Tuesday, 30 November, 2010

This is HL 6, all to be done on one sheet of loose leaf, properly headed paper.

Students will be able to:
use information from laboratory experiments and classroom discussion to
-compare/contrast physical and chemical weathering.

The do now was an FCAT transparency.

Students submitted and reviewed HL 5 and received HL 6, which can be found at the top of this blog.

Students performed the Glencoe virtual lab on weathering. To access the lab, visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) and scroll down to Monday, 22 November, 2010 for 6th graders only. Click the Glencoe link to access the lab. Before you begin, copy the table into your notebook. Complete the table as you work through the activity. Finally, answer all the journal questions.

Students are reminded to bring their 3 rock samples in tomorrow.

Monday, 29 November, 2010

This is HL #5. Do both on the same sheet of loose leaf notebook paper. Follow all directions.

Students will be able to:
use information from laboratory experiments and classroom discussion to
-compare/contrast physical and chemical weathering.

The do now was an FCAT transparency.

Students received HL 5, which can be found at the top of this blog.

Students took notes on chemical and mechanical weathering:

Chemical weathering takes place when rocks break apart as a result of chemical changes. The types of chemical weathering include:
-oxidation-the chemical reaction of oxygen with other substances.
-hydrolysis-the chemical reaction of water with other substances.
-carbonation-when carbonic acid breaks down materials in rocks.
-plant actions-plants produce acids that cause chemical weathering.

Mechanical weathering-breaking rocks down by physical means where the composition of the rocks remain the same. The types of mechanical weathering include:
-temperature changes- rocks are broken down by changes in temperature.
-ice wedging-repeated freezing and melting of water in the cracks of rocks causes the rocks to break apart.
-root action-roots of plants grow into cracks of rocks and break them apart.

Monday, 22 November through Wednesday, 24 November, 2010

Students will be able to:
use information from laboratory experiments and classroom discussion to
-investigate the role weathering plays in shaping/reshaping the earth.
-compare/contrast physical and chemical weathering.
-explain how chemical weathering affects the earth.
-share the findings of science fair projects.

The do now for all days will be FCAT transparencies, on energy.

On Monday, students completed and submitted the lab on chemical weathering.

There will be no class on Tuesday.

On Wednesday, students will take notes on chemical and mechanical weathering. They should also test their rocks to determine if they weather chemically or mechanically. They will also do the Glencoe online weathering activity.

Students will complete science fair presentations.

Students will write a diary entry, a newspaper article, a story, or draw a comic strip to explain how chemical and mechanical weathering changes rocks and the Earth's environment.

Friday, 19 November, 2010

This is your home learning assignment. You MUST bring THIS sheet AND your rocks to class on Monday!

Students will be able to:
use information from laboratory experiments and classroom discussion to
-investigate the role weathering plays in shaping/reshaping the earth.
-compare/contrast physical and chemical weathering.
-explain how chemical weathering affects the earth.
-share the findings of science fair projects.

Students reviewed an FCAT transparency on the The Nature of Matter.

Students then did a review of information learned this week on chemical weathering, using the CPS clicker system.

Students were given the home learning activity, which can be found at the top of this blog.

The remainder of the period was utilized for students presenting science fair projects.

Monday, 15 November through Wednesday, 17 November, 2010

This is HL 4, due on Friday.


This is HL 3. Follow directions.




These are the lab sheets for the chemical weathering lab.

Students will be able to:
use information from laboratory experiments and classroom discussion to
-investigate the role weathering plays in shaping/reshaping the earth.
-compare/contrast physical and chemical weathering.
-explain how chemical weathering affects the earth.

Do nows for each day are FCAT transparencies.

Students began work on the lab dealing with chemical weathering. The handouts can be found at the top of this blog.

Students also received Home Learning 3, which can be found at the top of this blog.

Friday, 12 November, 2010

Students will be able to:
use information from internet access and classroom discussion to
-graph weather data.
-make weather station models for reported data.

The do now was an FCAT transparency.

Students completed their RAFT letters about the weather and their weather station modules.

Wednesday, 10 November, 2010

Students will be able to:
use information from hands-on activities, videos from the internet and classroom discussion to
-graph weather data.
-make weather station models for reported data.

The do now was an FCAT transparency.

Students continued to make the weather station models from the data they gathered during October.

Home learning 2 can be found at the top of this blog.

Monday, 8 November, 2010

Please do all three on one sheet of loose leaf paper, properly headed. Use blue/black ink or pencil. Follow directions. Do in the order listed.

Students will be able to:
use information from hands-on activities, videos from the internet and classroom discussion to
-graph weather data.
-make weather station models for reported data.

The do now was an FCAT transparency question.

Students completed their RAFTS on the local weather conditions at CDMS.

Students received information to record the weather station data, which will be finished in class on Wednesday of this week.

Home learning 1 can be found at the top of this blog. ALL THREE SHEETS are be answered on ONE SHEET of loose leaf paper, properly headed. FOLLOW ALL DIRECTIONS!!!!!

Wednesday, 3 November through Friday, 5 November, 2010

Students will be able to:
use information from hands-on activities, videos from the internet and classroom discussion to
-graph weather data.
-make weather station models for reported data.

The do now for Wednesday was to review the last mini assessment.
The do now for Thursday was to review the first mini assessment, as preparation for the upcoming quarterly assessment.
The do now for Friday was to work on the RAFT assigned on Wednesday.

Students watched BrainPops on clouds and humidity.

Students worked on using the weather data gathered for four days to write a RAFT. The role played is that of one of the gathered pieces of information: temperature, relative humidity, barometric pressure, cloud cover, precipitation, or wind direction/wind speed. The audience is the Campbell Drive Middle School population. The format is a letter and the topic is the conditions imposed over the four days and how it could/did impact the Campbell Drive family.

Students also received information on how to create weather station models for the data.

Since the Science Fair projects were due on Friday, no nightly home learning was assigned.