Course Description
7TH GRADE INTRODUCTORY BIOLOGY
Educator: Nicole Solís
Room 110
510-600-3441 (cell)
[email protected] (email)
www.solscience.weebly.com (classroom curriculum website)
http://www.donorschoose.org/mssolis (classroom project needs)
ESSENTIAL QUESTIONS:
What does it mean to “Be Alive?”
How can we protect life?
COURSE DESCRIPTION:
7th Grade science is designed to provide students with a strong foundation for 10th grade high school biology. Throughout this introductory biology course, students will explore, categorize, and identify different forms of life from the cellular level to the complete organism. A relationship with plants will be nurtured as students grow a plant from seed while researching plant classification and processes. Students will learn to think critically about the food industry and make more health conscious decisions in regards to diet and exercise. Students will also investigate the human impact on the natural world. Students will discover the changes their bodies are undertaking as they experience puberty firsthand. Students will be encouraged to envision themselves as doctors and surgeons through an in-depth study of human anatomy and physiology. Throughout the course, elements of design thinking will be incorporated in final projects as students demonstrate their mastery of scientific standards through a creative lens.
TEXTBOOK AND INSTRUCTIONAL MATERIALS
Holt Science and Technology 7th Grade Life Science, 2001
Brainpop.com
www.solscience.weebly.org
UNITS OF STUDY:
0. Becoming a Young Professional (mini-unit)
Classroom expectations and procedures are demonstrated and practiced. Character traits of successful students are explored.
1. Characteristics of Life
Students explore the 6 characteristics of living things as a method for observing and categorizing organisms apart from non-living things.
Reading(s):
Project(s):
Design Thinking – How might you “Design Your Own Organism” using the 6 characteristics of living things as a guide?
2. Microscopes
Students will identify and explain the function of each part of the microscope. Students will demonstrate a safe and informed microscope usage. They will practice a set of procedures to focus a microscope when viewing both prepared and custom slide specimens. Students will learn to design a scientific diagram using standardized labeling techniques.
Reading(s):
Project(s):
Scientific Diagram - Parts of a Microscope and their Functions
“E” Slide and Cheek Cell Lab
3. Levels of Organization (mini-unit)
Students develop a deep understanding of the levels of organization in an organism from cell, to tissue, to organ, to organ system, culminating in an entire organism. Advanced option – students explain the levels of organization from atom to biosphere.
Reading(s):
4. Parts of a Cell and their Functions
Students explore unicellular vs. multicellular organisms. Students learn to use a microscope to explore unicellular organisms and both plant and animal cells. They learn to identify the parts of a cell and their functions. Students will learn to compare and contrast plant cells vs. animal cells and prokaryotic vs. eukaryotic cells. Advanced option – Research and teach a lesson on mitosis (cell division)
Reading(s):
Project(s):
Yogurt (Prokaryotic cell) and Onion (Eukaryotic cell) Lab
Eukaryotic vs. Prokaryotic Cell Scientific Diagram
Design Thinking – How might we create a “Cell Metaphor” explaining the parts of a cell and their functions?
5. Six Kingdoms of Life (mini-unit)
Students investigate the 6 kingdoms of living things and practice scientific identification and classification
Reading(s):
6. Kingdom Plantae
Students learn to observe, classify, and identify plants. Students explore plant systems including photosynthesis, cellular respiration, germination, pollination, and fertilization. Chemical nomenclature and chemical formulas are introduced through the study of photosynthesis and cellular respiration.
Reading(s):
Project(s):
Seed Germination Lab
Design Thinking – How might we explain the life cycle of a seed from germination to fruit combining vocabulary, text, diagrams, and visuals?
3D Modeling- Build a 3D model to illustrate the chemical equation for cellular respiration
7. Intro to Genetics
Students are introduced to the concept of meiosis. The expression of dominant vs. recessive genes in the general public is observed and recorded through data collection. The passing of traits from parent to offspring is explored and predicted through Punnett squares.
Reading(s):
Project(s):
Dominant or Recessive Gene Lab
8. Human Body Systems & Puberty/Health Education
Students investigate the primary functions and major organs of all human organ systems. Students practice memorizing and identifying human anatomy. They research common illnesses and diseases and investigate possible cures and preventative behaviors. Students explore their own personal body changes through an exploration of the male and female reproductive systems. Students envision themselves in the role of doctor.
Reading(s):
Project(s):
Design Thinking – How might we cure a patient by designing a holistic wellness plan?
9. I am a Surgeon in Training!
Students debate the pros and cons to animal dissections. Students envision themselves in the role of surgeon. Students demonstrate safe and responsible surgical techniques through animal dissections while recording and identifying internal organs.
Reading(s)
Project(s):
Sheep Heart Dissection
Bullfrog Dissection
REQUIRED MATERIALS:
SKILLS DEVELOPMENT:
Professional Habits:
- Organize vocabulary, notes, and paperwork in an interactive notebook
- Create study tools (flashcards, foldable) to assist with vocabulary development
- Maintain a daily homework log
- Participate meaningfully and respectfully in class discussions
- Complete homework thoughtfully and consistently
- Arrive prepared with all materials
Investigation:
- Responsible use of scientific tools and equipment to explore biological concepts and processes
- Collect, organize, record, and interpret data
- Design realistic and detailed scientific drawings/diagrams
- Observations vs. Conclusions
- Supporting or refuting a hypothesis or claim using scientific evidence
- Develop an expertise in the maintenance and care of reptiles through our classroom pets
Literacy:
- Vocabulary development through roots and prefixes
- Tackling non-fiction readings by “Talking to the Text” (annotating) and highlighting both vocabulary and important details
- Reading and executing a complex laboratory procedure
Writing:
- Complete a lab report on a scientific investigation utilizing the steps of the scientific method
- Write detailed observations and conclusions
- Support or refute conclusions and claims with scientific evidence
- ALWAYS use complete sentences
FAMILY CONNECTION:
How can you help at home?
· Log on to the classroom website regularly to check for our course description, vocabulary, and upcoming tests/projects: www.solscience.weebly.com
· Log on to www.classdojo.com (behavior management tool)weekly to monitor student behavior, preparedness, and homework (reports sent via website every Friday)
· Encourage students to create flashcards of all vocabulary words and quiz them frequently on both current and past words
· Look over your student’s notebook to see what topics students are learning and assist with organization
· Provide healthy meals and lunches for students (include whole grains, fruits, nuts, veggies, and water)
· To support our nutrition curriculum, discourage the purchase of fast food, candy, coffee, soda, sugary juices, other junk food, or energy drinks
· Encourage your child to “unplug” each day during homework time by turning off all cell phones, video games, and TV every evening
· Encourage silent reading time, free from distractions
· Send emails or text me with questions or concerns at [email protected]
Educator: Nicole Solís
Room 110
510-600-3441 (cell)
[email protected] (email)
www.solscience.weebly.com (classroom curriculum website)
http://www.donorschoose.org/mssolis (classroom project needs)
ESSENTIAL QUESTIONS:
What does it mean to “Be Alive?”
How can we protect life?
COURSE DESCRIPTION:
7th Grade science is designed to provide students with a strong foundation for 10th grade high school biology. Throughout this introductory biology course, students will explore, categorize, and identify different forms of life from the cellular level to the complete organism. A relationship with plants will be nurtured as students grow a plant from seed while researching plant classification and processes. Students will learn to think critically about the food industry and make more health conscious decisions in regards to diet and exercise. Students will also investigate the human impact on the natural world. Students will discover the changes their bodies are undertaking as they experience puberty firsthand. Students will be encouraged to envision themselves as doctors and surgeons through an in-depth study of human anatomy and physiology. Throughout the course, elements of design thinking will be incorporated in final projects as students demonstrate their mastery of scientific standards through a creative lens.
TEXTBOOK AND INSTRUCTIONAL MATERIALS
Holt Science and Technology 7th Grade Life Science, 2001
Brainpop.com
www.solscience.weebly.org
UNITS OF STUDY:
0. Becoming a Young Professional (mini-unit)
Classroom expectations and procedures are demonstrated and practiced. Character traits of successful students are explored.
1. Characteristics of Life
Students explore the 6 characteristics of living things as a method for observing and categorizing organisms apart from non-living things.
Reading(s):
Project(s):
Design Thinking – How might you “Design Your Own Organism” using the 6 characteristics of living things as a guide?
2. Microscopes
Students will identify and explain the function of each part of the microscope. Students will demonstrate a safe and informed microscope usage. They will practice a set of procedures to focus a microscope when viewing both prepared and custom slide specimens. Students will learn to design a scientific diagram using standardized labeling techniques.
Reading(s):
Project(s):
Scientific Diagram - Parts of a Microscope and their Functions
“E” Slide and Cheek Cell Lab
3. Levels of Organization (mini-unit)
Students develop a deep understanding of the levels of organization in an organism from cell, to tissue, to organ, to organ system, culminating in an entire organism. Advanced option – students explain the levels of organization from atom to biosphere.
Reading(s):
4. Parts of a Cell and their Functions
Students explore unicellular vs. multicellular organisms. Students learn to use a microscope to explore unicellular organisms and both plant and animal cells. They learn to identify the parts of a cell and their functions. Students will learn to compare and contrast plant cells vs. animal cells and prokaryotic vs. eukaryotic cells. Advanced option – Research and teach a lesson on mitosis (cell division)
Reading(s):
Project(s):
Yogurt (Prokaryotic cell) and Onion (Eukaryotic cell) Lab
Eukaryotic vs. Prokaryotic Cell Scientific Diagram
Design Thinking – How might we create a “Cell Metaphor” explaining the parts of a cell and their functions?
5. Six Kingdoms of Life (mini-unit)
Students investigate the 6 kingdoms of living things and practice scientific identification and classification
Reading(s):
6. Kingdom Plantae
Students learn to observe, classify, and identify plants. Students explore plant systems including photosynthesis, cellular respiration, germination, pollination, and fertilization. Chemical nomenclature and chemical formulas are introduced through the study of photosynthesis and cellular respiration.
Reading(s):
Project(s):
Seed Germination Lab
Design Thinking – How might we explain the life cycle of a seed from germination to fruit combining vocabulary, text, diagrams, and visuals?
3D Modeling- Build a 3D model to illustrate the chemical equation for cellular respiration
7. Intro to Genetics
Students are introduced to the concept of meiosis. The expression of dominant vs. recessive genes in the general public is observed and recorded through data collection. The passing of traits from parent to offspring is explored and predicted through Punnett squares.
Reading(s):
Project(s):
Dominant or Recessive Gene Lab
8. Human Body Systems & Puberty/Health Education
Students investigate the primary functions and major organs of all human organ systems. Students practice memorizing and identifying human anatomy. They research common illnesses and diseases and investigate possible cures and preventative behaviors. Students explore their own personal body changes through an exploration of the male and female reproductive systems. Students envision themselves in the role of doctor.
Reading(s):
Project(s):
Design Thinking – How might we cure a patient by designing a holistic wellness plan?
9. I am a Surgeon in Training!
Students debate the pros and cons to animal dissections. Students envision themselves in the role of surgeon. Students demonstrate safe and responsible surgical techniques through animal dissections while recording and identifying internal organs.
Reading(s)
Project(s):
Sheep Heart Dissection
Bullfrog Dissection
REQUIRED MATERIALS:
- 3 Subject spiral notebook with plastic cover
- Pencils (no pen)
- Erasers
- 2 pocket plastic folder
SKILLS DEVELOPMENT:
Professional Habits:
- Organize vocabulary, notes, and paperwork in an interactive notebook
- Create study tools (flashcards, foldable) to assist with vocabulary development
- Maintain a daily homework log
- Participate meaningfully and respectfully in class discussions
- Complete homework thoughtfully and consistently
- Arrive prepared with all materials
Investigation:
- Responsible use of scientific tools and equipment to explore biological concepts and processes
- Collect, organize, record, and interpret data
- Design realistic and detailed scientific drawings/diagrams
- Observations vs. Conclusions
- Supporting or refuting a hypothesis or claim using scientific evidence
- Develop an expertise in the maintenance and care of reptiles through our classroom pets
Literacy:
- Vocabulary development through roots and prefixes
- Tackling non-fiction readings by “Talking to the Text” (annotating) and highlighting both vocabulary and important details
- Reading and executing a complex laboratory procedure
Writing:
- Complete a lab report on a scientific investigation utilizing the steps of the scientific method
- Write detailed observations and conclusions
- Support or refute conclusions and claims with scientific evidence
- ALWAYS use complete sentences
FAMILY CONNECTION:
How can you help at home?
· Log on to the classroom website regularly to check for our course description, vocabulary, and upcoming tests/projects: www.solscience.weebly.com
· Log on to www.classdojo.com (behavior management tool)weekly to monitor student behavior, preparedness, and homework (reports sent via website every Friday)
· Encourage students to create flashcards of all vocabulary words and quiz them frequently on both current and past words
· Look over your student’s notebook to see what topics students are learning and assist with organization
· Provide healthy meals and lunches for students (include whole grains, fruits, nuts, veggies, and water)
· To support our nutrition curriculum, discourage the purchase of fast food, candy, coffee, soda, sugary juices, other junk food, or energy drinks
· Encourage your child to “unplug” each day during homework time by turning off all cell phones, video games, and TV every evening
· Encourage silent reading time, free from distractions
· Send emails or text me with questions or concerns at [email protected]