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East Cobb Middle School 7th Grade Life Science Course Syllabus Welcome to the 2016 -2017 School Year! The Science Department at ECMS welcomes you to a challenging, but exciting year of Life Science. 7th Grade Science Teaching Crew: Mrs. Kimberly Rudick Dr. Chinequa Shelander [email protected] chinequa.shelander@cobbk1 2.org Ms. Tiffoni Sellers [email protected] Dr. Stella Etta-Tawo Ms. Lindsey Cairney [email protected] [email protected] 7th Grade Assistant Principal: April Gwyn [email protected] Missed / Late Assignments: Grading Categories and Weights: Summative Assessments: (Tests/Projects/DBQ’s) 40% Formative Assessments: (Labs/Quizzes/Essays) 30% Daily Work: (class work / group work / independent work 20% Practice: Warm ups / Homework 10% All Life Science students will be required to maintain an interactive portofolio in a spiral notebook. This learning tool will include assignments, checklists, rubrics, and other resources to be used as a means of monitoring progress and communicating successes, and areas of concern with teachers and parents. Class Blogs: Students are required to turn assignments in on time. Students who turn in late assignments will be subject to partial credit. Teachers will establish deadlines for late assignments. Students who miss assignments because of an absence will be given an opportunity to make up missed work. Upon returning to school following an absence, it is a student’s responsibility to check with the teacher to ensure that all work is made up. Students are given one calendar day for each day absence plus one day to turn in the work. Teacher blogs are updated daily or weekly, and will contain the most up-to-date classroom information. On-line Textbook Access:my.hrw.com (www. Is not needed) See your teacher for login & password Help Sessions: Science Help Sessions are held on Tuesdays of each week at 8:15 a.m. See your teacher for details. Classroom Supplies (required of each student) Single Subject Spiral (11in x 9in) Set of Markers and Colored Pencils to be stored in class Recommended Supplies Ear Buds & USB drive Glue Sticks / Tape / Scissors / Stapler / Eraser Donation Supplies Needed Paper Towels and Kleenex Ziplock Bags Hand Sanitizer Various Candies for Edible Labs (M&M’s, Skittles, and Twizzlers) Science Objectives and Key Vocabulary Per Unit CHARACTERISTICS OF SCIENCE Objectives/Topics: Vocabulary: 1- Science lab safety 2- Scientific method 3- Measurement and data collection 4- Data analysis 5- Observations a) Quantitative b) Qualitative 6- Inferences 7- Variables a) Manipulated b) Controlled c) Responding 8- Hypothesis scientific method qualitative observations quantitative observation inference conclusion hypothesis procedure results manipulated variable controlled variable responding variable See Team Letters and Agenda for specific details regarding other school procedures. Subject to Change 7/31/16 Syllabus: Genetics, Evolution & Classification/Six Kingdoms Ch. 3 & 4: Vocabulary Define the following: 1. allele 2. chromosome 3. co-dominance 4. dominant 5. recessive 6. gene 7. genetics 8. genotype 9. phenotype 10. heredity 11. heterozygous 12. homozygous 13. hybrid 14. incomplete dominance 15. meiosis 16. mitosis 17. mutations 18. probability 19. Punnett square 20. purebred 21. selective breeding 22. trait Ch. 5: Evolution vocabulary Define the following: 1. Absolute dating 2. Adaptation 3. Evolution 4. Fossil record 5. Homologous structures 6. Natural selection 7. Relative dating 8. Sedimentary rock 9. Species 10. Variation Ch. 3 & 4: Genetics topics/concepts Describe & give examples of the following: A. B. C. D. E. F. G. H. I. J. K. L. M. a) b) c) d) e) f) g) h) i) j) How biological traits are passed to successive generations Gregor Mendel’s experiments Representing alleles with symbols Affect of dominant and recessives on phenotype and genotype (when would the dominant trait or recessive trait be seen?) Outcomes of crossing purebred dominant with purebred recessive Outcome of crossing homozygous and heterozygous Outcome of crossing heterozygous and heterozygous Predicting probability of traits using a Punnett square Meiosis versus Mitosis Traits controlled by multiple alleles Carriers of sex linked traits Producing desired traits with selective breeding: a. Inbreeding (define) b. Hybridization (define) c. Cloning (define) d. genetic engineering (define) Human genome project Ch. 5: Evolution concepts/topics Describe & give examples of the following: Darwin’s observations Change of organisms characteristics over time Selection of helpful adaptations Factors that affect Natural selection a. overproduction b. competition c. variations Microevolution a. Manchester moths Macroevolution a. Darwin’s finches Fossil evidence for changing life forms gradualism versus punctuated equilibrium Determining evolutionary relationships: a. -comparative body structures (homologous) b. -development before birth c. -similarities in DNA Using branching tree diagrams to show how closely related two organisms are Ecology Unit Cells and Body Systems Unit Interdependence of Living Things/ Energy Flow/Nutrient Cycling Objectives/Topics: Objectives/Topics: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. What is food? Why do we need food? Autotrophs vs. Heterotrophs 4 Levels of organization in an ecosystem Sunlight as energy Food chains Transfer of nutrients/matter Transfer of energy Roles of organisms Food webs What happens to the web if an organism is removed? Energy Roles a) producers b) consumers c) decomposers d) scavengers 13. Types of consumers a) herbivores b) carnivores c) omnivore 14. Water Cycle, Carbon Cycle, Nitrogen, Carbon DioxideOxygen Cycle 15. 3 Relationships: a) predation b) symbiosis c) competition Describe Earth’s Biomes 16. Land Biomes: Tropical rain forest, Savanna, temperate forest, Desert, Taiga, Tundra, Mountains 17. Aquatic Biomes: Freshwater, Estuaries, Marine Environmental Changes 18. 19. 20. 21. Causes of extinction Endangered species Adaptations for survival: predator/prey Analyze human impact Vocabulary: (additional vocab may be added as needed) Biosphere Organism Species Biodiversity Population Community Ecosystem Habitat Niche Abiotic Biotic Biomass Herbivore Carnivore Omnivore Producer (autotroph) Consumer (heterotroph) Photosynthesis Taiga Savanna Water-Carbon-Nitrogen Cycles Combustion Prey Predator Decomposition Temperate Grassland Desert Tundra Estuary Tropical Rain Forest Temperate (deciduous) Forest Respiration Camouflage Mimicry Predation Competition Symbiosis Commensalism Mutualism Parasitism Endangered species Energy pyramid Food web Food chain Biome Carrying Capacity Limiting Factors Cell structures and functions 1. Components of the Cell Theory 2. Identify the structure and function of: cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, nuclear membrane, chromosomes, vacuoles, endoplasmic reticulum, cell wall, ribosomes 3. Compare/contrast plant and animal cells 4. Levels of organization: CellsTissuesOrgansOrgan systemsOrganism 5. How do the levels serve the needs cells have for oxygen, food, and waste removal? 6. Describe how cells carry on the life processes of: a. Movement of materials (Passive Transport and Active Transport) b. Reproduction (Mitosis) c. Response (Stimulus and Response) d. Cellular respiration e. Photosynthesis f. Metabolism 7. Explain how cells take in nutrients to grow, divide, and make needed materials (chemical composition) Human body systems and their functions 8. Function of major organ systems: digestive, respiratory, reproductive, circulatory, excretory, muscular, skeletal, nervous, immune 9. Explain how body systems work together Vocabulary: (additional vocab may be added as needed) Cell Prokaryote Eukaryote DNA Organelle Nucleus Cytoplasm Cell Wall Cell Membrane Mitochondria Chloroplast Homeostatis Diffusion Osmosis Photosynthesis Cellular Respiration Mitosis Raw Materials Glucose Meiosis Tissue Organ Organ System Structure Function Spontaneous Generation Unicellular Multicellular Stimulus Response Chromosomes Engulfing Transport Protein Autotroph Heterotroph Carbohydrates Proteins Lipids Nucleic Acids Water Student Name: (Please Print) ____________________________________________________________ The following criteria will be used to remain in an AC class: Students must receive an 80% or above at the end of the quarter (9 week grading period), or the student will be placed on probation. This probation continues for at least 9 weeks with an intervention plan developed and implemented. If the grade remains below an 80% following the probation and intervention period, the student may be not be placed in future AC Science classes. (After 18 weeks, students may be reinstated in that AC class, depending on performance in the on-level class.) For 7th grade Science students it is particularly important to maintain an acceptable average. Students may have an opportunity to take the High School Physical Science course next year in 8th grade. This course may help to earn credit towards their high school graduation. 7th Grade AC Science Student/Parent Acknowledgement of Syllabus Signature Page I acknowledge that I have read and understand this syllabus and that I will continuously strive to be successful in Science. ________________________________ Student Signature _____________________________________ Parent Signature