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.