Tuesday, 31 May, 2011

Here is the study guide for the final examination.

Friday, 20 May, 2011

Be sure to bring the exam on Monday!

Students will be able to:
use information from textbooks, virtual activities, hands-on activities, and classroom discussions and past lessons to
-identify the functions of the various systems.
-compare and contrast the various body systems (ex. digestive and respiratory systems).
-research assigned body system.

Students continued with their iMovie presentations for their assigned human body topic.

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!

Tuesday, 3 May, 2011

This is HL 7. Do BOTH sheets on the SAME sheet of correctly headed loose leaf paper. ANSWERS ONLY, and FOLLOW ALL PRINTED DIRECTIONS!

Students will be able to:
use information from textbooks, virtual activities, hands-on activities, and classroom discussions and past lessons to
-recognize the basic structures that most cells share.
-show major cell organeeles and their functions.
-compare and contrast plant and animal cells.

Students completed the cell theory time line in their groups.

Home learning 7 can be found at the top of this blog.

Monday, 2 May, 2011

Here are the instructions for your fourth grading period project.

Monday-Wednesday, 25-27 April. 2011

This is HL #6. Answer all questions.

Students will be able to:
use information from textbooks, supplementary texts, internet access, and classroom discussions to
-cite evidence that all parts of livng things are made of cells.
-explain that all cells come from pre-existing cells.
-explain that cells are the basic unit of life.

Students worked on various things for their do now, including handouts and quick writes.

Students completed a handout that explained the cell theory and the difference between prokaryotes and eukaryotes.

Students also began construction of a time line showing the progress of the cell theory.

Home learning 6 can be found at the top of this blog.

Wednesday, 20 April, 2011

This is HL 5. Correctly head your loose leaf paper, letter your paper A-H, and write the correct name of the proper Norno by the correct letter.

Students will be able to:
use information from textbooks, supplementary texts, internet access, and classroom discussions to
-classify organisms into simple categories and discuss the limitations of classification systems.
-analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.

Students completed the virtual Glencoe lab How are Living Things Classified Into Groups? You can find the activity at the following site. Cut and paste it into your URL address: http://www.glencoe.com/sites/common_assets/science/virtual_labs/E07/E07.html

Students then visited the site A Touch Of Class to practice grouping organisms by similarities. You can find the activity at the following URL address; simply cut and paste into your browser window: http://www.sciencenetlinks.com/interactives/class.html

Home learning 5 can be found at the top of this blog. If you expect to be absent, due to the Sports Jam, you MUST turn in your home learning prior to going!

Friday, 1 April, 2011

This is HL 4. Answers only on correctly headed loose leaf paper.

Students will be able to:
use information from textbooks, supplementary texts, internet access, and classroom discussions to
-classify organisms into simple categories and discuss the limitations of classification systems.
-analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.

Students viewed BrainPops on classification and the six kingdoms.

They also took a quiz on the organization of living things.

Students updated their assignment sheets in their notebooks.

Students completed notes on classification.

Home learning 4 can be found at the top of this blog.

Monday, 11 April through Wednesday, 13 April, 2011

This page is the do now for classification.


This page should be read to learn more about classification and to help you answer your home learning questions.


This is HL #3. Be sure to follow all written instructions. Answers only on properly headed loose leaf paper.

Students will be able to:
use information from textbooks, supplementary texts, internet access, and classroom discussions to
-classify organisms into simple categories and discuss the limitations of classification systems.
-analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.

Due to FCAT testing, class may not meet each of these days.

Students discussed classification of living things, including the classification scheme. They discussed the difference between genus and species, and learned about domains.

Students viewed video on changing nature to determine how changes affecting a particular population also affect other populations. These changes might be with the population themselves, or with the environment, habitat or niche of the organism.

Students completed notes on organization of living things. Students also received HL #3, which is due on Thursday, and can be found at the top of this blog.

Thursday, 7 April. 2011

This is HL 2. Use the first sheet to help you find the answers to the home learning.

Students will be able to:
use information from textbooks, supplementary texts, internet access, and classroom discussions to
-create and illustrate a metaphor for an organism and explain its four levels of organization.
-describe and represent relationships between and among levels of organization for structure and function.
-illustrate the hierarchal relationships of cells, tissues, organs, and organ systems and their interrelationships.

Students complete the Cornell notes of organization of organisms.

Students can find home learning 2 at the top of this blog.

Wednesday, 6 April, 2011

This is HL #1. Be sure to complete both sheets (which are identical) and turn in one. You do not need to color the sheet.

Students will be able to:
use information from textbooks, supplementary texts, internet access, and classroom discussions to
-create and illustrate a metaphor for an organism and explain its four levels of organization.
-describe and represent relationships between and among levels of organization for structure and function.
-illustrate the hierarchal relationships of cells, tissues, organs, and organ systems and their interrelationships.

Students began notes on how living things are organized. Levels of Organization

I. Atoms
A. Smallest part of matter.
B. Nonliving
II. Molecules
A. 2 or more bonded atoms
B. Form compounds
C. Nonliving
III. Macromolecule
A. Very large molecules
B. Proteins, fats, carbohydrates (sugars), nucleic acids (DNA, RNA)
C. Nonliving
IV. Organelles
A. Tiny organs
B. Made of macromolecules
C. Make up cells. Examples include nucleus, mitochondria, ribosomes
V. Cells
A. Made of organelles.
B. Basic unit of structure and function.
C. Living
VI. Tissues
A. Made of the same kinds of cells working together to perform a task. Examples include red blood cells, bone cells, kidney
cells
B. Living
VII. Organs
A. Tissues that work together to perform a function. Examples include heart and lungs
B. Living
VIII. Organ Systems
A. Organs that work together to perform a function. Example digestive, skeletal, and respiratory systems.
B. Living
IX. Organism
A. Entire living thing. Examples are dog, human, plant, paramecia, bacteria
B. Usually made of systems.
C. May be a single cell
D. Living
X. Population
A. Same type of organisms living together, can reproduce.
B. Live in the same area, compete for resources.
XI. Community
A. Several populations living together.
B. Populations interact, share same living area, have different niches.
XII. Ecosystem
A. All the biotic (living) and abiotic (nonliving) features of a community
B. Each organism has its own niche.
XIII. Biome
A. Similar ecosystems on earth together.
B. Share similar climates and rainfall.
XIV. Biosphere
A. Whole living layer around the globe
B. Includes abiotic features. Examples are lithosphere, atmosphere, hydrosphere, ecosphere

Organization of Living Things

Atoms-----------Cell----------------Population
Molecule---------Tissue--------------Community
Macromolecule----Organ---------------Ecosystem
Organelle--------Organ System---------Biome
---------------Organism------------Biosphere

The home learning for tonight can be found at the top of this blog.

Students also received the Assignment Log sheet for the fourth and final quarter. Be sure to log in ALL assignments, due dates, and grades received.

Wednesday, 30 March through Friday, 1 April, 2011

This is HL 14 and is due on Thursday. Turn in one copy of the handout to me, keep the other page for your notebook.


This is HL 16, due on Friday. Head your loose leaf paper correctly.

Students will be able to:
use information from the Science Court Series and classroom discussions to
-define Newton's first law of motion, mass, inertia, and friction.
-demonstrate Newton's first law of motion.
-explain why some objects have more inertia than others.
-provide examples of forces that get objects moving and that slow them down.

Students continued the Science Court project on inertia. Today, students did the laboratory activity to accompany the series. Students designed clay figures and placed them on a moving vehicle to demonstrate the result of inertia on objects. Students continued to work in teams to find the answers to the problems.

Since we will be working on this activity for the remainder of the week, all home learnings are posted on this blog.

Home learning 14 is due on Thursday and can be found at the top of this blog.

Home learning 15 is due on Friday, and can also be found at the top of this blog.

Tuesday, 29 March, 2011

THis is HL 13. Follow directions. Be sure to pay attention to the equation used, there MIGHT be some negative acceleration!

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-define Newton's first law of motion, mass, inertia, and friction.
-demonstrate Newton's first law of motion.
-explain why some objects have more inertia than others.
-provie examples of forces that get objects moving and that slow them down.

Students began a Science Court investigation on inertia. Students watched the video presentation to prepare for the case. Groups were established to perform experimentation. Students will continue the activity throughout the week.

HL 13 can be found at the top of this blog.

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://drgcdms6.podomatic.com

You can find the questions above.

Thursday, 10 March, 2011

This is HL 11. Turn in one of the two handouts on Friday. Complete the other and place it in your interactive notebook.

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-identify gravity as the force that causes objects to fall to Earth.
-derive and calculate the relationship between mass and weight.

Students do now was an FCAT transparency on gravitational forces.

Students visited the ylearn site (ylearn.co.uk) to review forces. Students should take notes on any new vocabulary. They should also view each video and solve the problems. Remember, the access code is sc6p132.

Home learning 11 can be found at the top of this blog.

Wednesday, 9 March, 2011

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-identify gravity as the force that causes objects to fall to Earth.
-derive and calculate the relationship between mass and weight.

Students took mini-assessment 5 today.

Students then completed notes from chapter 17 on forces, contact and non-contact forces, and on balanced and unbalanced forces.

The home learning received (HL 10) can be found on yesterday's blog.

Tuesday, 8 March, 2011

This is HL 10, due in class on Thursday.

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-identify gravity as the force that causes objects to fall to Earth.
-derive and calculate the relationship between mass and weight.
-take an exam on speed, acceleration and velocity; contact and non contact forces; balanced and unbalanced forces.

Students began with a do now on forces.

Students made a word poster using one of the vocabulary words. The poster included:the word, a pictorial representative of the word, the definition, and a sentence using the word correctly in context.

Students then took notes on forces and gravitational forces.

Home learning was SUPPOSED to be assigned, but I forgot! But rest assured, you WILL get it tomorrow! For that reason, it is pasted at the top of today's blog.

Tuesday, 1 March, 2011

This is HL 9. Be sure to follow directions.

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-illustrate different types of non-contact forces.

Students used GIZMOs to learn about non-contact forces like magnetism and gravity. They also explored the contact force of air resistance. The activities can be done at explorelearning.com. Use your username and password to sign in, and launch the last three GIZMOs on magnetism, free fall tower, and gravity pitch.

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

Thursday, 24 February, 2011

This is HL 8. Follow the printed instructions, including how to head your paper.

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-explore how various surfaces affect the fruction of pulling a block.
-evaluate forces acting on different objects and surfaces.
-illustrate different types of contact forces.

Students received HL 8, which can be found at the top of this blog.

Students completed the Discovery Education exploration on how the motion of objects is affected by other objects.

Students then took notes on contact and non-contact forces.

Tuesday, 22 and Wednesday, 23 February, 2011

These are the instructions for writing short story 3. Be sure to follow them!

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-explore how various surfaces affect the fruction of pulling a block.
-evaluate forces acting on different objects and surfaces.
-illustrate different types of contact forces.
-update the interactive notebook

Short Story 3 is due on Thursday. You can find the directions at the top of this blog.

Students updated the interactive notebook, by updating page 3 (assignment sheet) and adding any missing pages from the front or back of notebook. Students should have notebooks ready for inspection by Monday.

Students were introduced to contact and non-contact forces, via a Discovery Education activity.

Tuesday, 15 and Wednesday, 16 February, 2011

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-make observations on how motion occurs with respect to a particular reference point.
-measure the distance objects move using SI units.
-record the time it takes for an object to move a given distance.

The do now on Tuesday was an FCAT transparency. There will be no do now on Wednesday, so students can expeditiously complete the lab.

Students began the speed lab, using toy cars to determine the effect of surface on the speed of the car. This lab will be completed and written up on Wednesday.

There was no home learning.

Friday, 11 and Monday, 14 February, 2011

On Friday, students spent the remainder of the class setting up the experiment on speed for next week, by determining the problem, hypothesis and variables.

On Monday, students completed the Discovery Learning activity On The Move. To access the activity, sign in to the student login page of Discovery Learning: http://students.discoveryeducation.com

Use your username and password to log in:

username: miami_youridnumber
password: youridnumber_miami

Click the link for On The Move. Complete the activity sheet you were given in class.

Tuesday, 8 through Thursday, 10 February, 2011

This is HL 6. Follow all written directions. It is due on Friday.



This is HL 5. Be sure to follow the printed directions. Copy and complete the chart for EACH problem.

Students spent the day reviewing the recent winter interim assessment. Since we did not finish, we will continue the review on Wednesday or Thursday. On Thursday, students completed the review of the interim assessment.

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

Monday, 7 February, 2011

This is HL 4. Turn in a completed copy.

Students will be able to:
use information from videos from the internet, explorations, textbooks, hands-on activities, virtual activities and classroom discussions to
-make observations on how motion occurs with respect to a particular reference point.
-measure the distance objects move using SI units.
-record the time it takes for an object to move a given distance.

Students received HL 4, which can be found at the top of this blog. Complete one sheet to turn in; keep the other sheet to place in your notebook.

Students read and learned about distance and speed. You can read the information from your online text, pages 504-510, or in your work a text, pages 275-278. Remember to write all vocabulary and definitions. Also, write 3 leveled questions and a summary. Don't forget to use your highlighters!

Wednesday, 2 February, 2011

Students will be able to:
use information from virtual lab and classroom discussions to
-investigate the interdependence of the organisms in an ecosystem.
-determine the flow of energy through a food chain.

Students continued the Glencoe virtual activity on Food Chains about the flow of energy in food chains. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) and click the link under Tuesday, 1 February to access the activity.

There was no nightly home learning.

Tuesday, 1 February, 2011

This is HL 3. Place answers only on a correctly headed sheet of loose leaf notebook paper. Use blue/black ink or pencil only.

Students will be able to:
use information from virtual lab and classroom discussions to
-investigate the interdependence of the organisms in an ecosystem.
-determine the flow of energy through a food chain.

Students began the GLencoe virtual activity on Food Chains to continue learning about the flow of energy in food chains.

Home learning 3 was distributed and can be found at the top of this page.

Monday, 31 January, 2011

This is HL 2. Place answers only on a correctly headed sheet of loose leaf notebook paper. Use blue/black ink or pencil only.

Students will be able to:
use information from virtual lab and classroom discussions to
-investigate the interdependence of the organisms in an ecosystem.
-determine the flow of energy through a food chain.

Students continued the GIZMO worksheet on Prairie Ecosystems to learn about the flow of energy in food chains.

Home learning 2 was distributed and can be found at the top of this page.

Thursday, 27 January, 2011

Students will be able to:
use information from online activities and classroom discussions to
-describe energy and energy transformations.
-define a problem using the law of conservation.

The do now was an FCAT transparency question on energy.

Students reviewed science information, via yLearn.

Students spent the remainder of the class reviewing information on energy and energy transformations. They also were able to apply energy transformations and the conservation of energy to the food chain. All information was found at ylearn.co.uk.

Students should sign in with their names and do the following modules:
Module------------------Access Code
Energy-------------------SC6P111
Energy Transformations------SC6P112
Food Chains---------------SC6P113
Weathering----------------cdms
Erosion-------------------cdms1

Tuesday, 25 January, 2011

Students will be able to:
use information from online activities and classroom discussions to
-describe energy and energy transformations.
-define a problem using the law of conservation.

The do now was an FCAT transparency question on energy.

Students reviewed good test taking strategies, as the interim assessments begin tomorrow. Remember to g eat a good breakfast and get plenty of rest.

Students spent the remainder of the class reviewing information on energy and energy transformations. They also were able to apply energy transformations and the conservation of energy to the food chain. All information was found at ylearn.co.uk.

Students should sign in with their names and do the following modules:
Module------------------Access Code
Energy-------------------SC6P111
Energy Transformations------SC6P112
Food Chains---------------SC6P113
Weathering----------------cdms
Erosion-------------------cdms1

Monday, 24 January, 2011

Students will be able to:
use information from online activities and classroom discussions to
-describe energy and energy transformations.
-define a problem using the law of conservation.

The do now was an FCAT transparency question on energy.

Students reviewed good test taking strategies, as the interim assessments begin tomorrow. Remember to g eat a good breakfast and get plenty of rest.

Students spent the remainder of the class reviewing information on energy and energy transformations. They also were able to apply energy transformations and the conservation of energy to the food chain. All information was found at ylearn.co.uk.

Students should sign in with their names and do the following modules:
Module-------------- ----Access Code
Energy-------------------SC6P111
Energy Transformations------SC6P112
Food Chains---------------SC6P113

Friday, 7 January, 2011

Due to a seventh grade field trip, 6th graders are doing a reading assignment today. Be sure you turned in your short story!

Thursday, 6 January, 2011

Students will be able to:
use information from textbooks, demonstrations, and classroom discussions to
-describe the types of kinetic energy.

Students continue the short story as their home learning, which is due on Friday.

The do now was an FCAT transparency on chemical changes.

Students did the UCAR activity on potential to kinetic energy. To access the activity, go to Dr. Gayden's Science Zone (drgcdms.podomatic.com) and click the link for Wednesday, 5 January for the Sixth graders. Be sure to observe the change for potential to kinetic energy and back as the skaters traverse the skate park! Try the activity with different skaters, on different planets, and by changing the coefficient of friction. What do you ALWAYS notice about the TOTAL amount of energy?

Have fun!

Wednesday, 5 January, 2011

Students will be able to:
use information from textbooks, demonstrations, and classroom discussions to
-describe the types of potential energy.

The do now was an FCAT transparency.

Students took notes on energy, defining potential and kinetic energy, as well as conditions that affect them. Students continue to work on the short story for home learning.

Monday, 3 January, 2011

Students will be able to:
use information from textbooks, demonstrations, and classroom discussions to
-describe the types of potential energy.

Students answered an FCAT question as their do now.

Students watched a BrainPop movie on potential energy.

Students then used wind-up toys to demonstrate how energy can be stored or potential and then converted to kinetic or the energy of moving things.

Students used their textbooks to take notes on potential and kinetic energy.

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