Information for Course Syllabus On March 29th, Public Chapter 660 was signed into law. This new statute requires a syllabus be made publicly available for all grades six (6) through twelve (12) social studies, science, math, and English language arts courses beginning with the 2016-17 school year. The syllabus for each course must include a course calendar that outlines the standards, objectives, and topics covered in the course; major assignments and field trips; and procedures for parental access to instructional materials. We are going to help with providing this information on our Website; therefore, please complete the following form and provide requested material. We need one completed form per course per grade level. This information is due by August 1. Thank you! Name of Course: science Grade Level: 7 th grade School: RMS Please list any major assignments and/or projects that will be completed during the course. Major assignments are defined as assignments that integrate multiple standards and/or are worth significant points towards the final course grade and/or span multiple days to complete. Major Assignments: PBL #1: Toxic Air in China Standards covered: 7.LS1.5 Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). Problem Scenario: How will you introduce this problem to students? Comparison of air quality in U. S. and China on the human respiratory system
PBL #2: Cobalt use in batteries and effects on humans 7.LS1.5 Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). 7.PS1.3 Classify matter as pure substances or mixtures based on composition. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter Problem Scenario: How will you introduce this problem to students? Cobalt must be mined to supply the demand for batteries and can have effects on miners body systems. Field Trips: none How can parents access instructional materials? Parents can access instructional materials by using the Canvas portal located on the school website. Please attach a pacing guide for your course if you teach science or any high school subject. (attached below)
7 th Science Standards, Learning Targets and Pacing Standard Targets Timeframe 7.PS1.1 Develop and use models to illustrate the structure of atoms, including the subatomic particles with their relative positions and charge. 7.PS1.2 Compare and contrast elemental molecules and compound molecules. 7.PS1.3 Classify matter as pure substances or mixtures based on composition. 1. I can list the subatomic particles and their charges. 2. I can locate the subatomic particles position in the atom. 3. I can create a model of an atom Including all subatomic particles. 4. I can contrast current models of atomic structure with past models of atomic structure. 5. I can define and name examples of isotopes. 1. I can define molecules. 2. I can define elemental molecules and provide examples. 3. I can define compound molecules and provide examples. 4. I can differentiate between ionic and covalent bonds and give examples. 5. I can determine whether or not atoms will bond. 1. I can define matter. 2. I can define pure substances and provide examples. 3. I can define homogeneous and heterogeneous mixtures and provide examples. 4. I can define solute and solvent. 7.PS1.4 Analyze and interpret chemical reactions to determine if the total number of atoms in the reactants and products support the Law of Conservation of Mass. 7.PS1.5 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. 1. I can calculate the number of atoms in a molecule. 2. I can calculate the number of atoms on the reactants and products sides of a reaction. 3. I can state the Law of Conservation of Mass. 4. I can determine if a reaction is an example of the Law of Conservation of Mass. 5. I can balance an equation. 1. I can describe physical properties of matter and provide examples. 2. I can describe chemical properties of matter and provide examples. 3. I can list the characteristics of metals, nonmetals, and metalloids. 4. I can list the properties of elements within the same group. 5. I can decode information regarding elements on the periodic table.
Standard Targets Timeframe 7.PS1.6 Create and interpret models of substances whose atoms represent the states of matter with respect to temperature and pressure. 7.LS1.1 Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and 7.LS1.2 Conduct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport. 7LS1.3 Evaluate evidence that cells have structural similarities and differences in organisms across kingdoms. 7.LS1.4 Diagram the hierarchical organization of multicellular organisms from cells to 1. I can explain the position and movement and distance of particles in each state of matter. 2. I can explain how increases in pressure require additional temperature to cause a state of matter change. 3. I can define volume. 1. I can identify the function of the nucleus. 2. I can identify the function of the mitochondria. 3. I can identify the function of the chloroplast. 4. I can identify the functions of the Golgi body, ribosomes, and ER. 5. I can identify the function of the cell wall. 6. I can identify the function of the cell membrane. 7. I can explain how the organelles work together for whole cell function. 8. I can use a model of the cell to communicate organelle function. 1. I can identify the cell membrane and the function. 2. I can define homeostasis. 3. I can explain the necessity of homeostasis to maintain life. 4. I can perform an investigation to demonstrate passive transport following the steps of the scientific method. 5. I can compare diffusion and osmosis. 6. I can contrast active and passive transport. 1. I can compare the similarities in cells of different kingdoms. 2. I can contrast the differences in cells of different kingdoms. 3. I can define prokaryote/eukaryote. 1. I can list levels of organization in living organisms from smallest to largest. 2. I can provide an example of each level of organization in the human body.
Standard Targets Timeframe 7.LS1.5 Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). 7.LS1.6 Develop an argument based on empirical evidence and scientific reasoning to explain how behavioral and structural adaptations in animals and plants affect the probability of survival and reproductive success. 7.LS1.7 Evaluate and communicate evidence that compares and contrasts the advantages and disadvantages of sexual and asexual reproduction. 1. I can identify the organs and explain the function of digestion system. 2. I can identify the organs and explain the function of respiration system. 3. I can identify the organs and explain the function of excretion system. 4. I can identify the organs and explain the function of circulation. 5. I can identify the organs and explain the function of nervous system. 6. I can identify the organs and explain the function of integumentary system. 7. I can identify the organs and explain the function of muscular system. 8. I can identify the organs and explain the function of skeletal system. 9. I can explain how the systems of the body work together to maintain life. 1. I can define a behavioral adaptation. 2. I can define a structural adaptation. 3. I can explain how a behavioral adaptation improves the likelihood of an organism's survival and reproduction. 4. I can explain how a structural adaptation improves the likelihood of an organism's survival and reproduction. 1. I can contrast sexual and asexual reproduction. 2. I can identify the advantages and disadvantages of sexual and asexual reproduction. 3. I can evaluate an example of reproduction, type of reproduction, and its advantages and disadvantages.
Standard Targets Timeframe 7.LS1.8 Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells. 7.LS1.9 Construct a scientific explanation based on compiled evidence for the processes of photosynthesis, cellular respiration, and anaerobic respiration in the cycling of matter and flow of energy into and out of organisms. 7.LS2.1 Develop a model to depict the cycling of matter, including carbon and oxygen, including the flow of energy among biotic and abiotic parts of an ecosystem. 7.LS3.1 Hypothesize that the impact of structural changes to genes (i.e., mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the 1. I can identify the phases of mitosis. 2. I can describe how mitosis is used for the growth of an 3. I can describe how mitosis is used for the repair of tissue in living organisms. 4. I can describe how mitosis (binary fission) is a method of asexual reproduction for some organisms. 5. I can place the phases of mitosis in sequential order. 6. I can describe why interphase is necessary for cell growth. 1. I can identify reactants and products in photosynthesis and respiration. 2. I can explain the cycle of molecules and energy between photosynthesis and aerobic and anaerobic respiration. 3. I can contrast aerobic and anaerobic respiration. 4. I can identify the location of photosynthesis and respiration in plant and animal cells. 5. I can construct and interpret a diagram to demonstrate the cycling of matter and flow of energy. 1. I can create a model to show how carbon and oxygen are exchanged. 2. I can identify the abiotic and biotic parts of an ecosystem. 1. I can identify how genetic changes can be harmful to an 2. I can identify how genetic changes may be beneficial to an 3. I can identify how genetic changes may be neutral to an
Standard Targets Timeframe 7.LS3.2 Distinguish between mitosis and meiosis and compare the resulting daughter cells. 7.LS3.3 Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. 7.ESS3.1 Graphically represent the composition of the atmosphere as a mixture of gases and discuss the potential for atmospheric change. 7.ESS3.2 Engage in a scientific argument through graphing and translating data regarding human activity and climate. 7.ETS2.1 Examine a problem from the medical field pertaining to biomaterials and design a solution taking into consideration the criteria, constraints, and relevant scientific principles of the problem that may limit possible solutions. 1. I can contrast mitosis and meiosis. 2. I can explain how daughter cells from mitosis and meiosis are different from each other. 1. I can identify a dominant and recessive gene in a genotype. 2. I can predict the probability that traits will be passed from parents to offspring using a Punnett Square. 3. I can represent the phenotypic & genotypic patterns using ratios. 4. I can identify the phenotype given a genotype. 5. I can explain how sexual reproduction passes genes from parent to offspring. 1. I can make a graph to show the composition of the atmospheric gases. 2. I can explain how certain atmospheric gases increase due to human activity. 1. I can graph data to show climate changes. 2. I can graph data to show human activity. 3. I can interpret graphs of human activity and climate to make hypotheses about changes over time. I can design a realistic solution for a medical problem using materials from or for a living 4 th nine weeks 4 th nine weeks 4 th nine weeks