Monday, 29 September, 2008

This is HL 11. Place answers on loose leaf paper, properly headed. Answers only.

Below, find the questions for HL 12. The topic is Physical and Chemical Properties. This is to be placed on a separate sheet of loose leaf paper. Answers only.
1. Name two properties that depend on size.
2. The boiling point of water in a tea kettle is the same as the boiling point in a 20-qt soup pot. Why?
3. List the different physical properties shown in the table.
4. Do more physical properties depend on size or not depend on size?

Using information from textbooks, movies from the internet, and classroom discussions,
Students should be able to:
-compare and contrast solids, liquids and gases.
-describe the properties of matter.

The do now was to make a KWL chart on matter.

After the do now, students passed in their exam homework and we reviewed the answers.

We then viewed Brainpop movies on states of matter and matter changing states.

Students then made 4 column notes on matter, which can be found below.


Students began reading and taking notes from the text on properties of matter. We will conclude the textbook readings on Wednesday. THere is no class on Tuesday.

Home learning 11 can be found at the top of this blog. In addition, HL 12 can be found in the take home text. Read Reading Essentials for Florida Science (REFL) pages 19-22 and answer on your own paper 1-4 p 20-21. Place the answers for HL 11 and HL 12 on different loose leaf pages. Be sure to head the papers correctly. Don't copy the questions. Answers only.

In addition, your GEEK of the Week technology project is due on Wednesday.

Friday, 26 September, 2008

Using information from the novel "The Missing 'Gator OF Gumbo Limbo", laboratory experiments and classroom discussions,
Students should be able to:
-hypothesize, test, and draw conclusions from an experiment.
-graph data from an experiment.
-read a novel to discern how scientific inquiry is used to solve a problem.

Students first completed the lab, including graphing the results. Students also finished the conclusions and analysis section. Once again, absent students should go to the site: drgcdms.podomatic.com and click the link under Thursday, 25 September, 2008. There, they will find a make-up lab. Copy the table in the data and observation section and complete it as you do the lab. Be sure to list all the parts. You can find the handout for the lab on the blog from yesterday (25 September, 2008. Remember, all data must be in pencil.

We spent time reading from the novel Missing 'Gator. Liza and friends, who are homeless people that live in the woods in South Florida, are threatened by a Parks Department worker, who has been sent to kill a giant alligator. People in nearby communities are complaining, but Liza and friends need the alligator to protect the woods and keep intruders out. However, no one, including Liza and friends, have seen the alligator Dajun lately. Is he alive? Is he dead? We'll have to read more to find out!

You can visit the drgcdms.podomatic.com site and scroll down (waaaaaay down!) until you find the podcat about Missing 'Gator and listen to the book being read. Or you can go to iTunes and download Dr. Gayden's podcast. You can listen to the book from the podcast.

Remember, Exam 1 is due on Monday. Also, your GEEK cards are due on Wednesday!

Thursday, 25 September, 2008

This is the answer sheet. Use blue or black ink, or use pencil. Be sure to place your name on the paper, as indicated. Place your answers on this sheet, so that we may check your work on Monday.




These are the exam questions. Be sure to place your answers here also so that we can check our work on Monday!

Using information from laboratory experiments and classroom discussions,
Students should be able to:
-hypothesize, test, and draw conclusions from an experiment.
-graph data from an experiment.

The do now was to prepare Costa's questions, one from each level, about the Imperial vs Metric System, and to summarize the notes using a 20 word "GIST".

Notebooks were collected and will be returned on Friday.

Students received exam 1 on The Nature of Science, which is due on Monday. Students are to write on the answer sheet to submit for a grade. They should also record their answers on the question sheets so that we can check our work on Monday. The exam and answer sheet can be found at the top of this blog.

Students spent the remainder of the class identifying and changing variables in an experiment involving Mexican Jumping Beans. Students proposed how temperature would affect the bean's movement, and tested their hypothesis.


For those students who were absent, please visit the DrGCDMS.podomatic.dom site for an alternative lab. You may use the lab sheets found at the top of this blog. Read the site and answer all questions.

Wednesday, 24 September, 2008

Using Information from handouts, the CPS system, and classroom discussions,
Students should be able to:
-measure and convert STRANDs using the metric system of STRANDs.

We reviewed HL 9 and 10 extensively as our do now.

We spent the remainder of the class period practicing metric conversions and taking a quiz on the metric system.

Please update your interactive notebook, making sure to teach the metric system concept to an adult in your home, and have them write a summary on the 3rd row of the adult input page. This is your home learning tonight. Be sure to have your 3 leveled questions and summary for the notes on 23 Septermber.

Tuesday, 23 September, 2008

This is HL #9. Write your answers only on loose leaf, correctly headed paper. Be sure to place the title of the assignment (Little Millie Metrics) on your paper before you answer the questions. Place only the word that belongs in each numbered space on your paper.


This is HL #10. Use a DIFFERENT sheet of loose leaf paper to answer these questions. Head your paper correctly. Answers only. Be sure to place the title in the appropriate place. Answers only, include the unit.

Using Information from movies from the internet, handouts, the CPS system, and classroom discussions,
Students should be able to:
-measure and convert STRANDs using the metric system of STRANDs.

The do now was to construct a Venn diagram and compare/contrast the metric system and the imperial systems of measurement.

Here are the notes for the day. Be sure to copy them into your notebook.

The Imperial System of Measurement is used almost solely in the United States. It uses a system of measurement based on a former King of England's foot size for measuring distance, and the weight of the king for weight. It is difficult to convert units because each type of measurement (weight, volume, distance) has a different conversion ratio. The units are often expressed as fractions.

The Metric System of Measurement is based on tens. It is easy to convert units because of this. This system is used preferably in science and in the majority of the world. It uses grams as the basis to measure mass, liters as the basis to measure volume, and meters as the basis to measure distance.


Students received HL 9 and HL 10, of which both can be found at the top of this blog.

Students then watched a Brainpop movie on the Metric System.

Finally, students used their metric ladders (page A of the interactive notebook) to practice converting metric units. We then used the CPS clicker system to practice metric conversions.

Remember, HL 9 and HL 10 must each be done on their own loose leaf pages.

Monday, 22 September, 2008

Use these sheets to complete the online activity. Visit the website: http://www.explorelearning.com
Use the assigned username and password. Complete the handouts and take the 5 question assessment at the end. Be sure to check your answers in order to send your results to me. This will serve as a quiz.

Using Information from virtual activities, internet access, and classroom discussions,
Students should be able to:
-recognize the three different types of graphs and demonstrate occasions for their usage.
-take a quiz on graphing.

The do now was a quick write: Write to explain why graphing is important in science.

After reviewing HL #8, students went online to the GIZMO website. Using their assigned usernames and passwords, they did the Graphing Skills activity., The handouts can be found at the top of this blog. Any student who was absent from class can email me to get their student name and password.

Students answered the assessment questions following the activity, which will serve as a quiz.

I encourage all students to complete the handouts at home, since classroom time did not allow us to complete all three activities.

Student should be sure to compose the questions (one from each of Costa's levels) and the summary for the online activity in today's notes. Also, be sure to paste in the handouts on graphing skills.

Friday, 29 September, 2008

These are the lab sheets. Print them out and complete them as directed below.

Using Information from laboratory experiments and classroom discussions,
Students should be able to:
-hypothesize, test, and draw conclusions from an experiment.
-organize data into a graph.

Students from blocks 2 and 4 received HL #8 and their Reading Essentials Textbook. Remember, HL #8 is due for all classes on Monday, 22 September. As a reminder, the HL can be found at the top of this blog.

Students from blocks 2 and 4 also submitted their interactive notebooks for a grade.

The remainder of the period was spend performing Lab 2: Fingerprint Types.

For those students who were absent, you can find the lab pages at the top of this blog. Make sure ALL data, including the graph, is in pencil. You can find your class data listed below. Graph the class totals for YOUR class.

To do the experiment, color in a square of paper about the size of the tip of your index (pointer) finger with pencil, making sure the pencil coating is extremely dark. Then, rub the index finger of your right hand over the pencil drawing until you have coated your finger with pencil. Next, stamp your print on the paper in the box to the right of the graph. Use the drawings in the data section to determine your fingerprint type. Write a title, problem, and hypothesis based on your fingerprint type.

For instance, my title might be: Fingerprint Types of People in My Science Class.

My problem might be: Which fingerprint type is most common in my science class?

If I found out I had the whorl fingerprint type, my hypothesis might be: If I have the whorl fingerprint type, then whorl fingerprint type is most common in my class. Write ONLY your fingerprint type in the group data.

However, please graph ONLY the data from your class, found in the table below. Use pencil. We are making a bar graph, each fingerprint type having two columns.



Next, write the conclusions and analysis.
1. We were trying to find out.....(complete, using the problem statement from the top of the lab).
2a. Write yes if your data supports your hypothesis, write no if your data does not support your hypothesis.
b. The independent variable is the manipulated value (found on the X axis of the graph).
c. The dependent variable is the responding value (found on the Y axis of the graph).
d. Did we compare a person with no fingerprint to our data? If no, there was no control.
e. The constants were..... (complete, using the information about how you did the experiment. HINT: there is only ONE constant for those of you doing the experiment.
4. Based on YOUR CLASSES DATA, which fingerprint do you think is most common at Campbell Drive Middle? Why?
5. Use YOUR CLASS DATA to find the percentages of each type of fingerprint. Remember, % is equal to part/whole X 100.
6. What could be done differently in the experiment?
7. What are some uses for fingerprints?

Turn in the completed papers on Monday. Remember, ALL data, including the graph, MUST be in pencil!

Thursday, 18 September, 2008

Using Information from the novel "The Missing 'Gator of Gumbo Limbo" and classroom discussions,
Students should be able to:
-read a novel to determine how the scientific process is used to solve a problem.

As a do now, students are to make a KWL chart about the Everglades: what do you know about the Everglades, what do you want to know about the Everglades. Complete the last column after reading the novel.

Students received HL #8, which can be found at the top of this blog. It is due on Monday, 22 September, since some classes will not meet today (due to early release).

For those classes present, notebooks were collected at the end of the period.

Students also received a copy of the Florida Reading Essentials book.

The remainder of the period was spent reading from the novel "The Missing "Gator of Gumbo Limbo." Students who were absent can go to the http://drgcdms.podomatic.com site. Scroll down to Friday/Monday, 18/21 August 2006. There, you can hear the first chapter. You may also listen by subscribing to my podcast on iTunes. Go to the iTUnes store, click podcasts, and type Dr. Gayden in the search box. Search to find the podcast. PRess the subscribe button under price (its free). You will download all readings, so scroll through and find chapter one of the book, entitled Missing.

Remember, the home learning can be found at the top of this blog and is due Monday!

Wednesday, 17 September, 2008

Using Information from the internet,
Students should be able to:
-research a scientist to write a report.

The do now was a quick write. Students were to write for 3 minutes about a science discovery they think important.

After collecting and reviewing HL #7 and Article 2, students spent the remainder of class researching their assigned scientist.

Those students who do no know their scientist should email me for their assignment.

Please be sure to update your notebook, including parent input. Notebooks will be collected and graded on Thursday.

Tuesday, 16 September, 2008

This is HL #7. Answer on loose leaf paper, properly headed. Answers only. Be sure to write the title BEFORE you begin answering the questions. Blue or black in/pencil. Record your answers on the sheet to check your answers in class.



This is article 2. Write on this sheet. use complete sentences. Use blue/black ink or pencil. Write legibly. Write across, one word per space for the GIST in problem 4.

Using Information from handouts and classroom discussions,
Students should be able to:
-interpret data from graphs.
-recommend situations in which specific graphs are needed.

We reviewed Costa's Levels of Questioning, with students sharing their level one, level two and level three questions about graphing as their do now. In addition, students volunteered to read their summarization of the graphing notes. Remember, Cornell Notes requires that you write the questions AND the summary. in addition, color code the answer to the questions using highlighters.

Students received Article 2, which can be found at the top of this blog.

Students also received HL #7, which can be found at the top of this blog. Both assignments are due tomorrow.

Students spent the remainder of the period completing graphing notes and reviewing Lab 1 on how is a controlled experiment performed.

Monday, 15 September, 2008

Using Information from movies from the internet, handouts, and classroom discussions,
Students should be able to:
-identify the different types of graphs.
-interpret data from graphs.
-recommend situations in which specific graphs are needed.

The do now was a quiz on variables.

After the do now, students watched a BrainPop movie on graphing.

Students then took notes on graphing.

The home learning is to write ONE level one, ONE level two and ONE level three question about the notes on graphing. In addition, students are to summarize the notes on graphing in their Cornell notes.

The notes can be found below:

Friday, 12 September, 2008

Using Information from virtual laboratories, handouts and classroom discussions,
Students should be able to:
-design a controlled experiment.
-apply a scientific method to solve a problem.
-collect and analyze data from a controlled experiment.

After returning and reviewing HL #6, students continued working on the virtual lab, which can be found at drgcdms.podomatic.com. All data, including math computations, must be completed.

The home learning is to complete the data sections of the lab.

Thursday, 11 September, 2008

This is the textbook request form. Please have your parents fill it out and return it immediately.


This is HL #6. Write the title on your paper: Identifying Variables. Use blue or black ink or pencil. Use filler loose leaf notebook paper.Be sure to head your paper correctly: upper right hand corner ABOVE the first line:
last name, first name
date
period
HL #6

Using Information from virtual laboratories, handouts and classroom discussions,
Students should be able to:
-design a controlled experiment.
-apply a scientific method to solve a problem.
-collect and analyze data from a controlled experiment.

Students copied the modified table below for their do now:



Students received a handout to take home for textbook request. Find the form at the top of this blog.

Students also received HL #6, which can be found at the top of the blog.

Students spent the remainder of the class working on Lab 1, How is a controlled experiment performed? You can find the link for the online lab at: drgcdms.podomatic.com

Click on the link for the podcast Wednesday, 10 September, 2008 to access the lab. Be sure to complete the entire lab. The handout for the lab can be found on the blog labeled Wednesday, 10 September, 2008.

Wednesday, 10 September, 2008

You may use pen (blue or black ink only) or pencil to complete this handout. Be sure to graph the data on graph paper.

Using Information from virtual laboratories, handouts and classroom discussions,
Students should be able to:
-distinguish between independent (manipulated) and dependent (responding) variables.
-identify controls and constants in an experiment.

The do now was to write one each of a level 1, level 2, and level 3 question about variables. Students also had to summarize the notes from page 22.

Students reviewed the article.

Students were reminded that there will be a notebook check on Thursday. Be sure to have an adult enter information on the adult input page (page h) of the notebook AFTER the student has taught them one of the concepts from science class.

Students used the remainder of the class time to work on the virtual lab: "How is a controlled experiment performed?"

The lab sheet can be found at the top of this blog. Students will continue the activity tomorrow.

Remember, getting your interactive notebook together is your home learning assignment tonight!

Tuesday, 9 September, 2008

These sheets are for article 1. Remember to write in blue or black ink or pencil. Use complete sentences for questions 1-3. Write across for question 4. DO NOT begin the GIST with "This article is about..."

The following explain major assignments. Be sure to note the due dates and the requirements for each.


This sheet explains the written report on Energy Sources in Florida. You will use a flip book to write the report. We will construct the flip book in class. Use this handout to determine the information needed for each page.



These sheets explain the technology project Geek of the Week. You will be assigned a scientist and given a card. Write the report on the card following the directions printed on this sheet.



These pages explain your project of Florida Climate and Temperature. Use them to determine the information to be included in the project pages.


Using Information from handouts and classroom discussions,
Students should be able to:
-distinguish between independent (manipulated) and dependent (responding) variables.

The do now was to write a level one question about scientific inquiry, using the information from page f in your notebook.

Students then received handouts for article 1, which is due in class tomorrow. It can be found at the top of the blog. Students also received instructional handouts for the written report, the technology report, and the project. Please note the due dates on all. These pages can also be found at the top of this blog.

Students spent the remainder of the class discussing and distinguishing independent and dependent variables. They received a handout that they completed. This information is listed below:

Variables Worksheet

Identify the following variables and classify them as manipulated or responding.

1. The time it takes to run a kilometer depends on the amount of exercise a person gets.

Manipulated Variable ___________________________________________

Responding Variable ___________________________________________

2. An investigation was done to see if keeping the lights on for different amounts of time each day affected the number of eggs chickens laid.

Manipulated Variable __________________________________________

Responding Variable ___________________________________________

3. The amount of pollution produced by cars was measured for cars using gasoline containing different amounts of lead.

Manipulated Variable ___________________________________________

Responding Variable ___________________________________________

4. More bushels of potatoes will be produced if the soil is fertilized more.

Manipulated Variable ___________________________________________

Responding Variable ___________________________________________

Remember to complete Costa's level 2 and 3 questioning AND your summary for the Scientific Inquiry notes, as well as complete article 1.

Monday, 8 September, 2008

Using Information from textbooks, handouts, and classroom discussions,
Students should be able to:
-list the steps of the scientific method and understand when each is used.
-apply the scientific method to problem solving.

We had a quiz for our do now. Be sure to record it on the assignment sheet.

Students received pages a-h for their interactive notebook. These pages are to be added at home. You will be able to find ALL notebook handouts, contracts, and information sheets in the blog dated August 18, 2008.

Students spent the remainder of the class time completing notes on scientific inquiry. You can find the four column notes listed above. Be sure to add an illustration for column four that reminds you of the word. (For example, a question mark for the step ask a question.

Remember, your home learning consists of completing the interactive notebook.

Friday, 5 September, 2008

Using Information from textbooks, handouts, and classroom discussions,
Students should be able to:
-list the steps of the scientific method and understand when each is used.
-apply the scientific method to problem solving.

The do now was to write a 20 word "GIST" that explains independent and dependent variables.

Students continued to take notes on the scientific method, using 4 column notes from ScienceSaurus.

Homework is to update notebook and review all Cornell notes.

Thursday, 4 September, 2008

Using Information from textbooks, handouts, and classroom discussions,
Students should be able to:
-list the steps of the scientific method and understand when each is used.
-apply the scientific method to problem solving.
-create an interactive science notebook.

The do now was to write a 20 word "GIST" that summarized the concept map for Scientific Inquiry found in ScienceSaurus section 002.



Students completed first pages in interactcive notebook. They also took four column notes on scientific inquiry:

Step - ask a question, state the problem
Definition - stating the problem needing to be solved. must be testable
Example - does the bob on a pendulum swing higher if it is heavier
Illustration - ?

HL #5 on variables can be found at the top of this blog.

Wednesday, 3 September, 2008

Using Information from textbooks, handouts, and classroom discussions,
Students should be able to:
-list the steps of the scientific method and understand when each is used.
-apply the scientific method to problem solving.
-create an interactive science notebook.

The do now is listed below:
FCAT Practice

In the past, scientists classified all organisms as either plants or animals, but never both. This classification proved wrong when unicellular organisms were observed switching back and forth between the two categories. Then a new classification system was invented. What can be concluded from this?

A. Theories are more important than observations.
B. Observations that do not agree with current theories are wrong.
C. Scientists must always be prepared to reevaluate theories with new data.
D. If recorded data does not support the current theory, the theory must be wrong.

LeAnn is working on her science project that is due tomorrow. She takes notes, uses clean equipment, and follows directions. Her results are unexpected. She discovers that the triple-beam balance used to weigh ingredients was off by 5 percent. Since she does not have time to retest her experiment, what should she do?

F. She should change her results to match the expected results.
G. She shouldn’t change anything and pretend that nothing was wrong.
H. She should record the error so her teacher will understand her results.
I. She should retest until she gets it right, even if she misses the due date.

Students completed the first pages of the interactive notebook. The home learning is to make sure that all Cornell notes, WITH questions, color coding, and summaries are complete.

Tuesday, 2 September, 2008

Using Information from textbooks, handouts, and classroom discussions,
Students should be able to:
-list the steps of the scientific method and understand when each is used.
-apply the scientific method to problem solving.
-create an interactive science notebook.

The do now was to answer FCAT type questions:

FCAT Practice The Nature of Science

1. When Charles Darwin visited the Galapagos Islands, he saw animals, such as the Galapagos tortoise, that were unique to those islands. Darwin knew of no scientific principle that explained why they should be there but nowhere else. After making these observations, which step would advance scientific understanding?

A. Assume the world is full of undiscovered animals that would one day be well known.
B. Develop a theory to explain why the animals on the Galapagos Islands were so unusual.
C. Draw pictures of the tortoises and other animals and show them to other people back home.
D. Make the others who saw the tortoises and other animals promise to keep them a secret.

2. Luis heard his teacher talk about lasers in class one day. Now he wants to learn about lasers by doing experiments himself. He plans to buy some materials for his experiments. Which step should he take first?
F. Research which stores have the right supplies.
G. Read about the possible uses and dangers of lasers.
H. Read a biography of the scientist who learned the most.
I. Research the basic properties of light and how lasers work.

Students received HL #4, which can be found at the top of this blog.

Students reviewed the parts of the scientific method.

They worked in their interactive notebooks.