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.

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.