Westwood Regional School District
Science Department Curriculum
Grade 7 Science
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Table of Contents
1. Introduction 1
2. District Mission, Vision, and Belief Statements 3
3. Departmental Philosophy 4
4. Course Summary and Course/Grade-level Goals 5
5. Unit Plans 6
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Introduction
The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning.
High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals.
The Westwood Regional School District Curriculum Format
The Westwood Regional School District will be using a curriculum format that incorporates aspects of several different curriculum development models. When reviewing curriculum documents and the district’s curriculum format, aspects of the “backwarddesign” model will be found in the way in which unit objectives, assessments, and instructional activities are designed.
The curriculum design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.
Stage I – Identifying Desired Results: Course goals based upon knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Course goals highlight the big ideas that students will grapple with during the course of the unit. Unit objectives are more granular and should be reflective of best practices, containing the following components:
· Specific performance (e.g. to write, to name, to compare and contrast, to debate, to decide, etc.)
· Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal entry, etc.)
· Conditions (during a cooperative learning activity, after reading the story ______)
· Criterion or Standard (e.g. correct to the nearest mile, four out of five correct, list three examples, state two differences, etc.)
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The Westwood Regional School District Curriculum Format (con’t)
Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized during an instructional unit, the overall unit assessment should be performance-based and asks students to demonstrate that they have mastered the desired understandings. Ideally, these culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student
performance and clearly defined criteria (i.e. rubrics) are provided to all students in advance of starting work on the unit task.
Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly designed. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.
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MOTTO
“Excellence in Education”
MISSION STATEMENT
To provide excellence in education through rich and diverse learning opportunities, enabling students to exercise intelligent control of their future.
VISION STATEMENT
The vision of the Westwood Regional School District, serving the diverse communities of the Borough of Westwood and the Township of Washington, is to provide a sound and comprehensive education. This education process will ensure that our students have the knowledge, skills, and experiences which will enable them to make future life choices. It is our long-term goal that each student will use this knowledge, these skills and these experiences to reach his/her potential and thus become an actively contributing, productive member of the global community.
BELIEF STATEMENTS
Westwood Regional School District Staff believe that:
1. Children are our community’s most valuable asset and we value each individual child.
2. All students have the right to a safe, positive, learning environment where diversity and individuality are respected and appreciated.
3. Each student’s individual learning styles and needs shall be addressed.
4. Students shall be empowered to be productive, organized, responsible, and self-directed individuals.
5. Our school shall inspire pride, accomplishment, and growth in all students.
6. Physical and mental well-being contribute to student success.
7. Students shall be encouraged to become life-long learners.
8. A sound and comprehensive education produces literate individuals who are effective problem solvers, critical thinkers, and users of technology.
9. Our school has a responsibility to instill an awareness and appreciation of the global community and environment.
10. Education is the shared responsibility of the students, faculty, staff, Board of Education, family, community, and government.
7th Grade Life Science Course Summary and Goals
Summary-
The seventh grade course, Life Science, is a hands-on course with emphasis placed on lab activities, using scientific reasoning and methods, becoming environmentally concerned, and understanding current science issues as they relate to society and the environment. Throughout the year, students will explore the many aspects of living organisms using a phylogenic approach- moving from simplest to most complex. This will be supplemented by a study of environmental topics. The standards based curriculum emphasizes scientific inquiry through selected units such as the cell, heredity, evolution, classification, simple organisms (bacteria, viruses, protists, fungi), animals (form and function), and ecology. Life Science subject serves as a foundation for high school biology.
Goals-
- To deliver understanding of the key concepts, principles, and theories of life science as defined by the New Jersey content standards.
- To practice scientific inquiry through scholarly, active learning.
- To cultivate a love of science and a love for the beauty and for the complexity of our planet and its organisms.
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Departmental Philosophy
The pursuit of science has advanced the understanding of the natural world and given rise to the technologies that make our lives better. The Westwood Regional School District's Science program is designed to create an exciting learning environment that prepares students to understand the latest advancements in science. Our department’s fundamental mission is to advance public understanding and appreciation of science. We would like to foster scientific habits of mind that improve our societies foundation. Our students will learn to use the scientific method and engage in hands-on inquiry to acquire an understanding of fundamental concepts in life, earth, physical, and environmental sciences.
Our teachers will provide current examples and be malleable in the presentation of their lessons. The curriculum serves as a guideline to understanding modern science. Each lesson teaches basic principals of science rather than focusing on history or classic science practice. As the world becomes more connected, classic science subjects have begun to combine into an uncountable number of new specialties and disciplines that fit as pieces of a puzzle to forward human understanding. This new globalization of science is leading to an exponential increase in the advancement of technology. Students must be prepared for this in their lives and careers.
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7th Grade Life Science Curriculum
UNIT 1: Classifying and Exploring Life (September/October)
Aim & Objectives: / Instructional Strategies, Activities, Labs and Process Skills / Applicable CPI / Resources, Materials, Web Sites:Lesson 1- Exploring Life
What is an observation?
Students will be able to:
Ø Understand the difference between an observation and an inference
Ø Explain the importance of asking questions in science
Ø Explain how scientific knowledge can change / Ø Activity: Observation vs. Inference
Ø Activity: Penny Observation / 5.1.8.A.3
Use scientific principles and models to frame and synthesize scientific arguments and pose theories.
Lesson 1- Exploring Life(cont’d)
How do we use and handle a compound microscope?
Ø Discover the various parts and functions of the compound microscope
Ø Calculate total magnification of the microscope
Ø Define compound light microscope
Ø Demonstrate proper technique, handling & focusing a microscope
Ø Practice focusing a microscope
Ø Make a wet-mount slide / Ø Lab: The Microscope- A Tool of a Scientist (RST. 6-8.3) (WST. 6-8.2)
Ø Lab: Using a Compound Microscope (RST. 6-8.3) (WST. 6-8.2)
Ø Lab: Beanie Baby Mystery (RST. 6-8.3) (WST. 6-8.2)
Ø Project: Microscope Puzzle (RST. 6-8.7) (WST. 6-8.8)
Ø Quiz: Microscope- Written & Practical / 5.1.8.D.3
Demonstrate how to safely use tools, instruments, and supplies. / Ø http://www.biologycorner.com/microquiz/index.html#
Ø Poster- Microscope Parts
Ø http://www.biologycorner.com/microquiz/index.html#
Ø Poster- Microscope Parts
Ø Website- Electron Microscope
Lesson 2-Characteristics of Life
What are the characteristics of living things?
Ø Define cell, stimulus, homeostasis, sexual reproduction, asexual reproduction, and metabolism
Ø Recognize that all living things have 6 basic characteristics
Ø Recognize that cells carry out many functions needed to sustain life
Ø Give examples of how living things respond to changes in their environment
Ø Distinguish between asexual (genetically identical) and sexual (blending of characteristics) reproduction
Ø Discuss growth and development / Ø Notes: Characteristics of Living Things:
Ø Demo: Sewer Bugs
Ø Activity: Stimulus and Response activity sheet (pupil of eye responding to light)
Ø Project: Creature Feature Project (alternative assessment) (RST. 6-8.7) (WST. 6-8.8) / 5.3.4.A.1
Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving.
5.3.8.D.1
Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. / Ø Demos: living vs. nonliving
Ø Video clips: living vs. nonliving
Ø PowerPoint: Characteristics and Needs of Living Things
Ø Teacher Domain Video “ Alive or Not”
Ø Video- Characteristics of Living Things (United Streaming)
Lesson 3- Classification
Why is it necessary to classify living things?
Ø List the 7 levels of classification
Ø Define classification, kingdom, phylum, class, order, family, genus, species, taxonomy, binomial nomenclature, cladogram, and dichotomous key
Ø Note that organisms are grouped together based on similar characteristics
Ø Explain the importance of having scientific names for species
Ø Explain how scientific names are written (binomial nomenclature)
Ø Describe how dichotomous keys help in identifying organisms
Ø Understand how to use a dichotomous key / Ø Activity: Kingdom of Shoes
Ø Lab: Using a Dichotomous Key (RST. 6-8.3) (WST. 6-8.2)
Ø Quiz: Classification / 5.5.6 B. Diversity and Biological Evolution
1. Describe and give examples of the major categories of organisms and of the characteristics shared by
organisms.
5.5.8 B. Diversity and Biological Evolution
1. Compare and contrast kinds of organisms using their internal and external characteristics. / Ø Worksheet: Shape Classification
Ø notes :KPCOFGS sheet with questions
Ø worksheet: Taxonomy
Ø PowerPoint: Classification
Ø overhead :Cat classification
Ø slide: Bear classification
Ø overhead and slide: Dichotomous Key
Ø Worksheet: Classification table
Ø Worksheet: fun with fictitious animals
Ø Video: United Streaming “Classification of Living Thins”
UNIT 2: Cellular Biology (October/November)
Aim & Objectives: / Instructional Strategies, Activities, Labs and Process Skills / Applicable CPI / Resources, Materials, Web Sites:Lesson 1: Cells and Life
How is life organized?
Ø Define tissue, organ, organ system, organism, unicellular, and multicellular
Ø Explain how life is organized, from a single cell to an organism / Ø Activity: 5 pictures to put in order
Ø Cells R Us
Ø Notes: cell to organism / 5.3.8.A.2
Relate the structures of cells, tissues, organs, and systems to their functions in supporting life. / Ø Bill Nye: Cells
Ø Transparency: Cell to organism
Ø PowerPoint
Ø Website: Cell size animation
Ø Video clips- Teacher Domain
Ø Size of cell
Ø Cell differentiation
Ø Stem Cells
Lesson 2: The Cell
What are cells?
Ø Define cell membrane, organelles, cytoplasm, nucleus, prokaryotic, eukaryotic, and bacteria
Ø Explain the function of each part of a eukaryotic cell
Ø State the parts of the cell theory
Ø Describe how cells were discovered
Ø List the characteristics that all cells share
Ø Explain the difference between prokaryotic and eukaryotic
Ø Recognize plant cells contain different organelles than animal cells / Ø Notes and PowerPoint
Ø Activity: Redi NJASK style (RST. 6-8.6) (WST. 6-8.9)
Ø Lab: Plant vs. Animal Cell (RST. 6-8.3) (WST. 6-8.2)
Ø Project: Cell model (RST. 6-8.7) (WST. 6-8.8)
Ø Notes: color code Cell labels & functions
Ø Activity: Cell City / 5.3.6.A.2
Model and explain ways in which organelles work together to meet the cell’s needs. / Ø Transparency: Red- Spontaneous Generation
Ø Stem Cell article and questions
Ø Worksheet: Organelle review sheet
Ø Worksheet: Organelle riddle sheet