Wednesday, 26 September and Thursday, 27 September, 2007

Using information from the novel The Missing 'Gator of Gumbo Limbo, laboratory activities, and classroom discussions,
Students should be able to:
-read a novel to justify how the scientific process is used to solve a problem.
-measure mass, volume, length and temperature using metric measurements.

Our do now came from the booklet Mastering the FCAT, page 15, # 1-3. Students are to bring this book to class each day. Students also received their Reading Essentials book, which should be brought to class daily.

Students then used the metric system to make measurements of mass, volume, length and temperature.

Students who were absent from class can go to the following site: www.podomatic.com
Visit each listed link and perform the activities as described.

Finally, we read from the novel The Missing 'Gator of Gumbo Limbo by Jean Craighead George. Students interested in listening to the first chapter can log on to iTunes and subscribe to the podcast for Dr. Gayden. They can also visit the website: DrGCDMS.podomatic.com and scroll down to Friday/Monday, 18/21 August, 2006 to listen to chapter 1.

Our home learning is Article 3, which is found at the top of this blog. Use blue or black ink or pencil, and must be written using complete sentences. You can write up to two sentences for the GIST in question 4.

The article that is home learning can be found at the top of this blog.

Monday, 24 September and Tuesday, 25 September, 2007

Using information from handouts,internet access, and classroom discussions,
Students should be able to:
-calculate density
-use technology to research a topic.

Students began with a quick write: How would describe a basketball to someone who's never seen one? Students should be able to identify physical properties of the ball, including mass and volume, which lead to density.

Students then registered with explorelearning/Gizmo and completed the Density Laboratory activity. Absent students should see me to find out how to register for the activity.

Students spent any remaining time researching their "GEEK" scientist.

Home learning is to work on the GEEK card.

Thursday, 20 September and Friday, 21 September, 2007

Using information from handouts, movies, CPS system, and classroom discussions,
Students should be able to:
-convert units using the metric system.
-take a benchmark exam.
-calculate density.

Students were required to take an assessment test from the Zone/District, which took place during the first part of the class period.

After reviewing home learning, students received HL #9, found at the top of this blog.

Students then received the pictures for their GEEK cards and card itself. Students were also given the flip book for the energy report.

We then watched BrainPop movies on measurement; mass, volume and density; and measuring matter.

After the movies and discussion of the topics presented, students were then able to take notes on density, which follow:

Density is a property of matter that is unique to each substance. It is a measure of the mass of the substance in a standard unit of volume. It can be calculated, if the mass and the volume of the object is known.

Density is the mass per unit of volume

Density = mass/volume or m/v or g/cc or g/mL

Similarily: mass = density x volume

volume = mass/density


Students then used the CPS system to practice solving density problems.

Tuesday, 18 September and Wednesday, 19 September, 2007

This is home learning 8. Use loose leaf paper, headed correctly. Answrs only.



These are the instructions for the Technology Report. Be sure to follow all directions and turn your card in on time. Cards will be distributed next class period. Absent students must see me to get the name of their scientist.


This is how the written report on energy should be constructed. I will distribute the flip books during class next week. Begin finding the information now.



These are the directions for the project on Florida Climate and Weather. Be sure to follow the directions carefully and include all the components listed.

Using information from the novel The Missing 'Gator of Gumbo Limbo, internet access, handouts, and classroom discussions,
Students should be able to:
-read a novel to discover how the scientific process is used to solve a problem.
-convert units using the metric system.
-receive all project and report papers.
-work on interactive notebooks.

The do now was to construct a Venn diagram comparing and contrasting the Imperial System of measurements with the Metric System. Some information noted was:
Alike: both measure mass, volume, length; both deal with numbers; both used to measure things
Differences:
Metrics System Imperial System
used only in USA Used in remainder of world except USA
measures mass with grams measures mass with pounds and ounces
measures volume with liters measures volume with ounces, cups, pints, quarts, gallons
measures length with meters measures length with inches, feet, yards, miles


After reviewing HL #7, students received HL #8, which can be found at the top of this blog.

Students then received papers instructing them on how and WHEN to complete the technology report on GEEK of the week, written report on Energy Usage in Florida, and the project on Florida Climate and Temperature. All of these handouts can be found at the top of this blog. Students desiring extra help or needing to use computers for research are invited to stay after school this Thursday, and every Thursday during tutoring time.

Students then used their Metric Ladders to practice converting units.

Students also worked on their interactive notebooks.

If time remained, students read from the novel The Missing 'Gator of Gumbo Limbo. Students can also subscribe to my podcast on iTunes to hear the book. Go to iTunes, enter the iTunes Store, click on the link for Podcasts, click the box for Search iTunes Store, and type in Dr Gayden and hit return. Then subscribe to the podcast, named Dr. gayden's Science Zone.. Once you've subscribed, download the podcasts and find the ones for The Missing 'Gator of Gumbo Limbo and listen to the chapters.

Friday, 14 September and Monday, 17 September, 2007

This is HL #7. Use loose leaf paper, blue or black ink, and head your paper correctly, including title. Number your paper correctly, and place answers only. Each choice can be used only once.




These are the lab sheets. Print them out and complete them. Use blue or black ink only for the title, problem, hypothesis, and conclusions and analysis. Use pencil only for the data and observations, including the graph. Be sure you find the fingerprints of three other people to do the hypothesis. In addition, find the fingerprints of at least 4 others to complete the lab sheet. Ask family members or friends for their assistance!

Using information from movies, laboratory experiments, and classroom discussions,
Students should be able to:
-justify the use of the metric system in science.
-hypothesize, test, and draw conclusions from an experiment.

We solved an FCAT question as our do now. Students then reviewed home learning 6. After receiving home learning 7, which can be found at the top of this blog, students copied notes on the metric system, which include:

meter-used to measure distance, length, height, width
gram-used to measure mass, weight
liter-used to measure volume.

We then watched a BrainPop movie on Metric System verses Imperial System. Students were then introduced to equipment used to make measurements. The triple beam balance is used to measure mass. The graduated cylinder is used to measure volume. The meter stick is used to measure length and distance. Science and indeed, the remainder of the world, excepting the US, use the metric system as the method of measurement.

We then did the fingerprint lab. Students who were absent can do the lab, which is also found at the top of the blog. They can make a very dark tracing in pencil, and then rub their index finger of the right hand over the tracing to "ink" it. They can then put the print in the box provided on the lab sheet. Alternately, they can use ink or pencil to color their print and "lift" it using tape, then place the tape on the lab sheet. The lab sheet is due in class on Tuesday for blocks 1, 3, or 5 and Wednesday for blocks 2, 4, or 6 WITH an admit for absent students if you are to receive credit for the lab.

Tuesday, 11 September and Wednesday, 12 September, 2007

This is HL #6. Write in blue or black ink, or pencil only. Answers only. Write on loose leaf paper. Head your paper properly.


Place this page in your notes with the work from today. This explains the parts of the graphs.

Using information from movies, hands-on activities, and classroom discussions,
Students should be able to:
-recognize the types of graphs used in science and how they relate variables.
-compare and contrast the types of graphs.
-construct bar and line graphs.

Students made a KWL chart on graphing as their do now. Students then reviewed Article 2 on Color Changing Bugs. We then completed lab one write up on Creature Safari as needed. Students then took two column notes on graphing. The notes are listed here:

Type of Graph
-Circle/Pie-used to report percentages
-Bar-a visual display used to compare the amounts or frequency of occurrence of different characteristics of data
-Line-used to compare data, especially to determine how one variable affects another, such as how the dependent variable is affected by the independent variable

Parts of a Graph
-X Axis-horizontal axis used to graph the independent or manipulated variable
-Y axis-vertical axis used to graph the dependent or responding variable
-Title-tells the main idea or purpose of the graph
-Labels-used to determine the content of the axis
-Legends/Keys-identifies the subjects of the graph

Students also received a handout that explained the parts of various types of graphs. This handout is listed at the top of the blog, below HL #6.

Students were introduced to the Kids Graphing Site and used classroom data on uniform tops to make various types of graphs.

Students then use Mexican Jumping Beans to plot the independent variable (temperature) against the dependent variable (number of moves) for the beans. They were instructed to give the graph a title and decide which type of graph to make.

HL #6 on graphing is found at the top of this blog.

Friday, 7 September and Monday, 10 September, 2007

Turn in the handout with your answers. Be sure to follow the directions you see listed below.

Using information from classroom discussions, handouts, and laboratory activities,
Students should be able to:
-identify variables and controls.
-test a hypothesis for its validity.
-analyze data and draw conclusions.
-update interactive notebooks.

Our do-now was reciprocal teaching. Students were asked to make up two teacher like questions about either: scientific process, experiments, or variables and answer them.

After collecting and reviewing Article 1, students received the copy of Article 2 on Color Changing bugs. Students are to use complete sentences, write in blue or black ink or pencil, and are to write only in the spaces provided. The article can be found at the top of this blog.

We then spent the remainder of the class time completing lab 1 on Creature Safari.

The home learning is to turn in Article 2.

Wednesday, 5 September and Thursday, 6 September, 2007

Turn in the handout with your answers. Be sure to follow the directions you see listed below.

Using information from classroom discussions, handouts, and laboratory activities,
Students should be able to:
-take a quiz on the scientific process
-form a hypothesis based on observations.
-identify variables and controls.
-test a hypothesis for its validity.
-analyze data and draw conclusions.

Students did a quick write for three minutes about variables. After reviewing the previous home learning, students received the first article, entitle Britons fight to prevent epidemic. The article should be written in blue or black ink, or in pencil. Complete sentences should be used. Write only in the spaces provided. Read the questions carefully and answer only what was asked. The article can be found at the top of this blog.

Students then took their first quiz, which covered information on the scientific process.

The remainder of the class was spent doing Laboratory 1-Creature Safari. Students are reminded that they must have a completed contract on file in order to do labs. They must also have their safety goggles. Many classes did not complete the lab and will do so the next class period,

Absent students can go to the drgcdms.podomatic.com site and check the link for today's date. There will be a computer lab that can be done in lieu of the hands-on activity. Visit the geocities.com/DrGCDMS website to find the forms to write the lab up. They are entitled Individual Investigation. There will be a link for them on the drgcdms.podomatic.com website.