Wednesday, 30 April and Thursday, 1 May, 2008

This is lab 20. Print out these sheets and complete. You must use pencil for data and observations, blur or black ink for conclusions and analysis.


This sheet will help you complete the data section.

Using Information from laboratory experiments and classroom discussions,
Students should be able to:
-take an exam on how living things interact with their environment.
-identify the parts of a flower.
-determine the role of each flower part in reproduction.

The do now was a quick write: What are the purposed of flowers?

After article 2 was collected and reviewed, students took exam 7, how do living things interact with their environment.

Students then did lab 20 on flower dissection. Absent student should print out the lab sheets found at the top of this blog, buy an astermaria flower and perform the lab to be turned in by the next class. You MUST have an excused absence to make up the exam!

There was no independent home learning: students are to continue working on the project and written report.

Monday, 28 April and Tuesday, 29 April, 2008

This is article 2. Use complete sentences to answer questions 1-3. You may use blue or black ink or a pencil. For question 4, DO NOT BEGIN This article is about.... Use exactly 15 words, written one word per blank, so that the completed work reads like a sentence.

Using Information from textbooks and classroom discussions,
Students should be able to:
-identify characteristics common to plants.
-compare and contrast vascular and nonvascular plants.
-compare similarities and differences between monocots and dicots.

The do now was to write down all you know about plants.

After collecting and reviewing Home learnings 5 and 6, students received article 2, which is the home learning assignment for the day. The article can be found at the top of the blog.

Students then took a quiz on cycles, natural resources, and balance in an ecosystem.

Students then took notes from chapter 12 on plants. They should have all vocabulary in their notes, as well as extensive Venn diagrams comparing vascular to nonvascular plants and monocots to dicots.

Any student who finished early should get the novel The Talking Earth and read Chapter 1. Take notes on all biotic and abiotic factors contained in the chapter. Some examples have been done for you.

Biotic Factors
-Billie Wind-human page 1
-orange tree-page 1
-white bird-page 1

Abiotic Factors
-outside the sunlight was white and hot-page 1
-A trade wind blew under the roof-page 1-wind is air

Thursday, 24 April and Friday, 25 April, 2008

This is HL #5. Head your paper correctly. Include the topic titles. Answers only.



This is HL #6. This should be done on a separate page from HL #5. Head your paper correctly. Be sure to include the topic headings. Answers only.

Using Information from internet access and classroom discussions,
Students should be able to:
-review the interim assessment.
-do individual research for the written report and/or project.

Student's do-now was from Mastering the FCAT, page 44, #81. After reviewing the do-now and collecting and reviewing HL#4, students received copies for HL #5 and HL#6. These are to be done on separate sheets of loose leaf paper. This means you have TWO pages to submit. Head your papers correctly. Record only your answers. The home learnings can be found at the top of the blog.

Students then reviewed the most recent district interim assessment exam.

The remainder of the block was spent doing individual research (background knowledge) for the written report on Comparison of Living Things or the project My Growth and Development.

Tuesday, 22 April and Wednesday, 23 April, 2008

This is HL #4. Be sure to head paper correctly, make a chart (predator, prey) and complete it using the information in Skill Builder).



This is article 1. Use complete sentences. Use blue or black ink or pencil. Use exactly 15 words for the GIST, writing across. Do NOT begin with This article is about....


These are the instructions for the written report. Be sure to follow them carefully. You will find the sheets for the classification below. The 6 column sheet is for advanced classes. The 5 column sheet is for general science classes.


This is the sheet that general science classes should complete.


This is the sheet that advanced science classes should complete.
All three of the above sheets are associated with the written report on Comparison of Living Things.





These are the pages for Project 4. Be sure to follow the directions carefully.

Using Information from articles, movies from the internet, internet access, and classroom discussions,
Students should be able to:
-analyze a science article for content.
-differentiate between the cycles in nature and how they distribute materials to the earth.

The do-now was to construct several personal food chains:
-one where you are the primary consumer.
-one where you are the secondary consumer.
-one where you are the tertiary consumer.

We saw BraiNPop videos on the water and carbon cycle. We also visited the Skoool site for information about the carbon cycle, nitrogen cycle, and water cycle. Visit the drgcdms.podomatic. con site for more information.

We read an article entitled Attack of the Jellies and found that the numbers of jellies are increasing in ocean waters. The article can be found at the top of the blog.

Students are directed to use their Reeding Essentials book to learn about the carbon cycle and the nitrogen cycle.

Home learning #4 can also be found at the top of the blog.

Instructions for the 4th grading period project and the 4th grading period written report were distributed. These are at the top of the blog. I will have help sessions after school on Thursdays for students needing assistance with these assignments.

Friday, 18 April and Monday, 21 April, 2008

Using Information from classroom discussions,
Students should be able to:
-take a quiz on the needs of living things.
-take an interim assessment exam.

The do-now was quiz 1 on The Needs of Living Things.

Students then spent the remainder of the block taking the district interim assessment.

The home learning is to complete short story 4, which can be found in the blog for Wednesday, Thursday, April 16-17. Remember to follow the rules. No exceptions.

Wednesday, 16 April and Thursday, 17 April, 2008

This is HL #3. Be sure to head your paper correctly, use loose leaf paper, and write only the answers that belong in the blanks.



These are the directions for short story 4. Be sure to follow the directions as printed! This assignment is worth 5% of your total grade!




These are the handouts for Lab 19. Problem, hypothesis, conclusions and analysis should be in blue or black ink. Data should be in pencil for the questions. Use colored pencils to draw the separate food chains. Be sure to use a different color for each individual chain. Be sure to check the direction of the flow of energy, and indicate the flow with arrows.

Using Information from laboratory experiments, videos, and classroom discussions,
Students should be able to:
-construct food chains;webs given certain organisms.
-evaluate organisms in relation to their place in the energy pyramid.

The do-now was a quick write: Think of the last meal you ate. List the components and trace the food chain of each. Example: A breakfast of toast, grape jelly, and orange juice-
toast-flour-wheat plant
grape jelly-grapes-grape vine
orange juice-orange-orange tree

After collecting and reviewing HL #2, students received HL #3, which can be found at the top of this blog.

Students also received instructions for short story 4, which can also be found at the top of this blog. Be sure to follow directions as stated. Note the due dates of April 22 for blocks 1, 3, and 5 and April 23 for blocks 2, 4, and 6.

We then watched a Bill Nye video on Food Webs.

Students then used colored pencils to complete the data for Lab 19: Food Chains and Food Webs. Students can find the handouts at the top of this blog. Remember to print all pages and turn them in, if absent.

Monday, 14 April and Tuesday, 15 April, 2008

This is HL #2. Be sure to write on loose leaf paper, in blue or black ink or pencil. Head your paper correctly (upper left hand corner, to the right of the red line, with last name, first name; ID number; block; date; HL #2. Don't forget to write the title of the sheets before you write your answers. Remember, answers only. Do not copy the questions.



These are the handouts to accompany the GIZMO Forest Ecosystem Activity

Using Information from virtual laboratories, movies from the internet, internet access, and classroom discussions,
Students should be able to:
-outline how the environment is organized.
-determine how environmental factors affect living things.
-graph data from an experiment and draw conclusions from the data.

The dow now was page 45, problem 85 from Mastering the FCAT.

Students then reviewed HL #1 and received HL #2, which can be found at the top of this blog.

Students watched a BrainPop on ecosystems. Students can watch the video at home by visiting the link listed and clicking on ecosystems. The link is:http://glencoe.mcgraw-hill.com/sites/007869387x/student_view0/brainpop_movies.html#

Students then visited the Skool site to learn about the organization of the environment. Visit Dr. Gayden's Science Zone at http://drgcdms.podomatic.com to find the link. Visit the first link. Then, follow the directions. Be sure to see all the listed presentations (population size, competition for resources, interdependence, habitats). Make sure you can define the following words: population, competition, community, predator, prey, ecology, organisms, environment, habitat,and ecosystem. Also, take the short test at the end of each presentation to gauge your understanding.

We spent the remainder of the class period doing a GIZMO presentation on forest ecosystem. You must have your account name and password to log in. You may e-mail me for this information. The handouts for the activity can be found at the top of the blog.

Thursday, 10 April and Friday, 11 April, 2008

This is HL #1. Head your loose leaf paper correctly, and record only the answers.

Using Information from the textbooks, virtual laboratories, internet access, videos and classroom discussions,
Students should be able to:
-compare and contrast biotic and abiotic factors.
-identify how abiotic factors affect living things.

The do-now was to observe photographs and list all the biotic and abiotic factors they contained.

Students then read the text, pages 468-474, taking two column notes that explain the abiotic factors and how/why they are used by living organisms.

We also did an online virtual lab that identifies how abiotic factors affect living things.

In order to read the book, visit the following link, using the arrow keys to navigate through the pages.
http://www.mhln.com/CorsairBook?ACTION=0&FILE=468.html&ISBN=0078693896&S=0&F=1

The virtual lab can be found by clicking on the link below, and then clicking on the blue link, How do organisms react to changes in abiotic factors?

Copy the chart, complete the activity, and then answer the journal questions.

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