Friday, 28 February, 2009

Using information from virtual laboratories, internet access, and classroom discussions,
Students should be able to:
-identify rocks based on their physical and chemical properties.
-classify rocks.
-round numbers.
-interpret graphs.
-compute means.

The do now was a Fabulous Friday activity of estimating angles.

Students submitted and reviewed home learnings 14 and 15.

Students finished lab 15 on How are Rocks Classified, if needed.

Students also worked on the modules: rock identification, rounding numbers, means, and averages.

To access these at home, visit the following website: yteach.co.uk

The access codes are:
for rock identification: Rock formation
for rounding numbers: Gayden rounding numbers
for averages and means: Gayden mean
for graphs: CDMS graphs

Be sure to do each segment.

There was no home learning.

Thursday, 26 February, 2009

Both of these sheets are HL #14. Do them both on the same sheet of loose leaf notebook paper. Head your paper correctly, use blue/black ink or pencil. Answers only. Be sure to write the name of the assignment (How are metamorphic rocks formed? How are metamorphic rocks classified?)


This is HL # 15. Head your loose leaf notebook paper correctly, use blue/black ink or pencil. Answers only.

Using information from virtual laboratories, internet access, and classroom discussions,
Students should be able to:
-identify rocks based on their physical and chemical properties.
-classify rocks.
-round numbers.

For Thrilling Thursday, we did another Science Math Mania activity by reading and interpreting graphs.

Students received home learnings 14 and 15. They can be found at the top of this blog.

The remainder of the class period was spent either completing the lab or visiting ylearn to do the module on rounding off numbers.

Wednesday, 25 February, 2009

Using information from virtual laboratories, internet access, and classroom discussions,
Students should be able to:
-identify rocks based on their physical and chemical properties.
-classify rocks.

The do now was a Science Math Mania activity. Students were given numbers to round off. They were asked to find the mean of five numbers. The winners took home pens!

Students submitted and checked home learnings 12 and 13.

The remainder of the class period was spent working on Lab 16: How are rocks classified. Those absent or who lost their lab sheets can go to yesterdays blog and print out the sheets or find the directions.

There is no home learning for tonight.

Tuesday, 24 February, 2009

This is HL # 12. Use ONE sheet of loose leaf notebook paper and place BOTH sets of answers on this ONE sheet. Write using blue/black ink or pencil. Head your paper correctly. Be sure to include the names of each home learning sheet. Answers only.



This is HL # 13. Use ONE sheet of loose leaf notebook paper and place BOTH sets of answers on this ONE sheet. Write using blue/black ink or pencil. Head your paper correctly. Be sure to include the names of each home learning sheet. Answers only.



These are the lab sheets for laboratory 16. Print them out and use them to do the virtual online laboratory. Use blue/black ink or pencil.

Using information from virtual laboratories and classroom discussions,
Students should be able to:
-identify rocks based on their physical and chemical properties.
-classify rocks.

The do now was a quick write: Explain why metamorphic rocks are sometimes referred to as changed over rocks.

Students received home learnings 12 and 13, both of which can be found at the top of this blog.

The remainder of the class period was spent on Lab 16: How are rocks classified? The lab sheets can be found at the top of this blog. We did not finish this activity and will continue it tomorrow in class. Absent students can print out the handouts and visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) for Feb 24 to find the link to the Glencoe lab.

Monday, 23 February, 2009

Using information from internet access and classroom discussions,
Students should be able to:
-describe the properties of rocks.
-compare and contrast the different classes of rocks.
-explain rock formation.

The do now was a quick write. Students were asked to write for three minutes about the daily use of rocks in their lives.

Students spent the remainder of the period taking notes from the site: ylearn.co.uk

Students should sign in with their names (first and last, if working from home) and use the access code: rock formation

They should then click start under Dr. Gayden's name. Listen to (and watch) all the presentations. Take notes (Cornel notes format) from each section. Be sure you have the following in your notes:
-how to identify minerals found in rocks.
-how sedimentary rocks form.
-sedimentary rock characteristics and examples.
-how igneous rocks form
-facts about igneous rocks and examples of igneous rocks.
-how metamorphic rocks form.
-examples of metamorphic rocks
-the rock cycle
-rock usage

Don't forget to write your three leveled Costa questions (one from each level). Also, use highlighters to coordinate the questions and answers. Finally, write a summary of the notes.

There was no home learning assignment.

Friday, 20 February, 2009

Using information from movies and classroom discussions,
Students should be able to:
-describe the earth's interior.
-explore the earth's crust.

The do now was to update the interactive notebook. Students wrote level one, two and three questions about the notes from February 17 on the layers of the earth. They also used highlighters to find the answers to the questions in their notes. Finally, they wrote a summary of their notes. Students without notebooks made up three teacher like questions about the earth's interior and answered them.

Students submitted their short stories. Stories will also be accepted on Monday (LAST DAY!) BUT they will begin from a B.

Students spent the remainder of the class period watching a Bill Nye video on the Earth's Crust and taking the quiz at the end of the video.

Thursday, 19 February. 2009

Today was early release. Classes that met finished notes from the internal earth (using links found at Dr. Gayden's Science Zone). Students then did the Physical and Chemical Science section of Science Voyager using FCAT Explorer.

Remember, your short story three is due tomorrow! Follow all written directions!

Wednesday, 18 February, 2009

Using information from laboratory experiments and classroom discussions,
Students should be able to:
-compare and contrast the layers of the earth.
-describe the earth's interior.
-use models to describe the earth's interior.

The do now was a quiz on the earth's interior.

Students reviewed home learnings 9, 10, and 11.

The remainder of the class was spent doing Lab 15: Model of the Earth's Interior. This lab can be done at home. Print out the handouts, found at the top of this blog, use plain and peanut M&Ms to do the lab. The procedures are on the lab sheet. Please use colored pencils to do the data section. You may use blue/black ink or pencil to do the problem, hypothesis, and all conclusion and analysis questions.

Remember, short story three is due on Friday!

Tuesday, 17 February, 2009

These are Home Learnings 9, 10, and 11. They must EACH be done on a separate sheet of loose leaf paper, headed correctly. See the sheets to find out which questions to answer. ANSWERS ONLY! DO NOT COPY THE ENTIRE STATEMENT!


These are the instructions/rubrics/grading scale for short story three. Be sure to follow them to the letter!


This is an example of a short story. DO NOT copy it or make your story even REMOTELY like this one!

Using information from videos from the internet, internet access, and classroom discussions,
Students should be able to:
-compare and contrast the layers of the earth.
-describe the earth's interior.

The do now was to make a KWL chart about the earth's interior.

Students received HL 9, HL 10, and HL 11, which should all be done on separate sheets of loose leaf paper, headed properly, in blue/black ink or pencil. The handouts can be found at the top of this blog. Be sure to record your answers on these sheets so we can check your work. Then, place them in your interactive notebook.

Students also received the rubrics for short story three, also found at the top of this blog. This is due on Friday, 20 February. Be sure to explicitly follow the directions on the handout.

Students then watched a BrainPop movie on the earth's interior.

Students spent the remainder of the class reading information from various websites and taking notes on the earth's interior. Students can use the links found at Dr. Gayden's Science Zone to find the information needed. They should complete a 4 column notes entitled

The Earth's Interior

Layer------Definition---------Temperature/Depth------Drawing
Crust
Mantle
Outer Core
Inner Core

Friday, 13 February, 2009

Using information from videos from the internet, virtual activities, and classroom discussions,
Students should be able to:
-apply Newton's Laws to various real life situations.

The do now was to write two teacher like questions about Newton's Laws and answer them.

Students reviewed article 2.

Students then viewed various BrainPop movies on simple machines: wheel and axle, pulleys, and gears.

Students spend the remainder of the period visiting sites on line (found at Dr. Gayden's Science Zone) to learn how Newton's Laws apply to activities such as roller coasters, bungee jumping, and parachuting.

There was no home learning assignment.

Thursday, 12 February, 2009

This is the article. Follow the instructions listed below.


This is a picture of the bone skates. The straps are modern. Ancient users used grass to tie the skates to their feet coverings.

Using information from hands-on activities, videos from the internet, and classroom discussions,
Students should be able to:
-compare and contrast different simple machines.
-demonstrate Newton's Third Law of Motion.

The do now was to make a KW chart telling what is known and what wants to be known about rockets.

Students received article 2, on bone skates for home learning. The article can be found at the top of this blog. A picture of the skates can also be found. Please use blue/black ink or pencil. Write using complete sentences. For the GIST, be sure to write one wore per blank, going across. Summarize the article, state the author's purpose, or write the main idea in exactly 15 words, using 1 or 2 sentences. DO NOT begin... This article is about .... The author's purpose was .... The main idea of the article is ....

Students received or turned in their interactive notebooks, depending on period.

Students then watched two BrainPop movies on simple machines: levers and inclined planes.

Students spent the remainder of the period using a balloon rocket to demonstrate Newton's Third Law of Motion. The handout is to be placed in the notebook once completed. A copy can be found at the top of this blog.

Wednesday, 11 February, 009

Using information from virtual labs and classroom discussions,
Students should be able to:
-identify the parts of a wheel and axle
- understand that a wheel and axle is a simple machine that can reduce the force needed to move a load.
-demonstrate how changing the wheel radius affects the effort needed to turn the wheel.
-observe the relationship between the effort it takes to move the wheel and the distance that the wheel is turned.
-calculate the approximate mechanical advantage of a wheel and axle.

The do now was a quick write: Choose a machine you use every day. Identify all the simple machines that make up the complex machine.

Students turned in exam 1 and reviewed the answers. They also turned in notebooks.

Students spent the remainder of the class period completing Lab 14 Wheel and Axle.

There was no home learning assignment.

Tuesday, 10 February, 2008

Students took the FCAT writes exam today, so the school schedule was modified. Students in class completed or continued to work on Lab 14: Wheel and Axle.

Remember, Exam 1 is due tomorrow! The handouts can be found on yesterday's blog.

Monday, 9 February, 2009

This is the exam. Write on it. Record your answers and bring to class on Wednesday to check your work. Then, place it in your interactive notebook.


This is the answer sheet. Use blue/black ink or pencil. Turn this in on Wednesday. Be sure to show your work for the problem and write using complete sentences for the writing portion.

Using information from virtual labs and classroom discussions,
Students should be able to:
-identify the parts of a wheel and axle
- understand that a wheel and axle is a simple machine that can reduce the force needed to move a load.
-demonstrate how changing the wheel radius affects the effort needed to turn the wheel.
-observe the relationship between the effort it takes to move the wheel and the distance that the wheel is turned.
-calculate the approximate mechanical advantage of a wheel and axle.

The do now was from the Mastering the FCAT booklet, page 11, question 31.

Students submitted and reviewed HL #8.

They also received Exam 1 on Force and Motion. Due to FCAT writes tomorrow, the exam will be due on Wednesday, 11 February. Notebooks will also be collected then.

The students spent the remainder of the class time working on completing Lab 14 on Wheel and Axle. You can find those sheets on yesterday's blog.

You can find the take-home exam and answer sheet at the top of this blog.

Thursday, 5 February, 2009

This is HL #8. Use loose leaf notebook paper, blue/black ink or pencil, and head your paper correctly (see page 10 of your notebook).




These are the handouts for Lab 14. Use blue/black ink or pencil.

Using information from virtual labs and classroom discussions,
Students should be able to:
-identify the parts of a wheel and axle
- understand that a wheel and axle is a simple machine that can reduce the force needed to move a load.
-demonstrate how changing the wheel radius affects the effort needed to turn the wheel.
-observe the relationship between the effort it takes to move the wheel and the distance that the wheel is turned.
-calculate the approximate mechanical advantage of a wheel and axle.

The do now was quiz 3.

Students received HL #8, which can be found at the top of this blog.

Students spent the remaining time on Lab 14, the GIZMO Wheel and Axle. Since we did not finish, we will complete the lab activities on Monday. Absent students can either print out the sheets above or wait until Monday to receive a copy in class, but will be responsible for completing the portions missed independently.

Remember, notebooks will be collected on Monday. Be sure the table of contents, pages 1-10, A-H, inside front and back covers are complete. Also, be sure your notes on simple machines are complete (notes, questions, Costa's questions, highlighted answers, and summary) AND your parent/guardian has signed off with a written statement on what you've talk them about simple machines.

Wednesday, 4 February, 2009

Using information from virtual labs and classroom discussions,
Students should be able to:
-determine that a force is needed to cause a change in motion.
-understand the relationship between speed, position and time.
-utilize a bar graph and data table to interpret motion.
-identify simple machines.

The do now was:

Mechanical advantage (MA) for a lever is calculated:
MA=length of effort arm ÷ length of resistance arm
Complete the table
MA------length of effort arm, m--------length of resistance arm, m
4--------8---------------------------------?????????
??--------6-----------------------------------2
2--------???-----------------------------------12

Students turned in article one and reviewed the answers.

Classes needing to complete Lab 13 did so.

The remainder of the class was spent taking 3-column notes on simple machines. Students visited Dr. Gayden's Science Zone (Tuesday, 3 February, 2009) For the links. After completing the notes, students visited the edheads website to learn more about simple machines.

There was no home learning.

Tuesday, 3 February, 2009

This is Article 1. Use complete sentences. Use blue/black ink or pencil. For the "GIST", be sure to write 15 words exactly. Only one word per blank. Write across, not down. State the main idea of the article. DO NOT BEGIN...This article is about or The author's purpose is.









These sheets are for your information and should be included in your notebook.

Using information from virtual labs and classroom discussions,
Students should be able to:
-determine that a force is needed to cause a change in motion.
-understand the relationship between speed, position and time.
-utilize a bar graph and data table to interpret motion.
-identify simple machines.

The do now was a quick write: How do simple machines make a task easier? Be specific. Give an example.

Students received Article 1, which is to be done as home work. It can be found at the top of this blog.

They also received reading material on simple machines. These pages are to be included in their notebooks.

Students spent the remainder of the period completing lab 13 on force and fan carts and learning about simple machines. The simple machine information can be found at Dr. Gayden's Science Zone (drgcdms.podomatic.com) for Tuesday, 3 February. The first site is to learn about simple machines. Take three column notes: Name of machine---Definition---Example or Illustration

The second link can be used as a fun way to learn about simple machines. Visit all four rooms in the house to learn about simple machines, then take a trip to the tool shed to learn about compound machines.

Monday, 2 February, 2009

These are the handouts for Lab 13: Force and Fan Carts. Read and follow all directions. Answer all questions in the spaces provided. Use blue/black ink or pencil.

Using information from virtual labs and classroom discussions,
Students should be able to:
-determine that a force is needed to cause a change in motion.
-understand the relationship between speed, position and time.
-utilize a bar graph and data table to interpret motion.

Students worked on Lab 13: Force and Fan Carts, a GIZMO activity. The handouts can be found at the top of this blog for any student that was absent. If you have forgotten your user name and password, you must e-mail me for them.

Please complete these sheets in blue or black ink, or pencil. If we do not finish in class (due to sporadic internet service), please complete at home.

There is no home learning assignment.