7th Grade Science Course Syllabus
Seventh Grade Science Course Syllabus
Seventh Grade Science Course Syllabus Agreement
Seventh Grade Science Course Syllabus
School Year 2023-2024
Spaulding Middle School
400 East Cartersville Highway
Lamar, South Carolina 29069
Teacher: Ms. Kaywanna Bradley Room Number: 110
Phone Number: 843-326-7651
Planning Time: 12:16 p.m. - 1:00 p.m.
E-Mail: Kaywanna.Bradley@darlingtion.k12.sc.us
Class Website: https://sites.google.com/a/spauldingtigers.com/simply-scientific
Seventh Grade Science curriculum engages students in critical thinking and solving problems as scientists and engineers do to help them understand how relevant science is to their lives. The learning experiences are created around the three significant dimensions of science: Science and engineering practices (SEPs), Crosscutting concepts (CCC’s), and disciplinary core ideas (DCIs). The standards represent the performance expectations for the end of instruction. Instructional decisions incorporate additional science and engineering practices and crosscutting concepts that align to the student’s needs and support the learning that leads to the end of the instructional goal.
Course Goals/Power Standards/Performance expectations
Matter and Its Interactions (PS1)
· 7-PS1-1. The student will develop models to describe the atomic composition of simple molecules and extended structures.
· 7-PS1-2 The student will analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
· 7-PS1-3. The student will gather and make sense of the information to describe that synthetic materials come from resources and impact society.
· 7-PS1-5. The student will develop and use models to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
· 7-PS1-6. The student will understate a design project to construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.
Energy (PS3)
· 7-PS3-1. The student will construct and interpret a graphical display of data to describe the proportional relationships of kinetic energy to the mass of an object and to the speed of an object.
· 7-PS3-2. The student will develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
· 7-PS3-5. The student will construct, use, and present arguments to support the claim that when, when the kinetic energy of an object changes, energy is transferred to or from the object.
From Molecules to Organisms: Structure and Process (LS1)
· 7-LS1-6. The student will construct a scientific explanation based on evidence for the role of photosynthesis in the cycling matter and flow of energy into and out of organisms.
· 7-LS1-7. The student will develop a model to describe how food molecules in plants and animals are rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism.
Ecosystems: Interactions, Energy, and Dynamics (LS2)
· 7-LS2-1. The student will analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
· 7-LS2-2. The student will construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
· 7-LS2-3. The student will develop the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
· 7-LS2-4. The student will construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
· 7-LS2-5. The student will evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Earth and Human Activity (ESS3)
· 7-ESS3-1. The student will construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, and groundwater resources is a result of past and current geoscience processes.
· 7-ESS3-3. The student will apply scientific principles to design a method for monitoring a human impact on the environment.
· 7-ESS3-4. The student will construct an argument supported by evidence for how increases in human population and per capita consumption of natural resources impact Earth systems.
· 7-ESS3-5. The student will ask questions to clarify evidence of the factors that have impacted global temperatures over the past century.
Procedures and Expectations
Students are expected to
● Be on time and prepared for class.
● Complete all assignments.
● Be respectful to everyone.
● Participate in class.
● Follow directions.
● Maintain self-control.
● Leave the classroom orderly.
● Follow all class, SMS, and Darlington County School rules and regulations
Consequences
1st Offense - Warning
2nd Offense - Student–Teacher Conference
3rd Offense - Parent Contact
4th Offense - Lunch Detention
5th Offense - Office Referral
Severe Disruption: Written Referral and student to Office
**All students must also comply with all rules of the DCSD Discipline Code Handbook.
Rewards
1. Praise 2. Positive Notes or Calls Home
3. Eating Snacks during the Class Period 4. Earn Extra Credit Points or No Homework Passes
5. Student Recognition Awards
Grading Policy
Class Performance 40%
Assessments 35%
Mastery Checks 25%
Grading Scale
9o – 100 A
89 – 80 B
79 – 70 C
69 – 60 D
BELOW 60
PowerSchool
Parents and students can access student grades anytime using the student and parent portal via the School district website. Class performance, assessment, and mastery check grades are usually updated weekly.
Labs
Students will conduct numerous labs, which will bolster science literacy and complement class lessons. These labs intend to enable students to master science concepts, develop scientific reasoning, and work cooperatively. To ensure that students have fun and succeed in the laboratory, they must understand safe lab practices. Each student will review these practices and is required to sign and have you, the parent, sign a safety contract before participating in lab activities.
Projects
Students will be assigned projects during the academic year that reflect the units that are covered. The students and parents will be informed of the expectations in a project package with a signature sheet returned, validating acknowledgment of the assignment. Students will have ample time to complete the task (i.e., 3-6 weeks). Also, additional supplies may be required to complete the job.
Textbook
The South Carolina Elevate Science Grade 7 textbook will be used for this course, which the students can write in, annotate, and illustrate.
Materials
Since science content is distributed chiefly through handouts and notes, it is highly recommended that each student has a 1-inch 2-ring binder w/ dividers or a 3-subject notebook with pocket folder, including lined paper, pencils, 24 count colored pencils, blue or black pens, and highlighters. Also, headphones or earbuds are required every day in class. Students are expected to bring the above items to class EVERYDAY. Some labs and projects may require additional supplies for completion. The teacher will courteously give notice beforehand if extra supplies may be needed.
LMS (Learning Management System) SCHOOLOGY
Schoology Login/Sign-Up Information will be given when available to both students and parents so they can access assignments, whether assignments are completed or missing, and any important information.
Homework
Students will not be assigned written homework. Students should continue to study key vocabulary terms and notes from classroom lessons for upcoming assessments. You may also check Schoology for Study reminders.
Late and Make-Up Work
It is the student’s responsibility to turn in work on time. Students have ample time to complete assignments. For each day a task is late, 5 points will be deducted from the final grade. Five (5) days late, the teacher may refuse to accept the work. There would be no make-ups for homework unless a student were absent when the work was assigned.
If a student misses an assigned project or assessment, they are expected to have the required work the first day they return. If the student were not aware of the assignment before the absence, the student would have five (5) days to make up the work.
Tutoring
I am available to tutor students on Wednesdays from 3:30 p. m. – 4:15 p. m. Arrangements can be made for other times or days. I encourage students to come in at this time to complete any make-up work as well. Parents are asked to arrive to pick up students no later than 4:10 p.m.
Parent and student, please click the button below to fill out the form of your agreement to all information stated.