proposed for all 7th grade students in Mr. Clemens' Science Classes
This course is designed to introduce students to concepts, facts, processes, and experiences of molecular, life, and Earth science. This includes but is not limited to archaeology, astronomy, biology, botany, chemistry, geology, horticulture, microbiology, microscopy, paleontology, and physics.
For more information, see the "Instructional Methods" web page.
All students will have opportunities to learn the following (incomplete and partial) list of content objectives during their experience in 7th Grade Science.
Foundational Learner Skills
ü Recognize eleven basic structures that most cells share (i.e., nucleus, golgi, vacuole, lysosome, etc.)
ü Use an analogy to describe the function of eleven major cell organelles.
ü Distinguish and describe the differences between plant and animal cells.
ü Sequence a series of diagrams depicting the movement of chromosomes during mitosis.
ü Predict the movement of substances through osmosis or diffusion across the cell membrane, given solutions of different concentrations.
ü Distinguish between sexual and asexual methods of reproduction while recognizing advantages and disadvantages of both.
ü Differentiate metric measurements by way of unit factor and dimensional analysis.
ü Determine the measurable properties of matter with appropriate metric units (i.e., weight, mass, volume, density, size (linear, width, height, and temperature).
ü Distinguish between elements, compounds, and mixtures (examples are: Na, Cl, NaCl, C, O2, CO2, H2, and H20).
ü Compare the motion and arrangement of molecules given heat energy in terms of solids, liquids, and gases.
ü Demonstrate a familiarity with instruments used in the science classroom including but not limited to: a compound microscope, a stereo microscope, a graduated cylinder, beaker, test tube, vial, triple beam balance, test tubes, and a flask.
ü Demonstrate proper lab safety protocol including practices such as wafting and emergency procedures in case of a spill, skin or eye exposure. Identify and reduce potential hazards in science labs and activities.
ü Prepare to design and explain experiments and/or systematic observations to anyone who is unfamiliar with science concepts.
ü Report and display the results of an investigation in terms of quantitative and qualitative data. This includes graphing data on a single or double graph chart and extrapolating that information in terms of what the results reveal about the investigation.
ü Demonstrate resourcefulness in obtaining information to evaluate a scientific principle or to collect data for an investigation or inquiry project.
ü Interpret objectively an experimental data format to support conclusions of an investigation that include supporting observations and comparisons.
ü Design and carry out scientific inquiry projects that include such protocol as incorporating a controlled variable, dependant and independant variables.
ü Determine from a set of rubrics what is required to successfully complete an investigation, project, or assignment.
ü Complete a thorough and accurate self evaluation of performance on most assignments.
Constructivist and Experiential Knowledge
ü Prepare a specimen on a variety of slides for microscopic investigation. Physically develop skills in focusing on objects beneath the microscope from still objects to moving microorganisms such as protists under low, medium and high power utilizing coarse and fine focus to reveal depth of view with the objects prepared.
ü Determine how life processes are accomplished at the cellular level. Distinguish and demonstrate what determines a living thing by a series of six characteristics.
ü Differentiate between viruses and living bacteria with examples. Recognize and cultivate helpful and harmful types of bacteria. Discuss practical means of prevention from the spread and infection of viral and bacterial pathological diseases.
ü Demonstrate the impact of natural events on Earth such as: terrestrial: earthquakes, volcanoes, microbes. Atmospheric: global warming, ozone depletion, erosion, glaciers, oceanic. Astronomical: solar, asteroids, meteors, comets.
ü Explain and demonstrate understanding of the natural processes occurring within, on, and around Earth. This includes the effect of plate tectonics or continental drift as it applies to earthquakes and volcanic activity on Earth.
ü Demonstrate how scientists collect, analyze, measure and interpret scientific data from an investigation.
ü Explain the effect of heat energy on the movement of molecules. Describe the uneven heating of a fluid that leads to convection currents.
ü Have a developed and working understanding of how the metric system is used in measurement for applied scientific purposes.
Problem Based Attitudes & Engagement
ü Have a working understanding of elements, compounds and mixtures.
ü Explain the existence of unexpected results in a set of investigative data.
ü Have an understanding of the parts and functions of a living cell.
ü Determine how bacterial and viral diseases are acquired and prevented.
ü Explain why Earth is unique among other planets in its ability to support life with examples. Analyze how heredity and environmental factors influence traits of living organisms.
ü Discuss examples and causes of genetic deformities as they apply to dominant or recessive genes and gene mutations. Investigate critique and debate issues of DNA and genetic engineering.
ü Analyze geologic evidence to support the theory of plate tectonics. Describe the relationship between plate boundaries and geologic features such as mountains, volcanoes, plains, deserts, and plateaus.
ü Given daily data, plot and graph earthquake and volcano sites and zones.
ü Understand taxonomical classification as it applies to living organisms on the planet.
ü Describe the plausible causes of climate change on planet Earth, incorporating the effect on ecology and human habitation.
Inquiry Based Skills and Enrichment
ü Explore science using student led open-ended inquiry as a method of scientific investigation, simulation, exploration, model construction and experimentation.
ü Design and conduct an investigation to solve a scientific problem and carry it through to completion. Distinguish between investigable and non-investigable questions in an investigation. Decide if it is classified as an experiment or a systematic investigation. Record this investigation by way of a scientific notebook that includes 1. Your Focus Question, 2. Your Prediction, 3. Your Detailed Plan, 4. Observations, Data, Charts, Graphs, Drawings and Illustrations, 5. Claims and Evidence, 6. Conclusions, 7. Reflections and Inferences.
ü Develop an understanding of the Properties of Matter by way of investigations with water H2O and dry ice CO2
ü Interpret the basic laws of genetics to predict the results of a genetic cross. Using a Punnett Square, determine the possible outcomes by describing the ratios of dominant to recessive traits as they are carried down from parents to offspring.
ü Provide examples of the physical and biological history of planet Earth.
ü Discuss human history, adaptation, development and impact upon the environment of Planet Earth in ways that scientific knowledge and societal needs drive research and technological development (Science Technology & Society).
ü Explain how technological advancement has improved our understanding of Earth's history..
ü Incorporate practical applications of Science, Technology, and Society (S.T.S.) issues such as human impact upon the environment, human cultures, and planet Earth.
ü Review our exploration of topics such as how the brain learns, neurology, environmental awareness, meteoritical, biological, genetic, geologic, molecular and astronomical sciences, paleontology and archaeology.
Communication of Student Progress
Progress is communicated in several ways. Grades are posted each week by a student number, so that each student will always be aware of their progress. Students are to be held responsible to track and complete missing work from any absence from class. Students or parents can request a current detailed progress report.
Quarter grades are based upon all student work. Labs, activities and projects will contribute 35% of their quarter grade. Enrichment will contribute 35% of their quarter grade. Tests and quizzes will contribute 30% of their quarter grade.
Student individual work is kept in the classroom for review and reflection of progress. All work is then issued to the student and presented to the parents by the student at the end of each quarter. Students receive a printed progress report at Mid Term and at the end of each Quarter. This report includes grades for each activity, lab, project, enrichment assignment, and participation. This report can also be produced and sent by e-mail or paper copy upon request.
Increased frequency of communication such as weekly or
monthly reports to parents is recommended and encouraged but must be initiated
and maintained by a parent. E-mail requests are most efficient.
Classroom direct phone number is (847) 719-3832
Communication via electronic mail is time efficient. My e-mail address is: Jerry.Clemens@LZ95.org
I arrive at school prior to 6:15am and am available throughout the day until about 3:30 provided I am not in class or in a meeting.
The yellow pollen is formed in sealed capsule-like sacs and is not able to pollinate the flower unless the sacs are broken open. In the wild natural surrounding, a small insect called a Thrip. Thrips are responsible for violet pollination. This insect has special mouth parts that cuts into the pollen sac to feed on the nutrient- rich contents and unknowingly transfers pollen to other flowers. This amazing evolutionary feat works as a mechanism to avoid self pollination and exchange genetic material between plants, thus increasing the variety in the gene pool.
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Page Creator & Updater:: Mr. Clemens
Webmaster: Mr. Platt
Originally Created: October, 2004
Last Updated: March, 2011