R.M.

Marrs Magnet Center Science 7 Course Syllabus Instructor: E-mail: Office Phone Number: Plan Periods: Teacher Web Site Office Best times to contact: Mr. Jason Arp Jason.arp@ops.org 3rd & 7th Block 7th Grade Plan Room 2:40 3:40 p.m.

Course Description This course integrates life science and earth & space science. In addition, topics covering science as inquiry, science process skills, science and technology, and science in personal and social perspectives have been added to give the students the connections needed to understand current issues in the world. Students study the flow of energy in an ecosystem; the structure and function of the human body; reproduction and the transfer of genetic material; the components of our Solar System and energy within the Earths atmosphere. Instructional Philosophy With the successful completion of a science course, students should be expected to look at the world around them making logical connections to science concepts. Differentiation and inquiry are strong components used to engage the student in learning scientific concepts. Each student deserves to learn, and an effort should be made to connect with each student to drive that learning. The use of kinesthetic, visual, and auditory-based lessons encourages students to be successful, using their personal learning style. Engaging the students in activities and labs will build inquiry skills needed to be taken out into the students daily environment. Questioning possibilities, problem solving, and critical thinking skills can increase with the use of inquiry and builds well rounded citizens. Content Standards SC8.1.1 c-d,h-i Students will design and conduct investigations that will lead to descriptions of relationships between evidence and explanations. SC8.1.2 b Students will apply the nature of science to their own investigations. SC8.1.3 a-c,f,i Students will solve a design problem which involves one or two science concepts. SC8.3.1 a-d Students will investigate and describe the structure and function of living organisms. SC8.3.2 a-b Students will investigate and describe the relationship between reproduction and heredity. SC8.3.3 a-d Students will describe populations and ecosystems. SC8.4.1 a-c Students will investigate and describe the Earth and the solar system. SC8.4.2 c Students will investigate and describe the Earths structure, systems, and processes. SC8.4.3 a-c Students will investigate and describe energy in Earths systems. Literacy Standards RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 68 texts and topics. RST.6-8.6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. RST.6-8.8 Distinguish among facts, reasoned judgment based on research finding, and speculation in a text.

WHST.6-8.1 Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.6 Use technology including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views. SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL7.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL7.5 Include multimedia components and visual displays in presentations to clarify claims and finding and emphasize salient points. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Grading Standards/Weight Flow of Matter and Energy in Ecosystems 30% Structure and Function of Living Systems 50% Heredity 20% Earth in Space 50% Earths Systems 50%

*For Critical Content & Skills See Unit Planner Major Units of Study Semester 1 1 week policies, procedures, safety 2 weeks of Introduction o Inquiry o Text Structure & Features o Greek & Latin Root Words 4 weeks on Flow of Matter and Energy in Ecosystems o The flow of energy through a simple food web o Producers, consumers and decomposers in an ecosystem o Producers transform sunlight into chemical energy through photosynthesis o Biotic and abiotic factors and the impact on an ecosystem 9 weeks on Structure and Function of Living Systems o Levels of organization in living organisms o Organisms are composed of one or many cells o Cells must grow, divide, and use energy o All cells function similarly o Specialized cells perform specialized function in multi-cellular organisms o Organs and functions of the major systems of the human body o Describe way the human body systems interact with each other 2 weeks on Heredity o Heredity information is contained in genes within the chromosomes of each cell o Sexual and asexual reproduction Semester 2 9 weeks of Earth in Space o Components of the solar system o Relationship between motion of objects in the solar system o Phenomena of day, year, eclipses, and seasons o Phases of the moon o Effects of gravity on Earth o Gravity on objects in the solar system 1 week of Earth Structures and Processes o Mixture of gasses in the Earths atmosphere o The atmospheres properties change at different elevations 8 weeks of Energy in Earths Systems o Energy from the Sun influences the atmosphere o The Sun provides energy for plant growth o Factors influence daily and seasonal changes on Earth o Atmospheric movements that influence weather and climate Course Expectations Have homework several times each week. Participate during in class discussion and cooperative learning opportunities. Complete a formal lab write-up. Class Rules and Expectations Be Safe, Be Respectful, Be Responsible

Rules and guidelines set forth in the student handbook will be followed in this class. Any student who distracts other students or the instructor interferes with the learning environment and should expect consequences. Attendance: Being in class, on time, is important for student success. Anyone entering the classroom after the bell has stopped ringing is tardy. Per school policy Electronic Devices: No electronic devices (cell phones, mp3 players, games, etc.) are permitted to be seen, heard, or used in the classroom at any time, per school policy

Safety Expectations 7th grade Science is a lab-based course with a safety as an essential component. The safety guidelines support and encourage an investigative approach and laboratory instruction, while at the same time assisting in the development of a safe learning environment. Students will follow the Omaha Public Schools district guidelines on safety, which are published in the science safety contract. Students will be provided a copy of the guidelines. The students, parents and/or guardians are expected to read the guidelines and sign and return the signature portion of the contract. The student will not be allowed to participate in the lab activities until the signed contract is returned. Texts Holt Science & Technology: Short Course 2004 o Book C - Cells, Heredity, and Classification o Book D - Human Body Systems and Health o Book J Astronomy Holt Science & Technology: Short Course 2007 o Book E - Environmental Science o Book I - Weather and Climate Houghton Mifflin Sciencesaurus 2006 Holt McDougal Online - http://my.hrw.com/ Assessment Course grades will be determined by planned assessments such as tests, quizzes, and projects scored with rubrics. Major tests and/or writing projects are to be expected at the end of each major unit outlined above. State Testing: As per the requirements of the No Child Left Behind Act, all 8 th-grade students are required to complete the Nebraska State Science (NeSA-S) test. District Testing: o The AcuityTM test will be administered at intervals as a predictive test. The test will be similar to the NeSA-S in terms of content, structure, and administrations. The AcuityTM test will be administered in middle school during early spring of 7th grade and December of 8th grade. District Grading Policy* Grading Scale/Calculation* All coursework and assessments are judged based on the level of student learning from below basic to advanced. This course will provide multiple opportunities to achieve at the proficient to advanced levels. Students are evaluated based on a proficiency scale or project rubric. A final score for each reporting topic/standard will be determined using a trend score. A trend score looks at the progression of learning throughout the unit of study or the course and puts greater emphasis on the increased achievement at the end of learning. All coursework and assessments are important for student learning and should be completed to provide evidence

of learning. If multiple assignments or major assessments (final exam) are not completed, zeros will be given and the grade for the topic/standard will be determined by averaging. At the end of a grading period, scores for each reporting topic/standard will be averaged using assigned weights. This weighted average is converted to a letter grade using this grading scale for the 2012-2013 school year. A = 3.51 4.00 A-= 3.01 3.50 B = 2.51 3.00 B-=2.01 2.50 C = 1.51 2.00 D = 0.76 - 1.50 F = 0.00 0.75 Proficiency Scales Proficiency scales for this course are available upon request. The Proficiency scale can be found on the parent portal or by contacting me through email at Jason.arp@ops.org Redoing/Revising Student Coursework 1. Students are responsible for completing all coursework and assessments as assigned. 2. Students will be allowed redos and revisions of coursework for full credit as long as they are turned in during that unit of study while a student still has an opportunity to benefit from the learning. When time permits, teachers should allow the redoing or revising of summative assessments. 3. Students are expected to complete assessments when given to the class, or if a student was justifiably absent, at a time designated by the teacher. 4. Redoing, retaking or revising will be done at teacher discretion in consultation with the student and parent(s). Teachers may schedule students before, during, or after school to address needed areas of improvement if not convenient during class. The time and location for redoing, retaking or revising will be done at the teachers discretion in consultation with the student and parent(s). 5. Scores for student work after retaking, revising or redoing will not be averaged with the first attempt at coursework or assessment but will replace the original score. Independent Practice The role of independent practice is to develop knowledge and skills effectively and efficiently during the unit of study. Independent practice helps guide the learning process by providing accurate, timely and helpful feedback to students without penalty.