Honors Life Science 7 Teacher: Ms. Lott Phone: 428-7700 ext. 208 Best Time for Contact: 10:00 – 10:45 a.m. Email: [email protected] Edmodo Code ______

Text: Pearson Interactive Science: Life Science 7

Individual Supplies/Materials:

 Composition Book  Index Cards (200)  Folder  Writing utensils (pens or pencils)  Color Pencils  Loose Leaf Notebook Paper

Description of Course: Life science is the branch of science that focuses on the study of all living organisms. Students will learn how life science relates to their bodies as well as the world around them. The course emphasizes a basic knowledge of life science concepts and process skills through lecture, discussion, experimentation, and hands-on activity-orientated lessons.

Methods of Evaluation: Many different methods of evaluation are incorporated in this course. These methods include, but are not limited to: class work, homework, notebook checks, laboratory performance and reports, oral and written presentations, projects, quizzes, and written tests. Students are expected to pay attention and participate in class discussions and activities. Their participation and attention will be reflected in each aspect of their evaluation.

Course Objectives: Identify steps in the scientific method COS #1: Engage in argument from evidence to support claims of the cell theory. COS #2: Gather and synthesize information to explain how prokaryotic and eukaryotic cells differ in structure and function, including the methods of asexual and sexual reproduction. COS #3: Construct an explanation of the function of specific cell structures for maintaining a stable environment.

COS #4: Construct models and representations of organ systems to demonstrate how multiple interacting organ and systems work together to accomplish specific functions. COS #5: Examine the cycling of matter between abiotic and biotic parts of ecosystems to explain the flow of energy and the conservation of matter. COS #6: Analyze and interpret data to provide evidence regarding how resource availability impacts individual organisms within an ecosystem. COS #7: Use empirical evidence from patterns and data to demonstrate how changes to physical or biological components of an ecosystem can lead to shifts in populations. COS #8: Construct an explanation to predict patterns of interactions in different ecosystems in terms of the 1 relationships between and among organisms.

COS #9: Engage in argument to defend the effectiveness of a design solution that maintains biodiversity and ecosystem services. COS #10: Use evidence and scientific reasoning to explain how characteristics animal behaviors and specialized plant structures affect the probability of successful reproduction of both animals and plants. COS #11: Analyze and interpret data to predict how environmental conditions and genetic factors influence the growth of organisms. COS #12: Construct and use models to explain that genetic variations between parent and offspring occur as a result of genetic differences in randomly inherited genes located on chromosomes and that additional variations may arise from alteration of genetic information. COS #13: Construct an explanation from evidence to describe how genetic mutations result in harmful, beneficial, or neutral effects to the structure and function of an organism. COS #14: Gather and synthesize information regarding the impact of technologies on the inheritance and/or appearance of desired traits in organisms. COS #15: Analyze and interpret data for patterns of change in anatomical structures of organisms using the fossil record and chronological order of fossil appearance in rock layers. COS #16: Construct an explanation based on evidence for the anatomical similarities and differences among modern organisms and between modern and fossil organisms, including living fossils. COS #17: Obtain and evaluate pictorial data to compare patterns in the embryological development across multiple species to identify relationships not evident in the adult anatomy. COS #18: Construct an explanation from evidence that natural selection acting over generations may lead to the predominance of certain traits that support successful survival and reproduction of a population and to the suppression of other traits.

First Nine Weeks Content Second Nine Weeks Content Lab Safety & Scientific Method Genetics and Punnett Squares Domains and Kingdoms Chromosomes and Inheritance The Cell Theory DNA & RNA Cells and Their Organelles Mutations Passive Transport and Active Transport Advances in Genetics Photosynthesis & Cellular Respiration Mitosis Third Nine Weeks Content Fourth Nine Weeks Content Body Organization Ecology: Living Things and the Environment Body System Interactions Populations Homeostasis Interactions Among Living Things The Skeletal System Natural Selection The Muscular System Changes in Ecosystems The Digestive System Energy Flow in Ecosystems The Circulatory System Cycles of Matter The Respiratory System Plant Responses and Growth The Nervous System Advances in Genetics The Male and Female Reproductive Systems Aquatic Ecosystems Biodiversity Darwin’s Theory Evolution and Fossil Records Each Nine Weeks:  A minimum of three summative assessments will be given (to include tests and/or quizzes).  The number of labs depends on the topic, resources, and student behavior. 2  A notebook will be maintained to include notes, foldables, lab work, writings, interactive activities, etc.  One project may be assigned.  One comprehensive lab report is required. Grade Composition: Grading Scale: Summative Tests (Tests/Projects/Lab Reports/Quizzes) 60% A = 90 – 100 Daily Assignments (Classwork/Notebook/Pop-Quizzes/Weekly Homework) 40% B = 80 - 89 C = 70 – 79 D = 60 - 69 F = 0 - 59

Science Classroom Expectations: 1. Respect: Yourself, others, learning, property, school, and instructional time! 2. Come prepared with all materials (pencil/pen, interactive notebook, homework, folder, etc.) 3. Hold yourself accountable for your actions. 4. Intend to learn something new. 5. Set goals and work towards them. 6. Ask for help when you need it. Class Room Rules 1. Be in class and in your assigned seat before the tardy bell rings. 2. Be prepared for class with all required materials. 3. Respect authority, your peers, and yourself. 4. Listen for instructions and follow directions. 5. Always strive to do your best! 6. Obey all school and district rules.

Classroom Consequences 1. Warning/Documentation 2. Think Sheet 3. Phone Call/Email to Parents 4. Referral to Administrator (dependent on infraction)

Respect Respect is an attitude. Being respectful helps students succeed in life. If children don't have respect for peers, authority, or themselves, it can become impossible for them to succeed. I refuse to accept or tolerate disrespect, disobedience, and bullying. I will do my best to provide a positive, safe environment to ensure that no student will prevent another student from learning for any reason. Parents, please support me in my efforts to provide a quality education for your child.

Tutoring: I am available for tutoring on Thursdays from 3:30-4:00 p.m. during the 1st Semester (August - December 2016). I am available for tutoring on Tuesdays from 3:30-4:00 p.m. during the 2nd Semester (January - May 2017). Please call me or have your child make an appointment with me if tutoring is needed.

Please sign below if you have read and understand both the syllabus and classroom procedures. 3 Student’s signature ______

Parent’s/Guardian’s signature ______

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