Erhunmwunsee

November 10th through November November 18th

Students will demonstrate their knowledge of microscopes by completing one of the following projects:

·         Comic Strip for a 4^th or 5^th grader-  

This comic strip must be at least 4 frames long and should explain  how to :

ü       use a microscope

ü       care for a microscope

ü       prepare a wet mount slide

ü       how to focus a microscope.

It also must include a picture of a microscope with its parts labeled clearly and correctly. (The comic strip should be written on 8x11 sheets of paper, but you may have 2 frames per page)

·         Picture Book for a 4^th or 5^th grader –

This picture book should explain how to:

ü       use a microscope

ü       care for a microscope

ü       prepare a wet mount slide

ü       how to focus a microscope

It also must include a picture of a microscope with its parts labeled clearly and correctly.  Lastly, the book must have at least one picture on each page of the picture book.  (Size of the book is optional – be creative)

**This project is worth 100 points and will count as a formative assessment.

Project due date: November 10th

Project deadline:  November 17th

** See Ms. Erhunmwunsee  for project ideas and examples!   Good Luck

Download comic_strip_scoring_guide.doc

Download picture_book_scoring_guide.doc

October 20, 2008 through October 24, 2008

Homework/ Classwork

We are learning about the carbon, nitrogen, and water cycles. Below is a list of assigments that students need to complete and turn in by Friday of this week.

1. Complete Foldable entitled: ALL ABOUT CYCLES: Carbon, Nitrogen, and water. In the foldable, students should have the following information:

-The definition of the term from the textbook.
-The definition of the term in your own words.
-Explain why the cycle is important.
-A statement exressing what each cycle has in common with the others and all differences.
-A simple picture of each cycle.
-Explain your drawing.

2. Students will complete 2D model of all 3 cycles.

3. Students will complete all of the section reviews from chapter 19.

4. Students will complete end of the chapter review.

October 1, 2008 through October 10, 2008

Living Things Summative Menu Project ASSIGNMENTS ARE DUE ON 10/10/08. STUDENTS SHOULD WORK ON ASSIGNMENTS ART HOME IN ORDER TO MEET THE DUE DATE. ***You must choose one appetizer, one entrée, and one dessert.*** Appetizer Choices 1. Tri-Fold foldable Create a foldable utilizing the following terms: Food Web, Food Chain, and Food Pyramid. In the foldable you must include: Definition in your own words Example (Drawing) Statement explaining how the term is different from the other two terms. Learning style: Standard: S7L4a, S7L4b 2. Flash Cards Create a set of 15 vocabulary flash cards. Must include a picture, definition, and a sentence. **Use vocabulary words from chapter 18, pages 484 – 496 Learning style: Standard: S7L4 3. Rap, Song or Poem Write a rap, song, or poem based on the adaptations of species. Verse 1: Predator Adaptations Verse 2: Prey adaptations Verse 3: Herbivore adaptations Verse 5: Omnivore/ Carnivore Adaptations **Put it to music** Learning style: Standard: S7L4c Entrée choices 1. Symbiosis of the World Display Create display of different organisms involved in the different types of Symbiosis. Display must include a detail description of the relationship. Display 3 organisms involved in each type of relationship: 1. Mutualism 2. Commensalism 3. Parasitism 4. Coevolution Learning style: Standard: S7L4.d. 2. Board Game Trivia (work in groups of 2) You will create a PowerPoint presentation with at least 10 slides. The presentation must include at least Use the template of one of the following games: 1. Jeopardy 2. Hollywood Squares 3. Who Wants to Be a Millionaire Learning style: Standard: S7L4.d. 3. You are the Head Chief at a 5-star restaurant. You must create a menu for a vegetarian (herbivore) and Create a meat only menu or one for Carnivores. On your menu you must include: 1. Appetizers (at least 5) 2. Side items (at least 5) 3. Main Coarse (at least 5) 4. Desert ( at least 5) Learning style: Standard: S7L4.a. 4. Create a diorama box or a 4-Section collage showing: 1. Different types of producers. 2. Different types of herbivores 3. Different types of carnivores 4. Different types of omnivores Learning style: Standard: S7L4.a. Dessert 1. Adaptations Lab: It’s a way of life. Learning style: Standard: S7L4.e. 2. Science Puzzlers, Twisters, and Teasers Learning style: Standard: S7L4.a,b,d,e. 3. Create a story using the following vocabulary words: tertiary consumer, primary consumer, omnivore, carnivore, secondary consumer, scavenger, homeostasis, decomposer, herbivore, habitat, organism, adaptation, biotic, abiotic, ecoysytem. **You must use ALL of the words in your story. Be creative. Learning style: Standard: S7L4.a,b,d,e. 4. You may choose to do one of the appetizer or entrees that you didn’t complete.

7th Grade Science Syllabus

7^th Grade Life Science

Floyd

Middle School

Course Syllabus 2007-2008

Email enosa.erhunmwunsee-cook@cobbk12.org

Phone  770.819.2453 ext 637

Room Number 4.007

          The 7^th grade Life Science curriculum adheres to the required Georgia Performance Standards (GPS). These standards are designed to provide students with the knowledge and skills for proficiency in science at the seventh grade level. They are listed below.

S7CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S7CS2. Students will use standard safety practices for all classroom laboratory and field investigations.

S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S7CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities.

S7CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S7CS6. Students will communicate scientific ideas and activities clearly.

S7CS7. Students will question scientific claims and arguments effectively.

S7CS8. Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved.

S7CS9. Students will investigate the features of the process of scientific inquiry.

S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically.

S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems.

S7L3. Students will recognize how biological traits are passed on to successive generations.

S7L4. Students will examine the dependence of organisms on one another and their environments.

S7L5. Students will examine the evolution of living organisms through inherited characteristics that promote survival of organisms and the survival of successive generations of their offspring.

The curriculum for each of the nine weeks will consist of the following units:

          1^st 9 Weeks:

q       Scientific Method (integrated throughout the entire school year)

q       SI Measurement System (integrated throughout entire school year)

q       Interdependence of Life:  Ecology

2^nd 9 Weeks:

q       Energy Flow and Nutrient Cycling

q       Structure and Function of Cells

3^rd 9 Weeks:

q       Organization of Life

4^th 9 Weeks:

q       Biological Traits and Heredity

q       Evidence of Evolution

These units will be taught through various teaching strategies such as, but not limited to, labs, experiments, observations, cooperative groups, reading in the content area, guided practice and independent practice. All lessons will be designed with an emphasis on Learning Focused Strategies. The types and frequency of labs, experiments, etc. will be correlated to positive student participation and behavior.

The above nine weeks schedule is an estimate and can fluctuate depending on student progress and mastery. Teacher discretion will be utilized to ultimately determine the pace of each unit.

Students are expected to contribute to a positive learning environment on a daily basis. This includes coming to class prepared with their 3-ring binder notebook, paper, pen/pencil, and textbook.

Students will be graded according to the following categories:

q       Homework – 10%

q       Class work/Participation – 20%

q       Quizzes – 25%

q       Labs/Experiments – 15%

q       Tests/Projects – 30%

Textbook: Prentice Hall Life Science (cost: $51.47)

Late work will only be accepted on two types of occasions: (1) if the student is absent on a day that an assignment is assigned or (2) if the student is absent on a day that an assignment is due. It is the student’s responsibility to acquire missed assignments upon returning from an absence. These assignments are located in the Make-Up Work notebook found in my classroom. Upon returning from an absence, the student will have the number of days he/she was absent to turn in the assignment(s). THERE WILL BE NO EXTRA CREDIT ASSIGNMENTS. If a student completes all required work throughout each nine weeks, there will not be a need for extra credit.

Grading Scale

90-100 ---------- A

80-89 ------------B

75-79 ------------C

70- 74------------D

Below 70 ------- F

Expectations:

Each Day students MUST bring pencil, paper, homework, notebook, and agenda book to class daily.

Each student must follow classroom, school, and county rules and regulations.

Teacher Planning

The planning time for 7^th grade is 9:15-11:00. We encourage communication between parents and teachers. Communication may be established in the following ways: Agenda books, Email, Telephone calls, and Conferences by appointment only. Please feel free to visit at anytime by checking in with the front office first