Friday, 26 February, 2010

Students will be able to:
use information from internet access, virtual laboratory activities, movies from the internet, and classroom discussions to
-describe how fossils are formed.
-compare and contrast relative and absolute age.
-describe geologic time scale.
-determine the absolute age of hypothetical elements.

Students do the Mastering the FCAT transparencies as the do now.

They then watched BrainPop movies on the solar system, the moon, and eclipses. After reviewing earth in space via the movies, the students took the post test on Benchmarks SC.D.2.3.4 and SC.E.1.3.1.

Some classes needed to finish the lab on half-life.

Other classes continued taking notes on fossils.

Since none of the classes completed the fossil notes, they will be completed on Tuesday. They will also be posted on Tuesday.

There was no additional home learning, but students should continue to work on their Rock Collection Project.

Thursday, 25 February, 2010

Students will be able to:
use information from internet access, virtual laboratory activities, and classroom discussions to
-describe how fossils are formed.
-compare and contrast relative and absolute age.
-describe geologic time scale.
-determine the absolute age of hypothetical elements.

Today was an early release day, so some classes did not meet. All classes must complete Exam 5 and submit it tomorrow!

Classes that did meet finished the virtual lab on radioactive half-life. You can find the handouts and links in yesterday's post. Be sure to read the background information to help answer the conclusions and analysis section of the lab paper.

Wednesday, 24 February, 2010

These sheets are Lab 10. Print them out and complete, using the lab found at the link for today on Dr. Gayden's Science Zone.



This is the exam. Read each question carefully and record your answer on the answer sheet. Place your answers here and bring this sheet on Friday so we can review our work.


This is the answer sheet. Use blue/black ink or pencil. This is due in class on Friday.

Students will be able to:
use information from internet access, virtual laboratory activities, and classroom discussions to
-describe how fossils are formed.
-compare and contrast relative and absolute age.
-describe geologic time scale.
-determine the absolute age of hypothetical elements.

The do now was from the Mastering the FCAT transparency series.

Students submitted and reviewed home learnings, 7, 8, and 9.

Students received Exam 5 on Minerals, Rocks, and Fossils. The answer sheet is due in class on Friday. You can find the exam and answer sheet at the top of this blog.

Students also took a quiz on fossils.

Students spent the remainder of the class period completing laboratory 10 on the radioactive half-life of hypothetical elements. Since we did not finish the lab, we will complete the lab (and all fossil notes) during the next class period. The lab paper can also be found at the top of this blog. You can find the link for the lab at Dr. Gayden's Science Zone (http://drgcdms.podomatic.com)

Tuesday, 23 February, 2010

This is HL #7


This is HL #8


This is HL #9

Read the directions at the top of each page. Each should be done on a single sheet of paper, properly headed.


This sheet is FYI: For Your Information. It should be pasted in your interactive notebook, along with all the other fossil handouts. Of course, you only need one half of the sheet!

Students will be able to:
use information from videos from the internet, supplementary reading material, and classroom discussions to
-describe how fossils are formed.
-compare and contrast relative and absolute age.
-describe geologic time scale.

The do now was to answer questions from the Mastering the FCAT transparencies.

Students received their interactive notebooks.

Students also received HL 7, 8, and 9. Each is to be done on a separate loose leaf sheet of paper, in blue/black ink or pencil, headed correctly. The handouts can be found at the top of this blog. There is also a FYI reading sheet, which will be posted at a later date. Keep all papers to put into notebook after notes on fossils.

Students watched BrainPop movies on fossils, carbon dating, and the geologic time scale.

Students spent the remainder of the period reading information, finding the main idea, and writing notes. A summary of some of the notes can be found below:

Fossils

Fossils are the remains, or traces, of organisms that lived long ago.

Steps To Fossil Formation in Rocks
- organism buried by sediment soon after it dies
- soft parts of organism decay, leaving the hard parts like shells and bones.

Molds form when an organism is buried by sediments, and the sediments change into rock. Once the organisms decays, an opening (mold) is left in the rock.

Casts form when the cavity created by the mold fills with sand or mud and hardens.

Imprints form when living things or their marks (footprint) are made in soft mud, which hardens to form the imprint.

Entire organisms can be found as fossils. Entire mammoths have been trapped in ice. Animals on their way to drink, slipped into tar pits.

Small insects can be trapped in tree amber.

Scientists study fossils to determine have many living things have become extinct, how living things change over the earth, and how the earth’s climate and surface have changed over millions of years.

Monday, 22 February, 2010

Students will be able to:
use information from internet access and classroom discussions to
-describe how fossils are formed.
-compare and contrast relative and absolute age.
-describe geologic time scale.

The do now was to take the pre test for benchmarks SC.D.1.3.4 and SC.E.1.3.1.

Students completed any erosion notes.

Students turned in interactive notebooks for the second notebook check.

Students reviewed vocabulary by playing game found at Dr. Gayden's Science Zone (http://drgcdms.podomatic.com)

There was no home learning.

Friday, 19 February, 2010

These are erosion and deposition notes. Benchmark: SC.D.1.3.1

Students will be able to:
use information from internet access, supplementary texts and classroom discussions to
-compare and contrast weathering and erosion.
-describe the different types of weathering.
-list the agents of erosion.
-describe net forces, balanced, and unbalanced forces.
-solve force problems.

Students took the post test on benchmark SC.C.2.3.6.

Students then completed any notes on types of weathering. They then watched demonstrations of mechanical and chemical weathering. Students identified cases of mechanical and chemical weathering on the virtual activity found for today at Dr. Gayden's Science Zone (http://drgcdms.podomatic.com).

Finally, students took notes on erosion and deposition. Be sure to write your questions and summary, and place home learning 5 after the notes. The benchmark is SC.D.1.3.1.

Questions might be:

Level 1: What is weathering? What is erosion? What are the agents of erosion?
Level 2: Compare weathering and erosion. Contrast weathering and erosion. Describe each agent of erosion and the type of materials moved by the agent.
Level 3: Which agent of erosion is most common in south Florida? Why?

The notes can be found at the top of the blog.

Remember, there will be a notebook check on Monday. Also, I will stay after school for those who need help with their rock project.

Thursday, 18 February, 2010

These are types of weathering notes. Benchmark: SC.D.1.3.1

Students will be able to:
use information from internet access, supplementary texts and classroom discussions to
-compare and contrast weathering and erosion.
-describe the different types of weathering.
-list the agents of erosion.
-describe net forces, balanced, and unbalanced forces.
-solve force problems.

The do now was to answer questions from the FCAT mastery booklet.

Students then watched BrainPops on weathering and on erosion.

Students took notes on Types of Weathering. You can also find the information from home learning 4, on mechanical and chemical weathering.

Be sure to update the notebook, as there will be a notebook check on Monday.

Suggested questions:

1. What is weathering?
2. Contrast mechanical and chemical weathering.
3. Which type of weathering is most common in south Florida? Why?

Your summary of main ideas of notes could include:
Rocks are broken down in the process of weathering. There are two types of weathering. Mechanical weathering breaks rocks into smaller pieces without changing the composition of the rock. Chemical weathering also breaks rocks into smaller pieces, by weakening the rocks as they undergo chemical change.

Also, Monday, I will stay after school to help anyone who needs assistance with their Rock Collection project. Bring your rocks and have a way home! Tutoring will run from 3:45 to 4:45.

Wednesday, 17 February, 2010

Students will be able to:
use information from internet access, supplementary texts and classroom discussions to
-compare and contrast weathering and erosion.
-describe the different types of weathering.
-list the agents of erosion.
-describe net forces, balanced, and unbalanced forces.
-solve force problems.

The do now was to answer questions from the FCAT mastery booklet.

Students then watched BrainPops on power, force, work, and Newton's Laws.

Students spent the remainder of the class learning to use the Rock Identification key and doing online activities to review force and motion. These can be found at Dr. Gayden's Science Zone (drgcdms.podomatic.com).

Students are to continue working on their rock project as home learning.

Tuesday, 16 February, 2010

These sheets explain the directions and points for the various pages. The cover should have your last name, first name; DATE (not ID number as listed); period; title and illustration.


This is the procedures sheet. Insert it in your report as page 5.


This is your data sheet. Complete in pencil, and insert it in your report as page 6.

Students will be able to:
use information from supplementary texts and classroom discussions to
-compare and contrast weathering and erosion
-describe net forces, balanced, and unbalanced forces.
-solve force problems.

Students took a benchmark pre test on the benchmark for force and motion.

Students also submitted their rock short stories.

Students received the handouts for the third project on rocks. They can be found at the top of this blog. The project is due in class on March 15.

Students spent the remainder of the class reviewing vocabulary from force and motion by playing dunk a duck. If you'd like to play at home, visit the website: http://www.wordduck.com/hangman.php?user_id=1, type in DrGCDMS in the search box for find member lists and click the button. Then, choose Force and Motion word list to review the vocabulary. Because of space restrictions, some definitions are truncated. Be sure to check your Florida Science reading essential book for the correct definitions!

There was no separate home learning assigned.

Friday, 12 February, 2010

Students will be able to:
use information from videos from the internet, supplementary texts, and classroom discussions to
-identify properties of rocks.
-classify rocks.

Students reviewed energy, matter and waves by visiting various websites located at Dr. Gayden's Science Zone.

Students took the post test on the benchmarks A and B.

Students then submitted and reviewed HLs 5 and 6.

Students completed any notes from rocks. Be sure to paste hl # behind the notes. Complete the notes by asking 3 Costa leveled questions, using highlighters to identify question and answer, and write a summary of the notes.

Students then visited Dr. Gayden's Science Zone to recap information about rocks, visiting the various sites listed.

Remember, short story three is due in class on Tuesday!

Thursday, 11 February, 2010

This is HL #5. Head your paper correctly, write the title of the lesson, number your paper 1-4 and write only the word that belongs in the blank.



These sheets are HL #6. They should be done on the SAME sheet of loose leaf notebook paper. Head your paper correctly, write the titles, and write the answers only. For the first sheet, that means only letters, a/b/c in whatever combination you believe gives you the correct answer. For the second sheet, write only the word tar, ice, or amber for each organism. There is only one right answer per organism.

Students will be able to:
use information from videos from the internet, supplementary texts, and classroom discussions to
-identify properties of rocks.
-classify rocks.
-review information on waves.

The do now was to answer FCAT questions from transparencies.

Students received HL #5 and HL #6. They should be done on SEPARATE sheets. You will turn in TWO sheets tomorrow, one for
HL #5 and one for HL #6. Head your papers accordingly and follow all written directions.

Students then watched BrainPop movies on Types of Rocks and The Rock Cycle.

Students took a quiz on Minerals and Rocks.

The remainder of the period was spent taking notes on rocks. The notes are posted on yesterday's blog.

Wednesday, 10 February, 2010

These are the instructions for short story three. Be sure to head the paper on the RIGHT, with last name, first name, date, period, and SS #3. Follow all other written instructions.

Students will be able to:
use information from supplementary texts and classroom discussions to
-identify properties of rocks.
-classify rocks.

The do now was to answer FCAT questions from transparencies.

Students submitted and reviewed home learning 4.

Students received the rubrics for short story three on rocks. The pages can be found at the top of this blog. The short story is due on Tuesday, 16 February. Make sure that the heading in in the upper RIGHT hand corner as follows:

Last name, First name
Date
Period ____
SS #3

Follow all other printed instructions to avoid getting an F on this assignment. This assignment is worth 5% of your grade.

Students completed notes for lab 9 on mineral identification and began notes on rocks. The notes for rocks are below:

Rocks

The earth’s crust is made up of many kinds of rocks.

Rocks are made of one or more minerals.

There are more than 2000 different minerals in the earth’s crust, but fewer than 20 are found in most rocks.

Rocks can be grouped into three classes.

Igneous rocks form from molten or melted rock.

Igneous rocks that form from magma deep within the earth’s have large crystals and have a coarse textures.

Igneous rocks that form from lava on the earth’s surface have small crystals or no crystals. Those with small crystals have a fine textures. Those with no crystals have a glassy texture.

Sedimentary rocks form when sediment, or small pieces of rocks and minerals become cemented together by dissolved minerals.

Clastic sedimentary rocks form from sediments that have been cemented and pressed together.

Nonclastic sedimentary rocks form from dissolved minerals, or the remains of plants and animals.

Metamorphic rocks form when heat inside the earth chemically changes the minerals in rocks. Great pressure inside the earth also changes the form of minerals.

Metamorphic rocks that have mineral crystals arranged in bands are foliated metamorphic rocks, formed when existing rocks re placed under great heat and pressure..

Metamorphic rocks that do not have bands are unfoliated metamorphic rocks.

The rock cycle is a series of natural processes by which rocks are slowly changed from one kind of rock to another kind of rock.

All rocks can change into another class of rock or back to magma.

Heat and pressure can change any rock into metamorphic rock.

Be sure to draw the rock cycle in your notes.

Tuesday, 9 February, 2010

Students will be able to:
use information from internet access and classroom discussions to
-list types of energy.
-discuss the properties of waves.
-describe the properties of matter.

The do now was to answer FCAT questions from the current benchmarks, which were posted on an overhead.

Students then visited the Ylearn site (http://www.ylearn.co.uk) to review energy and matter.

To access the site, type in your name in the space Your Name
To view matter, use the access code Gayden-mater
To view energy, use the access code Gayden-energy

Home learning 4 is due tomorrow!

Monday, 8 February, 2010

This is HL #4. Head your loose leaf paper correctly, and follow all directions. Answers only.

Students will be able to:
use information from supplementary texts, the CPS system, and classroom discussions to
-take a benchmark exam on strand A/B of the SSS.
-list types of energy.
-discuss the properties of waves.
-describe the properties of matter.

The do now was to take a pre exam on annually assessed benchmarks from the nature of matter and energy.

Students then wrote a quick write on information they remember about the nature of matter, energy, and waves.

Students received home learning 4, which is due on Wednesday. The pages can be found at the top of this blog.

Students spent the remainder of the class time reviewing vocabulary by playing a Jeopard game. Want to play? Cut and past the link into your browser window and have fun!

The Nature of Matter/Energy Jeopardy Game by Dr. Gayden

Friday, 5 February, 2010

Students will be able to:
use information from supplementary texts, the CPS system, and classroom discussions to
-take a benchmark exam on strand H of the SSS.
-identify the steps of the scientific method.
-distinguish between dependent and independent variables.
-use the scientific method to solve a problem.

The do now was to take the benchmark post test on strand H of the SSS standards.

Students submitted and reviewed HL #3.

Students spent the remainder of the class dissecting information from Sciencesaurus to identify the problem, hypothesis, independent variable, dependent variable, control and constants from several sample investigations or investigations done by students.

There was no home learning.

Thursday, 4 February, 2010

Students will be able to:
use information from hands-on activiites and classroom discussions to
-identify the steps of the scientific method.
-use the scientific method to solve a problem.

The do now was to answer FCAT questions from the FCAT transparencies.

Students then worked as a team to determine how mass affected the descent of a paper helicopter. Students made different models and dropped the copters from the same height, measuring the time it took the copters to hit the floor. They then added mass to the copters and repeated the experiment. Students then shared their data and reviewed the scientific method using the activity. If some classes did not finish, they will finish the activity tomorrow. You can find a handout for the activity at the top of this blog. Also, the link for making the helicopters can be found at:
http://www.uga.edu/srel/kidsdoscience/sci-method-copters/copter-designs.pdf

Don't forget: HL #3 is due tomorrow!

Wednesday, 3 February, 2010

Students will be able to:
use information from virtual laboratory experiments and classroom discussions to
-find the mass and volume of a mineral sample with a balance and a graduated cylinder.
-calculate the density of a mineral sample by dividing its mass by its volume.
-measure and observe mineral properties.
-use a key to identify a mineral sample based on its properties.
-use the scientific method to solve a problem.

The do now was to answer FCAT type questions from strand SC.H.1.3.4. Students who wish to practice answer FCAT type questions can cut and past the following link into their browser, and scroll down until they reach the section for strand H.

http://www.glencoe.com/sites/florida/student/science/assets/pdfs/gs7flmfcat2.pdf

Students then completed lab 9 on mineral identification, using the steps of the scientific method to identify a problem, hypothesize, conduct an experiment, analyze the data, and draw conclusions before sharing their finding with the class.

Remember, you can find the handout for the lab on Friday, 29 January's blog. Visit GIZMO (www.explorelearning.com) to find the lab. Scroll down to Earth and Space, and launch the GIZMO entitled Mineral Identification. If you don't remember your user name and password, email me and I will send them to you.

HL #3 is due in class on Friday!

Tuesday, 2 February, 2010

Head your paper properly. Write ALL assignments on ONE sheet of paper.

Students will be able to:
use information from supplementary texts, videos from the internet, and classroom discussions to
-identify the steps of the scientific method.
-distniguish between dependent and independent variables.
-use the scientific method to solve a problem.

The do now was to answer two FCAT practice questions from Strand SC.H.1.3.1.

Students received HL #3, which can be found at the top of this blog. Be sure to do ALL six sheets on ONE sheet of loose leaf notebook paper, written in blue/black ink or pencil.

Students watched a BrainPop on scientific method.

Students then read information from Sciencesaurus to identify portions of the scientific process. They read to find problem, hypothesis, independent variable, dependent variable, control, and constant from the reading passage.

Home learning is due on Friday, February 5.

Monday, 1 February, 2010

Students will be able to:
use information from internet access, the CPS system, and classroom discussions to
-take a benchmark exam on strand H of the SSS.
-identify the steps of the scientific method.
-distniguish between dependent and independent variables.
-use the scientific method to solve a problem.

The do now was to take the benchmark pretest on strand H of the SSS standards.

Students submitted and reviewed HL #2.

Students then made a KWL chart about the scientific process, completing the K (know) and W (want to know) portions.

Students reviewed pertinent vocabulary about the scientific method by playing a game of hangman. If you want to play at home, visit the site http://www.wordduck.com/hangman.php?user_id=1
Enter DrGCDMS in the find member lists search box.
Make sure you record the definition AND the word in your notes.

Students placed their work in the FCAT folder provided.

There will be a notebook check tomorrow, so make sure all notes are in order and you have taught either minerals or ores and gems to an adult, who has signed off and written on page N in your notebook.