The focus this year will be on Life Science as well as some Earth Science which is woven with Scientific Inquiry.
Below is a basic outline of what to expect as we explore the world of Science followed by a more detailed explanation of the topics we will be working on this year.
Approximate Time Frame
September –October
Plant and Animal Cells including Cell Theory, energy flow within cells and organelles within the cell.
Prentice Hall Science Explorer Series of text books-
Cells and Heredity and a variety of other sources
October – November
Cell specialization and Reproduction; a look at how cells divide and why organisms become copies of their parents
Cells and Heredity and a variety of other sources
November – December
Evolution/ Natural selection;
Understanding how traits are passed on from generation to generation
Prentice Hall Science Explorer Series of text books
Cells and Heredity and a variety of other sources
January-February
Classification of Organisms; the sorting of organisms into groups based on an organism’s characteristics
Prentice Hall Science Explorer Series of text books From Bacteria To Plants
and a variety of other sources
March-April
Energy transfer from the environment to cells and between organisms (photosynthesis)
Prentice Hall Science Explorer Series of text books - From Bacteria To Plants
and a variety of other sources
May –June
Ecology; an in-depth look at the importance of maintaining bio-diversity by understanding the relationships of the various factors in our environment.
Prentice Hall Science Explorer Series of text books
Environmental Science and a variety of other sources
We will begin by studying plant and animal cells. Students will be expected to demonstrate an understanding of the functions of cell organelles. We will look at similarities and differences between plant and animal cells. We will take this time to learn how to properly use a microscope and prepare glass slides for viewing. Experiments will help students understand how nutrients move into cells, how cell waste is eliminated, and how energy flows through cells. Other topics that we will study in this unit include cellular reproduction, the relationship between human growth and cell division and the relationship between genes (located in the nucleus) and traits.
As students learn more about the importance of cell specialization we will begin a short study on plant cells focusing on how energy from the sun is transferred and utilized in plant and eventually animal cells through chemical changes and then transferred into other forms such as heat and chemical energy. Additionally, we will study some single celled and tiny multi-celled organisms.
The next unit requires that students demonstrate their understanding of Classification of Organisms by comparing and sorting organisms with similar characteristics into groups based on internal and external structures recognized by scientists. Students will also recognize that individuals that can reproduce with one another and produce fertile offspring are classified as a species.
As students continue to build an understanding of biology, students will demonstrate their understanding of Evolution/Natural Selection by studying how various traits are passed from one generation of an organism to the next generation via sexual or asexual reproduction and identifying that some traits occur randomly (mutations).
We will begin the study of ecosystems by studying how energy flows into and out of an ecosystem and the import roles of a wide variety of organisms in sustaining a healthy ecosystem. Students will learn that given adequate biotic and abiotic resources, an ecosystem will maintain equilibrium and continue indefinitely. Yet, some factors such as disease, predation, climate, and pollution can impact the dynamics and the interdependent relationships of the organisms with an ecosystem. The unit will include a look at local ecosystems and expand to include a variety of Earth’s biomes.
Interwoven into all of the units will be lessons on the art of Scientific Inquiry. Students will learn to formulate scientifically oriented questions that can be answered through observations, experimentation and/or research. At early stages, students learn how to develop investigable questions that guide their work. At later stages, students connect their questions to scientific ideas, concepts, and quantitative relationships that inform investigations. They will learn to hypothesize answers to their questions and eventually design experiments that guide them to gather evidence to support or refute their hypothesis. Students will be designing investigations that control variables, generate adequate data/observations to provide reasonable explanations, and can be reproduced by other scientists.
Integral to science is the safe and proper use of scientific tools including measuring devices, microscopes, computers and scientific probes for the collection and analysis of data. Students will get experience in the use of these tools throughout the school year.
Goals Content Knowledge Students will:
-Understand that all living organisms and their component cells have identifiable characteristics that allow for survival
-demonstrate their understanding of Structure and Function-Survival Requirements of organisms
-be able to explain that cells come only from other living cells and that genes duplicate in the process of cell division producing an identical copy of the original cell
-describe the relationship between human growth and cell division
-demonstrate their understanding of how energy flow within cells supports an organism’s survival
-demonstrate their understanding of energy flow in an ecosystem
-demonstrate their understanding of equilibrium in an ecosystem
-demonstrate their understanding of recycling in an ecosystem
-demonstrate their understanding of classification of organisms
-demonstrate their understanding of Evolution/Natural Selection
Skill Acquisition Students will become proficient in the following:
building a strong argument based on evidence
research skills
writing lab reports
Analyze results of experiment
Develop testable questions
Develop hypothesis
Design experiments to test hypothesis
Requirements
To realize these goals we will:
provide students a variety of opportunities to practice, demonstrate and master science skills.
Provide students with an environment in which they can safely take academic risks
provide integrated technology instruction & support
journal write
utilize a variety of digital tools & resources
engage in classroom discussions
provide opportunities for students to contribute to their communities
7th Grade Syllabus
7th Grade Science Syllabus 2015-2016
The focus this year will be on Physical as well as some Earth Science which is woven with Scientific Inquiry.
Below is a basic outline of what to expect as we explore the world of Science followed by a more detailed explanation of the topics we will be working on this year.
Approximate Time Frame
September –October
How We Learn -Metacognition
Science Inquiry- Creating focusing questions, predicting and hypothesizing, designing experiments, recording and analyzing results, drawing scientifically, representing data scientifically
Online programs including those from Edutopia and Luminosity
Prentice Hall textbook – chapter on the metric system
October – November
S7-8:9
Properties of Matter -
Part 1 - Density, states of matter
S7-8:18 Properties of a gas, solids and liquids
Prentice Hall Science Explorer Series of text books
Experimental discovery
Using real world examples (tires, balloons, soda), predict and explain the effect that a change in one variable (pressure, temperature or volume) will have on the others.
November – December
S7-8:10
Understanding atoms and molecules. Students make models of atoms and begin to explore chemical and physical change.
Newton’s Three Laws of Motion
Prentice Hall Science Explorer Series of text books
Online research
Experimentation
January-February
Newton’s 3 Laws of Motion (continued)
Energy heat, light, and electrical energy will be studied with a focus on the ‘electromagnetic spectrum’.
Students will also study waves of various types.
Prentice Hall Science Explorer Series of text books
Experimentation
March-April
Space Science
Students will study the Solar System, galaxy, and Universe
Prentice Hall Science Explorer Series of text books
Peacham Telescope
Experiments
May –June
NECAP test prep and practice and review.
Earth Science –Our local ecology
State of Vermont , Department of Education release items.
Sample tests
Experiment and observational data collection
We will begin by studying ‘how we learn’. Studies have shown that when a student understands her/his learning strengths and weaknesses he/she is better able to learn. We will look at the human brain and see where and how information is stored and why it is important to repeat activities and make connections to do our best learning. Students will also use a learning inventory to get some idea about which type of learning styles work best for each individual. Students should learn to understand that we all learn differently and there is not one best way and that we need to value one another’s strengths and recognize and respect our weaknesses.
As students learn more about the importance of cell specialization we will begin a short study on plant cells focusing on how energy from the sun is transferred and utilized in plant and eventually animal cells through chemical changes and then transferred into other forms such as heat and chemical energy. Additionally, we will study some single celled and tiny multi-celled organisms.
The next unit requires that students demonstrate their understanding of Classification of Organisms by comparing and sorting organisms with similar characteristics into groups based on internal and external structures recognized by scientists. Students will also recognize that individuals that can reproduce with one another and produce fertile offspring are classified as a species.
As students continue to build an understanding of biology, students will demonstrate their understanding of Evolution/Natural Selection by studying how various traits are passed from one generation of an organism to the next generation via sexual or asexual reproduction and identifying that some traits occur randomly (mutations).
We will begin the study of ecosystems by studying how energy flows into and out of an ecosystem and the import roles of a wide variety of organisms in sustaining a healthy ecosystem. Students will learn that given adequate biotic and abiotic resources, an ecosystem will maintain equilibrium and continue indefinitely. Yet, some factors such as disease, predation, climate, and pollution can impact the dynamics and the interdependent relationships of the organisms with an ecosystem. The unit will include a look at local ecosystems and expand to include a variety of Earth’s biomes.
Interwoven into all of the units will be lessons on the art of Scientific Inquiry. Students will learn to formulate scientifically oriented questions that can be answered through observations, experimentation and/or research. At early stages, students learn how to develop investigable questions that guide their work. At later stages, students connect their questions to scientific ideas, concepts, and quantitative relationships that inform investigations. They will learn to hypothesize answers to their questions and eventually design experiments that guide them to gather evidence to support or refute their hypothesis. Students will be designing investigations that control variables, generate adequate data/observations to provide reasonable explanations, and can be reproduced by other scientists.
Integral to science is the safe and proper use of scientific tools including measuring devices, microscopes, computers and scientific probes for the collection and analysis of data. Students will get experience in the use of these tools throughout the school year.
Goals Content Knowledge Students will:
-Understand that all living organisms and their component cells have identifiable characteristics that allow for survival
-demonstrate their understanding of Structure and Function-Survival Requirements of organisms
-be able to explain that cells come only from other living cells and that genes duplicate in the process of cell division producing an identical copy of the original cell
-describe the relationship between human growth and cell division
-demonstrate their understanding of how energy flow within cells supports an organism’s survival
-demonstrate their understanding of energy flow in an ecosystem
-demonstrate their understanding of equilibrium in an ecosystem
-demonstrate their understanding of recycling in an ecosystem
-demonstrate their understanding of classification of organisms
-demonstrate their understanding of Evolution/Natural Selection
Skill Acquisition Students will become proficient in the following:
building a strong argument based on evidence
research skills
writing lab reports
Analyze results of experiment
Develop testable questions
Develop hypothesis
Design experiments to test hypothesis
Requirements
To realize these goals we will:
provide students a variety of opportunities to practice, demonstrate and master science skills.
Provide students with an environment in which they can safely take academic risks
provide integrated technology instruction & support
journal write
utilize a variety of digital tools & resources
engage in classroom discussions
provide opportunities for students to contribute to their communities