North Cumberland Middle School
2012-2013
Grade Seven Science
Teachers
Rachel Emery
Joseph Samek
Phone
333-6306
Room
117
119
E-mail
rachel.emery@cumberlandschools.org
joseph.samek@cumberlandschools.org
Text: Prentice Hall Series:
Cells: Building Blocks of Life
Heredity: The Code of Life
Evolution: Changes Over Time
Ecology: Earth’s Living Resources Cells -Building Blocks of Life
Course Description:
This beginning life/earth science course gives students an introduction to the biological and environmental world
around them. Central areas of
study and investigation include cell structure and function, embryonic
development, classification, evolutionary concepts, heredity, ecology, and changes of the Earth’s surface over
time. Content and skills are developed through a variety of approaches: including the use of an interactive
scientific notebook, activities, inquiry labs, and regular assessments. Students are encouraged to grow in skill and
confidence as individual members of a cooperative team.
Main Goals:
Students will be able to explain and give examples to support the following statements of enduring knowledge:
1.
In Life Science:

That all living organisms have identifiable structures and characteristics that allow for survival
(organisms, populations, and species)
2.

Matter cycles and energy flows through an ecosystem

Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry)

Humans are similar to other species in many ways, and yet are unique among Earth’s life forms
In Earth and space Science

The Earth and earth materials as we know them today have developed over long periods of time,
through continual change processes.
Grade Span Expectations/
LS1-2-Structure and Function-Survival Requirements
2a explain how the cell is the basic unit of life, has the same survival needs as an organism (i.e., obtain
energy, grow, eliminate waste, reproduce, provide for defense)
2b observing and describing(e.g., labeling individual cells as seen through a microscope targeting cell
membrane, cell wall, nucleus and chloroplasts.
2c observing, describing and charting the growth, motion, responses of living organisms
LS1-4 Differentiation
4a explaining that specialized cells perform specialized functions. (e.g., muscle cells contract, nerve cells
transmit impulses, skin cells provide protection).
4b comparing individual cells of tissues and recognizing the similarities of cells and how they work
together to perform specific functions.
4c explaining how each type of cell, tissue, and organ has a distinct structure and set of functions that
LS3-9: Natural Selection/Evolution
9a Explain how genetic variations/traits are passed through reproduction and random genetic changes
(mutations)
9b Gather evidence of evolutionary relationships among organisms
9c Differentiate between and identify acquired and inherited characteristics
9d Explain how natural selection leads to evolution( survival of fittest)
9e Views on species origination /extinction have changed over time
serve the organism as a whole.
LS4-12: Patterns of Human Development
12a Identify, sequence, and describe the changes/stages of embryonic development
12b/c Compare/contrast embryonic development in various life forms (e.g. humans, frogs, chickens, sea
urchins)
12d Compare the patterns of human development after birth to the development of other species
LS3-8:Classification of Organisms
8a sorting organisms with similar characteristics into groups based on internal and external structures.
8b explaining how species with similar evolutionary histories/characteristics are classified more closely
together with some organisms than others (e.g., a fish and human have more common with each other than
a fish and jelly fish)
8c recognizing the classification system used in
modern biology
LS1-3-Reproduction
3a Relate reproduction to process of genetic information moving from parent to offspring
3b describing Forms of asexual reproduction that involve the genetic contribution of only one parent(e.g.,
binary fission, budding, vegetative propagation, regeneration)
3c Describe forms of sexual reproduction as a process that combines genetic material of two parents to
produce a new organism(e.g., sperm/egg, pollen/ova)
LS4-11: Human Heredity
11 a recognize that Characteristics result from inherited genes from parents and others are the result of
interactions with the environment (nature/nurture)
11b Trace specific trait through a pedigree
11-c Identify genetic structures (i.e, chromosomes and genes) is located in the cell’s nucleus)
LS4-10-Human Body Systems
10a/b Predict and explain the effects of biotic/abiotic factors on human systems
10c Research/report how biotic/abiotic factors cause disease and affect human health
LS1-1: Biodiversity
(1a) Give examples of Adaptations /behaviors specific to a niche(role) in an ecosystem
(1b) Explain how Organisms with different structures and behaviors have roles that support each other ‘s
survival and the stability of the ecosystem (symbiosis)
LS2-5:Equilibrium in an Ecosystem
5a/5b Identfy and analyze biotic ( bacteria, fungi, plants, animals)/abiotic ( weather, climate, light,
water, temp., soil composition, catastrophic events) factors that effect a given ecosystem
5c Predict the outcomes of a given change in biotic/ abiotic factors in an ecosystem
5d Use visual model(e.g., graph) to track population changes in an ecosystem
LS2-6: Energy Flow in an Ecosystem
6a Explaining the transfer of the sun’s Energy through living systems and its effect on them
6b describing the basic processes and recognizing the names and chemical formulas of the substances
involved in photosynthesis and respiration.
6c explaining the Relationships between photosynthesis and respiration
6d Create/interpret a model that traces flow of energy in food web
LS2-6: Energy Flow in an Ecosystem
6a Explaining the transfer of the sun’s Energy through living systems and its effect on them
6b describing the basic processes and recognizing the names and chemical formulas of the substances
involved in photosynthesis and respiration.
6c explaining the Relationships between photosynthesis and respiration
LS2-7- Recycling in an Ecosystem
7a Map the steps that show the flow of matter between organisms and the physical environment (water,
decomposition, oxygen, food, recycling)
7b Develop model of food web for local aquatic and terrestrial environments
7c explaining the inverse nature or complementary aspects of photosynthesis/respiration in relation to
carbon dioxide,
water and oxygen exchange
7d Controlled investigation to prove that the amount of matter remains constant even though its form
and location change as matter is transferred among and between organisms and the physical
environment(terrarium, bottle ecology)
ESS1-1: Earth’s Crust is Composed of Plates that Move
1a Cite evidence and developing a logical argument for plate movement using fossils, layers of rock.
Mineral deposits, and continent shapes
ESS1-3:Earth’s Events Change Earth’s Surface
3a Evaluate slow and fast processes to determine how the earth has already and will continue to change
3b evaluating fast processes (e.g. erosion, volcanoes and earthquakes) to determine how the earth has
changed and will continue to change over time
3c Investigate the effects of flowing water on land forms (e.g., stream tables, local environment)
ESS1-4: Processes and Change over Time: Effects on Earth Systems
4a Cause and effect relationships between global climate and energy transfer
4b Using evidence to make inferences or Predictions about global climate issues
Common Core Standards:
Reading Standards for Literacy in Science and Technical Subjects 6–8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–8
Requirements/Common Assessments:
Quarter One: Characteristics of Living Things Cube, Cell Unit assessment,
Quarter Two: Human Embryonic Development Cartoon, Early Human Development Unit assessment
Quarter Three: Heredity/Genetics Unit assessment, Pedigree Project (researching a trait within your family as it
travels from one generation to another)
Quarter Four: Ecology Unit assessment, Blackstone River Project/Swamp Project
Evaluation:
Quizzes/ Classroom Activity Work count once
Tests/Projects count twice
Homework counts as one quiz grade
Major Assessments:
Quarter One: Cell Unit assessment
Quarter Two: Early Human Development Unit assessment
Quarter Three: Heredity/Genetics Unit assessment, Factors That Effect Human Systems Unit
assessment
Quarter Four: Evolution Unit assessment, Ecology Unit assessment (Earth’s Changing Surface:
addressed in Geography)

Common Tasks (List the name, type, date, etc.)
Using a triple beam balance to measure the mass of an object
Using a microscope to observe animal and plant cells
Inquiry learning: Using the Scientific Method: Designing a focus question, making a
prediction/hypothesis, creating a plan to test your hypothesis, implementing the plan and
collecting data using all senses, analyzing the data, summarizing and writing a conclusion,
reflecting on the results and proposing ideas for further investigation
Researching topics
Presenting projects to educate others

Common Course Assessment (if applicable)

Projects:
Quarter One: Characteristics of Living Things Cube, Cell Project (cartoon, rap song, brochure, 3D
model of a cell)
Quarter Two: Human Embryonic Development Cartoon, Science of the Season Project (
researching a scientific topic of interest)
Quarter Three: Meiosis (of an animal) Poster, Was She Cheated? : The Rosalind Franklin Story, DNA
Molecule Project (3-D model and story/poem/cartoon/ song) Pedigree Project (researching a
trait within your family as it travels from one generation to another), Researching a scientist that
works in the area of Heredity/Genetics, Investigating biotic and abiotic factors that effect
human systems
Quarter Four: Evolution project 9Investigating living things that lived on earth during different time
periods), Local Ecosystem Investigation Poster Project, Blackstone River Project/Swamp Project,
Original Science Investigation
North Cumberland Middle School Visions and Mission Statements
 A Vision for North Cumberland Middle School:
STUDENTS come to school eager to learn and have high expectations for themselves which allows them
to produce meaningful work that demonstrates knowledge of skills in reading, writing, mathematics, and
social sciences, as well as the ability to communicate clearly.
 The Mission of North Cumberland Middle School:
To celebrate life, learning, and to pursue academic excellence;
To encourage and inspire respect;
To embrace diversity; and
To value the accomplishments of all members of the NCMS community.
 Our Statement of Student Success:
Successful students understand their role in learning and put forth their best effort to exceed their
expectations. Students that are motivated and inspired to continuously improve academically and
personally are successful. Successful students are respectful and responsible school citizens who contribute
to a positive learning community.
North Cumberland Middle School Philosophy
Our philosophy of education is based on the fundamental principle of American democracy, which
recognizes the uniqueness and worth of the individual. Therefore, it is our belief that the function of
education is to provide for the widest mental, moral, cultural, emotional, and physical growth of the
individual, consistent with his/her abilities, and suited to his her needs as a member of our democratic
society.
Team or Individual Class Policies/Procedures:
NORTH CUMBERLAND MIDDLE SCHOOL
TEAM GUIDELINES 2012-2013
Rationale: In order to create and maintain a positive learning community for all
students, teachers have developed guidelines related to our school-wide
expectations that ask all members of our school community to be Respectful,
Responsible, and Ready to Learn. These guidelines include common classroom
policies, rules, and consequences which we will consistently model, foster, and
reinforce so that all students and families are aware of the expectations and goals for
our students.






Students must act and speak respectfully to peers and teachers at all times. Students should be
polite, helpful to others, and have a positive attitude. Students also need to take pride in their
school and respect school property by keeping classroom areas neat and clean.
Students will be held responsible for their role in their learning. They must pay attention,
follow directions, and always do put forth their best efforts.
Students need to be ready to learn. They need to come to class prepared, which includes having
all of the necessary tools they need for learning. Students should have their agenda, pens,
pencils, textbooks, notebooks, and a personal reading book. If a student is unprepared for class,
the teacher will have a discussion with the student to identify more effective ways to be
prepared. If a student is unprepared for class multiple times, the teacher will assign a
consequence, such as a detention, for that student. Along with learning content, students will
be encouraged to work on their organizational and study skills.
Homework is an important component of learning because it provides the needed practice and
reinforcement of material presented in the classroom. Homework will contribute to each
student’s overall grade and is due at the beginning of each class. Homework turned in late will
be accepted for half credit. All homework assignments must be recorded in student’s agenda
by the student.
Students who are absent will be given time to make up assignments or assessments they
missed. It is the responsibility of the student to make up all work on a timely basis. Students
may refer to classroom postings, the team website, peers, or the teacher to identfy specific work
that was missed.
Classroom discipline and policies will follow the NCMS handbook and the district wide PBIS
initiative.
We look forward to a productive and enjoyable school year!