Grade 7 Science

Course outline
2014-2015

Teacher: Mr. Wilfred Kepseu



Im very excited about the new school year and am looking forward to being your childs
science teacher. My goal is to stimulate the students curiosity and to encourage them to
study and explore the wonder of their surroundings through questioning and
investigation.

Subject
Science 7

Textbook
Convergence 7

Teacher
Mr. Wilfred Kepseu

Rationale
The goal of the Middle School Science program is threefold. The first objective is to
provide learning experiences that help the students understand and interpret the world in
which they live. The second objective is to develop knowledge, skills and attitudes that
support responsible applications of science and technology. The final aim of the program
is to develop a solid foundation of skills and attitudes that support the further study of the
sciences.

Materials
The students are responsible for bringing the following materials to class everyday:

* binder
* textbook
* loose-leaf paper
* pens and pencils
*colored pencils
* eraser
* ruler

Expectations
The students in this class are expected to:

Be respectful towards themselves, others, materials and the environment.
Come to every class prepared with all required materials (notebooks, pens,
pencils, pencil crayons and agenda) and be ready to begin the class when the
bell rings.
Show a readiness to learn during class time.
Hand in neat and completed assignments on time and complete them to the best
of his or her ability.
Keep a tidy notebook containing daily work and handouts.
Use time wisely.
Be responsible in recording assignments in the agenda and in knowing what is
required for each assignment.
Listen attentively.
Ask for help if problems arise.
Comply with all school rules.


CLASS RULES

1) SPEAK FRENCH IN CLASS AT ALL TIMES.
2) Be on time for class.
3) Be prepared with all the necessary supplies. When you come to class, come into the
room in a quiet and orderly manner. Get ready for class to begin.
4) Be polite and considerate of each other, the teacher and anyone else in the room.
5) Treat each other with respect and kindness.
6) Be pleasant. Our room is a place where everyone can feel safe and welcome; where
everyone works on jobs to be done and is able to share ideas without fear of ridicule.
7) Be cooperative. It is more fun and productive when we all share problems and
solutions. During the year, we will be doing some group work and work with a
partner so you need to be cooperative.
8) Respect and take care of school property, your own and each others property.
9) If a guest or substitute comes into the room, be polite and cooperative. Be on your
best behavior and give the guest a good impression of the class and the school.
10) If you ask to leave the room, you must wear a safety vest.
11) Do the best in all that you do. Ask questions when you dont understand.
12) Obey the school rules in the classroom as well as :
a) No chewing gum.
b) No hats or outside clothing such as coats.
c) No eating during class.
d) Bring a late slip if late for class.
e) Wear appropriate clothing.
f) No running in the hallway.
g) No returning to lockers after class begins.



Topics to be covered

Unit 1- Interactions and ecosystems (September- October)
Overview: Ecosystems develop and are maintained by natural processes and are affected
by human action. To foster an understanding of ecosystems, this unit develops student
awareness of ecosystem components and interactions, as well as natural cycles and
processes of change. Building on this knowledge, students investigate human impacts and
engage in studies that involve environmental monitoring and research. By reflecting on
their findings, students become aware of the intended and unintended consequences of
human activity, and recognize the need for responsible decision making and action.

Unit 2- Heat and temperature (November- January)
Overview: The production, transfer and transformation of heat energy plays an important
role in meeting human needs. In learning about heat, students investigate sources and
uses of heat energy and consider the impact of resource usage on our long-term ability to
meet energy needs. In focusing their studies, students explore different applications,
investigate the scientific principles involved and consider questions about the nature of
heat. The particle model of matter is introduced to help students explain their
observations and understand relationships between heat and temperature.

Unit 3- Plants for food and fibre (January- February)
Overview: Humans have always depended on plants as a source of food and fibre, and to
meet a variety of other needs. To better meet these needs, technologies have been
developed for selecting and breeding productive plant varieties and for maximizing their
growth by modifying growing environments. Long-term sustainability requires an
awareness of the practices humans use and an examination of the impacts of these
practices on the larger environment.

Unit 4- Structures and forces (March-April)
Overview: Structures can be found in both natural and human-constructed environments,
serving a variety of purposes and taking a wide range of forms. In learning about
structures, students investigate the properties of materials used, and test them under
different loads and forces. They examine different ways that structural components are
configured, analyze forces involved, and investigate resulting effects on structural
strength and stability. As part of their study, students also examine construction methods
used in the past and the present, and learn how science and technology link together in
developing safe and efficient designs that meet human needs.

Unit 5- Planet Earth (May-June)
Overview: The scientific study of Earth is based on direct observation of landforms and
materials that make up Earths surface and on the sample evidence we have of Earths
interior. By studying this evidence, we discover patterns in the nature and distribution of
Earths materials, and in the kinds of changes that take place. This knowledge can be
used in developing models for geologic structures and processesmodels that help both
scientists and students enlarge their understanding of their observations, and guide further
investigation and research.




Evaluation and Assessment
*Term work (All three terms together) 80%
* Final Exam 20%

Each curriculum objective (student learner outcome) is reported on and may be assigned
a different value within this course.

The assessment categories for each objective can include: assignments, projects, quizzes,
and unit tests.

Report card marks will be based on the objectives covered each term. Their percentage
weighting may vary depending on the focus and breadth of each objective.

Assignments
Unit work
Experiments and write ups
Research papers or individual projects
Group projects
Self and peer evaluation

Quizzes and Tests
Quizzes
Chapter Tests
Unit Tests

Final Exam
Cumulative exam based on all course work


Report Card Breakdown:


Term 1 (Sept. 3
rd
Nov. 29
th
)
Term 2 (Dec. 2
nd
Mar. 21
st
)
Term 3 (Mar. 31
st
- June 30
th
)
Final Exam (June 24
th
)


Rewrite Policy:
- In Science, Grade 7 students will have an opportunity to rewrite a maximum of 4
tests, quizzes or major assignments over the course of the 2013-2014 school
year. Parent approval is required and a signature must be given or an email must
be sent to the teacher prior to the rewrite. Students wanting to rewrite will be
required to attend a lunch hour review session prior to rewriting.
- Students may not rewrite a project, quiz or test more than once. The mark given
will be the average of the two assignments.
- Final exam may not be rewritten.


Late Assignments
Daily homework assignments will be checked every day in class.
If an assignment is late and not handed in on the due date, student will be required to stay
either at lunch or after school to complete the assignment.
An NHI (not handed in) will appear on the progress report to indicate an assignment that
has not been handed in for evaluation.
Parents will be contacted if any major assignments are not handed in on due date or if 3
assignments have not been handed in.

To Parents/Guardians
Please sign below to indicate that you have read and understood the outline and return it
to school with your child by Friday September 13
th
, 2013. Please feel free to contact me
at any time during the year should you have any questions or concerns about your child.
I can be contacted at 347-7830 or at wilfred.kepseu@rdcrs.ca

Parent Signature: ______________________________

* Please provide an e-mail address in which I can contact you if need be as well as a
phone number at which you can be reached.
* Please remember to check my website for regularly updated class/subject info!
Parent Email: ___________________________
Parent phone number: ___________________________

Thanks, and I look forward to working with both you and your child this academic year.

Wilfred Kepseu