Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-explore the scientific theory of evolution.
-define and illustate natural selection.
Some classes completed the Discovery Education Exploration on Human Evolution.
All classes received HL 8 on Evolution, which, due to technical difficulties, cannot be uploaded at this time.
Students then used the home learning to take notes on Evolution and the theories on evolution.
Thursday, February 24, 2011
Tuesday, February 22, 2011
Tuesday, 22 and Wednesday, 23 February, 2011
These are the instructions for SS3. Follow them carefully!
Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-explore the scientific theory of evolution.
Students received the instructions for writing short story 3, which can be found at the top of this blog.
Students worked on updating the interactive notebook. They updated the assignment sheet on page 3 and added any missing pages. Students should be ready for a notebook inspection by Monday.
Students also began a unit on the theory of evolution by doing a Discovery Education exploration on Human Evolution.
Tuesday, February 15, 2011
Tuesday, 15 February, 2011
Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-explain how fossils are used to show evidence of changes in plants and animals over long periods of time.
-describe several processes of fossil formation and a possible scenario for each type of preservation.
-summarize the conditions needed for fossils to form.
The do now was an FCAT transparency on fossils.
Students completed notes on the geologic time line, if necessary. They also summarized their notes and answered questions.
Students began the notes on fossil formation, found on the Discovery Learning website. Use your username (miami_youridnumber) and password (youridnumber_miami) to sign in. Click the third tab, find the link for fossils, and complete the activity. Be sure to list the body and trace fossils in your notes. Complete the stages for the formation of a trace fossil. Be sure to paste the page in your notes for today.
There was no home learning.
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-explain how fossils are used to show evidence of changes in plants and animals over long periods of time.
-describe several processes of fossil formation and a possible scenario for each type of preservation.
-summarize the conditions needed for fossils to form.
The do now was an FCAT transparency on fossils.
Students completed notes on the geologic time line, if necessary. They also summarized their notes and answered questions.
Students began the notes on fossil formation, found on the Discovery Learning website. Use your username (miami_youridnumber) and password (youridnumber_miami) to sign in. Click the third tab, find the link for fossils, and complete the activity. Be sure to list the body and trace fossils in your notes. Complete the stages for the formation of a trace fossil. Be sure to paste the page in your notes for today.
There was no home learning.
Friday, February 11, 2011
Friday, 11 and Monday, 14 February, 2011
Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-explain how fossils are used to show evidence of changes in plants and animals over long periods of time.
-describe several processes of fossil formation and a possible scenario for each type of preservation.
-summarize the conditions needed for fossils to form.
Students did an FCAT transparency for their do now.
Students reviewed home learning on fossils.
Students spent the remainder of the period completing notes form Discovery Learning on geologic time. If you were absent, you can complete the activity at home by going to Discovery Learning sign in for students, and entering your user name and password
username=miami_youridnumber
password=youridnumber_miami
Click on the third tab and find the link for geologic time. (3nd link on the page). Click the link to review the information for the activity. Complete the page and paste it into your notebook as notes. Don't forget to write the questions in the left hand column of your Cornell notes. Place the answers in the notes section of your Cornell notes. Also, summarize the notes, using one sentence to summarize the major occurrences for each line. Use your highlighter to highlight the answers and the questions in the same colors.
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-explain how fossils are used to show evidence of changes in plants and animals over long periods of time.
-describe several processes of fossil formation and a possible scenario for each type of preservation.
-summarize the conditions needed for fossils to form.
Students did an FCAT transparency for their do now.
Students reviewed home learning on fossils.
Students spent the remainder of the period completing notes form Discovery Learning on geologic time. If you were absent, you can complete the activity at home by going to Discovery Learning sign in for students, and entering your user name and password
username=miami_youridnumber
password=youridnumber_miami
Click on the third tab and find the link for geologic time. (3nd link on the page). Click the link to review the information for the activity. Complete the page and paste it into your notebook as notes. Don't forget to write the questions in the left hand column of your Cornell notes. Place the answers in the notes section of your Cornell notes. Also, summarize the notes, using one sentence to summarize the major occurrences for each line. Use your highlighter to highlight the answers and the questions in the same colors.
Thursday, February 10, 2011
Thursday, 10 February, 2011
This is HL 6. Follow all written directions.
Students will be able to:
use information from textbooks, hands-on activities, virtual labs and classroom discussions to
-explain how fossils are used to show evidence of changes in plants and animals over long periods of time.
-describe several processes of fossil formation and a possible scenario for each type of preservation.
-summarize the conditions needed for fossils to form.
Some classes worked on a law of superposition activity where teams were given cards with nonsense words and asked to arrange them in order from oldest to youngest, based on the letters on the cards. Students then answered questions about the cards.
Students also did a similar activity, but using cards with pictures of fossils. Students arranged the rock layers containing the fossils based on the similarities, thus demonstrating their knowledge of relative age.
Still other students did an online activity at Discovery Learning where they read descriptions of fossils and placed them in rock layers according to their ages.
Home learning 6 can be found at the top of this blog.
Tuesday, February 8, 2011
Tuesday, 8 and Wednesday, 9 February, 2011
This is HL 5.
Students spent the day reviewing the recent winter interim assessment. Since some classes did not finish, they will continue the review on Wednesday.
For the classes that did finish, we will do a fossil-rock layer activity to practice using the Law of Superposition.
Home learning can be found at the top of this blog.
Monday, February 7, 2011
Monday, 7 February, 2011
This is HL 4. Follow the written directions.
Students will be able to:
use information from textbooks and classroom discussions to
-describe the process of fossil formation.
-compare and contrast the various types of fossils.
-describe geologic age of the earth.
Students took notes from chapter nine. All vocabulary words should be defined. There are 19 words in all. You can use your online text or the work text, pages 131-152.
The home learning can be found at the top of this page. Be sure to head your loose leaf paper correctly, and use blue/black ink or pencil.
Wednesday, February 2, 2011
Wednesday, 2 February, 2011
Students will be able to:
use information from virtual labs and classroom discussions to
-collect radioactive decay rate data for hypothetical isotopes over a period of 20,000 years.
-determine, compae, and contrast half-lives of four radioacitiradioactive elements.
Students continued the GIZMO on half-life. Students should finish the activity and submit their handouts for grading. To access the activity at home, sign in to explorelearning.com and use your username and password assigned in class. Then launch the Half-Life GIZMO. If you've forgotten your username and password, email me for the information.
There was no nightly home learning.
use information from virtual labs and classroom discussions to
-collect radioactive decay rate data for hypothetical isotopes over a period of 20,000 years.
-determine, compae, and contrast half-lives of four radioacitiradioactive elements.
Students continued the GIZMO on half-life. Students should finish the activity and submit their handouts for grading. To access the activity at home, sign in to explorelearning.com and use your username and password assigned in class. Then launch the Half-Life GIZMO. If you've forgotten your username and password, email me for the information.
There was no nightly home learning.
Tuesday, February 1, 2011
Tuesday, 1 February, 2011
This is HL 3. Answers only, including units on a correctly headed sheet of loose leaf notebook paper, in blue/black ink or pencil only. Bonus points for CORRECTLY answering questions 6 and 7!
Students will be able to:
use information from virtual labs and classroom discussions to
-collect radioactive decay rate data for hypothetical isotopes over a period of 20,000 years.
-determine, compae, and contrast half-lives of four radioacitiradioactive elements.
Students continued the GIZMO on half-life.
Home learning can be found at the top of this blog.
Subscribe to:
Posts (Atom)