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Chris Page » 7th Grade Science

7th Grade Science

 
Instructor Name: Chris Page
Conference: 1st Period 8:00 - 8:46
Phone: 936-829-5225
Email: cpage@dibollisd.org
Room Number: Room 22

Tutorial Times: 
Monday: By Appointment (morning only)
Tuesday: 7:30-7:55am
Wednesday: By Appointment (morning only)
Thursday: 7:30 -7:55am

Subject Taught
7th Grade Science
7th Grade Social Studies (Texas History)
Junior High Girls Coach 

Education
Graduate of Stephen F. Austin State University - Class of 2009

Experience
This is my 8th year teaching and coaching at Diboll Junior High. 

Family
I am married to my best friend Leigh and we have three kids.  Two boys and a beautiful little girl.  Tristan, Cole and Ava and yellow lab Sugar.

• 1st Period 8:00-8:46 – Conference 
• 2nd Period 8:50-9:36 – 7th Grade Social Studies
• 3rd Period 9:40-10:26 – 7th Grade Social Studies
• 4th Period 10:30- 11:16 – 7th Grade Science
• Lunch 11:16– 11:46
• 5th Period 11:50– 12:36 – 7th Grade Science
• 6th Period 12:40– 1:05 – Renaissance
• 7th Period 1:09- 1:54 -- 7th Grade Girl's Athletics 
• 8th Period 1:58- 2:44 – 7th Grade Science
• 9th Period 2:48- 3:35 – 8th Grade Girl's Athletics

Subject Introduction (SCIENCE)
Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.
(2) Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.
(3) Grade 7 science is interdisciplinary in nature; however, much of the content focus is on organisms and the environment. National standards in science are organized as a multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.
 
Subject Introduction (SOCIAL STUDIES)
In Grade 7, students study the history of Texas from early times to the present. Content is presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas eras. The focus in each era is on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions and explain the factors that caused Texas to change from an agrarian to an urban society. Students describe the structure and functions of municipal, county, and state governments, explain the influence of the U.S. Constitution on the Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary and secondary sources to examine the rich and diverse cultural background of Texas as they identify the different racial and ethnic groups that settled in Texas to build a republic and then a state. Students analyze the impact of scientific discoveries and technological innovations on the development of Texas in various industries such as agricultural, energy, medical, computer, and aerospace. Students use primary and secondary sources to acquire information about Texas.