Renaissance Middle School

7155 Hall Road

Fairburn, GA 30213

Phone: (770) 306-4330

Fax: (770)306-4338

Principal: Mrs. Sandra Deshazier

7th Grade Level Administrator: Mrs. B. Brinson

7th Grade Life Science 2013-2014 Instructional Syllabus

Teachers: Email Address:

L. Price Team 7A pricel@fultonschools.org

F. Ly Team 7C lyf@fultonschools.org

A.Shy Team 7B Shy@fultonschools.org

L.Conley TAG ConleyL@fultonschools.org

S. Powell SWD powells3@fultonschools.org

S.Mackie SWD Walkers@fultonschools.org

Text: Holt Life Science (2008) Replacement Cost: $ 70.75

Supplies Needed:

3 Composition notebooks/folder

Blue or black ink pens

Course Description:

The 7th Grade Life Science curriculum provides students with the necessary knowledge and skills to

transition from elementary life science standards to high school biology standards (see Fulton County

Systemwide Science Vertical Framework). The course is designed to provide students with an overview of

the common concepts and strands in the life sciences including, but not limited to, structures and functions

of cells, tissues, organs, organ-systems, heredity, biological evolution, diversity of living organisms, and

ecosystems. These concepts are investigated through observing, collecting, summarizing, analyzing, and

presenting the results from scientific investigations and fieldwork designed for students to develop

appropriate knowledge and skills in science as inquiry.

7th Grade Georgia Performance Standards - Content:

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

a. Demonstrate the process for the development of a dichotomous key.

b. Classify organisms based on a six-kingdom system and a dichotomous key.

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

a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.

b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell

functions.

c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into

organisms.

d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste

removal.

e. Explain the role of the major organ systems in the human body.

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

a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.

b. Compare and contrast sexual and asexual reproduction in organisms (bacteria, protists, fungi, plants &

animals).

c. Recognize that selective breeding can produce plants or animals with desired traits.

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

a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle

between organisms and their environments.

b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to

organism.

c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire

species.

d. Categorize relationships between organisms that are competitive or mutually

beneficial.

e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah,

temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and

marine).

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.

a. Explain how physical characteristics of organisms have changed over successive generations (e.g.

Darwin’s finches and peppered moths of Manchester).

b. Describe ways in which species on earth have evolved due to natural selection.

c. Explain how the fossil record found in sedimentary rock provides evidence for the long history of changing

life forms.

Course Outline/Timeline:

Topic: Pacing:

First Semester

Science Safety/Inquiry (Unit 0) 2 weeks

Diversity and adaptations of organisms (Unit 1) 2 weeks

Structure and functions in living systems (Unit 2) 6 weeks

Human Body Systems (Unit 2) 2 weeks

Reproduction and heredity (Unit 3) 6 weeks

Second Semester

Evolution, regulation and behavior (Unit 5) 5 weeks

Populations and ecosystems (Unit 4) 8 weeks

Grading Scheme: This class will adhere to Fulton County Grading Policy that consists of the

following grading scale:

A 90 and above

B 80 - 89

C 70 - 79

F Below 70*

NG No Grade

INC Incomplete

*by state rule any grade below 70 is failing.

The final grade* in this class will be determined using the following

formula/criteria:

Performance on teacher-made tests ------------------------------------------ 25%

Performance on teacher made quizzes ------------------------------------- 20%

Performance on assignments -----------------------------------------------

Classwork 25%

Homework 10%

Performance Assessments or projects --------------------------------------------- 20%

Students are expected to adhere to the rules and policies of Renaissance Middle

School and Fulton County as stated in the RMS Student Handbook/Agenda and the

Fulton County’s “Guidelines for Student Behavior.”

Special Projects:

Science Fair projects in seventh grade are recommended. If students elect to complete a science

fair project, it must be completed during the first semester. Such a project may be entered into

the local science fair depending on the quality of the project. More information will be

forthcoming as requirements and dates as they are received from the County. Students will

participate in field research that requires recording, analyzing, and presenting data collected in the

form of a research paper. There will also be a research project on an African-American Scientist

or Inventor during Black History Month. There will be assignments given on a routine basis that

will require work or research outside of class as a part of unit of study or in support of an in-class

project. The assignments given are to support an investigation or activity that is being conducted

in the classroom and will be necessary for the student to complete to ensure they fully

comprehend the material being studied. Many advanced homework assignments may seem

challenging and specialized, but they are not “projects.”

Homework: It is the policy of Renaissance Middle School to assign homework as a

reinforcement of concepts learned in class; however, it is up to the discretion of the individual

teacher as to whether it is assigned daily or over the weekend. Evaluation of homework may

consist of detailed grading, generalized checking, or a combination of both techniques.

Recovery Process: FCBOE policy on Grading and Reporting (IHA) provides for the recovery

process at the middle school level.

B. Provision for Improving Grades

1. Opportunities designed to allow students to recover from a low or failing cumulative

grade will be allowed when all work required to date has been completed and the

student has demonstrated a legitimate effort to meet all course requirements including

attendance.

2. Teachers will determine when and how students with extenuating circumstances may

improve their grades.

Scheduled Help Sessions: The teacher will be available ________________ to assist

students who are experiencing difficulty. It is imperative, however, that students requiring

assistance give the teacher 24 hour notice. Opportunity to accelerate can be requested prior to

school and after school; however, if assistance is requested during after school hours, it is the

parent’s responsibility to provide transportation.

Teacher/Parent Communication: An open line of communication is encouraged between

teachers and parents. Parental visits are encouraged; however, it is the policy of Renaissance

Middle School that all visitors must report to the office before going to other parts of the

building. A “Visitors Pass” will be issued as evidence that this procedure has been followed.

Absence/Make-Up Procedures: Upon returning to school following an absence, it is the

student’s responsibility to contact the teacher(s) to request make-up work. Make-up work

must be completed by the student within the time specified by the teacher. At Renaissance

Middle School, the student will given the same amount of time to make up the work as the

student was absent unless other arrangements are mutually agreed upon. The student will

receive the actual grade on the make-up work if the absence was “excused.” Make-up for

“unexcused” absences may be reduced by 10 points. Make-up work submitted late will

receive a zero. (FCBOE Policy JBD)

This syllabus is a general outline of the course and is subject to modification.

Each student has been provided with a copy of this syllabus. The syllabus should be signed by a

parent/guardian, shown to the teacher for verification, and retained in the student’s notebook.

Parent/Guardian Signature_____________________________ Date_________

Contact Number___________________________________________________

Email Address____________________________________________________

__________________________________________ __________________

Student Signature Date