Wednesday, February 28, 2007

Tuesday, 27 February and Wednesday, 28 February, 2007



Be sure to do these pages on one sheet of loose leaf paper.





Be sure to do HL #11 on a separate page than HL #10. Please do the sheets in the order listed above. Answers only. Be sure to label the heading for each of the question pages.

Using information from videos from the internet, laboratory activities and classroom discussions:
Students should be able to:
-view videos on the sun, eclipses, and seasons.
-hypothesize and test to determine how flame test identifies unknown metallic elements.
-take a quiz on stars.

Due to FCAT testing, the odd and even blocks did different things. Both started with a quiz. After the quiz, they both saw Brainpop movies on the sun, eclipses, and seasons. Go to www.brainpop.com to watch the movies during school hours. You should have the username and password recorded in your notes. Check to see if the titles are availabe in Spanish on es.brainpop.com.

Classes were short for odd blocks. Even blocks also did the flame test lab. For those who were absent, there is no online lab that exactly matches the lab done in class, but you can substitute the lab found in Glencoe grade 8, unit 4, chapter 12 How does the chemical compostiotn of stars determine their classification. For the direct link, visit the site drgcdms.podomatic.com

Home learning 10 and home learning 11 were assigned. Be sure to place them on separate pages.

Friday, February 23, 2007

Friday, 23 February and Monday, 26 February, 2007



Be sure to place these on the same page. Make sure you use scientific notation to report your answers!



Be sure to place these on the same page.

Using information from the novel A Journey To The Center Of The Earth, videos from the internet, and classroom discussions:
Students should be able to:
-read a work of fiction to discover the science facts it contains.
-research the Earth's history.
-view videos on the solar system stars, and telescopes.


The do now was a quick write: How is our sun different from a star?

After the do now, students visited Brainpop.com or es.brainpop.com for Spanish to see the videos:
Under Science:
-the life cycle of a star
-solar system
Under Technology:
-telescopes
Both the life cycle of a star and telescopes are also available in Spanish.

Some classes also read from the novel A Journey To The Center of The Earth. Remember, you can go to drgcdms.podomatic.com to listen to the book (check the site for the chapters) or subscribe to the podcast to listen using iTunes. If you need notes, visit Feb 1 on this website to find updated notes on the book.

The remainder of the class period was used to research either the Zoom project on the Earth's History or individual research for the written report or the rock project.

Home learning (8 and 9, to be done on separate pages) are listed at the top of this blog.

Wednesday, February 21, 2007

Wednesday, 21 February and Thursday, 22 Feburary, 2007








Using information from videos from the internet, classroom discussions, and laboratory experiments:
Students should be able to:
-read a work of fiction to discover the science facts it contains.
-research the Earth's history.

Our do now was to make up two teacher like questions about the earth's geologic history and to answer them.

Students read from the novel A Journey To The Center Of The Earth.

After reading, those that did not watch the videos on fossils and geologic time from Brainpop did so.

The remainder of the class time was used to research the written report, which appears at the top of this blog.

Home learning 7 also appears at the top of this blog.

Tuesday, February 20, 2007

Friday, 16 February and Tuesday, 20 February, 2007

Using information from videos from the internet, classroom discussions, and laboratory experiments:
Students should be able to:
-read a work of fiction to discover the science facts it contains.
-hypothesize and use a model to test the hypothesis about radiometric dating.

Our quick write was to write for two minutes about the topic: what is a fossil?

After the do now, students completed lab 15 on radioactive half-life. The lab paper can be found at the top of the preceding blog. Since it does not require special materials and can be done at home. It is due next class session.

After completing the lab, students viewed three brainpop movies. They were on fossils, advanced fossils, and geometric time. Remember, the site can be viewed at www.brainpop.com or in spanish at es.brainpop.com

Use the username and pass word you have been given to access the site.

We then read from the novel A Journey to the Center of the Earth. Check the websites and podcasts to find notes on the book and to listen to the story.

Once again, home learning was to continue work on the project on rocks.

Wednesday, February 14, 2007

Wednesday, 14 February and Thursday, 15 February, 2007





Using information from classroom discussions, and laboratory experiments:
Students should be able to:
-identify rocks by their characteristics.
-hypothesize and test how radiometric dating can tell the age of objects.
-take an exam on the unit processes that shape the earth.

We did not have a do now, but immediately started the unit exam on processes that shape the earth.

After the exam, students completed the rock identification lab (lab 14). Those students absent for the lag should check the drgcdms.podomatic,com site to find the make up lab. It can be found on Feb 6,7.

We then began lab 15 on radioactive half-life. We did not finish, but will complete the lab next class session. Absent students should find the lab at the top. It can be done at home. You may use pennies or other coins, but the completed lab must be submitted when you return to class.

The home learning was to continue to work on the rock classification project. Remember, I will remain after school on Tuesdays and Thursdays for those needing extra help.

Tuesday, February 13, 2007

Monday, 12 February and Tuesday, 13 February, 2007





Using information from classroom discussions, and laboratory experiments:
Students should be able to:
-identify rocks by their characteristics.
-take a quiz on weathering and erosion.

Students began day with a quiz on weathering and erosion. Home learning is to study for the exam, which will cover all material since January 8. This includes: the layers of the earth, the parts of the earth, weathering and erosion, rocks, and geologic time.

Since Tuesday is an FCAT practice day, classes worked on the Wishbone novel, "A Journey to the Center of the Earth".

Article 2 on the prehistoric shark caught in the waters of Japan is also a home learning assignment. It can be found at the top of this blog.

Thursday, February 08, 2007

Thursday, 8 February and Friday, 9 February, 2007










Using information from classroom discussions, internet access, and laboratory experiments:
Students should be able to:
-identify rocks by their characteristics.
-present the team work on rocks and their characteristics.

Students continued their presentations.

In addition, students received iinformation about short story 3 and project 3. Those sheets, along with HL #6 can be found at the top of this blog.

All short stories are due next class, no exceptions. Once again, those that missed Lab 14 on the identification of rocks can check the drgcdms.podomatic.com site to find the make up lab instructions. It is due next class.

Tuesday, February 06, 2007

Tuesday, 6 February and Wednesday, 7 February, 2007





Using information from classroom discussions, internet access, and laboratory experiments:
Students should be able to:
-identify rocks by their characteristics.
-present the team work on rocks and their characteristics.

The do now was to continue the presentations.

Each group/team will be graded according to the rubrics published on the last blog. As teams complete their presentations, we will begin lab 14 on Identification of Rocks. Students absent for the lab should go to the geocities.com/drgcdms site and print out the individual investigation sheets to write on. They should then visit the lab on Glencoe, recording the chart and answering the journal questions. All work should be submitted by the next class period. Actual links can be found on the drgcdms.podomatic.com site.

Home learning 5 is found at the top of this blog.

Friday, 2 February and Monday, 5 February, 2007

Using information from the novel A Journey to the Center of the Earth, classroom discussions and internet access;
Students should be able to:
-read a work of fiction to determine the science facts it contains.
-work on their rock presentations and then present the team work on rocks and their characteristics.

The do-now was to describe the characteristics of igneous, metamorphic, and sedimentary rocks. The odd blocks worked on handouts, as I was out of the school on Friday for blocks 1 and 3 for a field trip.

The remainder of the period was used to work on the presentations, with some classes beginning presentations. Presentations are graded on how well each of the following is done/answered/displayed:
-how is this type of rock formed? 20 points
-how are these rocks identified? 20 points
-3 pictures of rocks of this type. 5 points per picture, 15 points
-uses for the rocks mentioned above. 5 points per use, 15 points
-2 teacher like questions. 15 points per question, must be a true teacher-like question to information presented in the visual made by the team.

Thursday, February 01, 2007

February 1, 2007 Notes from A Journey to the Center of the Earth

Here, you will find the notes, ammended as we read more, for the novel A Journey To The Center of The Earth. For those students who would rather read for themselves, the book can be read online by viewing the following site:

http://jv.gilead.org.il/vt/c_earth

Remember, this is the book itself, and not the Wishbone classic.

Notes will include page, description of even, fact or fiction in that order.

Chapter One - The Mysterious Note

page 14, geology is the science that deals with how the earth was formed and what it’s made of, fact
page 14, Axel and Professor Lidenbrock, are geologists, who analyze different types of rocks.

Chapter Three - Horrifying First Steps

page 27, The Theory of Central Heat states that the center of the earth is extremely hot, which scientists know as they observed that lava from volcanoes is boiling hot.
page 27, according to Professor Lidenbrock, lava is hot because of friction created as it rubs against the rocks, fiction, since liquids do not create friction.

Chapter Four - All Our Ducks in a Row

page 36, the trio take several scientific instruments with them, including a thermometer to measure temperature, a clock to measure time, a compass to show direction, a chronometer to determine distance, and a barometer to measure air pressure, determine height above sea level and changes in the weather, fact
page 36, Ruhmkorf’s coils provide light, fiction because during the time this book was written, portable light sources such as flashlights had not yet been invented.

Chapter Five - Approaching the Giant
page 38, lava hardened to form solid, sturdy rock surrounding Mount Sneffels, fact, because lava does harden to become igneous rock
page 39, Axel and company saw geysers, or streams of hot water and steam that shot into the air from the ground, fact
page 39, Axel found at at 10:00 pm, it was still light outside because summer days are long, fact, since during summer months, the earth is tilted towards the sun for the north polar regions and they have very long days for most of the winter.

Chapter Six - The Shadow Knows

page 42, stones broke under the trio’s feet as they climbed the mountain, fact, as mechanical weathering breaks rocks
page 43, rocks caused valances, fact, as falling rocks are carried away (eroded) by gravity
page 43, the trio encountered a mistour, or Islandic tornado, a whirlwind of rock, sand and dust that tore away the side of the mountain, fact, since wind can cause erosion
page 45, Axel observed glaciers, huge masses of ice that reached across rows of mountaintops while standing at the top of Mount Sneffels, fact, since glaciers are large masses of ice and snow found in northern regions of the earth.

Chapter Seven - Down to Business

page 53, lava formed rocks of many colors that lined the corridors of the cavern of the volcano. This is due to all the elements contained in the lava that hardened into rock, fact
page 53, lava stuck out like long fingers, fact, as stalagmites form when materials drip and form columns from the ground up. Stalactites form on the ceilings when minerals and calcium deposits drip down to form columns on the ceiling.

Chapter Eight - Which Way Is Down?

page 56, Axel found sedimentary rock, made from sands that had hardened over the ages, which proved that thousands of years ago, that layer of rock in the tunnel must have been the floor of a sea, fact, since sedimentary rocks form from sediments in layers in water.
page 56, Axel found tiny shells pressed into the rock that must have been the homes of ancient sea animals, fact, since sedimentary rock containing shells and shell fragments are called coquina or shell limestone.
page 56, Axel notices that the layers they are traveling through seem to be younger than the ones they’d already been through, this is fact, since the Law of Superposition states, that older layers are located below younger layers since they formed before the younger layers.
page 57, Axel found the remains of crab like sea creatures in the rock, fact
page 57, Axel found a cavern whose walls had coal, formed form the remains of ancient plants and animals millions of years ago when the earth was warm and moist.

Chapter Nine - Not a Drop!
page 63, Axel and companions traveled through tunnels that were made of granite, a very strong rock, fact, since granite is a type of igneous rock that forms when lava cools slowly to form large crystal containing rock.

Chapter Ten - Moving in Silence

page 70, Professor Lidenbrock notes that the temperature is cool and comfortable, even though they are fifty miles below the earth’s surface, fiction, since the upper mantle should have a temperature over 2000 degrees Celsius.

Chapter 11 - Lost!
page 74, a fossil is a trace a creature or plant left from long ago, including bones and imprints of ancient plants left in rocks, fact, since hard parts such as bones and teeth form fossils and imprints of plants or tracts form fossils.