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.

Thursday, 24 February, 2011

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.

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, 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.

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.

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, 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, 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, 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.

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.

Monday, 31 January, 2011

This is HL 2. Answers only, including units on a correctly headed sheet of loose leaf notebook paper, in blue/black ink or pencil only.

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 began the GIZMO on half-life.

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

Thursday, 27 January, 2011

Students will be able to:
use information from online activities and classroom discussions to
-explain the methods used to assign relative ages of rock layers.
-differentiate relative and absolute age.
-explain how relative and absolute ages contributed to the geoogic time scale and its units.

The do now was an FCAT transparency on weathering and erosion.

Due to interim assessment testing this week, students reviewed science information.

Students spent the remainder of the time learning about the Earth's History and the Age of Rocks. They accessed the information at ylearn.co.uk. The access codes and units are listed below.
Unit------------------ Access Code
Earth History-----------SC7E64
Age of Rocks-----------SC7E63
Weathering------------cdms
Erosion---------------cdms1
Plate Tectonics---------cdms2
Rock Formatione--------cdms3
The Structure of the Earth-cdms4

Wednesday, 26 January, 2011

Students will be able to:
use information from online activities and classroom discussions to
-explain the methods used to assign relative ages of rock layers.
-differentiate relative and absolute age.
-explain how relative and absolute ages contributed to the geoogic time scale and its units.

The do now was an FCAT transparency on weathering and erosion.

Due to interim assessment testing this week, students reviewed good test taking skills. Be sure to get a good night's rest and eat a hearty breakfast. Come prepared to do your best! The science exam is tomorrow!

Students spent the remainder of the time learning about the Earth's History and the Age of Rocks. They accessed the information at ylearn.co.uk. The access codes and units are listed below.
Unit------------------ Access Code
Earth History-----------SC7E64
Age of Rocks-----------SC7E63
Weathering------------cdms
Erosion---------------cdms1
Plate Tectonics---------cdms2
Rock Formatione--------cdms3
The Structure of the Earth-cdms4

Tuesday, 25 January, 2011

Students will be able to:
use information from online activities and classroom discussions to
-explain the methods used to assign relative ages of rock layers.
-differentiate relative and absolute age.
-explain how relative and absolute ages contributed to the geoogic time scale and its units.

The do now was an FCAT transparency on weathering and erosion.

Due to interim assessment testing this week, students reviewed good test taking skills. Be sure to get a good night's rest and eat a hearty breakfast. Come prepared to do your best!

Students spent the remainder of the time learning about the Earth's History and the Age of Rocks. They accessed the information at ylearn.co.uk. The access codes and units are listed below.
Unit------------------ Access Code
Earth History-----------SC7E64
Age of Rocks-----------SC7E63
Weathering------------cdms
Erosion---------------cdms
Plate Tectonics---------cdms

Monday, 24 January, 2011

Students will be able to:
use information from online activities and classroom discussions to
-explain the methods used to assign relative ages of rock layers.
-differentiate relative and absolute age.
-explain how relative and absolute ages contributed to the geoogic time scale and its units.

The do now was an FCAT transparency on weathering and erosion.

Due to interim assessment testing this week, students reviewed good test taking skills. Be sure to get a good night's rest and eat a hearty breakfast. Come prepared to do your best!

Students spent the remainder of the time learning about the Earth's History and the Age of Rocks. They accessed the information at ylearn.co.uk. The access codes and units are listed below.
Unit------------------ Access Code
Earth History-----------SC7E64
Age of Rocks-----------SC7E63

Monday, 3 January, 2011

Students will be able to:
use information from textbooks and classroom discussions to
-describe how rock types differ.
-relate conditions needed for different types of rocks to form.

Students answered an FCAT question as their do now.

Students watched a BrainPop movie on types of rocks.

Students then read and took three column notes on rocks from their textbooks. They were able to observe various igneous rocks and relate their appearances to the characteristics they read in the text.

The home learning is SS2, and the directions can be found at the top of this blog.