7th Grade Science

Instructor: Mrs. Cindy Morley

email: cmorley@inlandlakes.org

TEXTBOOKS to be used throughout the year:

The Nature of Matter by Werwa, Eric PhD & Zike, Dinah, published by Glencoe Science in 2008
ISBN: 978-0-07-877832-2
Chemistry by Werwa, Eric PhD & Zike, Dinah, published by Glencoe Science in 2008 ISBN: 978-0-
07-877834-6
Waves, Sound, and Light by Hainen, Nicholas, Zike, Dinah, et al. published by Glencoe Science in
2008 ISBN: 978-0-07-877840-7
Motion, Forces, and Energy by Feather, Ralph M. Jr. PhD & Zike, Dinah, published by Glencoe
Science in 2008 ISBN: 978-0-07-877836-0

The following units will be covered:

What is Science?
Atoms and Molecules
States of Matter and Its Changes
The Periodic Table
Chemical Reactions
Waves and EM Radiation
Energy
Forces and Motion

The following Content Standards will be covered:

Content Standards
Science and Engineering Practice: Asking Questions and Defining Problems
Students at any grade level should be able to ask questions of each other about the texts they read, the
features of the phenomena they observe, and the
conclusions they draw from their models or scientific investigations. For engineering, they should ask
questions to define the problem to be solved and to elicit ideas that lead to the constraints and
specifications for its solution.

Science and Engineering Practice: Planning and Carrying Out Investigations

Students should have opportunities to plan and carry out several different kinds of investigations during
their K-12 years. At all levels, they should engage in investigations that range from those structured by the
teacherin order to expose an issue or question that they would be unlikely to explore on their own (e.g.,
measuring specific properties of materials)to those that emerge from students own questions.

Science and Engineering Practice: Analyzing and Interpreting Data

Once collected, data must be presented in a form that can reveal any patterns and relationships and that
allows results to be communicated to others. Because raw data as such have little meaning, a major
practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis.
Such analysis can bring out the meaning of dataand their relevanceso that they may be used as
evidence

Science and Engineering Practice: Constructing Explanations and Designing Solutions

Asking students to demonstrate their own understanding of the implications of a scientific idea by
developing their own explanations of
phenomena, whether based on observations they have made or models they have developed, engages
them in an essential part of the process by
which conceptual change can occur.
Science and Engineering Practice: Obtaining, Evaluating, and Communicating Information
Any education in science and engineering needs to develop students ability to read and produce domain-
specific text. As such, every science or engineering lesson is in part a language lesson, particularly
reading and producing the genres of texts that are intrinsic to science and engineering.

MS-PS1-1
Develop models to describe the atomic composition of simple molecules and extended structures.

MS-PS1-3.
Gather and make sense of information to describe that synthetic materials come from natural resources
and impact society.

MS-PS1-4.
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.

Core Idea PS1 - MATTER AND ITS INTERACTIONS

The existence of atoms, now supported by evidence from modern instruments, was first postulated as a
model that could explain both qualitative and quantitative observations about matter. Matter can be
understood in terms of the types of atoms present and the interactions both between and within them. The
states, properties, and reactions (both physical and chemical) of matter can be described and predicted
based on the types, interactions, and motions of the atoms within it.

PS1.A: STRUCTURE AND PROPERTIES OF MATTER

Each element has characteristic chemical properties. The periodic table, a systematic representation of
known elements, is organized horizontally by increasing atomic number and vertically by families of
elements with related chemical properties. The development of the periodic table (which occurred well
before atomic substructure was understood) was a major advance, as its patterns suggested and led to
the identification of additional elements with particular properties. Moreover, the tables patterns are now
recognized as related to the atoms outermost electron patterns, which play an important role in explaining
chemical reactivity and bond formation, and the periodic table continues to be a useful way to organize
this information.

MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred.

MS-PS1-5
Develop and use a model to describe how the total number of atoms does not change in a chemical
reaction and thus mass is conserved.

MS-PS4-1
Use mathematical representations to describe a simple model for waves that includes how the amplitude
of a wave is related to the energy in a wave.

MS-PS4-2
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various
materials. Emphasis is on both light and mechanical waves. Examples of models could include drawings,
simulations, and written descriptions.

MS-PS4-3
Integrate qualitative scientific and technical information to support the claim that digitized signals are a
more reliable way to encode and transmit information than analog signals.

MS-PS3-1
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the
mass of an object and to the speed of an object.

MS-PS3-2
Develop a model to describe that when the arrangement of objects interacting at a distance changes,
different amounts of potential energy are stored in the system.
MS-PS3-3
Apply scientific principles to design a device that either minimizes or maximizes thermal energy transfer

MS-PS3-4
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the
mass, and the change in the average kinetic energy of the particles as measured by the temperature of
the sample.

MS-PS3-5
Construct, use, and present arguments to support the claim that when the kinetic energy of an object
changes, energy is transferred to or from the object.

CCSS.ELA-LITERACY.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from
prior knowledge or opinions.

CCSS.ELA-LITERACY.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to texts and topics (i.e. atom, molecule, chemical
bond)

CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-LITERACY.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.

BULLDOG P.R.I.D.E. = All students should be

On task and on time
P repared Planning ahead
Attentive
Polite
R espectful Positive tone
Active listening
Inquisitive
I nvolved Assisting peers
Participating
Taking responsibility for own learning
D etermined Persistent, focused
Completes work
Following through
E xcellent Working above and beyond
Self motivated

CLASSROOM EXPECTATIONS/RULES:
Each student will keep a 3 ring binder where all notes, some assignments,
reading handouts and daily question sheets will be kept. This binder is being
provided to each student by the teacher and is to be used for SCIENCE class
only
 Students will also need access to some form of coloring materials (markers,
colored pencils OR crayons) at home, so that certain assignments can be
completed outside of school.
Students can expect 3 or 4 tests and formal quizzes per marking period. Pop
quizzes are always a possibility.
Homework & in-class assignments can be expected daily.
It is the students responsibility to make-up missed assignments, notes, quizzes,
and tests when returning from an absence.

Additional specifics
1) No inappropriate language or discussion
2) Keep your hands and feet to yourself no touching = no problems!!!
3) Cell phones and other electronic devices should be out of sight/out of mind
during class time. Chromebooks will be used when access to the internet,
Google classroom, Quizlet, and other online activities and reviews are needed.
PLEASE help keep our learning environment distraction-free.

Act like a young adult, and you will be treated as one

GRADES
A grade in a course represents a students level of preparation for the next level of
learning or work, content mastery, and overall class performance which includes real
world skills: participation, effort, cooperation, improvement, timeliness, and preparation.
Students who earn a 60% or better will receive credit in a course and be deemed
proficient.

% Represent
100-
A Student has demonstrated a level of knowledge of material (specific
94%
information, methods, models, etc.) relevant to the course and ability to use
93- the same in unfamiliar situations. Said knowledge and ability is well beyond
A- that expected. Student will have no difficulty using and extending this
90%
knowledge to most new situations nor in continuing to learn in this direction.
89-
B+
87% Student has demonstrated a level of knowledge of material relevant to the
86- course that is beyond expectations. Student will be able to use and extend
B
84% this knowledge relevant to the course and should be able to use and extend
83- this knowledge in some situations
B
80%
79-
C+
77%
76- Student has demonstrated a level of knowledge of material relevant to the
C
74% course and should be able to continue learning in this field of study.
73-
C-
70%
69-
D+ Student has demonstrated a barely adequate level of knowledge relevant to
67%
the course. Student is unlikely to be able to apply this knowledge at any level
D 66- nor continue studies in this direction.
64%
 63-
D- 60%

E 0% Student has not learned sufficiently to be given credit for learning.

I Student has not completed the course.

NC Student has a grade that is not calculated.

CR Student has earned credit and deemed proficient in the course.

Extra Credit
There will be at least one extra credit assignment available each grading period. The
format of the extra credit varies, but usually involves some outside reading or research
along with answering questions or writing a report. It could also involve making
something like a model or creating an informational poster.

If you should need to contact me, my prep. hour is from 8:10 to 9:01 a.m. I can be
reached at 238-6868 ext. 131 or my e-mail address is cmorley@inlandlakes.org

Remind 101 Text Messaging Service

As a parent or student, I also encourage you to sign up to receive text messages from
me regarding larger assignments, quizzes and tests. Below is the information needed
for sign-up.
This messaging system allows me to send out a mass text to Science 7 students and
parents. I will not be using it everyday for regular assignments, however, I will try to
keep you posted on major happenings.

The Remind 101 text number is NOT my actual cell phone number. Through it, I do not
have access to any of your personal information, other than the name entered when
subscribing. This makes it safe for all concerned.

I had a lot of success with this app the last few years, and I hope it will continue to be
effective. But, you HAVE to sign up if you want the reminders

I have read and understand the above rules and expectations for Mrs. Morleys
Science class.
Student Signature Date

Parent/Guardian Signature