Monday, 21 August, 2017

Welcome to Comprehensive Science 2!

Benchmark:  SC.7.N.1.1

Essential Question: What makes a science lab safe?

Learning Objectives:
Students will be able to:

-Determine the five basic rules of lab safety.

-Identify do’s and don’t that make a laboratory activity safe or unsafe.

BELL RINGER- Following Directions Handout 5 minutes

SUPPLIES/TECHNOLOGY:  white board and markers, computer(s) with internet access, LCD projector

VOCABULARY: fire blanket, eye wash station, first aid kit, evacuation map, fire extinguisher, fume hood, safety shower

HOME LEARNING: HL 1 Analyzing Elements of the Scientific Method-Use the supplied vocabulary to answer A-F on your own paper.  

AGENDA

WHOLE GROUP

-Bell Ringer - Following directions handout 5 min

-I do - introduction of self/motivational talk 5 min

-I do - review: vision statement, schedule, syllabus, rules, expectations, fire/code red/code yellow drills. 20 min

-I do - distribute and explain HL 1 Analyzing elements of the scientific method and the vocabulary sheet 2 min

-we do - set up notebooks so that we can begin placing pages in the notebook. 20 min

-we do - Zombie College The 5 rules of lab safety video /handout10 min

-we do - review lab safety contract 

SMALL GROUP/INDEPENDENT PRACTICE/DI

-you do - visit website to find the SWAY on Lab Safety and complete the game portion. 10 min

-you do - exit ticket - write to explain the importance of one of the 5 rules of lab safety. 5 min

Today, we will explore Lab Safety. Use your phone to log into your Office 365 site. Visit the sway listing for you.

If you cannot find the link, click on the one listed below:

Laboratory Safety

If you did not get a syllabus, see me. Also, be sure to get a copy of the receipt of syllabus, which must be signed by both you and your parent/guardian.

Additionally, see me to pick up a copy of the lab safety contract.

Below, find a copy of the home learning, the vocabulary supplement, and the Zombie College Lab Safety handout. All of these will be placed in your interactive notebook.

Monday, 26 September, 2011

Students will be able to:
use the information from textbooks, virtual activities, and classroom discussions to
-identify the factors that affect an object''s gravitational potential energy.
-explain how changing an object's gravitational potential energy involves doing work.

Students turned in and reviewed HL 8 after the bell ringer.

Students completed the GIZMO on Potential Energy on Shelves. Students who did not complete the activity in class took the assignment home to complete it. Use the user name/password given to you to sign in to GIZMO at www.explorelearning.com

Click the launch GIZMO link and complete the activity. If you lost your handout, click the link Lesson Materials link and print out a copy of the activity to complete.

All handouts are due in class tomorrow!

Friday, 23 September, 2011

This is HL 8. Write the words Potential Energy and Kinetic Energy on a sheet of loose leaf paper. Write the numbers of the pictures that go with each word next to the word. For the copy you keep, cut out the pictures and place them in the correct box.

Students will be able to:
use the information from textbooks, virtual activities, and classroom discussions to
-identify the factors that affect an object''s gravitational potential energy.
-explain how changing an object's gravitational potential energy involves doing work.

Students took mini assessment 2.

Students also received home learning 8, which can be found at the top of this blog. Be sure to cut the pictures and place in the correct place for home learning, but only write the correct numbers down for me.

Students began the GIZMO on Potential Energy on Shelves, and will complete it on Monday.

Wednesday, 21 September, 2011

Students will be able to:
use the information from textbooks, virtual activities, and classroom discussions to
-describe thermal energy transfer.
-differentiate between conduction, convection, and radiation.

Students completed the bell ringer and then watched a Discovery movie on types of energy to introduce the topic heat energy transfer.

They then completed a Discovery exploration on the three types of heat energy,

Home learning is to read and complete pages 360-363 in the text.

Wednesday, 21 September, 2011

Students, use the link below to find the Discovery activity on the transfer of heat.

Tuesday, 20 September, 2011

Students will be able to:
use the information from hands-on experimentation and classroom discussions to
-illustrate how transferred energy can be measured by its effects on an impressionable surface.
-observe the energy released from a falling object and how this energy is transferred from oen form to another.

Students completed lab 4 on analyzing energy transformations after completing the bell ringer.

Students determined how energy is transferred from a ball dropped to the sand into which it is dropped.

Students are to complete the lab write up, using the lab write up format. The handout is due in class tomorrow.

Monday, 19 September, 2011

Students will be able to:
use the information from hands-on experimentation and classroom discussions to
-illustrate how transferred energy can be measured by its effects on an impressionable surface.
-observe teh energy released from a falling object and how this energy is transferred from oen form to another.

Students began lab 4 on analyzing energy transformations after completing the bell ringer.

Students are determining how energy is transferred from a ball dropped to the sand into which it is dropped.

Home learning 7 (HL 7), is to write, on loose leaf paper, the answers to questions 1-6 on page 365.

Friday, 16 September, 2011

Students will be able to:
use the information from the text, online sources, and classroom discussions to
-discover the relationship between heat and temperature,
-calculate the specific heat capacity of water.

After completing the bell ringer, students updated their assignment page 1.

Students then completed the GIZMO on Energy Conservation in a System.

Notebooks were collected.

Home learning is to read and complete pages 64-67 and 72-83 in the work text.

Thursday, 15 September, 2011

Students will be able to:
use the information from the text, online sources, and classroom discussions to
-discover the relationship between heat and temperature,
-calculate the specific heat capacity of water.

Students completed their Cornell notes on properties of matter, including the three leveled Costa's questions and the summary.

Students then watched BrainPop movies on temperature and heat.

Students began a GIZMO entitled Energy Conversion in a System. Since there were computer problems in the other classes, the GIZMO was done as a whole class activity. If the computers are working tomorrow, we will individually complete the activity.

Notebooks will be submitted tomorrow, so the home learning is to prepare the notebook.

Wednesday, 14 September, 2011

The seventh grade class did not meet today, as I was out of the building. Home learning 6, which you received yesterday, is due in class tomorrow.

Tuesday, 13 September, 2011

This is HL 6. Answers only on your own loose leaf paper, properly headed. Also complete this sheet and bring to class on Thursday so we can check your work.

Students will be able to:
use the information from the text, online sources, and classroom discussions to
-decribe temperature.
-compare and contrast temperature and thermal energy.

After the bell ringer, students completed notes from the text (2 column notes) on transforming energy (chapter 10, lesson 1). Students composed Costa's leveled questions from the information in the notes. They also used highlighters to find the answers to the questions. Students summarized the information in their Cornell notes.

Students should past home learnings 1-5 behind these notes.

Tonight's home learning can be found at the top of this blog.

Monday, 12 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.

Students read from the text, learning to do selective outlining and then turning that into two column notes. This information came from pages 346-349 in the text.

Students still need to write their Costa's leveled questions and their summaries.

Home learning tonight is to read pages 356-359 in the text and answer all questions.

Friday, 9 September, 2011

Students will be able to:
use the information from the text and classroom discussions to
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.

Students took the first mini assessment today.

After the mini assessment, students worked in their texts, pages 346-350, selectively underlining the main ideas. These will be incorporated into two column notes on Monday.

Remember, short story one is due on Monday.

Thursday, 8 September, 2011

These are the instructions for Short Story 1. It is due in class on Monday. Follow all directions.

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.

Students completed the "we do" GIZMO laboratory activity on heat and particle motion.

Students received the package for the front of their notebook. They placed the inside front cove page and the first quarter grades page. All other pages are to be done at home.

Students also received the rubrics for the first grading period short story. It is due on Monday, You can also find the instructions at the top of this blog.

Wednesday, 7 September, 2011

This is HL 5. Explain what is happening in the cartoon. Be sure to use all the listed words correctly in your explanation. Turn in a copy on loose leaf paper and keep the original to place in your notebook.

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.

Students reviewed home learning 4 and received home learning 5, which can be found at the top of this blog. Students continued learning how to write a lab using the correct format. The experiment was a GIZMO on how heat affects the molecules of a gas.

Students did not finish the activity, but will continue and complete the activity tomorrow.

Tuesday, 6 September, 2011

This is HL 4. Turn in only one half of this page. Keep the other half to place in your notebook.

Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.

Students received HL 4, which can be found at the top of this blog. They are to keep one half of the page and submit the other. Both sides are identical.

Students began the "we do" activity for practicing how to write a lab. Students will complete the activity tomorrow. The lab deals with how temperature affects the movement of particles.

Friday, 2 September, 2011

Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.
-continue construction on interactive notebook.

Students completed the Mexican Jumping Bean activity, including the RAFT letter and drawing.

They received textbooks. Texts are to be brought to school every day. Students are to read pages 356-360 in the text and be prepared to discuss the information and take notes.

Students will continue to learn about laboratory write ups as we continue to learn about heat next week.

Thursday, 1 September, 2011

Students didn't receive the home learning yesterday, but received it today. It is due in class tomorrow. Write answers on both sides, but submit only half the sheet. The other is to be placed in your notebook.

Due to Grade level orientation, there was no class today.

Wednesday, 31 August, 2010

This is HL 3. Complete it and follow all directions while doing so.

Students will be able to:
use the information from the laboratory activities to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.

Students completed the lab write up for the Mexican Jumping bean and the effects of heat experiment.

Home learning 3 can be found at the top of this blog. Follow all written instructions.

Tuesday, 20 August, 2011

This is HL 2. Answer on your own paper to submit, but write on this sheet to check your work and place in your notebook.

Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.

Students learned how to write up a laboratory report. You will place a copy of the lab format in your interactive notebook, so that you can refer to it as you complete your lab write-ups.

The experiment detailed discovering how heat affected the movement of a Mexican Jumping Bean.

Home learning 3 can be found at the top of this blog.

Thursday, 25 August, 2011

This is HL 1. Be sure to follow all printed directions.

Students will be able to:
use the information from the text to
1. reason why scientists need a specific set of skills.
2. differentiate between the skills needed by scientists.

Students took notes in their notebooks about the skills necessary for a scientist. Students do not yet have textbooks, so for right now, we are reading and studying the text via the overhead LCD projector.

Students have been learning about the skills necessary for scientists to make discoveries. The notes include:

What skills do scientists use?

Science is a way of learning abut the natural world.

Scientists use skills such as observing, inferring, predicting, classifying, evaluating, and making models to study the world.

Observing means using one or more of your senses to gather information. It also means using tools, such as a microscope to help your senses. Observations can be either quantitative which deals with numbers or amounts, or qualitative, which deals with descriptions that cannot be expressed in numbers.

Inferring is when you explain or interpet the thing you observe. It is not guessing. Inferences are based on reasoning from what you already know or based on assumptions you make about your observations.

Predicting means making a statement or a claim about what will happen in the future based on past experience or evidence.

Classifying is the grouping together of items that are alike in some way.

Evaluating involves comparing observations and data to reach a conclusion about them.

Making models nvolves creating representations of complex objects or processes. Some models can be touches, such as a map. OThers are in the form of mathematical equations or computer programs. Models help people study things that can’t be observed directly.

Home learning 1, due tomorrow, can be found at the top of this blog. Be sure to follow directions!

Monday, 22 August, 2011

Welcome to Dr. Gayden's Seventh Grade Science Class!

Come to this site to find out what we do daily (or almost daily). Come here to find your home learning assignments or to see if you need to visit the podomatic site for a make-up lab.

Have a great and successful year!

Tuesday, 31 May, 2011

Here is the study guide for the final examination.

Friday, 20 May, 2011

Don't forget to bring the exam on Monday!

Students will be able to:
use information from textbooks, online activities, hands-on activities, classroom discussions, and past lessons to
-research the information needed for the completion of the biotechnology project.

Students used printed articles and the internet to research their chosen topic, which must be one of the following:

-cloning
-gene therapy
-genetic testing
-stem cell research
-using microbes for remediation
-genetically modified foods.

Students must be sure to have the background information, photos of the condition, pros and cons on the issue, their own personal opinion of the issue, an editorial cartoon on the issue, and five references.

We will take the exam on Monday using the clickers, so be sure to bring back your copy, which can also be found at the top of this blog.

Notebooks will also be collected on Monday.

Monday, 16 May, 2011

Here is the information needed for your fourth grading period project. Be sure to follow the directions carefully!

Monday, 9 May, 2011

Here are the instructions for your fourth grading period project.

Tuesday, 3 May, 2011

This is HL 7. Use the links below to complete the questions. Use a sheet of correctly headed loose leaf paper. NUMBER ANSWERS ONLY!


This sheet is to be completed for your notes.

Students will be able to:
use information from textbooks, online activities, hands-on activities, classroom discussions, and past lessons to
-track and describe the pathway of a chromosome going through the reproductive process of meiosis.
-describe theresults of meiosis.

Students read and completed notes on meiosis. See the top of this blog for the handout.

You can use information from any of the sites listed below to complete the handout AND to answer the home learning questions, which can also be found at the top of this blog.

http://www.life.umd.edu/classroom/bsci124/lec9.html

http://kvhs.nbed.nb.ca/gallant/biology/meiosis_notes.html

http://www.ibguides.com/biology/notes/meiosis

http://schoolweb.dysart.org/TeacherSites/uploads/1022/IB%20Biology/Microsoft%20PowerPoint%20-%20Meiosis%20Notes.pdf

Monday-Wednesday, 25-27 April. 2011

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-describe the reproductive processes of mitosis and meiosis in the cell.
-differentiate between the reproductive processes of mitosis and meiosis.

Students completed a variety of do nows, including drawing and writing about the cell.

Students watched a BrainPop movie on mitosis. Furthermore, completed a GIZMO learning activity online.

Home learning 6 can be found at the top of this blog.

Wednesday, 20 April, 2011

This is HL 5. Read the information. Head your loose leaf notebook paper correctly, and number your paper 1-5. Do only the first five questions. Be sure to write only the numerical answer!

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-describe the reproductive processes of mitosis and meiosis in the cell.
-differentiate between the reproductive processes of mitosis and meiosis.

Students completed the lab From Land To Mouth.

Others worked on making a mitosis flip book.

Home learning 5 can be found at the top of this blog.

Friday, 1 April, 2011

This is HL 4. Answers only on a correctly headed sheet of loose leaf paper.

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-diagram food chains and food w ebs from various ecosystems.
-compare ad contrast food chains and food webs.
-describe the flow of energy in food chains and food webs.

Students took a quiz on the interdependence of living things.

Students updated and turned in their notebooks.

Students completed viewing and discussing the Changing Nature video (except periods 2 and 6).

Students also completed any missing notes, including summaries, and Costa's leveled questions.

Home learning 4 can be found at the top of this blog.

Monday, 11 April through Wednesday, 13 April, 2011

This is HL 3. Be sure to follow all written directions, placing only the letter answer on your properly headed loose leaf paper.





These pages should be placed in your notebook. We will review them in class. You will be shown on Thursday how to add them to the notebook.

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-diagram food chains and food w ebs from various ecosystems.
-compare ad contrast food chains and food webs.
-describe the flow of energy in food chains and food webs.

Due to FCAT testing, all classes may not have met all days.

Classes completed notes from home learnings one and two on consumers/producers and food chains/webs/pyramids.

Students also received a package on food chains and webs. Students should do the package as do nows and in class work. ALL the pages are to be included in the interactive notebook. The package can be found at the top of this blog. There is a list of definition not included with the package that might be helpful. You must get this sheet from the package, as it is not included online.

Students watched videos on changing nature and food webs.

Home learning 3, which is due on Thursday, is also found at the top of this blog.

Thursday, 7 April. 2011

This is HL 2. Be sure to follow all printed directions and head your paper correctly!

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-compare and contrast the relationships among organisms.
-explain the relationships among producers and consumers, including herbivores, carnivores, and omnivores, in the process of energy transfer in an ecosystem.
-describe the flow of energy in a food web and food chain.

Students completed the Cornell notes for either Got Habitat? Or Everyday Fossil Fuels.

Some classes also took notes on producers and consumers.

Home learning 2, which you received yesterday, can be found at the top of this blog.

Wednesday, 6 April, 2011

This is home learning 1. Be careful to follow the directions. Answers only. Head your paper correctly!

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-compare and contrast the relationships among organisms.
-explain the relationships among producers and consumers, including herbivores, carnivores, and omnivores, in the process of energy transfer in an ecosystem.
-describe the flow of energy in a food web and food chain.

Students studied how organisms interact with the environment and with each other. They also studied how using fossil fuels impact our lives. Both activities were done as explorations under Discovery Education. You can find the activities by signing into Discovery Education with your user name and password (miami_youridnumber/youridnumber_miami). You may also access the information through the student portal. The names for the activities are Everyday Fossil Fuels and Got Habitat?

Students received the Assignment Log for the fourth and final quarter. They should be careful to complete the log correctly with assignments, due dates, and grade received.

Home learning 1 can be found at the top of this blog.

Wednesday, 30 March through Friday, 1 April, 2011

This is HL 14. It is due on Thursday. Follow all printed directions. Correctly head your paper.



This is HL #15. It is due on Friday. Follow all printed directions. Correctly head your paper. Be sure to make a t-column for your answers.

Students will be able to:
use information from Rainforest Researchers virtual field trip and classroom discussions to
-understand current research efforts on tropical forests and biological diversity.
-explore the use and management of biological resources.
-understand the role of plants as critical global resources.

Students began the virtual trip to the Indonesian rain forest to save the durian fruit. Students will continue to work in groups on this project until completed.

Since we will be working on this for the next three days, students will find Wednesday's and Thursday's home learning at the top of this blog.

Tuesday, 29 March, 2011

This is HL 13. Be sure to follow the directions. ONLY write TRUE or the word that would MAKE the statement true!

Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-conpare and contrast renewable and nonrenewable resources.
-realate how humans impact the availability of resources.
-describe how we can conserve natural resources.

Students completed the GIZMO on water pollution. Students should complete the Cornell Notes for the activity, being sure to write 3 leveled Costa questions, use colored highlighters to correlate the questions to the answers, and write a summary. Don't forget that HL 13, which can be found at the top of this blog, should also be placed in the notebook.

Friday, 11 March, 2011

Students:

Here are the questions for your spring package. Go to the site below for a treasure hunt to find the answers!

http://drgcdms7.podomatic.com

You can find the questions above.

Thursday, 10 March, 2011

This is HL #11. Head your loose leaf paper properly, as indicated on the handout. Then, complete the answers as demonstrated. Be sure to label the abiotic and biotic portions.

Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-investigate structure and function relationships.
-analyze how limiting factors affect the survival of organisms.

The do now was an FCAT transparency on evolution and fossils.

Students completed the laboratory portion of the virtual lab: Save the Black Footed Ferret. Students received the conclusions and analysis/grading rubrics sheet. All lab work must be completed and ready to turn in tomorrow following class. You can find the activity and the handouts on the Discovery Education site. Use your username and password to sign in.

Home learning 11 can be found at the top of this blog.

Wednesday, 9 March, 2011

Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-investigate structure and function relationships.
-analyze how limiting factors affect the survival of organisms.

Students took mini-assessment 5.

Afterwards, students continued work on the Discovery Education Exploration Save The Black Footed Ferret to learn about the limiting factors needed for ferrets to survive. They also learned about how biotic and abiotic factors affect living things. We completed Level 1 and will begin Level 2 tomorrow.

There was no home learning.

Tuesday, 8 March, 2011

His is HL 10. Follow the printed directions. Head your paper correctly. Use blue/black ink or pencil.

Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-investigate structure and function relationships.
-analyze how limiting factors affect the survival of organisms.

The do now was a transparency on natural selection.

Students first worked on their word web poster, creating a poster of one of the vocabulary words, including the word, a pictorial representation of the word, the definition, and the word used correctly in context in a sentence.

Students then took notes on limiting factors. They also included biotic and abiotic factors in their notes, which should be set up as Cornell notes.

Home learning 10 can be found above.

Friday, 4 March, 2011

Be sure to complete and bring to class on Monday!

Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-investigate structure and function relationships.
-analyze how limiting factors affect the survival of organisms.

The do now was a transparency on evolution.

Students began the virtual lab on Save the Black Footed Ferret, a Discovery Education activity. To access the lab, go to the Discovery Education site: http://students.discoveryeducation.com

Once there, use your user name: miami_youridnumber password: youridnumber_miami

When on the site, click the third tab (assigned resources). Click the link for the Save The Black Footed Ferret to proceed.

Students received exam 5, which will be entered with the CPS clickers on Monday. You can find a copy above.