Wednesday, 27 October and Friday, 29 October, 2010

Print these sheets out and use to make up the lab on Tornado Movement.

Students will be able to:
use information from hands-on activities, videos from the internet and classroom discussion to
-identify the role of models in the context of the sixth grade science benchmarks.
-discuss, compare, and negotiate methods used, results obtained, and explanations among
groups of students conducting the same investigation.
-investigate how natural disasters have affected human life in Florida.

Students first watched a portion of a video from Storm Chasers about tornadoes. They answered questions such as what is the difference between a tornado and a hurricane? How does a tornado form?

Students received their lab sheets. They made models of tornados in a bottle and used them to show how tornados form and move.

Absent students should go to the following site and paste the URL address into the URL box. Then, manipulate the width and core pressure to guess the type of tornado produced. Be sure to record data. You can use the individual investigation sheets to write up the lab. (See top of blog)

http://whyfiles.org/013tornado/3.html

On Friday (no class on Thursday, due to early release), students debriefed the mini-assessment in science. They then completed the laboratory write-up. Students also finished gathering the weather data.

Tuesday, 26 October, 2010

Place this check off sheet on the back of your science board.

Students will be able to:
use information from videos from the internet, textbooks, and classroom discussions to
-measure wind speed and direction using an anemometer.
-observe and record the cloud type and sky coverage.
-measure relative humidity.
-update science fair information.

Students took the mini assessment.

Students reviewed for the science fair. For those that have misplaced handouts, you can find the information at the top of this blog.

Students then used their text books, pages 91-92, to make two column notes on reflection, refraction, and diffraction, listing definitions and examples of each. Students then drew a representation of the term, complete with definition.

Monday, 25 October, 2010

Students will be able to:
use information from hands-on activities, videos from the internet and classroom discussion to
-measure wind speed and direction using an anemometer.
-observe and record the cloud type and sky coverage.
-measure relative humidity.

The do now was another problem from Mastering the FCAT.

Students took Exam 2 using the clickers.

Students then made measurements of temperature, relative humidity, wind speed and direction, sky cover, and precipitation for their weather project.

For home learning, look up information on local weather.

Friday, 22 October, 2010

Remember to bring these with you to class on Monday!

Students will be able to:
use information from hands-on activities and classroom discussion to
-measure wind speed and direction using an anemometer.

The do now was a question from the Mastering the FCAT series.

Students received the question set for Exam 2, which can be found at the top of this blog.

Students also received project papers to measure the weather. Students learned to use tools such as the thermometer, an anemometer, a barometer and a sling psychrometer to measure weather properties.

Monday, 18 October through Thursday, 21 October, 2010

This is HL 18. Answers only on correctly headed paper.


This is HL 17. Answers only on correctly headed loose leaf notebook paper.


This is HL 16. Answers only on correctly headed loose leaf notebook paper.



These are the sheets for HL 15. Show your work on correctly headed loose leaf notebook paper.




These are the handouts for the virtual lab on predicting the weather. Use blue/black ink or pencil to complete.

Students will be able to:
use information from videos from the internet, virtual laboratories, and classroom discussion to
-use station models to forecast conditions for weather stations in a region of the continental United States.

The do now on Monday was a quiz on Spheres of the Earth
The do now on Tuesday was to review the mini assessment.
The do now on Thursday was to answer a Mastering the FCAT question.

On Monday, students watched BrainPop videos on climate and weather.

They received HL #15 on Monday.
They received HL #16 on Tuesday.
They received HL #17 on Wednesday.
They received HL #18 on Thursday.

All HL can be found at the top of this blog.

Students worked on the virtual lab Predicting the Weather. Those pages are also at the top of this blog. Find the link to the lab at Dr. Gayden's Science Zone (drgcdms.podomatic.com).

Friday, 15 October, 2010

Students will be able to:
use information from textbooks and classroom discussion to
-differentiate between weather and climate.

The do now was a quick write: What is the difference between weather and climate?

Students received HL 14, which can be found at the top of this blog.

Students began the virtual lab on weather, found at the Glencoe site, or by clicking the link through Dr. Gayden's Science Zone. Handouts will be distributed on Monday. We will complete the activity on Monday.

Thursday, 14 October, 2010

Students will be able to:
use information from virtual laboratory experiments and classroom discussions to
-trace the path of a drop of water through the water cycle.
-explain how water evaporates from Earth's surface, condenses into clouds, and then precipitates back to Earth's surface.
-describe the different paths that water can travel on Earth's surface.
-compare the amounts of water in different r reservoirs (oceans, ice, soil, etc.)

The do now was a quick write: How would the earth be different if water vapor were not trapped in the atmosphere but could leave the atmosphere.

Students submitted and reviewed HL #13.

Students spent the remainder of the period finishing the Water Cycle lab.

There was no home learning assignment.

Tuesday, 12 October and Wednesday, 13 October, 2010

This is HL 13, due on Thursday. Answers only on correctly headed loose leaf paper, blue/black ink or pencil






These are the lab sheets for The Water Cycle GIZMO.

Students will be able to:
use information from virtual laboratory experiments and classroom discussions to
-trace the path of a drop of water through the water cycle.
-explain how water evaporates from Earth's surface, condenses into clouds, and then precipitates back to Earth's surface.
-describe the different paths that water can travel on Earth's surface.
-compare the amounts of water in different r reservoirs (oceans, ice, soil, etc.)

Do Nows
On Tuesday, students did a quick write about the water cycle.
On Wednesday, students will take a mini assessment.

Home Learning
Tuesday- HL #12, due on Wednesday/reviewed on Wednesday
Wednesday - HL #13, due on Thursday/reviewed on Thursday

Students turned in interactive notebooks for notebook check 2.

The remainder of the period on both days was spent on the GIZMO site, completing the handouts for the water cycle. If you were absent, go online to www.explorelearning.com. Use your username and password to sign in. Print out the handouts found at the top of this blog, and complete. If you don't remember your username and password, email me at:
DrGCDMS@dadeschools.net, and I will email them to you.

Monday, 11 October, 2010

This is HL #11. Using loose leaf notebook paper with no edges, write in blue/black ink or pencil. Head your paper correctly (last name, first name; date; period; HL #11; What is the water cycle? and use only letter answers.


This is the do now. Complete by using the words at the top of the list to fill in the blanks.

Students will be able to:
use information from textbook, virtual activities, and classroom discussions to
-cite evidence of the cycling of water between the hydrosphere and atmosphere.
-describe and explain the interactions of water between the different spheres of the earth (water cycle).

Students submitted their scientist cards.

The do now was a cloze activity that can be found at the top of this blog.

Students also received HL 11, which can be found at the top of this blog. There will also be a notebook check tomorrow.

Students viewed a BrainPop movie on the water cycle.

Students began a GIZMO on the water cycle, which will be completed tomorrow.

Wednesday, 6 October through Friday, 8 October, 2010

Note: The due date is MONDAY, OCTOBER 11!!!!!!!

Students will be able to:
use information from textbook, virtual activities, and classroom discussions to
-cite evidence of the cycling of water between the hydrosphere and atmosphere.
-describe and explain the interactions of water between the different spheres of the earth (water cycle).
-complete research on an assigned scientists.
-construct a vocabulary word poster using Comic Life.

The respective do nows were:
Wednesday - draw the water cycle scheme.
Thursday - Quick write - Why is the water cycle necessary for life on earth?
Friday - use your assigned vocabulary word and write a sentence using the word.

Students submitted HL #10 and reviewed it on Wednesday. For the remainder of Wednesday, and on Thursday and Friday, students researched their assigned scientist and used Comic Life to make a word wall poster of a assigned vocabulary word.

The technology project (scientist baseball card) is due on Monday, 11 October, and the instructions can be found at the top of this blog.

Tuesday, 5 October, 2010

Students will be able to use information from past lectures and classroom discussions to
-identify the spheres of the earth.

Students received HL #10, which can be found at the top of this blog.

Students completed the lab write up for the Green house Effect.

Students learned about the different spheres of the earth. The earth can be divided into four (sometimes five or six) spheres.

The SIX spheres are:

hydrosphere-waters of the earth

lithosphere (also known as geosphere)-the land, rocks of the earth

atmosphere-the air of the earth

biosphere-the living organisms of the earth

cryosphere-the frozen waters of the earth, including glaciers and continental ice

antrosphere-humans and their construction

Monday, 4 October, 2010

Students will be able to:
use information from laboratory activities and classroom discussions to
-interpret data and draw conclusions from data and graphs.
-use power writing to write up laboratory experience.

Students took examination one on Earth's Systems and Patterns, which can be found on the Friday, 1 October, 2010 blog.

Students then wrote up the lab from last week on the Greenhouse effect. Although not finished, we will finish the lab tomorrow.

The home learning was to update the interactive notebook, including questions, summaries, and color coordinating the questions and answers.

Friday, 1 October, 2010

Be sure to bring these sheets to class on Monday!

Students will be able to:
use information from laboratory activities and classroom discussions to
-interpret data and draw conclusions from data and graphs.
-use power writing to write up laboratory experience.

Students took a Benchmark Analysis test.

Students also received a problem set, which can be found at the top of this blog.

Students completed the conclusions and analysis of the lab. They still need to write up the lab in their interactive notebook, using the power writing/writing conclusions format found on pages a and b in their notebooks.

Students should update their interactive notebooks, checking that all Cornell notes have a summary; that they have used Costa's Level of Questioning or Quality Questions, found on pages g and h of their interactive notebooks; and that they have use highlighters to coordinate the questions with the answers.