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.

Tuesday, 1 March, 2011

This is HL . Do both on the same sheet of properly headed, loose leaf paper. If true, write true. If false, DO NOT WRITE THE WORD FALSE, BUT WRITE THE WORD THAT WOULD MAKE THE SENTENCE TRUE!

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.

Students explored human evolution by examining the cranium size of various hominids. Students measured the cranium capacity on the GIZMO Human Evolution-Skull Analysis. To access the GIZMO, visit explorelearning.com. Use your username and password to sign in. Launch the GIZMO to find the activity.

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