7th

Grade Science Syllabus

School Year: 2015-2016

Certificated Teacher:

Desired Results

Course Title (example: Geometry A and B): 7th

Grade Science A and B

Credit: one semester (.5) x two semesters (1.0)

Prerequisites and/or recommended preparation: none

Estimate of hours per week engaged in learning activities: 5 hours of class work per week per 18 week semester

Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student’s online course. The online course is accessed via login and password assigned by student’s school (web account) or emailed directly to student upon enrollment, with the login website.

Other resources required/Resource Costs: Simple household materials may be required for this course.

Course Description:

Semester A begins with an overview of the scientific investigation method. Students will work on several

labs to apply their learning of the scientific investigation. Next students will explore temperature, heat,

and the phases of matter. Students will then look at different physical properties of matter and how

you can use those physical properties to identify a sample of matter. This will lead into a discussion of

density, which will then lead students into learning about atoms. Students will specifically look at what

an atom is made of and then how atoms form molecules and compounds. Next students will look at

acids and bases and then finish the semester out with learning about chemical reactions.

Semester B begins with learning about the differences between living and non-living things and how you

can prove that something is living. Students will move into the classification of living organisms, and use

dichotomous keys to identify specific living organisms. Moving on chronologically, the course will

explore food webs, and various ecosystems where students will learn about how all the living and non-

living parts in an ecosystem are related. Next students will study cells, including the specific parts of

plant and animal cells. A Heredity unit will follow this, which will lead students into the final two units of

the semester: evolution and human body systems.

Enduring Understandings for Course (Performance Objectives): What will students understand (about what big ideas) as a result of the course?

Students will understand

Energy Transfers and Transformations o Energy exists in many forms o Energy can be transferred from one form to another and

transferred from one place to another

o Energy is conserved Properties of Matter

Atomic Structure

States of Matter Conservation

of Matter Questioning and

Investigating Systems

o Density and solubility are characteristic properties of matter o All matter is made of atoms o Mixtures are combinations of substances whose chemical

properties are preserved o Compound are substances that are chemically formed with

physical and chemical properties different from the reacting substances

o On Earth, matter is primarily either solid, liquid, or gas o In solids, particles are packed in a nearly rigid structure; in

liquids, particle move around one another; and in gases, particles move almost independently

o In a closed system, when substances interact the total mass of

the system stays the same. o Conservation of mass applies to all physical and chemical

changes o Questioning and investigating form the basis for advancement

of modern scientific understanding. o Students need multiple opportunities to behave as scientists in

the science classes. o Systems-thinking is crucial in developing scientific

understanding. o Students must be able to identify system components and

predict how changing one component affects the system as a whole.

Semester B: From Cells to Organisms

o There are basic life processes that all living things need to sustain life.

o Cells are the basic unit of life for all organisms. o In the human body, groups of similar cells work together as

tissues to sustain life. Inheritance, Variation and Adaptation

o All living things reproduce and pass on genetic information. o An organism’s characteristics are determined by both genetic

and environmental influences.

o Living organisms change, over time, as they adapt to their environment.

Flow of Energy through Ecosystems

o Matter is cycled over and over in an ecosystem. o Energy flow in an ecosystem is crucial to the health of the

organisms in the ecosystem.

o Organisms are constantly interacting with their environment. Questioning and Investigating

o Questioning and investigating form the basis for advancement of modern scientific understanding.

o Students need multiple opportunities to behave as scientists in the science classes.

Systems

o Systems-thinking is crucial in developing scientific understanding.

o Students must be able to identify system components and predict how changing one component affects the system as a whole.

Course Learning Goals (including WA State Standards, Common Core Standards, National Standards): All coursework is aligned with the Washington State Science Standards

Unit 1: Scientific Investigation

Content Standards:

• APPA- Science and technology

• PS3A-Energy exists in many forms: heat light, chemical, electrical, motion of objects and sound. Energy can be transformed from one form to another and transferred from one place to another.

• PS3B- Heat flows from warmer to cooler objects until both reach the same temperature. Conduction, radiation, and convection or mechanical mixing are the means of heat transfer.

• INQC- Collecting, analyzing

Unit 2: Temperature, Heat, and the Phases of Matter

Content Standards:

• PS3A- Energy exists in many forms: heat light, chemical, electrical, motion of objects and sound. Energy can

be transformed from one form to another and transferred from one place to another.

• PS3B- Heat flows from warmer to cooler objects until both reach the same temperature. Conduction, radiation, and convection or mechanical mixing are the means of heat transfer.

• PS2A- Substances have characteristic intrinsic properties such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the sample.

Unit 3: Physical Properties of Matter

Content Standards:

• INQB- Investigate

• PS2A- Substances have characteristic intrinsic properties such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the sample.

Unit 4: The Atom

Content Standards:

• PS2A- Substances have characteristic intrinsic properties such as density, solubility, boiling point, and melting

point, all of which are independent of the amount of the sample.

• PS2C- All matter is made of atoms. Matter made of only one type of atom is called an element.

Unit 5: Molecules and Compounds

Content Standards:

• PS2B- Mixtures are combinations of substances whose chemical properties are preserved. Compounds are

substances that are chemically formed and have different physical and chemical properties from the reacting substances.

Unit 6: Acids, Bases, and Solutions

Content Standards:

• PS2A- Substances have characteristic intrinsic properties such as density, solubility, boiling point, and melting

point, all of which are independent of the amount of the sample.

Unit 7: Conservation of Matter

Content Standards:

• PS2F- When substances within a closed system interact, the total mass of the system remains the same. This

concept, called conservation of mass applies to all physical and chemical changes.

Unit 8: Systems

Content Standards:

• INQB- Different kinds of questions suggest different kinds of scientific investigations

• INQE- Models are used to represent objects, events, systems and processes

Unit 9: Living Things

Content Standards:

• LS1A- All organisms are composed of cells which carry on the many functions needed to sustain life

• LS1C- Multicellular organisms have specialized cells that perform different functions. These cells join

together to form tissues that give organs their structure and enable the organs to perform specialized

functions within organ systems.

• INQD- For an experiment to be valid, all variables must be kept the same whenever possible, except for

the MV being tested and the RV being measured and recorded.

• SYSB- The boundaries of a system can be drawn differently depending on the features of the system being

investigated, the size of the system, and the purpose of the investigation.

Unit 10: Classifying Living Things

Content Standards:

• INQB- Different kinds of questions suggest different kinds of scientific investigations

• INQE- Models are used to represent objects, events, systems and processes

Unit 11: Ecosystems

Content Standards:

• INQD- For an experiment to be valid, all variables must be kept the same whenever possible, except for

the MV being tested and the RV being measured and recorded.

• LS2D- Ecosystems are continuously changing. Causes of these changes include non-living factors such as

the amount of light, range of temperatures, and availability of water, as well as living factors such as the

disappearance of different species through disease, predation, habitat destruction and overuse of

resource or the introduction of a new species.

• LS2B- Energy flows through an ecosystem from producers to consumers to decomposers. These

relationships can be shown for specific populations in a food web.

• SYSB- The boundaries of a system can be drawn differently depending on the features of the system being

investigated, the size of the system, and the purpose of the investigation.

Unit 12: Cells and Protozoans

Content Standards:

• LS1A- All organisms are composed of cells which carry on the many functions needed to sustain life

• INQE- Models are used to represent objects, events, systems, and processes. Models can be used to test

hypotheses and better understand phenomena, but they have limitations.

• SYSD- In an open system, matter flows into and out of the system. In a closed system, energy may flow

into or out of the system but matter stays within the system.

Unit 13: Heredity

Content Standards:

• LS3B- Every organism contains a set of genetic information to specify its traits. This information is

contained within genes in the chromosomes in the nucleus of each cell

Unit 14: Evolution

Content Standards:

• LS3A- The scientific theory of evolution underlies the study of biology and explains both the diversity of

life on Earth and similarities of all organisms at the chemical, cellular and molecular level. Evolution is

supported by multiple forms of scientific evidence.

• INQH- Science advances through openness to new ideas, honesty, and legitimate skepticism

• LS3E- Adaptations are physical or behavioral changes that are inherited and enhance the ability of an organism to survive and reproduce in a particular environment

• INQE- Models are used to represent objects, events, systems, and processes. Models can be used to test

hypotheses and better understand phenomena, but they have limitations

Unit 15: Human Body Systems

Content Standards:

• LS1C- Multicellular organisms have specialized cells that perform different functions. These cells join

together to form tissues that give organs their structure and enable the organs to perform specialized

functions within organ systems.

• SYSD- In an open system, matter flows into and out of the system. In a closed system, energy may flow

into or out of the system but matter stays within the system.

• INQD- For an experiment to be valid, all variables must be kept the same whenever possible, expect for the MV being tested and the RV being measured and recorded. If a variable cannot be controlled it must be accounted for.

Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the

state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and assessments]

Performance Tasks: Each unit will include several different pieces of assessments. These will include various projects, assignments, blog entries, simulations, mini-lab write ups, summative, and formative assessments.

Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on): Each unit will include a review and summative assessment to show evidence of student understanding.

Types of Learning Activities Indicate from the table below all applicable learning strategies that may be used in the course.

Duration: 2 weeks

Unit 13: Heredity

Direct Instruction Content Standards:

Indirect

Instruction

Experiential

Learning

Independent

Study

Interactive

Instruction

Structured

Overview

Mini

presentation

x Drill & Practice

Demonstrations

Other (List)

Problem-based

_Case Studies

x Inquiry

_x Reflective

Practice

_x Project

_x Paper

Concept

Mapping

Other (List)

Virt. Field Trip

_x Experiments

x Simulations

Games

_x Field

Observ.

_Role-playing

_x Model Bldg.

Surveys

Other (List)

Essays

_x Self-paced

computer

Journals

Learning Logs

x Reports

Directed Study

_x Research

Projects

Other (List)

x Discussion

x Debates

Role Playing

Panels

Peer Partner

Learning

Project team

Laboratory Groups

_x Think, Pair, Share

x Cooperative

Learning

Tutorial Groups

Interviewing

Conferencing

Other (List)

Other:

Learning Activities

Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of performance tasks, activities and assessments by semester, unit, and weeks.

These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report.

1st

Semester 7th

Grade Science Learning Activities

Unit: Scientific Investigation

Students will understand how to use the scientific Investigation to answer a question.

Essential Questions: How can I use the scientific Investigation to determine the answer to a Scientific Question?

Student Learning Targets: I can use the scientific investigation to understand the answer to a question.

Learning Activities: Mini lecture Power point Vocab Mini video Scientific Investigation Format Mentos and Coke Lab Popcorn Lab Review

Unit: Temperature, Heat, and the Phases of Matter

Duration: 2 weeks

Essential Understandings:

Define temperature. Describe the behavior of atoms and molecules as matter undergoes phase changes.

Essential Questions: How does temperature affect the phase of matter?

Student Learning Targets: I can explain how heat energy changes the phase of matter.

I can explain what the molecules are doing in each phase of matter.

Learning Activities: Mini lecture Power point Vocab Mini video Air is matter lab Solid liquid gas molecule drawings descriptions Water phase changes lab From blackboard: matter and energy fa.pdf Review for PS Assessment

Unit 3: Physical Properties of Matter

Duration: 2 weeks

Essential Understandings:

Duration: 3 weeks

Essential Understandings: Apply a rule to define density and solve problems. Compare the densities of common materials.

Use appropriate units to report density measurements.

Essential Questions: How does density and physical properties help us identify a substance?

Student Learning Targets: I can find the density of a substance and use it to help me identify it.

Learning Activities: Mini lecture Power point Vocab Densities sink or float. Liquid layers straw lab Titanic video density Density en jar Density Diet coke -. Coke Physical properties data.pdf and 16C_PS_INV.pdf Review

Unit : The Atom

Duration: 2 weeks

Essential Understandings: Students can Identify and describe particles which comprise atoms. Compare and contrast forces inside atoms.

Essential Questions: What are the parts of an atom ?

Student Learning Targets: I can show the parts of an atom.

Learning Activities:

Mini lecture Power point Vocab Mini video What is an atom (blackboard) Atoms family packet Build an atom en jar review

Duration: 2 weeks

Essential Understandings:

Unit: Molecules and Compounds

Distinguish between compounds and mixtures. Write simple chemical formulas. Explain how the structure of a molecule affects its chemical properties.

Essential Questions: What is the difference between compounds and mixtures? What are some examples of chemical formulas?

Student Learning Targets: I can tell the difference between a compound and a mixture. I can write a chemical formula.

Learning Activities:

Mini lecture Power point Vocab Mini video PS_15.1_Atoms_Molecules_Compounds.pdf from blackboard. Molecular models: List of molecules (H20) and draw molecules compounds and mixtures.docx review

Unit: Acids, Bases, and Solutions

Duration: 2 weeks

Essential Understandings: Distinguish solute and solvent. Identify examples of solutions. Discuss factors which affect solubility in gases and liquids. Describe the properties of water that make it a good solvent.

Essential Questions: What is the difference between a solute and solvent? What makes something more soluble?

Student Learning Targets: I know the difference between a solute and a solvent. I can understand what makes things dissolve more easily.

Learning Activities: Mini lecture Power point Vocab Mini video Ph scale en jar Kool aid- solute, solvent, solution, concentration, etc.

Duration: 2 weeks

Essential Understandings:

Peppermint candy lab. (3 cups) review

Unit: Chemical Reactions

Duration: 2 weeks

Essential Understandings: Students will explain the effects of chemical reactions. Identify the parts of a chemical equation.

Essential Questions: What are the effects of chemical reactions? How is a simple chemical equation balanced? What is the law of conservation of mass?

Student Learning Targets: I understand what a chemical equation is and what its effects are. I know what the law of conservation of mass is.

Learning Activities: Film canister rockets Mini lecture Power point Vocab Mini video Pick one lab: Glo sticks or hot pack or rust lab Chemical reaction in a baggie Difference between a physical and chemical change. Flubber video (conservation of mass) review

2nd

Semester 7th

Grade Learning Activities

Unit: Systems

Duration: 1 week

Essential Understandings: Students will understand what a system is and what the difference between a closed system and an open system.

Essential Questions: What is a system?

Student Learning Targets: I can describe the components of a system I can describe a system based on inputs/outputs and boundaries I can explain how to change the boundaries of a system I can defend whether a system is open or closed

Learning Activities:

Systems Power Point presentations: #1 What is a System? #2 System Input & Output #3 Open & Closed Systems System Diagram

Defending a System review

Unit: Living Things

Duration: 2 weeks

Essential Understandings: Student will be able to demonstrate what the 5 characteristics are of a living thing.

Essential Questions: What is the difference between a living thing and a non-living thing? How do I know if something is living?

Student Learning Targets:

I can demonstrate use of a microscope I can describe ideal conditions for growth I can explain 5 characteristics of living things I can diagram levels of organization of living things

Learning Activities: Mini lecture PP Vocab Compare/Contrast living and non-living Dig classify everything as living or non-living Grow a plant of your choice review

Unit: Organization of Living Things

Duration: 1 week

Essential Understandings: Students will understand how to identify a living thing using a dichotomous key.

Essential Questions: How do we identify a living organism?

Student Learning Targets: I can use/create a dichotomous key to identify and classify organisms

Learning Activities:

Mini lecture PP Vocab Create own dichotomous keys with animals

Insect dichotomous keys off internet

Reflection

Review

Unit: Ecosystems

Duration: 3 weeks

Essential Understandings:

Students will understand how energy flows through an ecosystem starting with the Sun. Students know how to identify the producers, consumers and decomposers in an ecosystem. Students understand a food web.

Essential Questions: How does energy flow through an ecosystem? What are some of the relationships between the living and non-living things in an ecosystem?

Student Learning Targets:

I can describe the relationships between producers, consumers and decomposers I can describe how energy flows through an ecosystem I can draw a labeled food web showing the relationship between producers, consumers and decomposers

Learning Activities: Mini lecture PP Vocab Project Hippo Reading/poster Bee Movie Wolves in Yellowstone debate paper Ecosystem checkers Review District Ecosystems test

Ecosystem Games

Unit: Cells

Duration: 2 weeks

Essential Understandings: I know the differences between plant cells and animal cells.

Essential Questions: What are the differences between plant cells and animal cells?

Student Learning Targets: I can explain that cells make up all living things I can apply the Cell Theory to explain the relationship between cells and living things I can describe cell functions I can compare and contrast plant and animal cells

Learning Activities: Mini lecture PP Vocab Cells parts

Cells as a factory-analogy _is like a_ because_ Microscope internet activity Reflection Animal plant cells-venn diagram differences, similarities

Review

Unit: Heredity

Duration: 2 weeks

Essential Understandings: Students will understand how cells grow and function. Students will be able to predict outcomes using punnet squares.

Essential Questions: Where is the location of genetic material located? How can a punnet square be used to predict the outcome of a genetic-cross.

Student Learning Targets: I can explain that information on how cells grow and function is contained in genes and chromosomes. I can describe the location of genetic material in all organisms. I can use a punnett square to predict the outcome of a genetic cross.

Learning Activities: Mini lecture PP Vocab Family Survey of Genetics (11A) Genetics with a smile Sponge Bob Genetics Punnet squares from cpo Eye Color - Keeley, LS Probes #22 Review

Unit: Adaptation and Evolution

Duration: 2 weeks

Essential Understandings: I know what evolution is. I know how natural selection works and understand how species go extinct.

Essential Questions: How does natural selection describe processes of evolution? What is an adaptation? Why do species go extinct?

Student Learning Targets: I can define evolution I can describe evidence of evolution. I can explain diversity of life on Earth. I can describe natural selection and other processes of evolution. I can describe the process of natural selection. I can explain why adaptations occur. I can explain why extinction occurs.

Learning Activities: Mini lecture PP Vocab Future creatures adaptions Project- extinct animals Moths Review District Test

Unit: Human Body Systems

Duration: 3 weeks

Essential Understandings: Students can describe several organ systems in the human body and what function they perform. Students can understand matter and energy within the human body.

Essential Questions: What are the major organ systems in the human body? How do the human body organ systems work together?

Student Learning Targets: I can describe several organ systems within the human body I can describe matter and energy within human body systems. I can design and conduct a controlled experiment.

I can compare and contrast several body systems. I can explain the human body using a systems model

Learning Activities: Mini lecture PP Vocab Nervous system dollar bill reaction Digestive System-story of my food Circulatory system-heart walk through Respiratory System- breathing rate Human body systems mini video Human growth ? Report Review District Test