Thursday, 31 January and Friday, 1 February, 2008

These are the home learning 4 handouts. Be sure to read carefully to determine which questions to answer. Answers only. Head your loose leaf paper correctly!


These are the instructions for the 3rd Grading Period Project: The Rock Collection. Be sure to follow all directions. Page 1 is the cover, Page 2 is the problem/hypothesis, Page 3 is the research, Page 4 is the materials, Page 5 is the procedures (I will give you this page), Page 6 is the data and observations, Page 7 is the conclusions and analysis, Page 8 is the references.

Using information from internet movies, textbooks and classroom discussions,
Students should be able to:
-take a quiz on weathering and erosion.
-if necessary, hypothesize and test to determine how chemical and mechanical weathering affects marble rocks.
-identify the properties used to identify minerals.

The do now was a read/think/explain. Minerals are often called the Earth's jewels. Do you agree? Write to explain your position.

After home learning was collected and reviewed, students received HL #4. This can be found at the top of this blog. Read each page carefully to determine what should be done. The directions are on the top of each page. All answers should be recorded on only one sheet of loose leaf paper. You may write on the back of the paper. Be sure to put the heading for each section before you record your answers. For example, write the heading What are rocks? before answering 1-6 on the first page. Be sure to answer the pages in the order written on the top of the sheets.

In addition, students received the instructions for project 3, The Rock Collection. Be sure to note all deadlines and required elements. These pages can also be found at the top of this blog.

Students needing to finish the hands-on activity did so by placing marble rocks in acid and shaking similar rocks to determine which caused the greatest weathering.

Finally, students read section one of chapter 8 on Minerals. They made two column notes to record the properites used to identify minerals. Try clicking the following link to access the text: www.mhln.com/CorsairBook?ACTION=0&FILE=218.html&ISBN=0078693896&S=0&F=1 Simply scroll forward to read the entire section.

Once again, HL #4 and Project 3 can be found at the top of the blog.

Tuesday, 29 January and Wednesday, 30 January, 2008

These are the sheets for HL 3. Be sure to write on loose leaf paper, in blue or black ink or pencil, and head your paper correctly. Answers only.

Using information from the novel A Journey to the Center of the Earth, hands on activities and classroom discussions,
Students should be able to:
-read a novel to prove theories about the earth's structure.
-take a quiz on earth layers.
-hypothesize and test to determine which type of weathering most affects marble rocks.

The do now as to make up 2 teacher like questions on weathering and erosion and answer them (1 questions for each). Questions should follow the Costas quality questions outline.

We reviewed HL 2 and received HL 3, which can be found at the top of the blog. The questions are actually embedded on the first page, so for those with difficulty seeing them, here they are:
HL #3 answers only on correctly headed loose leaf paper

1. The Grand Canyon was formed by the process of _______________.
2. There are _____________ agents of erosion.
3. Running water, wind, ________, gravity and glaciers are agents of erosion.
4. The dropping of rocks carried by a glacier is an example of _________________.

We then took quiz one, on the layers of the earth.

We then read from the novel A Journey to the Center of the Earth. For those who were absent, visit the following site:
drgcdms.podomatic.com and scroll down to February 4, 2007. There, you can listen to chapters 1 and 2. You could also visit the iTunes store, chose podcasts, and search the iTunes store for Dr. Gayden. When the podcast is displayed, subscribe to it and dowload all the podcasts. Find the podcasts on A Journey to the Center of the Earth and listen to chapter 1 and 2.

We then did a hands on activity that demonstrated how chemical versus mechanical weathering affects marble rocks.

HL # can be found at the top of this blog.

Wednesday, 23 January and Thursday, 24 January, 2008

Follow the directions on the handout as to which questions to answer and how to answer the questions.

Using information from supplementary reading material, virtual laboratories, movies and classroom discussions,
Students should be able to:
-compare and contrast the different agents of erosion.
-hypothesize and test to determine how weathering affects the earth's surface.

The do now was a quick write: Pretend you're the little pig that built your house of brick. Your house is located on a sandy beach. What happens to your house during hurricane season?

Notebooks were distributed and the grades explained. Please be sure to have your notebooks correctly done. We then reviewed article 2 on FL. using glass on beaches. Students received home learning 2, which can be found at the top of this blog.

Students then took notes on the agents of erosion, which are ice, wind, water, and gravity. See the home learning sheets for more detail.

We watched a Bill Nye video on erosion, with students taking a quiz at the completion of the video.

Finally, we did the online lab about factors that affect erosion. Students were asked to hypothesize about how factors such as angle, rain intensity, and ground cover affect the amount of run-off from an area. You can do the online activity by clicking the following link:
The link is located at the top of the blog.

Remember, home learning should be on loose leaf paper, in blue or black ink or pencil, and headed correctly (upper left hand corner, ABOVE the first line, with:
Last name, first name
ID number
Block ___
Date
HL #2

Be sure to read and follow all the directions.

Thursday, 17 January, and Tuesday, 22 January, 2008

Be sure to usse either blue or black ink, or pencil. Write using complete sentences. Make sure your GIST reads like a sentence and has exactly 15 words in one or two sentences. DO NOT WRITE "This article is about" or "The author states"!

Using information from supplementary reading material, virtual laboratories, movies and classroom discussions,
Students should be able to:
-compare and contrast the different types of weathering.
-hypothesize and test to determine how weathering affects the earth's surface.

The do now was a quick write. Students answered the
question. Do you think millions of dollars should be spent restoring
the beaches of south Florida? Write to convince others of your opinion.

Students received article 1, which can be found at the top of this blog and is the home learning exercise.

Students viewed Brainpop movies on erosion, soil, and weathering.

We then took notes from sciencesaurus on weathering:

weathering-breaking rocks apart, by forces such as water and wind.

mechanical weathering-physical weathering-occurs when physical forces break rocks apart. four types:
-ice wedging-occurs when water in cracks of rocks freezes and expands, pushing walls of the cracks apart.
-release
of pressure-pressure is released from rocks normally buried deep
underground as they rise to the surface, causing bits of rocks to flake
off.
-abrasion-when
moving water and air or wind carry sand and other particles that hit
against rocks to wear away the surface of the rocks.
-plant action-when plants grown into the cracks of rocks and their roots force the cracks apart to break apart the rocks.

chemical
weathering-changes the chemical makeup of rocks and minerals, can
remove minerals from rocks, or change the minerals into new substances.
two types.
-oxidation-when oxygen joins chemically with other
substances that can weaken and crumble the rocks. example- iron
combines with oxygen to form iron oxide or rust that weakens the metal
or rocks containing iron.
-dissolving by acids-chemicals given off
by factories, power plants, cars, and volcanoes mix with water vapor to
form acid rain which returns to earth as rain or snow, which dissolves
the minerals in rocks. also, plants and fungi make acids which dissolve
rocks. example-carbon dioxide mixes with water to form carbonic acid that dissolves calcium carbonate in limestone rocks.

After
taking notes (in column form), students hypothesized and tested their
hypothesis by performing the virtual lab found at href="http://drgcdms.podomatic.com">

Tuesday, 14 January and Wednesday, 15 January, 2008

These are the lab sheets. Remember to use blue or black ink only for the problem, hypothesis, conclusions and analysis. Use colored pencils and pencil for the data and observations. Label the parts of the earth AND the candies.

Using information from laboratory experiments, movies, the CPS system, and classroom discussions,
Students should be able to:
-compare and contrast the layers of the inner earth
-hypothesize and test models to determine which best fits the structure of the inner earth.

Our do-now was a quick write: You want to dig a hole all the way through the earth. What problems might you encounter?

After reviewing HL #1, students received a new grading sheet for the third grading period.

For home work, students should be sure their interactive science notebooks are up to date and correct. If there are missing sheets, they can be found on August 25, 2007.

We then watched a video entitled Digging Through The Earth. We also took a quiz using the CPS system.

Finally, we did lab 13, examining models for the earth's interior. Students who were absent should print out the lab sheets and complete them to turn in by next class.

Remember, your updated notebooks are due in class next class meeting. Be sure to put your full name and block on the cover!

Friday, 11 January and Monday, 14 January, 2008

This page is FYI. Make sure you read and understand the information, but there is nothing to complete.

This is HL#1. Make sure you head your paper correctly: upper left hand corner, last name, first name, ID number, Block, date, HL #1. Write in either blue or black pen or pencil. Make sure to write the title of the section and write down answers only.

Using information from supplementary reading materials, internet access, movies, and classroom discussions,
Students should be able to:
-identify the spheres of the Earth.
-compare and contrast the layers of the inner earth.

Our do-now was to make a KWL chart on the layers of the earth.

Students then read from the Sciencesaurus text to learn about the layers of the inner earth. They took notes on the elements found in the crust. They also completed a T-table on the characteristics of each layer. Absent students can go to the drgcdms.podomatic.com site to find the work done on these days.

Students then used the Kids Graphing page online to convert the data from the layers of the Earth pie chart into a bar graph in order to gain graphing practice.

Students then watched a Bill Nye video on The Earth's Crust.

Home learning #1 can be found at the top of this blog.

Wednesday, 9 January and Thursday, 10 January, 2008

This is article 4. Use complete sentences. Write using blue or black ink or pencil. For the GIST, write as you would a normal sentence, reading from left to right.



This is book report 2. Use complete sentences. Use blue or black ink or pencil.

Using information from the novel The Time Machine and classroom discussions,
Students should be able to:
-read a novel to identify how Newton's laws and simple machines are related in the novel.

The do-now was to make up two teacher-like questions about simple machines and answer them.

Students then completed the reading of the novel. Students who were absent can go to the drgcdms.podomatic.com website and scroll down to December 14, 2006. There, you will find three podcasts that you can listen to. Alternately, you can go to itunes, click on podcasts, and do an advanced search for Gayden. Then, subscribe to the pod-cast. You can then listen to the book being read to you.

Students also received article 4, which will be done for home learning.

You can find both Article 4 and the book report form at the top of this blog. Remember, all assignments are due in class on Friday for blocks 1, 3, and 5 or Monday for blocks 2, 4, or 6.

Monday, 7 January and Tuesday, 8 January, 2008

Using information from the novel The Time Machine, virtual experiments, and classroom discussions,
Students should be able to:
-hypothesize, test, and draw conclusions from laboratory experiments about levers and inclined planes.
-read a novel to identify how Newton's laws and simple machines are related in the novel.

Students did a quick write for their do now. They wrote about a Christmas gift that contained a simple machine or something they did over the Christmas break that involved a simple machine.

Classes that did not complete labs 11 and 12 did so. If you were absent for blocks 1, 3, or 4, go to the drgcdms.podomatic.com site to find the links for the labs. You can find the lab sheets on the blogspot blog listed BELOW this entry (Dec 20/21).

We then read from the H.G. Wells novel The Time Machines. Students should take notes as we read that identify the simple machines that can be found in the Time Machine and their uses, how Newton's Laws are demonstrated in the novel, and innovations and inventions mentioned in the novel. For those who are absent, you can go to iTunes and download the Dr. Gayden podcasts. Scroll back to entries from December of 2006 to find the episodes.

Home learning is to complete Article 3, found at the top of this blog.