2012-13 2nd Semester Curriculum Outlines 7th Grade
Cells, Plants and Genetics Second Semester 7th Grade Science Guiding Questions 1. What does it mean to be alive? How is all life related? 2. How do cells know what they know and do what they do? 3. How do my genes define who I am? How can I change the expression of my genes? 4. How do the studies of genetics and epigenetics impact modern society and how will they affect my future?
Anchor Texts & Resources The Biology of Belief by Bruce Lipton Science Texts – From Bacteria to Plants; Cells and Heredity Various web sites for information on genetics issues NPR, NOVA
Summary of Expedition Students will look through the lenses of interaction and change and the connection between structure and function as they explore cells, human biology, plant biology, genetics, and evolution. We start the semester learning about structure-function connections at the cellular level and at the level of the human organism. After learning the basics of cell structure and function, students will be involved in two long-term plant studies, growing plants in the classroom as part of controlled scientific experiments. The first investigation will help us examine genetics and patterns of inheritance, plant structure and function, science history, and good experimental design and execution. Students will design their own follow-up investigation that examines the influence of the environment on the growth and reproduction of plants. In a related and simultaneous in-depth investigation, we will explore the “how” of genetics – DNA, mitosis, and sexual reproduction and epigenetics – the role of the environment in the expression of genes. Students will also research a modern genetics or epigenetics issue in order to see the societal perspective of science.
Classroom Learning Content -Cell structure and function -Structure of DNA and the history of its discovery -DNA replication and protein synthesis -Photosynthesis as a chemical process (including the basics of chemical formulas) -Classification of organisms (Taxonomy) -Plants’ structures (roots, stems, leaves, flowers) and their functions -Plant tissues (xylem, phloem, pith, stoma,…) and their functions -Sexual reproduction, studied at the cellular level (DNA recombination) and with plants (pollination, fertilization, fruit and seed development) -Inheritance of traits in offspring -Prediction of patterns of inheritance (Punnett squares) -Current genetics issues in society (stem cell research, cloning, genetic alteration/enhancement) -Experimental design and data collection, organization, and analysis -Observation and measurement (metric – distance)
OR State Standards -Compare and contrast the types and components of cells. -Explain how organelles within a cell perform cellular processes and how cells obtain the raw materials for those processes. -Describe the functions and relative complexity of, and interactions between cells, tissues, organs, and organ systems. -Explain the processes by which plants and animals obtain energy and materials for growth and metabolism. -Compare and contrast sexual and asexual reproduction and explain why reproduction is essential to the continuation of every species. -Distinguish between inherited and learned traits, explain how inherited traits are passed from generation to generation, and describe the relationships among phenotype, genotype, chromosomes, and genes. -Explain how genetics and anatomical characteristics are used to classify organisms and infer evolutionary relationships. -Explain how species change through the process of natural selection. Describe evidence for evolution.
Major/Long Term Learning Targets: LT1:I can explain the characteristics of life and how scientists categorize life. LT2: I can explain and give examples of connections between structure (form) and function (using examples from organelles, cells, tissues, and organs). LT3: I can explain how DNA and the environment influence cells and organisms. LT4: I can predict and explain how traits are passed from parent to offspring. LT5: I can explain how natural selection causes species to change and emerge. LT6: I can conduct high quality science investigations (to study genetics, epigenetics, and plants). Major Projects/Products: 1- In a study that mirrors Gregor Mendelâ€™s genetics study, students will grow two generations of plants in the classroom, observe characteristics of plants, and predict ratios of observed characteristics in the F2 and F3 generations. They will also design their own plant study designed to test the needs of plants. 2- Students will research a controversial genetics subject, prepare notes, and participate in a Socratic seminar where they converse with students who have researched the same topic (e.g. cloning, GMOâ€™s, stem cell research, genetic enhancement,..).
7th Grade Humanities Second Semester 2013 Guiding Questions: Who deserves civil rights? What moves ordinary citizens to act for change? When it comes to civil rights, is there room for discourse (conversation/debate)? This semester we will delve into the issue of the over-arching idea of civil rights in this country - how civil rights can be/were legally denied, how they are/were achieved, how we as a society discuss civil rights in a constructive way, and what we are currently struggling with concerning civil rights for all. We will start the semester with literature circles. Students will choose one of 4-5 selected different books with the theme of civil rights, which they will read and discuss in a structured format, focusing on authors purpose and literary devices. 5 Literature Circles We will then move on to some of the landmark civil right successes and what part civil discourse, and civil disobedience, played in winning those rights. Studying the Freedom Riders and their historic rides through the Jim Crow South will serve as our foundation. Students will also compare current day civil rights issues to those of the mid-20th century. Freedom Riders Individual Research Expository Essay The Delano Grape Strike will serve as the focus to research and study The Mexican Civil Rights Movement of the late 1960â€™s. Focusing on individualsâ€™ sacrifices and successes, students will study the key players who changed labor laws for farm workers. Students will continue to compare current day civil rights issues to those of the mid-20th century. Comprehensive Wall Text with Blurbs and Images Culminating our study on civil rights, students will participate in a Socratic Seminar on the subject of what rights undocumented immigrants should or should not have. This allows students to research and learn different sides of a very volatile issue and then discuss the issue referring to documentation to support their argument. We will study basic ground rules for civil discourse, the elements of an argument, and the importance of seeing and respecting different perspectives. Socratic Seminar
Students will continue reading goals and logs regarding their SSR books and vocabulary enhancement and spelling practice through their Word Market Dictionaries and quizzes.
Learning Targets: I can analyze author’s purpose and over-arching message of a piece of literature. I can understand the cause and effect of civil disobedience and how it progressed the Civil Rights Movement. I can determine the most important information to explain the role key individuals played in the Mexican Civil Rights Movement. I can evaluate and utilize primary documents, summaries, articles, films and essays to understand the significance of individuals to change the political and social systems of the US government. I can use the writing process (prewrite, drafting, feedback, revisions, editing, clean copy) to complete a high quality expository essay based on my research. I can develop an argument supported by collected data. I can discuss my side of an argument respectfully, using documentation as evidence to support my argument.
Anchor Text: Spies of Mississippi – Rick Bower Resources: Freedom Riders – PBS documentary Freedom Riders – Ann Bausum Lit Circle Books – Rock and a River My Mother the Cheerleader 1000 Never Evers Watson’s Go to Birmingham Freedom’s Children (selected stories) Procon.org – Rights of Undocumented Immigrants Ufw.org Viva La Causa – Teaching Tolerance
Technology Introduction: The Basics 7 Grade Technology, Spring Semester 2013 th
Summary of Expedition Students will learn how to use technology that will enhance the development of literacy and provide purposeful learning experiences across the sixth grade curriculum. During second semester, we will focus on typing skills with the program Mavis Beacon, improving our Internet safety and search engine / research skills, saving work and creating new files using Google accounts, and the creation of student individualized vocabulary lists on the website www.quizlet.com. In addition, students will be using webbased applications, simulations and animations to help them learn core content standards in science, math and humanities. For example, each student will create a customized account on Khan Academy, a website that incorporates videos and practice lessons for all mathematical concepts covered in middle school. All of these applications can and should be accessed from home!
TYPING LEARNING TARGETS 1. I can improve my typing skills by practicing and not looking at the keyboard while I type. 2. I can spend at least fifteen minutes each day I have tech class working on my typing skills using the program Mavis Beacon. 3. I can set specific typing speed goals (words per minute) and use data to monitor my progress throughout the semester. SCHOOLSPEAK LEARNING TARGETS 1. I can independently log into Schoolspeak and use it for all of the following purposes: • Locating homework assignments for all of my classes. • Reading daily student announcements. • Reading the Tuesday update. • Monitor the school calendar for important events. • Locate and print my weekly missing assignment report. GOOGLE ACCOUNT LEARNING TARGETS 1. I can independently log into my Google account and use it for all of the following purposes: • Saving work that can be accessed at home and at school. • Creating new documents, spreadsheets, and presentations. • Organizing my documents and files in a meaningful way. QUIZLET LEARNING TARGETS 1. I can independently log into Quizlet and use it for all of the following purposes: • Creating a personalized vocabulary word list online that matches my word market dictionary. • Learning how to correctly spell all of the words in my Quizlet account. • Learning the definition of all of the words in my Quizlet account.
KHAN ACADEMY LEARNING TARGETS 1. I can independently log into Khan Academy and use it for all of the following purposes: • Watching videos to help me learn new math concepts. • Practicing lessons to help me learn new math concepts. • Setting specific goals on Khan Academy that I can monitor and reflect on throughout the semester. DIGITAL CITIZEN LEARNING TARGETS 1. I can follow the computer lab guidelines at all times. 2. I can use the Internet to promote my learning safely and effectively. This means I recognize how to protect myself, my friends, my family, and other people with whom I share my digital world. 3. I can use technology to facilitate communication and collaboration.
Internet Resources www.schoolspeak.com www.google.com/a/realmschool.org www.quizlet.com www.khanacademy.org 7th Grade Technology Agenda (updated daily): http://qdailyscience.pbworks.com/w/page/44743206/7TH%20GRADE%20LINKS
Guiding Questions 1. What does it mean to be a good digital citizen? 2. What technology tools are available to me at REALMS and how can I use them to be a better student? 3. How can I determine which websites have valuable information and which websites have information that is misleading or unimportant?