Friday, 26 March, 2010

Students should be able to:
use information from videos form the internet, internet access, and classroom discussions to
-hypothesize how habitat loss affects native species populations.
-determine the effect that non- native species have on an ecosystem (availability of resources and competition of resources).
-hypothesize what the effect would be to a population if resources were limited (long and short term changes to the environment).
-analyze ways humans can positively impact the environment.
-identify causes and effects of land pollution and possible solutions.
-identify causes and effects of air pollution and possible solutions.
-describe the major negative effects of burning fossil fuels.
-identify causes and effects of water pollution and possible solutions.

Students who needed to finish the extra credit worked on their extra credit reports.

All classes did not meet, since we had a a field day for the last three periods of the day.

The classes that did meet and that were not working on their reports watched Bill Nye videos on Biodiversity and Pollution Solutions.

There was no home learning assignment.

Have a great Spring Break and a Wonderful Resurrection Sunday!

Thursday, 25 March, 2010

Students should be able to:
use information from videos form the internet, internet access, and classroom discussions to
-hypothesize how habitat loss affects native species populations.
-determine the effect that non- native species have on an ecosystem (availability of resources and competition of resources).
-hypothesize what the effect would be to a population if resources were limited (long and short term changes to the environment).
-analyze ways humans can positively impact the environment.
-identify causes and effects of land pollution and possible solutions.
-identify causes and effects of air pollution and possible solutions.
-describe the major negative effects of burning fossil fuels.
-identify causes and effects of water pollution and possible solutions.

For period 5, see the notes from yesterday's blog to complete your notes. You can follow all directions from the blog on Wednesday, 24 March, 2010.

The remaining classes updated notebooks with summary, Costa's questions, and color, if necessary, and submitted notebooks for the final check of the grading period.

We then watched a Bill Nye video on Biodiversity. Some watched a presentation made by my students from a past year. I'm including it above!

If you plan on getting the extra credit, you MUST have the pages ready to be submitted tomorrow, Friday, 26 March, no ifs, ands, or buts!

You must choose ONE endangered plant AND ONE endangered animal. For EACH:

-place a picture of the organism (color it if you draw) and write the name of the organism.
-write a sentence explaining the habitat of the organism.
-write a sentence explaining why the organism is endangered.
-write a sentence suggesting something human-kind can do to prevent this organism's species from becoming extinct.

Here are some helpful websites to use to find the information:

Animals-http://www.kidsplanet.org/factsheets/map.html

Plants-http://www.ncrs.fs.fed.us/gla/tesweb/plants/Plants_Main.htm

Remember, you
-MUST write using blue/black ink or type
-MUST include a picture of the organism at the top of the paper, and this illustration should be in color.
-MUST be on plain white typing paper.
-MUST have your name and period on the paper.

Wednesday, 24 March, 2010

These are the notes completed today in class. They should also include the definitions taken in class yesterday.

Students should be able to:
use information from videos form the internet, internet access, and classroom discussions to
-hypothesize how habitat loss affects native species populations.
-determine the effect that non- native species have on an ecosystem (availability of resources and competition of resources).
-hypothesize what the effect would be to a population if resources were limited (long and short term changes to the environment).
-analyze ways humans can positively impact the environment.
-identify causes and effects of land pollution and possible solutions.
-identify causes and effects of air pollution and possible solutions.
-describe the major negative effects of burning fossil fuels.
-identify causes and effects of water pollution and possible solutions.

Students took notes from BrainPop videos.

Students watched the BrainPop video on humans and the environment and on water pollution and recorded the cause, effect and solutions. A copy of possible notes can be found at the top of this blog. To see the BrainPop movies, visit the BrainPop site (http://www.brainpop.com) and use the username and password given to you in class (should be in the back of your interactive notebook).

We did not finish notes (land and water pollution) and will complete notes tomorrow. Notebooks will also be collected.

Tuesday, 23 March, 2010

This is the first part of the biodiversity/pollution notes. They will be continued in class tomorrow.

Students should be able to:
use information from textbooks, supplementary texts, videos form the internet, internet access, and classroom discussions to
-hypothesize how habitat loss affects native species populations.
-determine the effect that non- native species have on an ecosystem (availability of resources and competition of resources).
-hypothesize what the effect would be to a population if resources were limited (long and short term changes to the environment).
-analyze ways humans can positively impact the environment.
-identify causes and effects of land pollution and possible solutions.
-identify causes and effects of air pollution and possible solutions.
-describe the major negative effects of burning fossil fuels.
-identify causes and effects of water pollution and possible solutions.

Students took notes from the text and from BrainPop videos.

Students used the text to define and write an in-context sentence for the following words:
biodiversity, habitat loss, introduced species, native species, acid rain, and ozone depletion.

Students then watched the BrainPop video on air pollution and recorded the cause, effect and solutions. A copy of possible notes can be found at the top of this blog. To see the BrainPop movie, paste the following URL address into the browser address window, scroll down to air pollution, and click the link.
http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/brainpop_movies.html#

We did not finish notes (land and water pollution) and will complete notes tomorrow. Notebooks will also be collected.

Monday, 22 March, 2010

This is a representative of what the notes for Lab 12 could look like.

Students should be able to use information from laboratory experiments and classroom discussions to
-take an exam on how living things interact with their environment.
-write up lab 12 on pH in their interactive notebooks.

Students submitted their third quarter technical projects on human interaction with the environment. Those that did not submit their reports today may submit them tomorrow, but will loose 10 points. Remember, all writing must either be printed or in blue/black ink. The drawings or pictures must be in color. Please include your first and last name and period on the front of the non-lined paper.

Students took notes for the pH lab in their interactive notebook. The date was today, 3-22. The benchmark was SC.G.1.3.5. The topic was Lab 12: pH. You can find a representative of the notes at the top of this blog.

Students spent the remainder of the class period entering Exam 6: How Living Things Interact With Their Environment with the clicker system.

There was no home learning, but be sure your notebook is up to date and ready for a notebook check on Wednesday.

Friday, 19 March, 2010

This is exam 6. Be sure to bring it with you to class on Monday, as we will enter the answers using the clicker system. You WILL NOT be given a copy in class if you lost your original!

Students should be able to use information from textbooks, internet access and classroom discussions to
-create a comic life strip that shows the effect of humans on the environment.

Students submitted and reviewed HL #18.

Students then updated their interactive notebook notes from Wednesday, 17 March, with the 3 Costa leveled questions and summary. Acceptable questions are:
1. List the steps of the water cycle, the carbon cycle, and the nitrogen cycle.
Answer: Students should use their highlighter to show the cycle components from the handout for each of the listed cycles.

2. Compare the carbon and nitrogen cycle.
Answer: Students should circle the objects that are the same in each cycle, such as the plants, animals, sunlight and clouds (precipitation).

3. Predict what might happen to plants if there was no carbon cycle.
Answer: Since plants need carbon dioxide in order to undergo photosynthesis, no plants would be able to make food, and all plants would die. If all the plants die, the levels of oxygen in the atmosphere would decrease and all other living things that need oxygen would die. Also, since plants are producers at the beginning of every land food chain, all other life would die of starvation.

Students then took a quiz on the cycles of nature, conservation, and types of pollution.

Students received a take home exam on How Living Things Interact With Their Environment. The exam can be found at the top of this blog. Be sure to bring the exam back on Monday, as we will use the clickers to enter answers for a grade. YOU WILL NOT BE GIVEN A NEW COPY IF YOU FAIL TO BRING YOUR TEST BACK TO CLASS ON MONDAY!!!!!!!!

Also due on Monday is the technical report on human interaction with the environment. Be sure you follow the written directions on the instruction sheet (posted on Tuesday, 9 March. Remember, your submission MUST be in color. It MUST be your own work, if you are drawing a cartoon. DO NOT PLAGUARIZE ANOTHER'S WORK BY COPYING A CARTOON OR COMIC ON THE TOPICS!

Be sure to teach a parent or guardian information about lab 10 (food chains and food webs) or lab 11 (pH) and have him/her sign off with their sentence review and signature in the last block on page N of your interactive notebook. There WILL be a notebook check next week!

Students were encouraged to work on their Technology Report 3, on the Impact of Humans On The Environment.

Thursday, 18 March, 2010

This is HL #18. Place all answers on ONE sheet of correctly headed loose leaf notebook paper. Be sure to follow the instructions, especially those for 14-3: What causes water pollution?

Students will be able to:
use information from laboratory experiments and classroom discussions to
-measure the pH of common household items.
-determine the pH of rain water.

Students received HL 18, which can be found at the top of this blog. Read the directions carefully and follow all written directions. All three sheets should be done on one correctly headed loose leaf sheet of notebook paper, written in blue/black ink or pencil.

Students did a lab on pH. If you were absent and need to make up the lab, go to Dr. Gayden's Science Zone (http://drgcdms.podomatic.com), scroll down to March 18. Click the first link to get the handouts, print them out, and be sure to write your name on the sheets. Then, click the second link to begin the activity. Write all answers in pencil.

Wednesday, 17 March, 2010

These handouts are to be placed in the notebook AFTER the notes below! Be sure to fill in the blanks for each cycle.

Students should be able to
use information from internet access and classroom discussions to
-explain how ecosystems depend on the wter cycle.
-relate how the nitogen and carbon cycle and aid in the flow of energy in a food web and in an ecosystem.
-diagram and summarize how the nitrogen and carbon cycle recycle matter in an ecosystem.
-explain how the process of decay is interconnected with the nitrogen and carboy cycle.
-compare the process of photosyntheiss and the carbon cycle.

Students submitted and reviewed home learnings 16 and 17.

Students took notes on cycles in nature. You can find the handouts for the drawings for the water, carbon, and nitrogen cycle at the top of this blog. You can find the notes at the very bottom of this blog.

You can also go to Dr. Gayden's Science Zone (http://drgcdms.podomatic.com) for today's date to do some fun activities on the water cycle, carbon cycle, and nitrogen cycle.

There was no home learning assignment.

Cycles in Nature notes......


The Water Cycle
Evaporation, Condensation and Precipitation

The sun evaporates water from lakes and oceans. As the air rises, it cools. The water vapor condenses into tiny droplets of water. The droplets crowd together and form a cloud. Wind blows the cloud towards the land. The tiny droplets join together and fall as precipitation to the ground. The water soaks into the ground and collects in rivers and lakes. The cycle that never ends has started again!


The Carbon Cycle
Carbon is part of the ocean, air, rocks, soil and all living things. Carbon doesn’t stay in one place. It is always on the move!
Carbon moves from the air to plants.
Carbon moves from plants to animals.
Carbon moves from plants and animals to the ground.
Carbon moves from living things to the atmosphere.
Carbon moves from fossil fuels to the atmosphere when fuels are burned.

The Nitrogen Cycle

Nitrogen is a part of living things like plants and animals. Nitrogen is also a part of non-living things like the air above and the dirt below. Nitrogen does not stay in one place. It moves slowly between living things, dead things, the air, soil and water. These movements are called the nitrogen cycle.

Nitrogen in the air can be changed during lightning strikes, during fires, and by special bacteria, and becomes the type that plants and animals need to grow.

Animals get the nitrogen they need by eating plants or other animals that contain nitrogen.

Tuesday, 16 March, 2010

Students should be able to use information from textbooks, internet access and classroom discussions to
-create a comic life strip that shows the effect of humans on the environment.

Today was the last day of FCAT testing, so all classes did not meet.

Students were encouraged to work on their Technology Report 3, on the Impact of Humans On The Environment.

Other students viewed Bill Nye videos on the water cycle and the food web.

Remember, home learnings 16 and 17 are due in class tomorrow.

Monday, 15 March, 2010

These are the sheets for HL #16. Do them on ONE sheet of loose leaf paper, in the order indicated. Follow all directions.


This is HL #17. Do on a separate sheet of paper. Follow all directions.


Sample of what notes from lab could look like.

Students should be able to
use information from videos from the internet, internet access, and classroom discussions to
-explain how ecosystems depend on the wter cycle.
-relate how the nitogen and carbon cycle and aid in the flow of energy in a food web and in an ecosystem.
-diagram and summarize how the nitrogen and carbon cycle recycle matter in an ecosystem.
-explain how the process of decay is interconnected with the nitrogen and carboy cycle.
-compare the process of photosyntheiss and the carbon cycle.

Students did a quick write to answer the question: What is the water cycle?

Students received HL 16 and HL 17, which can be found at the top of this blog. HL 16 has three pages. Do them all on the same sheet, in the proper order. HL 17 is only one sheet and should be done on a separate sheet from HL 16.

Students watched BrainPop movies on the water cycle and the carbon cycle.

Students spent the remainder of the class period writing up Lab 11: Food Chains and Food Webs in their interactive science notebooks. The benchmark was SC.G.1.3.4. Notes from the lab can be found at the top of this blog.

Friday, 12 March, 2010

Theses are the lab sheets. Use blue/black ink or pencil for the problem, hypothesis, the front of the sheet, and conclusions and analysis. Use colored pencils to complete the figure on the second sheet.

Students should be able to use information from textbooks, videos and classroom discussions to
-explain the relationship among producers and consumers including herbivores, carnivores, and onminvores in the process of enrgy transfer in an ecosystem.
-describe the flow of energy in a food web and food chain
-assess the effect of the removal of a population from a food web or ecosystems (primary, secondary and tertiay changes).

Students submitted HL #15 and reviewed it.

Students also had a quiz on interactions in the environment.

Students spent the remainder of the class period completing Lab 11: Food Chains and Food Webs, which can be found at the top of this blog. If you were absent, print out the sheets and use colored pencils to complete the food web. Use blue/black ink or pencil to compete the remainder of the sheet.

Remember, your rock project is due in class on Monday!

Thursday, 11 March, 2010

This is HL #15. Use blue/black ink or pencil, answers only, following all written directions on loose leaf, properly headed notebook paper.

Students should be able to use information from textbooks, videos and classroom discussions to
-explain the relationship among producers and consumers including herbivores, carnivores, and onminvores in the process of enrgy transfer in an ecosystem.
-describe the flow of energy in a food web and food chain
-assess the effect of the removal of a population from a food web or ecosystems (primary, secondary and tertiay changes).

After receiving their interactive notebooks, students set up and did the do now, making a three-ring Venn diagram and comparing and contrasting herbivores, carnivores, and omnivores.

Students also turned in and reviewed HL 12, 13, and 14. They also received HL 15, which can be found at the top of this blog.

Periods 1, 2, 3, and 4 also received the instructions for the technology report 3, due March 22. Those instructions, along with examples, can be found on the blog dated Tuesday/Wednesday, March 9/10, 2010.

Students also took notes on energy transfers from organism to organism (food chains and energy pyramids). The notes are:

Producer-organism that makes it own food, usually from the sun, these are plants.

Consumer-organism that gets its energy by eating other things, either plant or other organisms.

Food chain-diagram that shows the flow of energy from one organism to another, usually begins with a producer.

Energy pyramid-diagram that shows the total amount of energy present in each trophic level.

Trophic levels-feeding positons in a food chain.

Primary consumer-eats producers.

Secondary consumer- eats primary consumers.

Tertiary consumer-eats secondary consumers.

Scavenger-eats the remains of dead organisms.

Decomposers-organisms that break down the remains of dead things, include bacteria, earthworms, and fungi.

Students watched as much of the Bill Nye video presentation on Food Webs as time allowed.

Tuesday/Wednesday, 9/10 March, 2010

These are the instructions for the technology project on Human Impact On The Environment. Remember, you MUST use color (crayons, colored pencils, paints, markers, etc) or real pictures. Be sure your work is done on unlined white paper that measures 8.5 x 11 inches.


This example is the classic comic style. You may use this style, but be sure you have from one to six panels. This example has two panels. Also, be sure to use color.


This example is one that was drawn. You may draw, but use colored pencils, crayons, markers, paint, etc. DO NOT COPY SOMEONE'S WORK!


This example is one using real pictures, which you can take yourself or use from the internet.

Students should be able to use information from textbooks, internet access and classroom discussions to
-create a comic life strip that shows the effect of humans on the environment.

Today was the first day of FCAT, so all classes did not meet. If you DID meet, the handout for technical project is found at the top of the page. All classes will receive the handout and directions by Thursday of this week. I am posting the directions and several examples of what COULD be done at the top of this blog. The final product must be on unlined paper that is 8.5 x 9 inch in size. It should be done in color, and all written parts must be either typed or in blue or black ink.

Classes that did meet did research on the topic they will choose.

Remember to keep track of your deadlines!

Monday, 8 March, 2010

This is HL #12. Do on a separate sheet of loose leaf notebook paper. Follow all written directions. Head your paper correctly. Use blue/black ink or pencil. Be sure to write the title of the home learning on the first line.


This is HL #13. Do on a separate sheet of loose leaf notebook paper. Follow all written directions. Head your paper correctly. Use blue/black ink or pencil. Be sure to write the title of the home learning on the first line.


This is HL #14. Do on a separate sheet of loose leaf notebook paper. Follow all written directions. Head your paper correctly. Use blue/black ink or pencil. Be sure to write the title of the home learning on the first line.

Students will be able to:
use information from handouts classroom discussions to
-solve math problems that relate to science.

Students submitted their interactive science notebooks for notebook check 3.

Students worked in teams to solve math problems that relate to science, such as scientific notation, calculating volume, density, and mechanical advantage , and finding means. Winning teams earned free home learning passes!

Home learnings 12, 13 and 14 were distributed, but are not due until Thursday. They can be found at the top of this blog. Do EACH on its own separate sheet of loose leaf paper, properly headed in blue/black ink or pencil. Answers only. Be sure to place the title of the assignment on the first line BEFORE you write your answers.

Have a restful night as you get ready to TAME THE FCAT!

REMEMBER, YOU ARE MORE THAN A CONQUEROR THROUGH CHRIST, WHO LOVES YOU!!!

PS....I BELIEVE IN YOU TO0!!! SO SHOW THAT FCAT WHO'S THE BOSS!!!!

Friday, 5 March, 2010

These are the things you should have in your notes. Of course, draw your own representatives for each category. Use color.

Students will be able to:
use information from textbooks and classroom discussions to
-differentiate between biotic and abiotic parts of an environment.
-explain how organisms interact with the abiotic factors in an ecosystem.
-explain why abiotic features are a limiting factor in an ecosystem.

Students took the final post test on benchmarks.

Students submitted and reviewed home learnings 10 and 11.

Students then took Cornell notes. The table of contents should have today's date (3-5, the benchmark SC.G.2.3.4 , and the topic Factors In The Environment. An acceptable representation of the notes can be found at the top of this blog. Students then took notes on the factors in the environment. They were asked to define biotic and abiotic factors, and draw representations for each. They were also asked to define and draw representations for:
species, population,community, ecosystem, biosphere, and humus.

Don't forget to write your three Costa leveled questions, use your highlighter to correlate questions to answers, and write the summary of the notes.

There WILL be a notebook check on Monday. Period 6, since you did not have class on Friday, your Friday notes will not be considered in the notebook check, but you must have ALL OTHER NOTES!!!!

Thursday, 4 March, 2010

These two sheets are HL #10 and should be done on the same sheet of loose leaf paper. Follow all written directions. Answers only.



These two sheets are HL #11 and should be done on the same sheet of loose leaf paper. Follow all written directions. Answers only.

Students will be able to:
use information from internet access and classroom discussions to
-differentiate between biotic and abiotic parts of an environment.
-explain how organisms interact with the abiotic factors in an ecosystem.
-explain why abiotic features are a limiting factor in an ecosystem.

The do now was to answer questions from FCAT transparencies.

Students received home learnings 10 and 11, which can be found at the top of this blog. Home learning 10 consists of two sheets, that must be done on the same sheet of loose leaf paper. Home learning 11 also consists of two sheets, that must be done on the same sheet of loose leaf paper, but NOT the same as the one used for home learning 10. Please use blue/black ink or pencil. Write only the answers. Be sure to record your answers on the handouts, as we will review them in class. Also, they will be placed in your notebook after we finish the notes, so bring your glue sticks!

Students spent the remainder of the class period on the interactive learning site Ylearn (http://ylearn.co.uk). If you'd like to visit the site, type in your name and use the following access codes:

For Ecosystems: Access code is SCG235.
For Individuals and Populations: Access code is SCG134.

Remember, whether you are in the performance tomorrow or are attending, you MUST have your home learnings ready to turn in!

Wednesday, 3 March, 2010

Students will be able to:
use information from internet access, videos from the internet, and classroom discussions to
-write up Lab 10.
-differentiate between biotic and abiotic parts of an environment.
-explain how organisms interact with the abiotic factors in an ecosystem.
-explain why abiotic features are a limiting factor in an ecosystem.

The do now was to answer FCAT questions from the FCAT transparency series.

Students then wrote up Lab 10: Radioactive Half-Life in their interactive notebooks. This should go on a modified Cornell notes page (column on the left, NO lines drawn at the bottom of the page). In the left column, draw something that reminds you of the lab, such as the radioactive materials at 0 years (all one color) and the radioactive material 1000 years later (half the original color, half another color) to demonstrate half-life. Suggested answers to the 7 conclusions and analysis questions are:

Lab 10: Radioactive Half-Life

1. We were trying to find out how can you simulate the radioactive half-life of an element.
2. The hypothesis was supported by the data. Half-life can be used to determine the age of objects.
3. The major findings were that all radioactive isotopes have a unique half-life and that half of the radioactive substance will change to nonradioactive daughter products at each half-life.
4. All groups were able to calculate the half-life for the radioactive elements.
5. Radioactive isotopes decay at a specific rate called the half-life. This can be used to determine the age of objects containing that isotope.
6. We could look at other know isotopes to determine their half-life.
7. The use of radioactive isotopes can be used to find the absolute age of things like fossil bones and old rock layers.

Students then watched a BrainPop movie on Ecosystems.

Finally, students had access to computers to visit the ylearn site. (http://www.ylearn.co.uk). Sign in with your name. The access code is: Gayden-Population. Go through the presentation to learn about organisms in the ecosystem, including species, populations, communities, biotic factors, and abiotic factors.

There was no home learning.

I will stay after school tomorrow for those who need help with their rock project.

Tuesday, 2 March, 2010

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

Students took the last pre-test on benchmarks SC.F.1.3.1, SC.F.2.3.2, SC.F.2.3.3, SC.G.1.3.4, and SC.G.2.3.4.

Students then finished any notes on fossils. You can find the notes at the bottom of this blog.

Students learned site recognition of words from the strands Processes of Living Things and How Living Things Interact With Their Environment by playing a word search game. The link can be found under today's date on Dr. Gayden's Science Zone (drgcdms.podomatic.com) or you can cut and paste the following link directly.

http://www.wordduck.com/wordsearch.php?user_id=1700

There was no additional home learning. Students are to continue to work on their rock collection.

>>>>>>>>>>FOSSIL NOTES<<<<<<<<<<<
Fossils

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

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 how 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.

Relative Age of Rocks

When rock layers form, the older layers form first, and are located at the bottom. The younger layers form on top of these. This is the law of superposition.

Relative age-age of an object compared to the age of another object.

Index fossils are also used to determine the age of rocks. An index fossil is an organism that lived only during a short part of the earth’s history, was found in many places on earth and must be unique.

Absolute Age of Rocks

Absolute age-specific age or a rock or fossil.

Radioactive elements may be found in rocks and organisms. These elements give off particles and energy. As they give off energy, new, nonradioactive elements form. The rate of this radioactive decay is steady and regular and can be measured.

Half-life is the length of time it takes for one-half of the amount of a radioactive element to change into another element.

Some radioactive isotopes, like Carbon-14, can only be used to find the absolute age of the remains of once living things.

Geologic Time Scale

The earth is more than 4.6 billion years old. The earth’s past is divided into sections. The geologic time scale outlines the major events in the earth’s history and the kinds of organisms that lived on the earth in the past. It is divided into eras, period, and epochs.