l Science | Smart Jr. High School
  • Smart Jr. High School
    Principal: Chad Jones
    Associate Principal: Nicole Talbot
    1934 West 5th Street
    Davenport, Iowa 52802
    Phone: (563) 445-5100
    Fax: (563) 445-5957

  • Science


    Name of Course: Science 7
    Course #: M17711
    Course Length: Yearlong


    Course Description:

    Science 7 is a yearlong course built around the Next Generation Science Standards. Questions to be addressed throughout the year include how have natural processes and human activities created the ecosystem we see today; how can models of matter help us understand the resources we use; how does energy and matter flow within natural and designed systems; and how can we sustain biodiversity in a modern, changing world.  All the units of study are project-based, include Instructionally embedded assessments, align to the 5E instructional model (i.e., engage, explore, explain, elaborate, evaluate), are phenomena-based, and provide students with opportunities to generate their own questions to motivate sense-making and/or problem solving.



    • MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
    • MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
    • MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
    • MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
    • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
    • MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
    • MS-LS2-4. Construct an  argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
    • MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.



    Science lessons based on the Stanford NGSS Integrated Curriculum: An Exploration of a Multidimensional World, which is an integrated, NGSS-designed, project-based curriculum for 6th, 7th, and 8th grades.  (https://scienceeducation.stanford.edu/curriculum/stanford-ngss-integrated-curriculum-exploration-multidimensional-world)  


    Instructional Practices & Support

    Instructional practices will be aligned to the National Institute for Excellence in Teaching (NIET) Framework.

    Teachers will maximize classroom time to provide instructional opportunities that are targeted and tailored to student needs. Students will experience high-quality instruction which includes: 

    • A classroom culture that adheres to productive classroom norms and relationships
    • High quality tasks that lend to authentic engagement
    • Productive discussions where students make sense, justify and generalize


    Classroom Management Procedures

    Classroom management procedures will be aligned to the multi-tiered system of support framework, Positive Behavior Intervention and Support (PBIS) to build an emotionally safe, positive and engaging environment. Teachers will understand, support and implement orchestration of the elements in the classroom:

    • Establish positive ongoing teacher-student relationships
    • Establish, post, and teach rules and procedures regularly
    • Implement proactive strategies and interventions
    • Use of acknowledgment system with specific immediate praise, and feedback 
    • Manage student behavior with a continuum of corrective strategies 


    Assessment Plan

    • Students will be given multiple opportunities to demonstrate proficiency following additional instruction and ongoing assessment, 
    • Multiple data points will be used to determine the reported grade (formative and/or summative)
    • Ongoing assessments may be given in a format different than the original and re-assessment will be given when students demonstrate new learning 
    • The time frame of ongoing assessments will be determined by the team and individual teachers based on student progress.
    • Late work will be accepted without penalty within the unit of study.
    • Extra credit will not be factored into grading.