Life Science & Social Studies Syllabus



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Life Science & Social Studies Syllabus

7th Grade Life Science/ Social Studies Syllabus

Murphey Middle School



Ms. Delois D. Scott


school website:

School Number: (706) 737-7350

Cell Number: (706) 426-1822

Office Hours: 9:00 am to 5:00 pm



Information Technology / Affordable Internet at Home




  1. Teams (url: account set-up)
  2. Edgenuity: Blended Learning
  3. Canvas
  4. I-Ready
  5. McGraw Hill Text Book
  6. USA Test Prep
  7. Brain Pop
  8. Newsela
  9. Discovery Education
  10. Reading Literacy Science /Social Studies
  11. Create Read Works Account ( follow information below)


How to get students to their assignments

  1. Have students go to
  2. Students enter class codeE45SPR
  3. Tell your students that their default password is 1234

Note: Students can change their passwords when they log in, and you can change student passwords on this page. See a student account and watch video to learn more.



Course Overview

Life Science

The Seventh Grade Georgia Standards of Excellence for science are designed to give all students the necessary skills for a smooth transition from elementary life science standards to high school biology standards. The purpose is to give all students an overview of common strands in life science including, but not limited to, diversity of living organisms, structure and function of cells, heredity, ecosystems, and biological evolution. Seventh grade students keep records of their observations, use those records to analyze the data they collect, recognize patterns in the data, use simple charts and graphs to represent the relationships they see, and find more than one way to interpret their findings. They make and use observations to explain the diversity of living organisms and how the organisms are classified, how they reproduce and how genetic information is passed from parents to their offspring. They use different models to represent systems such as cells, tissues, and organs. They use what they know about ecosystems to explain how matter cycles and energy flows through the ecosystem. They use the concepts of natural selection and fossil evidence to construct explanations about the diversity of life that they see. Seventh graders plan and carry out investigations, describe observations, and show information in graphical form. The students replicate investigations and compare results to find similarities and differences.

Social Studies

Social studies are defined as the integrated study of the social sciences. The social studies curriculum draws upon such disciplines as economics, geography, history, philosophy, political science, psychology, sociology, and world affairs. The key components of the Standards for Social Studies are history, geography, economics, civics/government, and global studies.  A strong emphasis should be placed on the important and enduring ideas, events and people that played a key role in our past and will serve as a foundation for our future. In addition to a strong knowledge base, it is imperative that students develop reading skills, writing skills, speaking skills, listening skills, and using language effectively in the field of social studies. Other skills should include developing reasonable arguments; understanding perspective, bias and opinion; deductive and inductive reasoning; chronological and historical thinking; research and analysis; data collection and interpretation; issue analysis and decision making, using primary and secondary sources, comparing and contrasting; conflict management, and working cooperatively in groups.


Content Outcomes Life Science

  1. Science, Technology & Engineering
  • Use and develop models to understand science.
  • Use appropriate tools, measurement, graphs and data in a life science context.
  • Understand the importance of and use of microscopes.
  1. Scientific Method
  • Learn scientific method terms and processes
  • Conduct a quality science project using the skills and knowledge acquired.
  • Lab Safety
  1. Ecology
  • Understand how living organisms and non-living factors interact with each other to form stable ecosystems.
  1. Cell and Human Body
  • Understand the structure of cells and how they function, including cell parts, processes, and division.
  • Know the difference between plant and animal cells.
  • Understand the structure and function of complex organisms, including key organ systems
  1. Genetics & Changes Over Time
  • Understand hereditary information is contained in genes, which are inherited through reproduction.
  • Understand how organisms change and adapt to their environment and the evidence supporting this.
  1. Plants & Animals
  • Study through discussion, readings, direct observation, and dissections.
  1. Human Interaction with Living Systems
  • Explore and understand how human beings interact with microbes (virus, bacteria, fungi).
  • Investigate, discuss and communicate the effects of human activities on the environment.
  1. Reading & Writing in Science
  • Read, analyze and discuss current science related matters.
  • Write clearly and concisely in order to accurately convey ideas, opinions, and

research findings.


Content Outcomes Social Studies

Five Components of Social Studies

  1. Geography
  2. The location of places in the world
  3. Physical features such as landforms, bodies of water, etc.
  4. Climate

         Examples: mountains, valleys, rivers, the desert


  1. 1.The Past
  2. Famous (and well-known) people
  3. Event

     Examples:  Abraham Lincoln, the Civil War, the Declaration of Independence

Culture and Society

  1. Traditions of a group of people
  2. Beliefs/values
  3. Behaviors

Examples:  Clothing, type of music, ways of greeting someone

Civics and Government

  1. Who leads a country
  2. How the country is run
  3. Laws

Examples:  President, King or Queen, democracy, the Constitution


  1. Money!
  2. How money is spent
  3. Things that help a country make money

         Examples: finances, taxes,  salaries, industries, unemployment



Student Expectations for Distance Learning

  • Create a space and dedicated time for learning- not your bed
  • Be on time (10 min) before class starts. There will be a (5min) grace period. After that student will not be allowed in class.
  • Break up the day to be their productive best
  • Seek help when needed (teachers, guidance, principals)
  • Create balance by taking opportunities to work offline and upload tasks
  • Sign into the classrooms daily- keep connected 
  • Demonstrate learning with completion of assignments, quizzes or test
  • Engage with the classroom and use tools (like headphones) to focus on instructional videos, etc. 
  • Communicate with your teacher and examine feedback
  • Turn your microphone off unless you are answering a question. This silences any echoes in the chat and makes it easier for everyone to hear. Camera must be turned on at all times. If you have a question, type Q in the chat so that your teacher can call on you. If you have an answer to a question, type A in the chat to “raise your hand”.
  • Use the chat feature in TEAMS meetings for academic questions and discussions not social time
  • Follow the Code of Conduct
  • Demonstrate online learning etiquette 
  • Reach out to your teachers if you are overwhelmed 
  • Collaborate with peers using respectful language and behaviors 
  • Use equipment as outlined in the Acceptable Use Policy.  
  • Wear attire acceptable for school
  • Support each other in this new way of learning
  • Be patient with yourselves and your teachers- we are all learning together


Classroom Code of Conduct

Be RESPECTFUL                          Be RESPONSIBLE                 Be SAFE Bring

a positive attitude                     Be on time                            Be aware of your space and materials

Be attentive to the speaker     Arrive prepared                   Be aware of others’ space and materials Allow others’ contributions and individuality   Clean up after yourself


Classroom Behavior Consequences

1st Warning: Verbal request to change behavior

2nd Warning: Request student to leave the classroom for a “Classroom Timeout”. This is for in school student. If virtual student will be asked to leave online class after two warnings and class assignment or lecture will be review one on one or by video with student. Student and teacher will discuss how behavior needs to change. Phone call, text or email home to parents along with admin.

*Classroom Timeout is when the student is asked to leave the classroom, they will be instructed to go to another classroom with their assignments. All unfinished assignments during this disruption must be completed and turned in that same day unless given extra time for homework and it MUST be turned in the next day*.

3rd Warning: Referral to Vice Principal with disciplinary action. Phone call, text or email home and parent-teacher conference.


Late Work

 Any student work turned in late (other than with an excused absence) will be reduced by one letter grade for each class it is late. Late work will only be accepted during the quarter in which it was assigned. 

 Make–Up Work

 Make up work will be allowed for excused absences only. It is the student’s responsibility to get any assignments or notes missed during their excused absence. Students have 2 classes for each excused absence day to turn in work without any penalty.


Grading Criteria

Class Work / Participation (30%)

Homework (10%)

Quizzes (10%)

Tests / Exams (20%)

 Projects / Labs (30%)


Grading Scheme

A = 90-100

B = 80-89

C = 70-79

D = 60-69

F = 59 and below


Supply List

  • (1) 2” binder
  • 4 dividers
  • (2) Composition Notebook
  • (5) Packs of paper wide rule
  • Pencils
  • Pens
  • Glue stick
  • Colored Pencils and crayons
  • Markers


Thank you in advance for your support and cooperation. If you have any questions or concerns, please do not hesitate to contact me via phone or email. I look forwarding to teaching our kids this year the best is yet to come.