Class Syllabus

7th Grade Science

Sharyland North JR. HIGH

Instructor: Marta A. Barreiro

Office: 5100 Dove Ave

Phone: 686-1415 ext.3490

HW website:     


Academic dishonesty will result in a grade of “F”.

Class Work Activities: vocabulary terms, study questions, study guide, reinforcement and enrichment master handouts, other resource handouts as required per chapter/section. Laboratory investigations and research projects will be done as appropriate per chapter/section in each unit.

Chapter Review: Lab activities, summary, vocabulary and concepts, etc. at the end of each chapter will help students to master objectives.

All class work, home work, labs, and activities are subject to change


1st 6 weeks (Aug. 28 - Oct. 6)

Unit 01: Scientific Thinking
     L1: Safe Practices

Unit 02: Flow of Energy
     L1: Energy Transfer in Photosynthesis
     L2: Decay of Biomass
     L3: Food Chains, Webs, and Pyramids
     L4: Internal Response to Stimuli

Unit 03: Organisms and the Environment
     L1: Microhabitats
     L2: Biodiversity
     L3: Ecological Succession

2nd 6 weeks (Oct. 10 - Nov. 10)

Unit 03: Organisms and the Environment (Cont'd)
     L1: Microhabitats
     L2: Biodiversity
     L3: Ecological Succession

Unit 04: Factors Impacting Earth Systems
     L1: Catastrophic Events
     L2: Weathering, Erosion, Deposition in Texas Ecoregions
     L3: Effects on Groundwater and Surface water

                                                                          3rd 6 weeks (Nov. 13 - Dec. 22)

Unit 05: Force and Motion
     L1: Work vs. No Work

Unit 06: Life in Our Solar System & Space Travel
     L1: Life on Earth
     L2: Space Exploration


4th 6 weeks (Jan. 10 – Feb. 23)

Unit 07: Structure and Function of Cells
     L1: Levels of Organization
     L2: Plant vs. Animal Cells
     L3: Cell Theory

Unit 08: Structure and Function of Living Systems
     L1: Internal Adaptations

5th 6 weeks (Feb. 26- Apr. 20)

Unit 08: Structure and Function of Living Systems (Cont'd)
     L2: Function of Body Systems
     L3: External Response to Stimuli

Unit 09: Physical, Chemical, and Energy Changes in Digestion
     L1: Organic Compounds
     L2: Physical & Chemical Changes
     L3: Transformation of Energy

6th 6 weeks (Apr. 23 – May 31)

Unit 10: Genetics
     L1: Heredity and Inherited Traits
     L2: Sexual & Asexual Reproduction

Unit 11: Genetic Variations and Adaptations
     L1: Using a Dichotomous Key
     L2: Natural vs. Selective Breeding


7th Grade Science

Sharyland North JR. HIGH

·         To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

·         Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs.

·         Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

·         Matter and energy. Matter and energy are conserved throughout living systems. Radiant energy from the Sun drives much of the flow of energy throughout living systems due to the process of photosynthesis in organisms described as producers. Most consumers then depend on producers to meet their energy needs. Decomposers play an important role in recycling matter. Organic compounds are composed of carbon and other elements that are recycled due to chemical changes that rearrange the elements for the particular needs of that living system. Large molecules such as carbohydrates are composed of chains of smaller units such as sugars, similar to a train being composed of multiple box cars. Subsequent grade levels will learn about the differences at the molecular and atomic level.

·         Force, motion, and energy. Force, motion, and energy are observed in living systems and the environment in several ways. Interactions between muscular and skeletal systems allow the body to apply forces and transform energy both internally and externally. Force and motion can also describe the direction and growth of seedlings, turgor pressure, and geotropism. Catastrophic events of weather systems such as hurricanes, floods, and tornadoes can shape and restructure the environment through the force and motion evident in them. Weathering, erosion, and deposition occur in environments due to the forces of gravity, wind, ice, and water.

·         Earth and space. Earth and space phenomena can be observed in a variety of settings. Both natural events and human activities can impact Earth systems. There are characteristics of Earth and relationships to objects in our solar system that allow life to exist.

·         Students will understand the relationship between living organisms and their environment. Different environments support different living organisms that are adapted to that region of Earth. Organisms are living systems that maintain a steady state with that environment and whose balance may be disrupted by internal and external stimuli. External stimuli include human activity or the environment. Successful organisms can reestablish a balance through different processes such as a feedback mechanism. Ecological succession can be seen on a broad or small scale.

·         Students learn that all organisms obtain energy, get rid of wastes, grow, and reproduce. During both sexual and asexual reproduction, traits are passed onto the next generation. These traits are contained in genetic material that is found on genes within a chromosome from the parent. Changes in traits sometimes occur in a population over many generations. One of the ways a change can occur is through the process of natural selection. Students extend their understanding of structures in living systems from a previous focus on external structures to an understanding of internal structures and functions within living things.

·         All living organisms are made up of smaller units called cells. All cells use energy, get rid of wastes, and contain genetic material. Students will compare plant and animal cells and understand the internal structures within them that allow them to obtain energy, get rid of wastes, grow, and reproduce in different ways. Cells can organize into tissues, tissues into organs, and organs into organ systems. Students will learn the major functions of human body systems such as the ability of the integumentary system to protect against infection, injury, and ultraviolet (UV) radiation; regulate body temperature; and remove waste.

 Required Supplies:

  • 1 Composition Notebook (the black and white ones) NO SPIRALS PLEASE.
  • 1 Folder with brads
  • 1 pkg. of colored pencils, #2 lead pencils with eraser, red ball pens for grading, colored markers
  • Students are responsible for all materials presented in class, including announcements about changes in course procedures.
  • Students might have to participate in bringing household materials (for example sugar, baking soda, milk, oil, coffee, vinegar, ammonia, detergent etc.) to be used in lab activities.


Determiners for Grades:

Grades should reflect the academic progress of a student. Grades will be based solely on daily class work, assignments (i.e. binder checks, homework…), quizzes, major tests, projects, curriculum-based assessments (CBA) and teacher observations such as: oral reading, science experiments, oral reports, etc. Credit will not be awarded for attendance at Open House, PTO meetings, participating in fund raising activities, etc. In grades PK-8, cumulatively, there must be a minimum of 12 grades for the following subjects (math, science, social studies and reading) and a minimum of 6 grades for all other subjects. There will be at a minimum one grade per subject per week recorded in the grade book. The following will be used to determine 6- weeks grades: daily work, assignments, tests, projects.


Posting of Grades:

Grades shall be input weekly, at the end of each week.

In grades PK-8, by the three week mark, half of the grades must be posted in the system.



Re-teaching is an integral part of the instructional process and must occur as needed. Re-teaching must be accompanied with a different instructional strategy from the original presentation. When re-teaching is necessary, the teacher will indicate this in the lesson plan book by writing “Re-teaching”. The materials / strategy used for teaching will be appropriately labeled, dated and filed.


Make-up Work

1. Excused Absences

Students with an excused absence from school are expected to make up work missed at the rate of one day for one day missed with a maximum of five days. Students who are absent but had prior notice of upcoming assignments or tests must complete the assignment or test on the first day back to school. Students shall receive a zero for any assignment or test not made up within the allotted time.

2. Unexcused Absences

A student may not make up work missed; however, if the administrator determines that the unexcused absence is due to extenuating circumstances, make up work may be allowed. The grade for makeup work after an unexcused absence shall be no higher than a 70.



Retests will be for Major Assignments/Tests ONLY. Outside reading assignments will not be subject to retesting and/or extension of the due date. This policy will not apply to any AP course and will only apply to PreAP and High School Credit courses when Rule 2 applies.


  1. Student will be given an opportunity to retest if the student:

a.       Makes below a 70 on the first test

b.      Completes all assigned work prior to first testing

c.       Attends tutoring sessions as assigned by the teacher with a combined time of not less than 60 minutes.

  1. Students will be permitted to be retested one time only per test. The teacher may use an alternative form of the first test. If the student scores higher than a 70 on the retest, a 70 will be recorded. For students who retest and score below 70, the grade recorded will be the higher of the two test grades.

  1. When more than 50% of the students in a class fail a particular major assignment/test, the students who failed will be re-taught and retested during the instructional period. If the student scores higher than a 70 on the retest, a 70 will be recorded. For students who retest and score below 70, the grade recorded will be the higher of the two test grades. Students passing the initial test will keep the original grade.


Progress Reports:

A progress report will be sent home at the end of the three-week period. This notification is required when the student’s grade in any subject is lower than 70 or deemed borderline.

A progress report may be sent home anytime in addition to the three-week period. A parent conference must be held when a student is failing a class.


Schedule for Sending Report Card Home:

Generally, report cards will be sent home on Wednesday after the close of the grading period.


Late Work


  1. Late work will be accepted with a 10 point deduction from the original grade for every day the assignment is late.


For example:        original grade               92

                              -deduction (1 day late) -10

                                    grade recorded             82


Semester Grade and Semester Exams

For junior high, the three six weeks’ grades will be averaged, and this average will count as 80% of the final semester grade. The semester exam will be comprehensive and count as twenty percent (20%) of the semester grade. Should the semester exam cause the student to fail the semester, the student has the option of retesting. The student must retest within a reasonable period of time, and the retest will be the sole responsibility of the student. If the student scores higher than a 70 on the retest, a 70 will be recorded.


Junior High Grading Guidelines


I. Categories and Percentages

A.   Tests & Major Projects                                          60%

B.    Daily Work, Homework, Lab Work & Quizzes         40%

III. Tests:

    A.   There will be a minimum of three grades from this category each six weeks.

    B.   Tests will include materials covered in the class and the lab.

    C.   Scoring Rubrics for major projects will be provided to the students when a 

           project is assigned.

IV. Daily Work & Homework:

A.      Class work & Homework may include Chapter Vocabulary, Chapter Reviews, Section Reviews, Reinforcement & enrichment master handouts, and any other activity the teacher chooses to label as Class work.

B.       Homework is due at the beginning of the class.



V. Lab Work & Quizzes:

A.    Quizzes can be given any time.

B.    Quizzes may cover material covered in the class or lab the day before.

C.    Lab work, data information, analysis and conclusion should be completed on time. Assigned Lab station should be cleaned on the completion of the lab. Points will be deducted for incomplete Lab activity data, analysis and conclusion, not following lab safety rules.

D.    Each student and parent is required to sign the lab safety contract prior going to the lab.

E.     Each student is required to pass the lab safety test prior to going to the lab.

F.     Students who break or damage the lab equipment due to not following the lab safety rules will be required to replace the equipment.

IV. Notebooks:

A.     Composition Journal will be kept to include:

    1. Notes
    2. Class work/Homework
    3. Lab work
    4. Quizzes
    5. Projects
    6. Study guides/Tests

          B. Notebooks will be graded for completeness, neatness, and organization

Notebooks are mandatory for all science classes