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Welcome to 7th Grade Science

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Title: Welcome to 7th Grade Science


1
Welcome to 7th Grade Science
  • Mr. Steve S. Reed
  • 2014-2015

2
Getting to Know Me
  • Raised and educated in Iowa
  • 26thyear of teaching in Kyrene
  • Have been at Akimel A-al since it opened, was at
    Kyrene Middle School for 2 years prior to that
  • Taught Industrial Technology for 16 years
  • Coach baseball and basketball

3
Inquiry Based Science Program
  • Inquiry provides an opportunity for all students
    to engage in problem solving, communication, and
    thinking skills that they will need to be
    effective workers and citizens in the
    twenty-first century.
  • Inquiry and the NSES, page XII

4
Inquiry What Is It?
  • Inquiry is . . .
  • Exhibiting curiosity
  • Defining questions from current knowledge
  • Proposing preliminary explanations or hypotheses
  • Planning and conducting investigations
  • Gathering evidence from observations
  • Explaining based on evidence
  • Considering other explanations
  • Testing explanations

5
Three Stages of Inquiry
  • Directed/Structured Inquiry
  • Teacher asks the question and directs the
    activity
  • Introduce students to essential features of
    inquiry
  • Assist students to reflect on characteristics of
    the processes in which they are engaged through a
    systematic approach
  • Student created questions could lead into the
    next stage of inquiry

6
Three Stages of Inquiry
  • Guided Inquiry
  • Teacher and/or materials guide the activity,
    students provide some input
  • Inquiry-based teaching can vary in amount of
    guidance teacher or materials provide
  • Student created questions could lead into the
    next stage of inquiry

7
Three Stages of Inquiry
  • Full/Open Inquiry
  • Student asks the questions, directs and plans the
    activity
  • Select a question to investigate than can be
    answered by doing systematic observations or an
    experiment
  • Plan and conduct your investigation
  • Analyze, synthesize, and explain your results

8
Kyrenes Adopted Science Curriculum
  • Six Strands
  • Scientific Inquiry
  • History Nature of Science
  • Science in Personal Social Perspectives
  • Life Science
  • Physical Science
  • Earth Space Science

The KSD Science curriculum is aligned with both
Arizona State and National Science Standards for
middle school students
9
Strand 1 Scientific Inquiry
Science as inquiry is basic to science education
and a controlling principle in the continuing
organization and selection of students
activities. Students at all grade levels and in
every domain of science should have the
opportunity to use scientific inquiry and develop
the ability to think and act in ways associated
with inquiry (NSES 1995). Inquiry Process
establishes the basis for students learning in
science. Students use scientific processes
questioning, planning and conducting
investigations, using appropriate tools and
techniques to gather data, thinking critically
and logically about relationships between
evidence and explanations, and communicating
results.
10
Strand 2 History Nature of Science
  • Knowledge of the nature of science is central to
    the understanding of the scientific enterprise.
    (NAEP 2000) Scientific investigation grows from
    the contributions of many people. History and
    Nature of Science emphasizes the importance of
    the inclusion of historical perspectives and the
    advances that each new development brings to
    technology and human knowledge. This strand
    focuses on the human aspects of science and the
    role that scientists play in the development of
    various cultures.

11
Strand 3 Science in Personal and Social
Perspectives
  • Science in Personal and Social Perspectives
    emphasizes developing the ability to design a
    solution to a problem, to understand the
    relationship between science and technology, and
    the ways people are involved in both. Students
    understand the impact of science and technology
    on human activity and the environment. This
    strand affords students the opportunity to
    understand their place in the world as living
    creatures, consumers, decision makers, problem
    solvers, managers, and planners.

12
Strand 4 Life Science
  • The fundamental goal of life sciences is to
    attempt to understand and explain the nature of
    life. (NAEP 2000) Life Science expands
    students biological understanding of life by
    focusing on the characteristics of living things,
    the diversity of life, and how organisms and
    populations change over time in terms of
    biological adaptation and genetics. This
    understanding includes the relationship of
    structures to their functions and life cycles,
    interrelationships of matter and energy in living
    organisms, and the interactions of living
    organisms with their environment.

13
Strand 5 Physical Science
  • The physical science component should probe the
    following major topics matter and its
    transformations, energy and its transformations,
    and the motion of things. (NAEP 2000) Physical
    Science affords students the opportunity to
    increase their understanding of the
    characteristics of objects and materials they
    encounter daily. Students gain an understanding
    of the nature of matter and energy, including
    their forms, the changes they undergo, and their
    interactions. By studying objects and the forces
    that act upon them, students develop an
    understanding of the fundamental laws of motion,
    knowledge of the various ways energy is stored in
    a system, and the processes by which energy is
    transferred between systems and surroundings.

14
Strand 6 Earth Space Science
  • Earth science is the study of the planets,
    earth's composition, processes, environments and
    history, focusing on the solid Earth, and its
    interaction with air and water." (NAEP2000)
    Students use observation and description skills
    to explain the composition, formative processes,
    and history of the Earth, the solar system and
    the universe.

15
First Semester
Lab Safety Equipment - Safety Rules - Tools
Equipment - Safety Symbols
Metric System Measurement - Units of
Measure - Conversions
Micro-Life - Microbiology - Structure
Function of Microorganisms
Scientific Inquiry - What is Science? - Science
Process Skills
Astronomy - Solar System Components -
Seasons - Universe
Ecology - Food chains Webs - Predator/prey
Relationships
16
Second Semester
Erosion Deposition
Evolution (Fossils) - Geologic Time - Fossils
Plate Tectonics - Earthquakes - Volcanoes
Rocks Minerals - Rock Cycle - Classification
of Rocks Minerals
17
Adopted Support Textbooks
  • McDougal Littell Earths Surface
  • McDougal Littell Changing Earth
  • McDougal Littell Space Science
  • McDougal Littell Ecology
  • McDougal Littell Life Over Time

18
Hands-on Support Materials
  • Science Education for Public Understanding
    Program Kits
  • Ecology Evolution
  • Micro-life
  • Rocks Minerals
  • Shaping the Land
  • Earth the Solar System

19
Science Folders
  • Packets of additional information and activity
    sheets
  • Kept in class (so they will ALWAYS have)
  • Are welcome to take parts home as needed but
    encouraged to leave rest of the folder in class
  • Copy of all pages on my website should they
    forget a needed page or assignment at home
  • At end of year will have portfolio of all their
    science assignments and work in chronological
    order

20
Homework
  • Team 7A Website
  • http//www.kyrene.org//site/Default.aspx?PageID
    11319
  • Science Website
  • http//www.kyrene.org//site/Default.aspx?PageID
    14014

21
Grades
  • A Outstanding Progress, represents mastery of
    the Kyrene District curriculum targets at a
    minimum of 90.
  • B Significant Progress, represents mastery of
    the Kyrene District curriculum targets at a
    minimum of 80.
  • C Satisfactory Progress, represents mastery of
    the Kyrene District curriculum targets at a
    minimum of 70.
  • D Limited Progress, represents limited mastery
    of the Kyrene District curriculum targets at a
    minimum of 60.
  • F Failing, represents a failure to master the
    Kyrene District curriculum targets at a
  • minimum of 50.
  • I Incomplete, represents a lack of evidence of
    mastery of target outcomes to evaluate student
    performance for grading period.
  • P Passing, represents special cases where a
    student has been absent from instruction due to
    extraordinary circumstances.
  • NG No Grade, represents special cases where a
    student has been absent from instruction due to
    extraordinary circumstances

22
Communicating With Me
  • E-mail Address
  • sreed_at_kyrene.org
  • Voicemail
  • 480-541-5928

23
Thanks for Coming!
  • Lets work together
  • to achieve
  • our common goals
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