Wednesday/Thursday, 28/29 October, 2009

Students will be able to:
use information from past lessons and classroom discussions to
take the district interim assessment.

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

They also turned in their climate projects.

There was no home learning assignment.

Monday/Tuesday, 26/27 October, 2009

These are the direction sheets for the project. Follow them carefully. Note the grading rubrics and be careful to get as many points for each section as you can!





These are the project sheets. Print them out and complete. All data (graphs/tables) must be in pencil. Everything else (problem, hypothesis, background, variables, conclusions and analysis, references) must be in blue/black ink. You may do your cover page in any way you wish, as along as all required information is included.

Students will be able to:
use information from internet access and classroom discussions to
-use real time data and real time data sites to gather information.
-form a hypothesis based on observations.
-graph data and analyze results from data.

Students submitted their notebooks for the last grade of the grading period.

Students spent the remainder of the class working on the Climate Project. The handouts can be found at the top of this blog. Be sure to include a cover sheet.

Friday, 23 October, 2009

This is a representation of how your notes should look for lab 4. You are free to write up and draw anything that reminds you of the lab experience. Your summary should include the results of your lab experience.

Students will be able to:
use information from laboratory experiments and classroom discussions to
-graph data from an experiment.
-analyze results and draw conclusions from an experiment.

The do now was to update the notebook, including writing 3 Costa leveled questions (one question for each level) about the notes on radioactivity, using highlighters to correlate the questions and answers, and to write a summary of the notes.

Students also completed the lab on radioactivity. If you missed the lab or did not finish it, please print out the handouts from yesterday's blog, get a shoe box with a lid and one hundred pennies, and do the activity.

After completion of the lab, students wrote the lab in their interactive notebook. A representation of the notes can be found at the top of this blog.

The home learning assignment is to ready the notebook for a final notebook check for the grading period. Include:
-home learning 18
-notes on radioactivity, including color, questions, and summary
-lab 4 write up
-adult input (where the ADULT writes what they learned about radioactivity and signs)

This will be an A or F notebook check! It's all or none!

Thursday, 22 October, 2009

Students will be able to:
use information from notes and classroom discussions to
-take an exam on the nature of matter.

Students had no do now. They took a classroom exam on the nature of matter.

There was no home learning, but if you did not turn in lab 4, please bring it to class tomorrow so we can complete it.

Wednesday, 21 October, 2009

These are the handouts for Lab 4. Print them out and complete them as instructed. Remember, all data should be in pencil.

Students will be able to:
use information from laboratory experiments and classroom discussions to
-form a hypothesis and test its validity.
-draw conclusions from an experiment.

Students took a quiz on atoms as their do now.

Students also reviewed HL #18.

Students spent the remainder of the class period on Lab 4: Radioactive half-life. The sheets can be found at the top of this blog. Since this is a lab that can be done with materials found at home, absent students are to print out the handouts and complete them at home.

There was no home learning.

Tuesday, 20 October, 2009

This is HL #18. Head your loose leaf paper correctly, using blue/black ink or pencil. Record answers only. The title of the sheet is Content Review. Be sure to record answers only: for numbers 1-5, write only the word that best describes the drawing; for numbers 6-13, choose the correct word or phrase from the trio of choices provided and record ONLY the correct choice on your paper.

Students will be able to:
use information from videos from the internet, internet access and classroom discussion to
-define radioactive decay.
-define half-life.
-describe how radioactive isotopes are used.

Students completed notes from Friday on the structure of atoms as their do now. You can find those notes listed under Friday's blog, below this entry.

Students reviewed the directions for HL #18, which can be found at the top of this blog.

Students then watched BrainPop movies on radioactivity and isotopes.

Students then participated in the Ylearn online learning system. To access the information on radioactivity, visit Dr. Gayden's Science Zone (drgcdms.podomatic.com), click the link to ylearn.co.uk. Once on the login page, enter your name and the access code Gayden-atom, then click start class assignment. Click the start button to view the activity.

You can view all slides, do all questions and reviews, but the most important slides for radioactivity are slides 17-34. In addition, be sure you record uses for radioactive isotopes.

Here is a summary of the information studied today:

Radioactivity

Isotope-atoms of the same element with different numbers of neutrons in the nucleus and different atomic masses

Radioactive decay-release of nuclear particles and energy from unstable atomic nuclei

Half-life-time needed for one-half of a sample of a radioactive isotope to decay

Henri Becquerel discovered radioactivity

Types of Radioactivity
-alpha particles-interact strongly with surrounding matter
-very large
-made of 2 protons and 2 neutrons
-don’t travel far
-beta particles-streams of fast moving negatively charged electrons
-smaller than alpha particles
-more penetrating than alpha particles
-gamma particles-carry no particles of any detectable mass or charge
-shorter wavelength than X-rays
-very penetrating

Uses for radioactive isotopes
-nuclear power plants
-sensors in devices like smoke alarms
-medicine for pacemakers or X-rays
-archeological dating

Friday, 16 October, 2009

This is a proposed summary for Lab 3 on chemical change. Change it anyway you want, as long as you include the problem, hypothesis, independent variable, dependent variable, control, and constant (all may be put in your own words). Also, draw something in the questions column to remind you of what was done. In the summary section, summarize what happened in the experiment.



These are a summary of the notes for atomic history and structures Change them any way you want, as long as for the history, you show a sequence of events and something to represent the atomic model at that time. For the structure, be sure to write the facts for each type of atomic particle and include drawings for models of particular atoms. You can write any questions you desire, but make sure you have a question for each of Costa's levels. Be sure to use color to coordinate the question with the answers in your notes. Also, write a summary of the main ideas presented in the notes.

Students will be able to:
use information from textbooks and classroom discussion to
-summarize the history of the atom.
-describe the structure of the atom.

The do now was to summarize the notes from lab 3.

Students submitted and reviewed home learnings 16 and 17.

The remainder of the period was spent updating the notebook and taking notes. Representatives of notes for Lab 3 and for the Atom-history and structure can be found above.

There will be a notebook check on Tuesday, including adult input for atoms.

Thursday, 15 October, 2009

This is HL #16. Head your loose leaf paper correctly, use blue/black ink or pencil. Write the topic (Overview, inside the atom). Write only the answers.


This is HL #17. Head your loose leaf paper correctly, use blue/black ink or pencil. Write the topic (Models of the atom). Write only the answers.

Students will be able to:
use information from textbooks and classroom discussion to
-summarize the history of the atom.
-describe the structure of the atom.

Th do now was to write a summary for the physical and chemical change Cornell notes from October 5.

Students continued to update the interactive notebook, adding notes and information from Lab 3. You can find the information posted at a later date.

The home learning can be found at the top of the blog. Use blue/black ink or pencil. Be sure to write the title for the page and head your loose leaf paper properly.

Wednesday, 14 October, 2009

Students will be able to:
use information from textbooks and classroom discussion to
-summarize the history of the atom.
-describe the structure of the atom.

The do now was to write a teacher-like question about atoms and answer it.

Students then turned in and reviewed home learnings 14 and 15. Period 1 received those home learnings today, since I forgot to pass them out yesterday! :-(

Students then updated the interactive notebook, completing page 1 with current and past assignments. They also updated the table of contents. They placed the notes from 10-5 on the proper Cornell notes page, wrote 3 leveled Costa questions, used highlighters to link the question to the answer on the page, and wrote a summary of the notes.

If you need the handout for these notes, scroll down to Monday, 5 October of this year, click the handout, and print yourself a copy.

Students should also bring their scissors, glue sticks, and all handouts to class tomorrow to continue updating the notebook with lab 3, and the history of the atom and structure of the atom notes.

Tuesday, 13 October, 2009

This is HL #14. Head your paper properly, including the title (Models of the Atom). Number your paper 1-4 and write the name of the scientist who proposed the model of the atom.


This is HL #15. Sequentially order the history of the atom, and then place the sequence on a different sheet of properly headed loose leaf paper. Remember the title os Models of the Atom.
All home learnings should be done in blue/black ink or pencil.


This is an example of how to do the element card. Choose a square from the periodic table. Label a 3x5 plain index card as shown with name and period, symbol and element name, atomic number, atomic mass, and protons and neutrons. Write the word protons in the same color that you will use to make dots representing each proton. Write the word neutron in the same color you will use to make dots representing each neutron. Remember, neutrons = atomic mass - atomic number.

Students will be able to:
use information from periodic tables and classroom discussion to
-construct a model of the structure of the nuclear atom.

The do now was to write a 4 stanza poem about atoms. The poem should rhyme, either stanzas 1 and 3, 2 and 4 or stanzas 1 and 2, 3 and 4. If you cannot think of a rhyming poem, write a free verse poem. For example:

Atoms make up you and me.
Atoms are too small to see.
If I'm made of atoms indivisible,
Then why aren't I also invisible?

After sharing atom poems, students received home learning packages. The package includes home learnings 14 through 18, but only home learnings 14 and 15 are due tomorrow. They can be found at the top of this blog. Please bring the package with you daily, as you WILL NOT receive another package if you lose or misplace yours!

Students spent the remainder of the class time making a drawing model of the nucleus of the atom of an element they chose from a basket.

An example of the model is shown at the top of this blog.

Monday, 12 October, 2009

Students will be able to:
use information from videos, directed hands-on activities, and classroom discussion to
-explain that all matter is made up of atoms.
-describe the relative size of atoms.
-construct a model of the structure of the nuclear atom.

The do no was to journal about the information known about the atom. The entry should also include information on the development of the atomic theory and the model of the atom.

Students then watched a Bill Nye video on atoms, where they learned of technology used to study atoms, experiments used to prove that molecules are made of atoms, and the relative size of an atom.

Students then began to construct a paper model of the nucleus of an atom for a particular element. Students chose an element from the periodic table, and drew the nucleus, along with the protons and neutrons. Many students failed to finish the card, and will complete it tomorrow in class.

There was no home learning.

Friday, 9 October, 2009

Students will be able to:
use information from textbooks, internet access, and classroom discussion to
-explain that all matter is made up of atoms.
-describe the relative size of atoms.
-construct a model of the structure of the nuclear atom.

The do now was to construct a KWL chart on atoms.

Students submitted and reviewed home learnings 12 and 13.

Students then did the element math lesson, found by clicking the link on Dr. Gayden's Science Zone for Friday, 8 October, 2009 (drgcdms.podomatic.com).

As students worked, individual students were called up for teacher/student conferences to discuss their science fair plans.

Students who have not yet submitted science fair plans should do so on Monday.

There was no home learning assigned.

Thursday, 8 October, 2009

This is HL #12. Head your paper properly, use blue/black ink or pencil. Write the words that complete each numbered blank.


This is HL #13. Answer the three questions that are in the reading portion of the handout. All of your answers should be numerical.

Students will be able to:
use information from videos from the internet and classroom discussion to
-explain how scientists discovered subatomic particles.
-summarize the changes in the model of the atom from Dalton to Bohr.
-identify advances in research tools that allow new discoveries.

The do now was to begin a KWL chart about atoms.

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

Students took a quiz on properties of matter.

Students watched BrainPop videos on atoms, atomic models, and ions. They took notes and reviewed the information.

Wednesday, 7 October, 2009

Print out these lab sheets, visit Dr. Gayden's Science Zone for Wednesday, 7 October to find the link for the lab, and complete the sheets.

Students will be able to:
use information from laboratory investigations and classroom discussion to
-identify signs that a chemical change has occured.
-hypothesize, test, and draw conclusions from an experiment.

There was no do now, as we needed to begin lab as soon as possible.

Students submitted and reviewed home learnings 10 and 11.

Students then received lab 3 on Chemical Change. For those absent, please print out the handouts at the top of the blog, visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) for Wednesday, 7 October, 2009, and click on the Glencoe link to find the virtual lab for make-up. Be sure to read ALL the information on the left hand size of the screen prior to beginning the activity. Use pencil to record your results.

There was no home learning.

Tuesday, 6 October, 2009

These pages are HL 10. Do BOTH on the same sheet of loose leaf paper, properly headed. Answers only. Don't forget to write each individual heading for the sheets.


This is HL 11. Use your periodic table in the back of your Florida Reading Essentials book to help you answer the questions. Answers only.

Students will be able to:
use information from handouts, supplementary texts, textbooks, internet access, and classroom discussion to
-differentiate between physical and chemical changes.

The do now was the same as yesterday: Make up a teacher like question about physical changes and about chemical changes and answer it.

Students received HL 10 and 11, which can be found at the top of this blog.

Students spent the remainder of the class period learning about physical and chemical changes. Absent students can go to yesterday's blog and click on the notes sheet. Print out the sheet, then visit Dr. Gayden's Science Zone (drgcdms.podomatic.com). On Monday, 5 October, 2009, click the link for the Glencoe site (first link for that day). Then, select page 26 and read all about physical and chemical changes to complete the handout. This sheet WILL be pasted in your notebook as notes for October 5 and 6, so do not misplace or loose ti.

Once the handout was completed, students went back to the Dr. Gayden's Science Zone site and clicked the second link. Enter the lab (use any name) and try to answer ALL of the questions correctly.

Finally, visit the last two sites listed for that day to learn even more about physical and chemical changes.

Monday, 5 October, 2009

This is the sheet for notes on physical and chemical changes. Be sure to write the topic, along with today's date in your notebook. The benchmark is SC.A.1.3.1. Complete the handout and paste it in the Cornell notes section of a new Cornell notes page with today's date and topic (Physical and Chemical Changes).

Students will be able to:
use information from handouts, supplementary texts, textbooks, internet access, and classroom discussion to
-differentiate between physical and chemical changes.

Once again, students participated in reciprocal teaching, by making up a question about physical and chemical change (one question each topic) and answering them.

Students submitted the Nature of Science exam and reviewed the exam.

Students also submitted notebooks for a notebook check.

Students took notes using the handout found at the top of this blog. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) and click the first link under Monday, 5 October, 2009. This link is to the Florida Reading Essentials book. Scroll down to page 26 (29 on the internet) to find the pages needed to complete the notes.

There was no home learning assigned, however, students who have not submitted their signed contracts, scientist card, or science fair plan are urged to do so post haste.

Friday, 2 October, 2009

This goes on page G in the back of your notebook.


This goes on page H in the back of your notebook.


This goes on page I in the back of your notebook).i


This goes on page J in the back of your notebook.


This goes on page K in the back of your notebook.

Students will be able to:
use information from handouts and classroom discussion to
-assemble the interactive science notebooks.
-differentiate between physical and chemical changes.

The do now was a reciprocal teaching activity. Students wrote two teacher like questions, one about physical changes and one about chemical changes and answered them. Then, we shared the questions with the class.

Students submitted their science fair project plans. Students who had not previously done so also submitted, contracts, G.E.E.K. cards, and short stories. While cards will be accepted on Monday, no short stories will be accepted.

Students spent the remainder of the period updating their interactive notebooks. The handouts should be placed on the indicated pages.

Remember, Exam 1 on The Nature OF Science, along with a notebook check, are due on Monday.

Thursday, 1 October, 2009

Answer the questions. Bring the exam to class on Monday, where you will transfer your answers to the answer sheet.

Students will be able to:
use information from handouts and classroom discussion to
-describe the properties of metals.
-compare and contrast acids and bases.

Students completed and checked the SpongeBob SquarePants Safety Sheet as their do now.

Students submitted their G.E.E.K. cards. Cards may be submitted late, but will loose 5 points per day they are late.

Students then received the exam on The Nature of Science. The exam is due in class on Monday. You can find the exam at the top of this blog. Be sure to bring the exam to class on Monday, as you will be transferring answers onto the scantron sheet. If you loose your copy of the exam, you WILL NOT receive another copy!

Students updated their notebooks, adding questions, summaries, and color for the notes on safety. They also completed notes on metals, acids and bases, along with questions and summary. The notes for metals, acids and bases are found below:

Metals
Malleability - Can be stretched and bent without breaking.
Luster - Are shiny.
Conductivity - Are good conductors of heat and electricity.
Density - Are strong and most have a high density.
Boiling and Melting Points - most have high melting and boiling points.

State - Are all solid at room temperature, except mercury.

Acids
-pH lower than 7
-taste sour
-turn litmus red
-produces hydrogen ions [H+] when added to water.
Examples-lemons, vinegar, acid rain

Bases
-pH higher than 7
-taste bitter
-feel slippery
-produces hydroxide ions [OH-] when added to water.
-turn litmus blue.
Examples-soaps, detergents, ammonia

The home learning is to complete the Science Fair project form and submit it in class on Friday.

A notebook check was scheduled, but will be postponed until Monday.