AFNORTH International Middle/High School

 

SCIENCE 7

 

Course Syllabus

 

SY  2004-2005

COURSE TITLE:    Science 7

TEACHER:   Ms. Buzzell 

ROOM:      A 3.1

E-MAIL:  Krista_Buzzell@eu.odedodea.edu

PHONE NUMBER:  045 527 8260

 

*PARENTS AND STUDENTS – PLEASE READ TOGETHER AND SIGN THE BOTTOM OF THE LAST PAGE AND RETURN THE SIGNED PORTION.

 

COURSE DESCRIPTION:

            Major Concepts/Content: Integrated Science II is designed to provide students with an integrated approach to three traditional science disciplines (life science, physical science, earth/space science), in addition to science as inquiry, science & technology, science & social perspectives, and the history & nature of science. The course integrates the traditional disciplines using the unifying concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium, and form & function

 

 COURSE GOALS/OBJECTIVES/STANDARDS:

       The seventh-grade standards continue to emphasize data analysis, experimentation, and drawing valid conclusions.  The standards are designed to provide students with an integrated approach to the three traditional science disciplines  (life science, physical science, earth/space science) in addition to science as inquiry, science and technology, science and social perspectives and the history and nature of science. The course integrates the traditional disciplines using the unifying concepts and processes of systems, order and organization; evidence, models and explanation; change, consistency and equilibrium; and form and function.  The abilities necessary to do scientific inquiry and understandings about scientific inquiry are emphasized through practical implications and meaningful applications.  The various topics that students will study include water, ecology, geology, and plant and animal life, properties of matter, populations, and solar system.  Students spend a minimum of 30% of their time engaged in laboratory activities.

  

Science and Technology

Students will demonstrate abilities in technological design.  Students will:

·     Design and construct a solution to an identified problem 

·     Determine the effectiveness of the solution

·     Design and conduct an investigation to determine the quality of commercial products (examples:  orange juice, paper towels)

Students will understand the interdependence of science and technology.  Students will:

·     Determine how science and technology are interrelated

·     Compare the intended benefits and unintended consequences of a technology

·     Explain constraints in technological designs (examples:  properties of materials, size limitations)

 

Inquiry Skills

Students will design and conduct scientific investigations.  Students will:

·   Identify questions that can be answered through scientific investigations

·   Use appropriate tools, technology, and techniques to gather, analyze, and interpret data

·   Organize and maintain a journal showing all phases of investigations

·   Use mathematics to explain interpret, and improve investigations and communications

·   Use logic and evidence to formulate scientific explanations, models, and predictions

·   Identify alternative explanations and models based on scientific knowledge, logic, and experimental evidence

·   Demonstrate understanding about scientific inquiry

·         Use fair test procedures

Students will effectively communicate and defend scientific arguments.  Students will:

·          Demonstrate effective methods to organize and display scientific data and concepts

·         Present investigative procedures and results to others verbally, graphically, and in writing

·         Communicate accurately and clearly about science concepts, using scientific vocabulary

 

Physical Science

Students will distinguish properties of matter and changes of properties in matter.  Students will:

·   Conduct investigations to compare chemical properties (examples:  acidity, basicity, reactivity) 

·   Compare physical properties of substances (examples:  shape, density, solubility, odor, melting point, boiling point, color). 

·   Investigate how matter is changed with the addition or removal of heat

·   Explain the relationship between heat and temperature

·   Describe how heat and temperature relate to states of matter (solids, liquids, gases)

·   Demonstrate the conservation of matter in chemical reactions

Students will explain principles related to transfer of energy.  Students will:

·   Compare how energy is produced in a fossil fuel versus an alternate energy power plant

·    Investigate chemical reactions that transfer energy to different forms (examples:  heat, light, mechanical, sound, electrical)

·   Design and construct a battery and describe how the energy flows within the battery

·   Compare chemical energy to other types of energy

·   Examine the potential hazards of commercial energy production

 

Life Science

Students will analyze the relationship between structure and function in living organisms.  Students will:

·   Describe cell structures and their functions

·   Relate specialized cell functions to needs of organisms

·   Examine tissues to identify the characteristics of cell specialization

·   Describe the structures and functions of the organs of the nervous and endocrine systems

·   Explain how organisms communicate and interact with each other

Students will explain reproduction and heredity.  Students will:

·   Determine the adaptive advantages of organisms that reproduce sexually and asexual

·   Conduct investigations with plants and invertebrates to show how sexual reproduction uses eggs and sperm to produce offspring

·   Conclude that each organism receives physical and behavioral characteristics from its ancestors

Students will understand the ways living organisms maintain and regulate behavior.  Students will:

·   Describe the internal and external responses necessary for organisms to survive in their environments

·   Compare survival mechanisms of different organisms

·   Explain the importance of regulation and adaptation to an organism's survival

Students will compare the effects of populations on ecosystems.  Students will:

·   Investigate the processes by which sunlight is converted to food

·   Diagram how energy is passed in food webs

·   Explain energy transfer through the use of a pyramid model

·   Analyze how abiotic factors (examples:  light, water, climate, soil nutrients) and biotic factors (examples:  predators, competitors and disease) affect populations

 

Earth and Space Science

Students will describe the structures of the Earth system.  Students will:

·   Compare catastrophic forces with forces that cause gradual changes in the Earth's surface (examples:  gravity, heat transfer, erosion, weathering, deposition, earthquakes, volcanoes, glaciers, floods)

·   Explain how living organisms have altered the Earth's atmosphere

·   Compare the different layers of the Earth's atmosphere

·   Describe the role of water in dissolving minerals and gases in transporting materials to the oceans

·   Investigate types of resources found in the oceans

·   Create topographic models and explain the topography of landforms and bodies of water 

Students will interpret evidence of the Earth's history.  Students will:

·   Investigate how scientists derive information about the history of the Earth  (examples:  fossils, rock formations, volcanic activity, glacial activity)

·   Determine why knowledge about the Earth's history is important

Students will understand how Earth relates to the solar system.  Students will:

·   Describe how the position and motion of the Earth explains the seasons, length of daylight and the elevation of the sun

·   Create a model that accurately represents components of our Solar System

·   Explain the effects of the sun on the Earth's surface (examples:  organisms, weather, seasons, wind, and ocean currents)

 

 Science in Personal and Social Perspectives

Students will practice safety.  Students will:

·   Demonstrate personal and group safety when engaged in science activities

·   Investigate the importance of monitoring quality standards related to soil, water, and air in the local community

·   Use protective gear in appropriate situations

Students will know the relationships between populations, resources, and environments.  Students will:

·   Compare environmental degradation on a global scale (examples:  different countries, urban versus rural, developed versus undeveloped countries)

·   Explain the consequences of population growth (examples:  environment, natural resources, quality of life)

·   Investigate international groups, organizations, and laws that focus on environmental degradation

Students will analyze risks and benefits related to personal and group decisions.  Students will:

·   Determine the advantages and disadvantages of various means of commercial energy production

·   Analyze the costs and benefits associated with energy used in transportation (example:  private automobiles versus public transportation)

·   Debate governmental roles and decisions related to environmental quality

 

 

History and Nature of Science

Students will examine science as a human endeavor.  Students will:

·   Determine career paths and educational requirements for different science and technology careers

·   Identify prominent scientists from diverse ethnic and gender groups

Students will understand the nature of science.  Students will:

·   Describe scientific discoveries that resulted from scientists working in cooperative groups

·   Investigate how scientists communicate their results and ideas

·   Describe situations in which scientists disagree about interpretation of evidence

Students will describe events in the history of science.  Students will:

·   Create a timeline that identifies the roles of scientists who have contributed to the solution of a scientific problem

·  Provide historical examples of scientific and technological discoveries that have remained useful through modern time

 

 

CSP Goal:

   AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 + 1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

 

Students will use the 6+1 framework when answering questions of the essay type, writing reports, and evaluating labs.  These will be graded with emphasis on content, organization, word choice, and presentation.

             
  SCOPE & SEQUENCE:

 

1st Quarter

 

INTRO

 

-          define science and understanding of different fields of science

-          math as the language of science

 

METRICS

 

-          metric prefixes and meanings- KHDoDCM

-          distance and area – units, tools used, how to measure

-          mass – units, tools used, how to measure

-          volume – units, tools used, how to measure

-          density – units, tools used, how to measure

-          convert metric measurements within the metric system

-          understand and use the basic units of metric measurements

-          estimate using metrics

-           use metrics to solve common real-life problems

 

 THE SCIENTIFIC METHOD

 

-          examining the purpose of investigations / experiments

-          defining the steps of the method (question, hypothesis, data, analysis, conclusion)

-          describing the importance of the method

-          practicing the steps of the method through experiments using appropriate tools and techniques

-          analyzing data and reach a conclusion

-          writing a lab report

-          creating an experiment

 

 

2nd Quarter

 

MATTER

 

-          describe matter

-          states of matter (solid, liquid, gas) and their properties

-          compare and investigate physical properties of matter (color, shape, size, density, solubility, melting point, boiling point)

-          compare and investigate chemical properties of matter (acidity, basicity, reactivity) 

-          examine and describe changes in the properties of matter – identify as physical or chemical

-          explain the relationship between heat and temperature

-          describe how heat and temperature relate to states of matter

-          demonstrate that matter is conserved in chemical reactions

 

MIXTURES AND PURE SUBSTANCES

 

-          differentiate between mixtures and pure substances

-          compare/contrast heterogeneous and homogeneous mixtures

-          types of solutions

-          difference between solutes and solvents

-          compositions of solutions: gas, liquid, solid

-          dissolving of matter – what affects dissolving rate (surface area, particle size, temperature, etc.)

-          create solubility graph

-          concentrated vs. dilute solution

-          colloids and suspension

 

ENERGY

 

-          describe what energy is

-          investigate chemical reactions to see energy being transferred in different forms (heat, light, sound, etc.)

-          compare fossil fuel energy to alternate forms of energy

-          describe and demonstrate how a battery works

-          describe electricity

-          make electricity and investigate electricity

-          examine everyday uses of electricity

 

3rd Quarter

 

CELLS

 

-          living vs. non-living

-          unicellular organisms – characteristics, movement structures

-          examine cells using a microscope

-          cell structures and functions and differences between different types of cells

 

HUMAN ORGAN SYSTEMS

 

-          specialized cells of organisms      

-          examine tissues which characterize specialized cells

-          examine different body systems and the organs that make them up(nervous, endocrine, etc.)

-          describe the functions and structures of the organs in the different body systems

 

REPRODUCTION AND HEREDITY

 

-          adaptive advantages of organisms that reproduce sexually and asexually

-          plant reproduction; sexual and asexual; spores, seeds

-          sexual reproduction uses egg and sperm to produce offspring

-          physical and behavioral reception of characteristics from ancestors 

 

4th Quarter

 

ECOLOGY

 

-     photosynthesis

-          how living organisms alter the Earth

-          energy flow; food web, food chain

-          nature’s cycles:  water, nitrogen, oxygen-carbon dioxide

-          human disturbances and imbalances to ecosystems:  pollution, population, reduction of habitat, deforestation

-          natural disturbances to ecosystems:  weathering, earthquakes, volcanoes, floods, erosion

-          abiotic vs. biotic factors

-          survival mechanisms of organisms

 

EARTH

 

-          compare the different layers of the Earth’s atmosphere

-          how living organisms affect the Earth’s atmosphere

-          catastrophic forces of change to Earth’s surface vs. gradual change

-          describe landforms; explain their similarities and differences

-          identify landforms using a topographic map

-          create your own topographic map

-          the role of water in transporting materials to ocean (water cycle)

 

EARTH AND SPACE

 

-          motion and position of Earth creates seasons

-          effects of sun on Earth’s surface (weather, wind, ocean currents, etc.)

-          model of solar system

 

COURSE GRADING/ASSESSMENT:

 

Students will be evaluated on completing given assignments, participation in class activities, labs, quizzes, projects, their notebooks, and tests. Notebooks will be graded at least once per quarter.  Semester exams will be administered at the end of the first and second semester. 

 

Grading Scale - see Student Handbook

 

 

Quarter grades are determined by:

            Notebooks                                       10%

            Homework, Daily work                     15%

            Labs                                                 20%

            Quizzes                                             15%

            Tests                                                 20%

            Projects                                            20%

Assessments will be graded in one of three ways: checked for completion, collected and graded for accuracy, or rubric scored.  The final semester grade will be calculated using 40% for each quarter grade and 20% of the exam grade.

  

CLASSROOM EXPECTATIONS/CONSEQUENCES:

 

I have four general class expectations that coincide with the general rules for all teachers, students, and guests within the 7th grade pod. 

 

  1. Be respectful.

-no hats, dress appropriately

-no gum

-respect yourself, me, your classmates, and your environment (listen when others are speaking, no inappropriate comments, respect yours and others’ property)

 

  1. Be prepared and on time.

-you’re tardy if you are not in the room when class starts

-you may NOT go to your locker to get something once class has started (the 10 minute passing time gives you plenty of time to get what you need)

-bring all needed supplies: textbook, notebook, pencils, homework, planner, and any other necessary items

-homework is due at the beginning of class

 

  1. Be responsible.

-        the same as being prepared and on time but also…

-        you are responsible for doing your daily work and homework (anything not finished in class is homework unless otherwise stated) and also make-up work if you are absent

-        your work should be neat and directions should be followed correctly

-        if you are absent it is your responsibility to take the initiative to find out what you missed and make time to make up the work within one class period (generally).

-        if a test or quiz is assigned for the day you return and it had been announced in advance you will have to take it

-        any missed test/quiz can be made-up either during seminar or during lunch

-       if you need extra help, GET IT!  I am here for that reason. Class time is good for that but also seminar, between classes, lunchtime, and certain days after school are when I’m also available.

 

  1. Use common sense.

-        if it’s going to harm you or someone else in ANY WAY, DON’T DO IT!

-        use your time wisely

-        communicate productively in class (raising hands, quiet when others are speaking, etc.)

-        participate by doing the activities, daily work, contributing to discussions, doing homework, etc. – that’s how you learn science!

-       don’t cheat and don’t make me play the role of judge deciding whether or not you are (wandering eyes, exchanging items during the test, other suspicious behavior – DON’T DO IT)  If I do believe you have cheated you will receive a ‘0’ on the assignment/test/quiz and will have a discussion with me

 

CONSEQUENCES:

If a student chooses not to follow the class rules there will be appropriate consequences depending on the severity, regularity, and repetition of their action or lack there of. 

The consequences are listed in order of increasing severity, regularity, and repetitions:

 

1.              warning/discussion with me to explain how they will modify their behavior

 

2.              and/or contact the parent and lunch/after school detention

 

3.          and/or refer student to counselor or administration

 

TEXTBOOK:  Science Plus, Holt, Rinehart, Winston

  

SUPPLIES (REQUIRED/RECOMMENDED)

 

            Large 3-ring binder with dividers

            Loose-leaf paper

Plastic zip pocket or pen/pencil bag with the following inside: pencils, erasers, black or blue pens only

            Textbook 

            Calculator

            Ruler

            Optional: colored pens/pencils, highlighter         

 

HOMEWORK POLICY:

 

1.  Work must be turned in on time.  Homework will usually be collected at the beginning of class.  NO LATE ASSIGNMENTS WILL BE ACCEPTED except when…

a.       a note from your parents states extraordinary circumstances. 

The late assignment may be turned in with the note the next class period.

b.   using a ‘late pass.’  The late pass must be attached to the assignment (students will receive 2 per semester) and the assignment must be turned in before the test is given for that unit to which the assignment belongs to.  *NOTE – THIS PASS IS NOT VALID ON PROJECTS OR NOTEBOOKS.

2.  Anything not finished in class is homework, unless stated otherwise.

3.  Work must be neat and directions followed correctly.

 

 

MAKE-UP WORK POLICY:

 

You have one class period to make-up any classroom work.  If a test or quiz is assigned for the day you return and it had been announced in advance, you will have to take it. Any missed test or quiz can/must be made-up either during seminar or during lunchtime.

 

It is your responsibility to do your daily work and make-up work on time.  There is a posting in the classroom of what is done daily and access to copies of assignments that may have been missed.  If you miss a lab or have questions on an assignment it is YOUR responsibility to make arrangements with me. 

 

EXTRA HELP:

 

I am here to help you with any problems you may have. The best time to deal with a problem is during class, but I know students frequently will not ask questions then for a variety of reasons.  Please feel free to see me during seminar, between class, at lunchtime or after school.

 

 

 

 

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Please detach this portion and return to Ms. Buzzell.

 

We, the student and parent(s), have read this information.

 

Signed, _________________________________      Date __________________

(Student first and last name)

           

__________________________________    Date __________________

(Parent(s) first and last name)