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This course is designed to actively engage students in a comprehensive science program as they enrich their understanding to make
sense of the natural world through phenomenon-based instruction and the Science and Engineering Practices (SEPs) and
Crosscutting Concepts (CCCs) of the Next Generation of Science Standards (NGSS). Seventh grade students will focus on Physical
Science and Life Science. The Disciplinary Core Ideas (DCIs) for seventh grade includes: the structure and properties of matter, and
chemical reactions. Students will be able to provide molecular level accounts to explain states of matters and changes between
states, that chemical reactions involve regrouping of atoms to form new substances, and that atoms rearrange during chemical
reactions, structure and function, growth and development of organisms, organization for matter and energy flow in organisms, and
information processing. Students can gather information and use this information to support explanations of the structure and function
relationship of cells. Students are also able to apply an understanding of the design and the process of optimization in engineering to
chemical reaction systems. Students can construct an explanation for how environmental and genetic factors affect growth of
organisms. Students can connect this to the role of animal behaviors in reproduction of animals as well as the dependence of some
plants on animal behaviors for their reproduction. The CCCs infused in this course are patterns, cause and effect, scale proportion
and quantity, systems and system models, structure and function, energy and matter, and stability and change. Students are
expected to demonstrate proficiency in SEPs by developing and using models, analyzing and interpreting data, planning and carrying
out investigations, designing solutions, and obtaining, evaluating, and communicating information. Students will be introduced to
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various STEM careers while in grades K-12. The content from this course will be assessed on the new 8th grade Maryland Integrated
Science Assessment (MISA).
PGCPS Science Policy: Middle School Science
Overview: The goal of grading and reporting is to provide the students with feedback that reflects their progress toward the
mastery of the indicators and objectives found in the Science curriculum documents.
Please note: The STEM fair process is designed for students to receive more than a single grade for the entire project. As
such, various components of the STEM fair process can be used as classwork, homework and/or assessments.
Grade Percentage
Factors Brief Description
Per Quarter
This may include but is not limited to activities that involve:
Developing and using models
Engaging in argument from evidence
Individual and whole class discussions
Planning and carrying out investigations
Projects (include parts of the STEM Fair process)
Classwork Mandatory: 20% of classwork must be relevant hands- 45%
on and lab experiences.
Asking questions (for science) and defining problems
(for engineering)
Obtaining, evaluating, and communicating information
Constructing scientific explanations (for science) and
designing solutions (for engineering)
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assignment to assess.
Grade 7
Quarter 1 Quarter 2
(September 6, 2017- November 9, 2017) (November 10, 2017- January 25, 2018)
Quarter 3 Quarter 4
(January 26, 2018- March 28, 2018) (March 29, 2018- June 13, 2018)
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Unit 6: Unit 7:
The Probability of Survival (MS-LS4-4, MS-LS4-6) Comparing Modern Organisms and Fossil Organisms
Adaptations for Survival (MS-LS1-4) (MS-LS4-2)
Selective Breeding (MS-LS4-5) Relationships in Embryological Development Across
Multiple Species (MS-LS4-3)
Student Service Learning Project: Patterns in the Fossil Record (MS-LS4-1)
Design Solutions for Environmental Impact (Wild Rice) (MS- The Geologic Time Scale (MS-ESS1-4)
ESS3-1, MS-LS2-1, MS-LS2-2, MS-LS2-3, MS-LS2-4)
**The systemic literacy task will be conducted in the month of October for all middle school science courses in 2017.
Testing for 2017-2018- Eighth grade students will take the Maryland Integrated Science Assessment (MISA) in March 2018 with integrated field test items (no fault). This assessment
has replaced the Science MSA.
As the Next Generation Science Standards (NGSS) are implemented in PGCPS, they will enable students to: Develop a deeper
understanding of science beyond memorizing facts, and Experience similar scientific and engineering practices as those used by
professionals in the field.
1. Speak to your childs teacher(s) or 2. Ask your childs teacher thoughtful 3. Learn how you can help the teacher(s)
principal about how these important questions based on the information reinforce classroom instruction at home.
changes affect your school. provided in this syllabus.
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Dimension 1: Science and Engineering Practices (SEPs): The practices describe behaviors that scientists
engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that
engineers use as they design and build models and systems. This dimension emphasizes that engaging in scientific investigation
requires not only skill but also knowledge that is specific to each practice.
Dimension 2: Crosscutting Concepts (CCCs): Crosscutting concepts describe concepts that bridge disciplinary
boundaries, having explanatory value throughout much of science and engineering. These crosscutting concepts have application
across all domains of science; they are a way of linking the different domains of science. The Framework emphasizes that these
concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from
various science fields into a coherent and scientifically based view of the world.
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Dimension 3: Disciplinary Core Ideas (DCIs): Disciplinary core ideas have the power to focus K12 science
curriculum, instruction, and assessments on the most important aspects of science. To be considered core, the ideas met at least
two of the following criteria and ideally all four:
Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single
discipline;
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Provide a key tool for understanding or investigating more complex ideas and solving problems;
Relate to the interests and life experiences of students or be connected to societal or personal concerns that require
scientific or technological knowledge;
Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Disciplinary ideas are grouped in four major domains: physical sciences; the life sciences; the earth and space
sciences; and engineering, technology and applications of science.
Earth and Space Sciences (ESS) Engineering, Technology, and Applications of Science (ETS)
ESS1: Earths place in the universe ETS1: Engineering design
ESS2: Earths systems ETS2: Links among engineering, technology, science, and society
ESS3: Earth and human activity
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PGCPS Science Policy: Science 7
Overview: The goal of grading and reporting is to provide the students with feedback that reflects their progress toward the
mastery of the indicators and objectives found in the Science curriculum documents.
Please note: The STEM fair process is designed for students to receive more than a single grade for the entire project. As
such, various components of the STEM fair process can be used as classwork, homework and/or assessments.
Parents please sign this page and return to the classroom teacher.
Grade Percentage
Factors Brief Description
Per Quarter
This may include but is not limited to activities that involve:
Developing and using models
Engaging in argument from evidence
Individual and whole class discussions
Planning and carrying out investigations
Projects (include parts of the STEM Fair process)
Classwork Mandatory: 20% of classwork must be relevant hands-on 45%
and lab experiences.
Asking questions (for science) and defining problems (for
engineering)
Obtaining, evaluating, and communicating information
Constructing scientific explanations (for science) and
designing solutions (for engineering)