Download 7th Grade Science Syllabus 16-17_Sellers_AC

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)
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Single Subject Spiral (11in x 9in)
Set of Markers and Colored Pencils to be stored in class
Recommended Supplies
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Ear Buds & USB drive
Glue Sticks / Tape / Scissors / Stapler / Eraser
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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:
CellsTissuesOrgansOrgan systemsOrganism
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