Thursday, 28 September and Friday, 29 September, 2006

Using information from the novel The Missing 'Gator of Gumbo Limbo science articles, the internet/or laboratory activities:

Students should be able to:
-read a work of fiction to discover how the scientific process can be used to solve the mystery.
-analyze an article and classify objects as solids, liquids, or gases.
-differentiate between the properties of a solid and a liquid.

The do now was to copy home learning, MG #7, which is found at the bottom of this blog. Students were also asked to prepread the article to circle unfamiliar words and to number the paragraphs.

Once home learning was collected and reviewed, we read the article "River of Grass" found at the top of this blog.

Blocks 1, 3, 4, 5 and 6 read chapter 8 from the Missing 'Gator of Gumbo Limbo, and block 2 read chapter 1 of the book.

After finishing the article, we did lab 5, which was different from the lab originally planned. Here's what happened: Wednesday night, CDMS's maintenace crew was finishing up their work then they saw something fall with a loud crash into the auxillary parking lot. Rushing over, they discovered a basketball sized ball rock like object. Knowing that I collect rocks, the crew decided to bring it to my room, but the object was hot. They poured a pail of water over the object, allowed it to cool, and loaded it into a wheelbarrow to bring to my room. Unfortunately, the elevator malfunctioned and was lower than the outside flooring, so the wheelbarrow dumped over and the object fell with a crash to the elevator floor and disintegrated, leaving an oozing mess. The crew quickly scooped up the flowing mess with shovels and placed it back into the wheelbarrow. Then, they took a pail from my room and put the wheelbarrow's contents into the pail and left it in the fume hood for me. Communicating with me by email, they told me what happend and what to expect. On Thursday, I found th pail and its contents. I called a friend of mine that works at the Homestead Air Force Reserve Station and asked what to do with the bucket of otherwordly stuff. He suggested I observe its physical properties to determine if the substance was solid or liquid. And there you have your mission...determine if Substance G is solid or liquid!

Students absent for the lab should first go to the site: http://geocities.com/DrGCDMS and click on individual investigations link to print out the work sheets. They should then go to the site: http://drgcdms.podomatic.com and click on the link for the lab to do a substitute lab. It must be submitted by the next class period.!

NOTE: Block 5 will perform the lab on Tuesday, due to the shortened class because of the return to homeroom.

Home learning is MG #7:
1. What evidence does Liza K. list that helped her know Dajun was still in Gumbo Limbo hole?
2. Where do you think Dajus is hiding during the day? Why?

Tuesday, 26 September and Wednesday, 27 September, 2006

Using information from the novel The Missing 'Gator of Gumbo Limbo and the internet/or laboratory activities:

Students should be able to:
-compare and contrast physical and chemical change.
-research the weather project.
OR Block 2
-hypothesize, gather data, and draw conclusions from an experiment.
-compute density and rank cylinders based on their density.

After collecting and reviewing HL #10, students answered the following as their do now: What steps of the scientific method have Liza K. and friends perfomred thus far int he novel? State each step and evidence from the book that explains the step.

We then read chapters 6 and 7 from the book. For home learning, students answered the following:
MG #6
1. What complications are referred to in chapter 6?
2. What makes Pricilla a "complicated" character?
3. What is the significance of teh red feather in chapter 7?
4. Predict how you think the bird Sherlock Holmes helps Liza K. find Dajun's location.

After reading, students worked as a class to complete the problem and hypothesis for the Florida Climate project. Students used data for Homestead and Marianna, Florida for the dates Jan 1-Jan 31 of this year. After reviweing temperature, high and low temperatures, rainfall, humidity, and windspeed for the month, students proposed:

Problem: Which city, Homestead or Marianna, has a climate more typical of a Florida climate?

They also proposed the following hypothesis:
Hypothesis: If Homestead is closer to large bodies of water, then it will have a more typical Florida climate than Marianna. An alternate hypothesis proposed by some classes was:
Hypothesis: If Homestead has higher temperatures, more rainfall, higher humidity, and higher windspeeds, then it has a more typical Florida climate than Marianna.
Variations on the problem and hypothesis are permitted, as long as they can be supported by the gathered data.

Block 2 did not read. Instead, they completed the density lab 4. For those students absent, they should see the information at the site: http://drgcdms.podomatic.com for the date 14/15 Thursday/Friday to find the online make-up lab.

Friday, 22 September and Monday, 25 September, 2006

Using information from classroom activities, the internet, and classroom information:

Students should be able to:
-compare and contrast physical and chemical change.
-research the weather project.

Students did a quick write for three minutes about all the ways matter can change. After explaining HL #10, found at the top of the blog, students then viewed BrainPop movies on property changes and conservation of mass.

We then demonstrated some physical and chemical changes, using paper and magnesium ribbon. View the clip for the magnesium ribbon at: http://www.angelo.edu/faculty/kboudrea/demos/burning_magnesium/burning_magnesium.htm

We then learned how chemistry is used in a bakery by watching Mrs. Frizzle and class in the Magic School Bus get baked in a cake. Students pointed out physica and chemical changes that occured during the video.

Notes for class include:

Physical change-the form or appearance of matter changes, but not its composition. Changes in shape, size and state are physical changes. Breaking a glass is a physical change.

Chemical change-the identity of a substance changes due to its chemical properties and forms a new substance or substances. Burning paper is a chemical change. You can tell if a chemical change has occurred because gas can be formed, color can change, a precipitant can form, or energy is given off (exothermic) to the environment or removed (endothermic) from the environment.

Finally, students use the laptops to research the background information needed for their weather project. They researched the following:
-what is climate?
-what factors affect climate?
-what is Florida's climate?
-what is a hurricane?
-what factors cause hurricanes to form?

Students from Block 2 did the notes, but did Lab 2 on Fingerprints instead of research for the Florida Climate project.

Wednesday, 20 September and Thursday, 21 September, 2006

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

Students should be able to:
1. read a work of fiction to discover how the scientific process helps to solve a mystery.
2. compare and contrast solids, liquids, and gases.
3. describe the properties of matter.

Students began the chemistry section by reviewing the properties of matter. They read and took notes from their text (pages 40-45). Students can read the text online by going to the website at: http://www.mhln.com
Students click student and enter the Class Code Gayden220, then click Go. Click on the link for the textbook to display the text. Type in 40 for page, go to that page and begin reading!

The notes included the definitions of solids, liquids, and gases:
Properties of Solids, Liquids, and Gases

Solid: definite shape, definite volume, molecules closely packed and have very little movement.
Liquid: no definite shape, definite volume, molecules farther apart and can flow and move over each other.
Gas: no definite shape, no definite volume, molecules very far apart, can freely and randomly move.

Physical properties: characteristics that you can observe without changing or trying to change the composition of the substance. How something looks, smells, sounds, or tastes are all examples of physical properties. physical properties may or may not be size dependent. Mass, weight and volume are dependent on the sample size. Density, melting an boiling points, solubility, the ability to attract a magnet, the state of matter, and color are independent of the sample size.

Chemical properties: a characteristic that cannot be observed without altering the substance, or the ability of a substance to undergo a change that alters its identity.
We also viewed Brainpop movies on states of matter and matter changing states.

Finally, we read chapter 5, Water Clues, from the book The Missing 'Gator of Gumbo Limbo.
For home learning, students answered MG #5:
1. What is the main conflict in chapter 5?
2. What pair of words best describes Liza K.?

Monday, 18 September and Tuesday, 19 September, 2006

Using information from class activities, laboratory procedures and classroom notes:

Students should be able to:
1. take an exam assessing their knowledge of the nature of science.
2. find information for the Florida energy report.
3. analyze data and draw conclusions from an experiment.

After collecting the short story on matter, students took their first exam, covering The Nature of Matter (Benchmarks SC.H.1.3.1, SC.H.1.3.4, and SC.H.1.3.5). We also reviewed the exam upon completions.

Students then worked on their Florida Energy Sources report. Students are advised to visit the site:
http://geocities.com/DrGCDMS
At the site, click the link for first grading period, then scroll down to the link entitled Written Report One and click the link for Energy Sources in Florida. You will find the rubrics for grading, the directions, and many links to help you successfully complete the report.

We also completed the data and observations sections and the conclusions and analysis sections for laboratory four on density.

Home learning is to complete the enrgy report for submission for the next class session.

Thursday, 14 September, and Friday, 15 September, 2006

Using information from classroom activities, the internet, and classroom information:

Students should be able to:
1. take a quiz on the metric system and density.
2. rank objects based on their density.

Students reviewed home learning 9 on the logic density problems. Tonight's assignment is to study for an exam on all material presented since school began, including science safety rules, the scientific process, the metric system, and density. In addition, students should continue to work on their Energy Sources in Florida written report.

The rubrics for the short story was explained. Short stories are due in class on Monday or Tuesday, depending on block scheduling. See the handouts at the top of this blog for instructions and the word list. Remember, follow rules for the story or risk losing points!

We performed a density lab. Students were given various cylindrical rods and had to find the mass and volume of each in order to determine density. We did not finish our calculations, and will do so next class period. Those students who were absent for lab should visit the drgcdms.podomatic.com site for instructions (14/15) for a make up lab. It must be turned in at the next class period to receive credit. Use the individual investigations sheets found at the site: geocties.com/drgcdms.

Tuesday, 12 September, and Wednesday, 13 September, 2006

Using information from classroom activities, the internet, and classroom information:

Students should be able to:
1. take a benchmark exam on Benchmark SC.H.1.3.4
2. use the metric sytem to measure mass, volume, length, and temperature.
3. convert metric units.
4. calculate density.

The do-now was to do a quick write on what is density? After the do-now, we reviewed the answers to home learning #8. Some of the problems required conversions be made before performing the mathematic operations.

We passed out and explained home learning #9, found at the top of this blog. This is a brainer and will require the use of a calculator. Use the notes and you should be able to figure it out!

We also took a benchmark exam for science benchmark SC.H.1.3.4

Notes were given for the topic density. The story of Archimedes was shared:

Density is a measure of the amount of matter in a given volume of material. The discover of density is accredited to Archimedes:

Archimedes uncovered a fraud in the manufacture of a golden crown commissioned by Hiero II, the king of Syracuse. The crown was in the form of a wreath. Suspecting that the goldsmith might have replaced some of the gold given to him by an equal weight of silver, Hiero asked Archimedes to determine whether the wreath was pure gold. And because the wreath was a holy object dedicated to the gods, he could not disturb the wreath in any way.

On penalty of death, he thought about the problem. One day, while stepping in his bath, he noticed the water overflowed. Overjoyed, he ran naked through the streets to the King's palac, shouting Eureka!

He put a weight of gold equal to the crown, and known to be pure, into a bowl which was filled with water to the brim. Then the gold was removed and the king’s crown put in, in its place. An alloy of lighter silver would increase the bulk of the crown and cause the bowl to overflow. It did. Archimedes was rewarded. The goldsmith lost his head...literally.

The notes:

Density is a measure of the amount of matter in a given volume of material.

Density = mass divided volume,

D=m/v or D=g/mL or D=g/cm3

Density x volume = mass

Volume = mass/density

We also got practice using the metric system in the lab. We did a lab performance activity. Each station in the room (8) had a metric activity. Students were required to measure length, distance, mass, volume, and temperature. They were also required to convert from one metric unit to another. For example, they measured the length of several cubes in cm and were required to convert those numbers to mm, m, and km.

Friday, 8 September and Monday, 11 September, 2006

Using information from the novel "The Missing 'Gator of Gumbo Limbo", classroom activities, the internet, and classroom information:

Students should be able to:
1. read a novel and apply the scientific process to solve a mystery.
2. measure and convert using the metric syxtem of units.

Students copied metric problems as their do now. The sheet can be found at the top of this blog. The answers are also included in this blog, but don't look at the answers before attempting the problems! Try before you look!

After reviewing HL # 7, and explaining HL # 8, students either completed Lab 2 on Fingerprint Types and/or practiced solving metric conversions in their groups. They used their metric ladders, (see 6/7 September for handout).

We concluded class by reading chapter 4, Water Clues from the novel "The Missing 'Gator of Gumbo Limbo". Students should take care to remember flora (plants) and fauna (animals) mentioned thus far in the story, as the trip to the Everglades will require identification of many of these organisms. Don't forget, you can listen to the DrGCDMS podcast to hear the chapters read.

Home learning # 8 is found at the top of this blog.

Wednesday, 6 September and Thursday, 7 September, 2006

Using information from classroom activities, the internet, and classroom information:

Students should be able to:
1. justify the use of the metric system in science.
2. hypothesize, test, and draw conclusions from an experiment.
3. measure and convert using the metric xyxtem of units.

Students submitted their GEEK cards. They then completed a KWL chart on the metric system, listing 3 things under Know and 3 things under Want to know. After completion of the lesson, they should fill in the Learned column.

Since HL #7 Little Millie Metrics deals with metric units, students were shown common units and their relative amounts. A gram is about the mass of a large paper clip. One thousand of such paper clips would weigh a kilogram. A meter stick is a little more than 3 yards. A thousand meters is a kilometer. One tenth of a meter, or about the length of a small paper clip is a centimeter. A pencil lead (thin) would be about the size of a millimeter. A milliliter is about 10 drops of water. A liter is half a two liter bottle of Coke or about two 16 ounces of bottled water. Degrees celsius are used to measure temperature. These should help solve the home learning.

We then watched videos on the standard unit of measurement and the metric syste. Studens could possible viwe these by signing up for a trail of Cosmeo (cosmeo.com) and viewing the video Scientific Method and Measurement.

We then practiced converting units using the metric ladder, which can be found at the top of this blog. Try converting some problems using the chart:
72 mL = _________ L
2 L = __________ mL
142 g = _________ cg
25 mg = _________ hg
104 mm = ________cm
93.3 cm = _________m

Finally, students performed their second lab on fingerprint types. They had to state a problem and form a hypothesis for the class based on group data. Students had to draw conclusions about the percentage of students with the different types of fingerprints based on their data.

Since there is no online lab for this activity, the only practice is to sign up for a 30 day free trial of Gizmos
(www.explorelearning.com) and visit the mathematics section analyzing and displaing data. Do the Histograms and the Exploring Sata Using Histograms Gizmos to hearn how data can be displayed.

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

Friday, 1 September and Tuesday, 5 September, 2006

Using information from classroom activities, article from The Onion, the internet, and classroom information:

Students should be able to:
1. read an article to discover about new ideas in science.
2. take a quiz on the scientific process.
3. use the internet to search for information on the assigned scientist.

Students reviewed information from Missing 'Gator before beginning today's work. After a short quiz on the scientific method, students read an article to learn how scientists differ in theology and practice. They had to make judgments about the worth of the scientist's work.

Once the article was completed, studens spent the remaining time working on their GEEK card for their assigned scientist. GEEK cards are due next class period, no exception. Some students have yet to get their assignments. Look for them below by class and first name. These students are responsible for getting their own picture of the scientist from the internet.

Home learning is to complete the GEEK card.

Block Yellow (1) Block Purple (5)
Lashawndra-Benjamin Franklin Tarshiana-Galileo Galili
Lucas-Thomas Edison Lashawn-Charles Drew
Juanita-Neil Armstrong
Jean P.- Samuel Morse
Jairco-Barbara McClintock

Block Green (3)
Harold-Jewel Plummer Cobb

Block Orange (4)
Joe-Stephen Hawking
Elizabeth-Galileo Galili
Eva- David Ho
Yamilleth-Lewis Latimer

Block Purple
Tarshiana-Galileo Galili
Lashawn-Charles Drew

Block Blue (60
Angel-Antony van Leewenhoek
Jacqui-Samuel Morse