Thursday, 30 April, 2009

This is HL #9. Head your loose leaf paper correctly, write answers only (letter only).


This is HL #10. Head your loose leaf paper correctly, write answers only (word that goes in the blank).



Read the article, then answer the questions found on the handout below.

Use blue/black ink or pencil. Use complete sentences to record your answers.



These are the instructions and rubrics for your project on growth and development. Follow them carefully.

Make your graph (bar graph) of your data using this sheet.

Students will be able to:
use information from internet access and classroom discussions to:
-research information for the written report Classification Of Living Things.

Students received HL 9 and HL 10, which can be found at the top of this blog. They also received article 1, also at the top of the blog. Read and follow all instructions.

Students received handouts for the project My Growth and Development. These are at the top of the blog.

Students spent the remainder of the period working on finding information for their written report on classification. If you lost your handouts, scroll down to Tuesday, 21 April, 2009 to find the handouts used for this report. The report is due on Monday. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) for the date Thursday, 21 April, 2009. There, you will find links to all the information needed to successfully complete the report. You may have to read the entire page to find the information needed, so don't forget to scroll down each web page. Also, write down the URL addresses; you need 10 or more references for your reference page!

Wednesday, 29 April, 2009

Students will be able to:
use information from the novel "Julie of the Wolves", movies, and classroom discussions to:
-read a novel for scientific information.
-compare and contrast plant and animal cells.
-describe the function of cell organelles.
-justify why the cell is the basic unit of structure and function of living things.

The do now was to make a KWL chart about cells.

Students reviewed HL 7 and 8.

We then watched the Bill Nye video on cells, with student taking notes. (There will be a notebook check on Friday, so do your three Costa's leveled questions, with color AND your summary. In addition, have your parent complete the adult input section of your interactive notebook.)

Students then read from the novel Julie of the Wolves by Jean Craighead George. There will be a podcast of the book shortly, with student volunteers reading.

There was no home learning, but students are instructed to bring the rubrics and information sheets for the written report on comparison of living things, as we will work on it in class tomorrow.

Tuesday, 28 April, 2009

Follow all directions. Head your loose leaf paper correctly. Answers only. Use two sheets of paper.

Students completed the district interim assessment exam, which also counts as exam 7.

Home learnings 7 and 8 can be found at the top of this blog. Use loose leaf paper, headed correctly, and write using blue/black ink or pencil. Answers only. Follow the directions on the handouts. Don't forget to paste them into your interactive science notebook!

Monday, 27 April, 2009

Students took the first part of the district interim assessment exam. The exam will conclude tomorrow.

Students also submitted short story 4. If you turn your story in late, you will begin from the next lowest grade.

Friday, 24 April, 009

This is the handout for lab 19. Use pencil only for data. Read the directions to the left of the activity.

Students will be able to:
use information from virtual laboratory experiments and classroom discussions to:
-investigate the categories of trash that can be recycled.
-investigate the impact on landfill tonnage and volume of recyclingv various types of materials
-analyze trash composition data to construct a table that shows the percentages of different materials deposited in the trash.

The do now was a quick write. Students were asked to write for 3 minutes on the topic of landfills.

Students submitted home learnings 4, 5, and 6, which were reviewed.

Students spent the remainder of the period completing lab 19 on Recycling and Landfills. The handout can be found at the top of this blog. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) for Friday, 24 April, 2009 to find the link to the online lab. Be sure to use pencil to complete all data. Only blue/black ink may be used for everything else. If you were out, please hand in this sheet at the beginning of class on Monday.

On Monday, students will be taking the final district interim assessment. Be sure to bring a pencil!

Also, don't forget that short story four is due on Monday.

Thursday, 23 April, 2009

Today was "Take Your Child To Work" Day, so because student count was low, today's lesson dealt with pollution and pollution solutions. Students that were present did a KWL chart about pollution. They then watched BrainPop movies on air and water pollution, natural resources, and humans and the environment. They then watched the Bill Nye movie on Pollution Solutions.

Remember, Home learnings 4, , and 6 are due tomorrow!

Wednesday, 22 April, 2009

This sheet is FYI (for your information) only. Read. There is nothing to answer.


This is HL #4. Use loose leaf notebook paper, correctly headed, write in blue/black ink. Answers only.


This is HL #5. Use a separate sheet of loose leaf notebook paper, correctly headed, write in blue/black ink. Answers only.


This is HL #6. Use a separate sheet of loose leaf notebook paper, correctly headed, write in blue/black ink. Answers only.


Students will be able to:
use information from articles and classroom discussions to:
-identify the components of a food web.
-justify the role of the sun as the most necessary part of a food web.
-hypothesize about the energy pyramid of a food web.
-identify biotic and abiotic factors from a novel.

The do now was to make a 3 column note table to record information as we read from the novel Julie of the Wolves by Jean Craighead George. The headings of the columns are:
biotic factors/abiotic factors/energy transfers (food chains)

Students submitted and reviewed HL #3. They also received HL #4, HL #5, and HL #6. These can be found at the top of this blog and are all due on Friday. EVEN IF YOU ARE ATTENDING THE PARROT JUNGLE FIELD TRIP, BRING YOUR HOME LEARNING IN!!!!!

We then read from the novel, which we hope to post as a podcast in the near future. Check here and at Dr. Gayden's Science Zone for updates.

Finally, we observed the Bill Nye video on Food Webs, reinforcing the concepts of energy transfer through food, the energy pyramid, and identifying how the sun plays a role in the food web.

Tuesday, 21 April, 2009

This is HL #3. Follow the written instructions. Be sure to head your loose leaf notebook paper correctly. Also, write using blue/black ink or pencil. Answers only.




These are the handouts for the written report on classification of written things. The first two sheets are the rubrics and example. The last page should be included with your report. This is the classification sheet. You may use blue/black ink or pencil to complete the sheet. Follow all the directions on the first sheet to write the remainder of the report.




This is article 2. Use blue/black ink or pencil to answer the questions. Use complete sentences. For the GIST, write as you would a sentence, one word per blank. DO NOT begin with "This article is about...", "The author's purpose...", or "The main idea".

Students will be able to:
use information from articles and classroom discussions to:
-read an article for scientific understanding.
-identify the components of a food web.
-construct a food web of a particular habitat.
-hypothesize about the energy pyramid of a food web.

The do now was to construct an energy pyramid from the following information:
Did you know there are some spiders that eat birds? These trap door spiders live in Australia. They prey on small birds that fly into their webs. The birds don't see the spider webs as they fly to acacia trees looking for the seeds that are produced on the tree.

Students received HL #3, which can be found at the top of this blog.

Students also received the rubrics for written report 4 on the classification of living things. Those sheets can also be found at the top of this blog. Remember, the report is due on May 4. To aid you in finding information, visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) on Tuesday, April 21, 2009. There are two links. The first link will help you understand classification. There are numerous links to investigate. The second link will aid you in completing the report. Click on the kingdom you wish to explore. Then, click on each individual organism for information to complete the report.

Finally, students read the article PUR and simple. They completed the handouts. Once again, these pages can be found at the top of the blog.

Monday, 20 April, 2009

These are the sheets for Short Story #4. Read and follow all directions. DO NOT make your story in any way like the example! Construct your OWN plot, characters, and settings. Be sure to use each of the five words correctly in context.

Students will be able to:
use information from internet access and classroom discussions to:
-convert a food chain into an energy pyramid.
-identify different trophic levels in a food web.

The do now was to silently read a passage, and then identify the producer, primary consumers, secondary consumers, and to make a food chain using some of the organisms mentioned in the passage. We also used echo reading to practice oral fluency while reading the passage.

Students received the handout for Short Story #4, due April 27. The handouts can be found at the top of this blog. Please read the directions carefully and follow them completely. This assignment is worth 5% of your grade!

Students then visited Dr. Gayden's Science Zone (drgcdms.podomatic.com). There are 5 links for today's date that students visited. For each, read, take notes, and do any activities connected with the page (including quizzes!)

There was no home learning.

Friday, 17 April, 2009

Students will be able to:
use information from virtual laboratory experiments and classroom discussions to:
-determine an organism's place in a five-link food chain.
-explain how, and in what sequence, energy is transferred through different communities of organisms.
-define abiotic factors and give examples of them.

Students were given a short selection to read as a do now. They were instructed to record one fact and one opinion from the selections. I modeled reading the passage aloud. Students then took turns reading the section aloud to a partner. They asked their partner to answer a questions based on their fact. Finally, the class shared in restating the facts and opinions found in the selection.

Students submitted and reviewed HL 2. They also submitted their interactive science notebooks for notebook check 1.

Students completed the lab by visiting Dr. Gayden's Science Zone (drgcdms.podomatic.com) to find the link to Lab 18. If you did not complete the lab in class, look at yesterday's blog to find the lab handout. Complete the lab and return it Monday, for one letter grade off. Remember, all data is in pencil.

There was no home learning.

Thursday, 16 April, 2009

This is the handout for Lab 18. Print it out and complete, using the information from the virtual lab found at Dr. Gayden's Science Zone, Thursday, 16 April, 2009, the second link. Be sure all data is in pencil.





Read the pages. Use a sheet of loose leaf notebook paper, headed on upper right with last name, first name; date; period; HL #2. Write using blue/black ink or pencil. Don't forget to head the paper Non-Living Environment. Then, write only the answers to questions 1, 3, 5, and 6 (found on pages 241 , 242, 243, and 244 ).

Students will be able to:
use information from virtual laboratory experiments and classroom discussions to:
-determine an organism's place in a five-link food chain.
-explain how, and in what sequence, energy is transferred through different communities of organisms.
-define abiotic factors and give examples of them.

The do now was to copy tonight's home learning, which is HL #2. It can be found at the top of this blog, along with directions.

Students received handouts for page 4 of their interactive science notebook and the adult input page. Paste the new adult input page directly over the last one. Organize the assignment sheets as you were told. Remember to write in the two assignments on the bottom sheet (1-Quiz 1 on water cycle 2-Lab 18)

For the home learning sheet, which goes on top, record HL 1 and HL 2.

Students then viewed BrainPop movies on food chains and symbiosis.

They visited the GIZMO site (www.explorelearning.com), using the username and password provided in class. Scroll down to the bottom of the page and launch the Water Cycle GIZMO. Be sure to answer the five assessment questions, as they will serve as quiz 1.

Students then visited Dr. Gayden's Science Zone (drgcdms.podomatic.com) to find the link to Lab 18. That handout can also be found at the top of the blog. Remember, all data is in pencil.

If you plan to be out of class on Friday, be sure to submit your lab prior to leaving. Also, turn in your notebook for notebook check 1. Have an adult write in their own words what YOU taught them about the water cycle or about biological organization.

Handouts for page 4 of interactive science notebook and adult input for back of notebook

Place these sheets in the appropriate place in your interactive science notebook.

Wednesday, 15 April, 2009

Students will be able to:
use information from internet access and classroom discussions to:
-define populations and organisms.
-explain how ecosystems are components of various organisms and environments.

The do now was to write the Costa's leveled questions from yesterday's notes on the water cycle. Be sure to include a level one, level two, and a level three question. Also, color coordinate the questions with the answers, using highlighters. Students also made a flow chart that organizes the following terms from the smallest to the greatest:
biosphere, community, ecosystem, organism, population

Students visited the yLearn site (www.ylearn.co.uk) to learn about organisms and their role in an ecosystem. To access the information, visit the website, type in your name, and use the access code SCG134. Enter the site and take notes, making sure you record the definitions for the following words:
species, organism, population, population range, population density, reproduction, abiotic factor, biotic factor, ecological niche. Be sure to go through each slide (there are 10 in total). Click on all activities. Read each slide. Watch each short presentation. Do each activity.

They also visited the yLearn site (see above), using the access code SCG135 to learn about the ecosystem. Students watched each presentation, did the virtual activities, and recorded definitions for the following words:
ecosystem, niche, habitat, producer, decomposer, consumer, abiotic components of an ecosystem, biotic components of an ecosystem, biome.

There was no home learning.

Tuesday, 14 April, 2009

Read the pages. Use a sheet of loose leaf notebook paper, headed on upper right with last name, first name; date; period; HL #1. Write using blue/black ink or pencil. Don't forget to head the paper Non-Living Environment. Then, write only the answers to questions 4, 5, and 6 (found on pages 248 and 249).

Students will be able to:
use information from videos from the internet, internet access, and classroom discussions to:
-define populations and organisms.
-explain how ecosystems are components of various organisms and environments.

The do now was to write the Costa's leveled questions from yesterday's notes on the water cycle. Be sure to include a level one, level two, and a level three question. Also, color coordinate the questions with the answers, using highlighters. Students also wrote a summary of the water cycle notes. Students also drew an illustration of the water cycle.

Students then watched a BrainPop movie on ecosystems. We visited the yLearn site (www.ylearn.co.uk) to learn about organisms and their role in an ecosystem. To access the information, visit the website, type in your name, and use the access code SCG134. Enter the site and take notes, making sure you record the definitions for the following words:
species, organism, population, population range, population density, reproduction, abiotic factor, biotic factor, ecological niche. Be sure to go through each slide (there are 10 in total). Click on all activities. Read each slide. Watch each short presentation. Do each activity.

The home learning comes from the Florida Reading Essentials book: Read pages 246-249. Answer questions 4, 5, and 6 on loose leaf paper, correctly headed. The title for the home learning is The Non-Living Environment. This is HL #1. The sheets (reading and questions) can be found at the top of the blog. Remember, you are answer questions 4 (page 248) and 5 and 6 (page 249).

Monday, 13 April, 2009

Students will be able to:
use information from videos from the internet, movies, and classroom discussions to:
-describe the water cycle.
-hypothesize how the water cycle affects different components.

The do now was a KWL chart on the water cycle.

Students then watched a BrainPop movie about the water cycle. Students also viewed a Bill Nye video on the water cycle. Students took notes from the video.

Long-term assignments were introduced, but since the copy machine is down, the rebrics for the assignments have not yet been distributed.

There was no home learning.

Friday, 3 April, 2009

Students will be able to:
use information from videos from the internet and classroom discussions to:
-describe the earth's position in space and its relationship in the universe to other heavenly bodies.

The do now was to make a KWL chart about space.

Students then made a T table chart to write notes. They viewed BrainPop movies and wrote three facts about each in the proper place in the chart. The movies watched were:

space
eclipse
solstice and equinox
Apollo project
big bang
galaxies
Milky Way
solar system
outer solar system
sun
aliens

You can access all the movies at home using the user name AND password: esm

There was no home learning.

Have a Blessed Easter!

Thursday, 2 April, 2009

This sheet is a read only sheet for chemical and mechanical weathering.



This sheet is a read only sheet for erosion. Read the left side page.

Students will be able to:
use information from videos from the internet, virtual laboratories, internet access, and classroom discussions to:
-define tides.
-explain what causes tides.
-determine the effect of the Moon on tides.
-identify spring and neap tides.
-interpret the effect of the Sun on tides.
-analyze data using a chart.

Once again, students viewed a BrainPop movie. (Go to www.brainpop.com or es.brainpop.com for Spanish and sign in with the user name and password esm)
Students searched for and watched the video on tides. They then composed two teacher-like questions about the video and answered them.

Students then visited Dr. Gayden's Science Zone (drgcdms.podomatic.com) and clicked the first link. There, they read and took notes on tides, spring tides and neap tides.

Students spent the remainder of the class on the GIZMO ocean tides. Students observed how the moon and the sun affect the waters on earth.

There was no home learning.

Handouts for weathering, erosion, and moon phases were distributed to students. They are to be placed in the appropriate place in the notebook. These sheets can be found at the top of this blog.

*Note: The tide handouts will be listed at another date.

Wednesday, 1 April, 2009

Students will be able to:
use information from videos from the internet, virtual activities, internet access, and classroom discussions to:
-explain why we see Moon phases.
-relate Moon phases to the Moon's position.
-Name the phases of the Moon and list them in order.

The do now was to watch the BrainPop on the moon, make up two teacher-like questions about the video, and answer them. For those who'd like to do the activity at home, the user name and password for BrainPop are both esm.

Students then went to Dr. Gayden's Science Zone (drgcdms.podomatic.com) and visited the first link to learn about the phases of the moon. They took notes, particularly on the 8 phases.

Finally, students visited GIZMO at www.explorelearning.com and did the activity Phases Of The Moon. Students answered the following while doing the activity:

How does the Moon's appearance change as the Moon revolves around Earth?
Look at the overhead view of the Moon and Earth. How much of the Moon is always lit up, or illuminated, by the Sun?
Can we always see the same amount of the illuminated side of the Moon from Earth? Explain.
Based on your observations, why do we see Moon phases?

There was no home learning.