom activities, the Missing 'Gator of Gumbo Limbo, and classroom information:

Students should be able to:
1. read a work of fiction to discover how the scientific process can be used to solve a problem.
2. identify constants and variables.
3. analyze data and draw a conclusion based on the analysis.
4. take the SC.H.1.3.1 benchmark assessment exam.

Students reviewed chapter one of the book The Missing Gator of Gumbo Limbo. THey also wrote and answered a teacher like question about chapter one.

Students then took a 5 question assessment for benchmark SC.H.1.3.1.

We spent the remainder of the class period completing the science power writing for the conclusions and analysis for Lab 1: Water Safari.

Students who were absent should visit the website: http://drgcdms.podomatic.com and check today's date for the link to a virtual lab. Write out the questions in the journal and answer them. Also, copy the data table and complete it as you do the experiment. Submit all these items by Thursday or Friday of this week (depending on your block) for substitiute lab credit.

Home learning for tonight is:
MG #2
1. What type of research could Liza K. do to help her find the answer to the problem?
2. What is the ain idea of chapter two?
3. Give two supporting details that back up your choise of main idea.

If you didn't get to finish the chapter, you may listen to chapter to by visiting the podcast found on itunes. Search for it under DrGCDMS.

Friday, 18 August and Monday, 21 August, 2006

Using information from classroom activities:

Students should be able to:
1. state the steps of the scientific process.
2. identify constants and variables.
3. formulate a hypothesis based on observations.
4. test a hypothesis for validity.
5. analyze data and draw a conclusion based on the analysis.
6. read a work of fiction to discover how the scientific process can be used to solve a problem.

After reviewing HL 5, students participated in a quick write. They wrote for three minutes about controlled experiments. After discussion, we began reading our first novel of the year, The Missing 'Gator of Gumbo Limbo, by Jean Craighead George. Visit the local library, school library, or local bookstore to get a copy of the book. While we are reading in the novel in class, it is your responsiblity to make up any reading missed due to absence, excused or otherwise.

Once reading was completed, we went on safari. Students used the scientific process to state a problem, form a hypothesis, and experiment. They took gel encapsulated sponge animals and determined how water temperature affected the rate at which the animals "emerged" from their capsule. We will use power writing to finish conclusions and analysis of results during the next class period.

Don't forget: you MUST have a composition notebook, mechanical pencils, and blue or black ink pens for class each day. Also, if you have not returned your science contracts (found on the August 10/11 blog, be sure to do so. You will not be allowed to participate in any future labs without a contract on file!

Home learning, entitled MG #1 is:
-What problem is presented iin chapter one?
-What is the main idea of chapter one?
-Give two supporting details that relate to the main idea.

Wednesday, 16 August and Thursday, 17 August, 2006

The above two pages are for the article read and done by blocks 3 and 4





The above two pages are for the article done by blocks 1,5 and 6.


Using information from classroom activities:

Students should be able to:
1. state the steps of the scientific process.
2. identify constants and variables.
3. formulate a hypothesis based on observations.
4. test a hypothesis for validity.
5. analyze data and draw a conclusion based on the analysis.
6. evaluate a news article for its use of the scientific process to solve a problem.

After reviewing Home Learning 4, students discussed science terms:

-Dependent variable (responding variable)-the rector or variable that may change as a result of changes purposely made in the independent variable.
-Experiment-a test of the hykpothesis; it determines if purposely changing the independent variable does indeed change teh dependent variable as predicted.
-Hypothesis-a prediction of the rellationship of an independent and dependent variable to be tested in an experiment; it predits the effect that the chagnes purposely made in the independent variable will have on the dependent variable.

Students then read and discussed the articles, both of which have a theme of pollution. Note wich article is to be done by your block!

Classes continued the virtual lab: How are controlled experiments performed. The objective was to use the scientific method to solve a problem. Students first made predictions that support the hyothesis that the amount of light an aquatic plant receives affects the rate of photosynthesis. Students then performed a controlled "experiment" and recorded data. Data must now be analyzed and conclusions drawn from these results.

In addition, students were given the requirements for the written report Energy Usage in Florida. Check at the top of this blog for the instructions. We will be making a flip book. I will give you more details at a later date. Start doing your research now!

The home learning #5 sheet can be found at the top of this blog.

Monday, 14 August and Tuesday, 15 August, 2006

Using information from classroom activities:

Students should be able to:
1. state the steps of the scientific process.
2. identify constants and variables.
3. formulate a hypothesis based on observations.
4. test a hypothesis for validity.
5. analyze data and draw a conclusion based on the analysis.
6. take a science benchmark pretest.

Students submitted homelearning 3, which was reviewed. Home learning four was passed out and explained. As a dow not, students copied notes dealing with constants and controlled experiments. These include:
-Constant-those factors in an experiment that are kept the same.
-Control-the part of an experiment that serves as a standard of comparison.
-Derived quantity-information or values determined by calculations using collected data; examples include mean, meand, mode, and range.
-Independent variable or manipulated variable-the variable that is changed on purpose by the experimenter.
-Variable-things or factors that can be assigned or have different values in an experiment.
-Dependent variable-factor whose values in different treatment conditions are compared.

After reviewing these terms, students watched two BrainPop movies that clarified their meanings, one on the Scientific Method and another on Scientific Problem Solving. To view these movies, ask your parents to sign up for a free 14 day trial of BrainPop, follow the directions, and then view the movies.

Students took a pretest on Science Benchmarks that will be taught for the year.

The remainder of the class was used to review constants, controls, and variables, using a virtual lab that can be found at glencoe.com
After logging in, choose the state of FL, student, and science. Then, when prompted, choose the Student Activity Center. Then, choose Unit 1, Chapter 1, virtual labs. The activity is entitle how are controlled experiments perfomed?

Home learning can abe fond at the top of this page.

Thursday, 10 August and Friday, 11 August, 2006

Using information from classroom activities:

Students should be able to:
1. describe safety rules and justify their application.
2. state the steps in the scientific process .

The do now was to do a quick write on the scientific process.

Students received copies of the safety rules and regulations for science class. Safety equipment was reviewed and located. We also watched a lab safety video from United Streaming.

After throuroughly explaining the safety rules, safety contracts were distributed. These are to be signed by parents also and returned the next class period. Contracts can be found at: http://geocities.com/drgcdms

Finally, students completed a Spongebob Squarepants safety sheet. As a team, they found the 18 safety violations that Spongebob, Patrick, and Gary committed during science class.

Home learning 2 was collected and reviewed. Home learning 3, found at the top of this page, was passed out and explained.

Tuesday, 8 August and Wednesday, 9 August, 2006

Using information from classroom activities:

Students should be able to:
-state that the scientific process is a means to finding the answer to a problem through a series of prescribed steps
-utilize the scientific process in solving a problem.
-recognize safe science practices/safety rules and justify theri application..
-formulate a hypothesis based on observations.

After reviewing answers to homelearning 1, students copied the steps of the scientific process, which include:
1. State the problem
2. Do the research
3. Form a hypothesis
4. Do an experiment
5. Gather the data
6. Analyze the data
7. Draw a conclusion
8. Share the findings

We then reviewed how to head papers for submission and how to set up the science composition notebook. Handouts can be found at the top of this page.

We reviewed the classroom rules and safety regulations, which can also be found at the top of this page.

We used a demonstration where a paper cup was burned with and without water to demonstsrate the steps of the scientific process. We then utilized the ability of scientists to communicate in different forms by getting into a birthday order line (by month and day) without speaking or writing. Finally, we demonstrated scientific thinking by pairing and completing the all tied up activity with string. We had to use scientific process to get out of THAT loop!

Home learning 2 can also be found at the top of this page.

Monday, 7 August, 2006

Using information from classroom activities:

Students should be able to:
-identify the disciples of science studied this year as Write a paragraph about one thing you did this summer. explain how it relates to one of the disciples of science. Give examples.
For example:
This summer, I taught worked on the garden at my house. This involved life science. I had to know the life cycle of plants, how much sun they needed to survive, how much to water them, and how many could live in a specified area and survive because of restraints of water, sun, and food (soil). science, life science, and earth science.
-state that the scientific process is a means to finding the answer to a problem through a series of prescribed steps.

Students discussed what they know about the disciplines of science, which include the subjects we will study this year: chemistry, life science, earth science, and physical science.

Students received handouts that state the grading policy, a parent letter, a parent contact form, the major assignments of the year and a list of supplies to purchase. For all handouts mentioned, go to the site: http://geocities.com/drgcdms

The handouts listed are found on the home page.

For home-learning, students should complete the following on loose leaf notebook paper:

Write a paragraph about one thing you did this summer. explain how it relates to one of the disciples of science. Give examples.
For example:
This summer, I taught worked on the garden at my house. This involved life science. I had to know the life cycle of plants, how much sun they needed to survive, how much to water them, and how many could live in a specified area and survive because of restraints of water, sun, and food (soil).