Download Organization

Month-September_______ Grade___7th_
I. Math –Algebraic Concepts (Pre-Algebra)
Academic Expectations
Algebraic Ideas (2.7, 2.8, 2.9, 2.10, 2.11, 2.12)
Core Content:
Concepts - Students will describe properties of, define, give examples of, and/or
apply to both real-world and
mathematical situations:
MA-M-4.1.1 Variables, equations, inequalities, and algebraic expressions
MA-M-4.1.2 Functions (e.g., the relationship between time and cost of some long distance
phone calls, y = 2x + 1) through tables,
graphs, verbal rules, and algebraic notations
MA-M-4.1.3 Rectangular (Cartesian) coordinate system/grid and ordered pairs
Skills - Students will perform the following mathematical operations and/or
procedures accurately and
efficiently, and explain how they work in real-world and mathematical situations:
MA-M-4.2.1 Simplify numerical and algebraic expressions
MA-M-4.2.2 Solve simple equations and inequalities
MA-M-4.2.3 Model equations and inequalities concretely (e.g., algebra tiles or blocks),
pictorially (e.g., graphs, tables), and
abstractly (e.g., equations)
MA-M-4.2.4 Use variables to describe numerical patterns
MA-M-4.2.5 Represent and use functions through tables, graphs, verbal rules, and
equations
MA-M-4.2.6 Write and solve equations that represent everyday situations
Relationships - Students will show connections and how connections are made
between concepts and skills,
explain why procedures work, and make generalizations about mathematics in
meaningful ways
for the following relationships:
MA-M-4.3.1 How everyday situations, tables, graphs, patterns, verbal rules, and equations
relate to each other
MA-M-4.3.2 How the change in one variable affects the change in another variable (e.g., if
rate remains constant, an increase in time
results in an increase in distance)
Program of Studies:
Students Will:
 Recognize, create, and continue patterns and generalize the pattern by giving the
rule for any term







Represent, interpret, and describe functional relationships through tables, graphs,
verbal rules (input/output)
Understand the concept of equations and inequalities using variables as they relate
to everyday situations
Simplify numeric and algebraic expressions
Use a variety of methods and representations to create and solve single variable
equations that may be applied to every day situations
Solve problems involving formulas
Organize data into tables and plot points onto all four quadrants of a coordinate
(Cartesian) system/grid and interpret resulting patterns or trends
Interpret relationships between tables, graphs, verbal rules and equations
District/School Topics to Teach:
 Formulas
 Variables
 Order of operations
 Tables
 Solving equations
 Simplification
 Patterns/ explore and continue
 Translate from word to symbols
 Use charts, tables, maps, and graphs
 Interpret statistics from newspaper articles
 Appropriate Vocabulary
 Open response problems
II.
Social Studies- Early Human Communities
Begin Early Civilizations see October (Early Human Communities may not need the full
time allotted)
Academic Expectations
2.20 Historical Perspectives, 2.19 Geography, 2.16/2.17 Culture and Society
Core Content:
SS-M-3.1.1 Productive resources (land, labor, capital) are limited and do not satisfy
all the wants of individuals, societies, and governments.
SS-M-4.3.1 Human Settlement develops in different ways based on the culture and
needs of the settlers.
Human populations may change and/or migrate because of factors such as war,
famine, disease, economic opportunity and technology
Technology assists human modification of the physical environment (damming a
river, irrigating a desert, cooling or heating a living area
The physical environment both promotes and limits human activities (exploration,
migration, trade)
Primary sources, secondary sources, artifacts and time lines are essential tools in the
study and interpretation of history
History is a series of connected events shaped by multiple cause and effect
relationships, tying the past to the present.
Program of Studies:
 Develop a chronological understanding of early world history
 Analyze the social, political and economic changes in human societies in
historical eras prior to 1500AD
 Recognize cause and effect relationships and multiple causes of events in
early world history
 Recognize importance of physical environment (natural resources, natural
disaster, natural barriers) in the settlement of early world civilizations
 Explore the migration and settlement patterns in early world civilizations
 Examine how technology influences modifications of the physical
environment
 Use a variety of tools (primary and secondary sources, data and artifacts) to
understand the interpretive nature(how perceptions and passing of time
influence accounts of historical events) of world history
District/School Topics to Teach:
 Tools and weapons, cause and effect, resources, scarcity, human and
environmental interaction, movement and migration
 Use coordinating History Alive Lessons
 Early Humans 1.1 Experiencing the Challenge of Interpreting the Past
 Early Humans 1.2 Understanding Our Place in Human History
 Early History 3.1 From Paleolithic to Neolitic…
III.
ScienceLife –Populations and Ecosystems/Regulation and Behavior
Earth-Structure and Function of Earth System
Physical-Properties and Changes in Matter
Academic Expectations
2.2 Patterns of Change
2.3 Systems
2.4 Scale and Models
2.5 Constancy
2.6 Change over Time
Core Content:
Life
SC-M-3.2.1 All organisms must be able to obtain and use resources, grow, reproduce and
maintain stable internal conditions while living in a constantly changing external
environment
SC-M-3.2.2 Regulation of an organism’s internal environment involves sensing the
internal environment and changing physiological activities to keep conditions within the
range required to survive. Maintaining a stable internal environment is essential for an
organism’s survival.
SC-M-3.2.3 Behavior is one kind of response an organism may make to an internal or
environmental stimulus. A behavioral response requires coordination and communication
at many levels including cells, organ systems, and organisms. Behavioral response is a set
of actions determined in part by heredity and in part from experience.
SC-M-3.5.1 A population consists of all individuals of a species that occur together at a
given place and time. All populations living together and the physical factors with which
they interact compose an ecosystem.
SC-M-3.5.2 Populations of organisms cam be categorized by the function they serve in
an ecosystem. Plants and some microorganisms are producers because they make their
own food. All animals, including humans are consumers, and obtain their food by eating
other organisms. Decomposers, primarily bacteria and fungi, are consumers that use
waste materials and dead organisms for food, Food webs identify the relationships among
producers, consumers and decomposers in an ecosystem.
SC-M-3.5.3 For most ecosystems, the major source of energy is sunlight. Energy entering
ecosystems as sunlight is transferred by producers into chemical energy though
photosynthesis. That energy then passes from organism to organism in food webs.
SC-M-3.5.4 The number of organisms an ecosystem can support depends on the
resources available and abiotic factors (quantity of light and water, range of temperatures,
soil composition). Given adequate biotic and abiotic resources and no diseases or
predators, populations (including humans) increase at rapid rates. Lack of resources and
other factors, such as predation and climate, limit the growth of populations in specific
niches in the ecosystem.
Earth
SC-M-2.1.1 The earth is layered. The lithosphere is the thin crust of the Earth.
Lithospheric plates move slowly in response to movements in the mantle. There is a
dense core at the center of the Earth.
SC-M-2.1.2 Landforms are a result of a combination of constructive and destructive
forces. Constructive forces include crustal deformation, volcanic eruption, and
deposition of sediment, while destructive forces include weathering and erosion.
SC-M-2.1.3 Materials found in the lithosphere and mantle are changed in a continuous
process called the rock cycle.
SC-M-2.1.4 Soil consists of weathered rocks and decomposed organic material from dead
plants, animals, fungi, protests, and bacteria. Soils are often found in layers, with each
having a different chemical composition and texture.
SC-M-2.1.5 Water, which covers the majority of the Earth’s surface, circulates through
the crust, oceans, and atmosphere in what is known as the water cycle. Water dissolves
mineral and gases and may carry them to the oceans.
SC-M-2.1.6 Earth is surrounded by a relatively thin blanket of air called the atmosphere.
The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water
vapor. The atmosphere has different properties at different elevations.
SC-M-2.1.7 Global patterns of atmospheric movement influence local weather. Oceans
have a major effect on climate, because water in the ocean holds a large amount of heat.
Physical:
SC-M- 1.1.1 A substance has characteristics of physical properties (density, boiling point,
solubility) that are independent of the amount of the sample. A mixture of substances
often can be separated into the original substances by using one or more of these
characteristic physical properties.
SC-M-1.1.2 The chemical properties of a substance cause it to react in predictable ways
with other substances to form compounds with different characteristic properties. In
chemical reactions, the total mass is conserved. Substances are often classified into
groups if they react in similar ways.
SC-M-1.1.3 Chemical elements do not break down during normal laboratory reactions
such as heating, exposure to electric current, or reaction with acids. Elements combine in
many ways to produce compounds.
Program of Studies:
Life (Review 6 grade Program of Study)
Students will:
Reg. And Behavior
 Investigate how organisms obtain and use resources, grow, reproduce, and
maintain stable internal conditions. Examine the regulation of an organism’s
internal environment
 Analyze internal or environmental stimuli and organism’s behavioral responses
 Explore how organisms behavior changes through adaptation
Populations and Ecosystem
 Observe populations and determine the functions (decomposers, producers,
consumers) they serve in an ecosystem
 Investigate energy flow in an ecosystem
 Investigate factors (resources, light, water) that affect the number of
organisms an ecosystem can support
EarthStudents will:
 Model Earth’s layers
 Demonstrate the rock cycle (weathered rocks produce soil, weathered rocks are
often crystallized into new rock) and examine characteristics of soils
PhysicalStudents will:



Investigate characteristic properties (density) of substances.
Examine chemical reactions between substances, recognize that the total mass
remains the same, and that substances are categorized by how they react.
Recognize that elements do not break down during normal laboratory reactions
and how elements combine to produce compounds.
District/School Topics to Teach:
Life-Regulation and Behavior
 Organism’s internal/external environment
 Stimulus
 Response
 Behavioral changes through adaptations
 Homeostasis
 Guiding Question: How do I investigate regulation of an organism’s internal
environment and an organism’s behavioral responses?
Life- Population and Ecosystems
 Factors that affect populations
 A biotic
 Biotic
 Resources
 Light, water
 Predator/prey relationship
 Species and their functions
 Decomposers
 Producers
 Consumers
 Niche
 Energy Flow
 Food webs/chain energy
 Energy pyramid
 Guiding Question: How do I investigate population and physical factors that
compose an ecosystem?
 Reading: Identify the meaning of a variety of reading materials, making
connections, to student’s lives, to the real world and/or to current events.
Earth- Structure of the Earth System
 Model’s of the Earth’s layers
 Land forms
 Constructive forces’
 Crustal deformation
 Volcanic deposition
 Destructive forces
 Weathering
 Erosion-Rock cycle








Sedimentary
Metamorphic
Igneous, obsidian
Characteristics of soil
Horizons
Properties
Guiding Question: What are the components of the Earth System?
Reading: Identify the meaning of a variety of reading materials, making
connections to students’ lives, to the real world, and or to current events.
 ATMOSPHERE
 Climate
 Weather
 Water cycle
 Cloud formation
 Guiding Question: What are the components and structure of the Earth system?
 Reading: Identify the meaning of a variety of reading materials, making
connections to students’ lives, to the real world, and or to current events
Physical Physical properties and characteristics of matter
 Density mass
 Boiling point
 Solubility
 Volume and weight
 Chemical and physical changes
 Elements and compounds
 Chemical reactions
 Guiding Question: How can I investigate characteristic properties of substances
and changes of properties in substances?
 Reading: Interpret and apply information in a variety of transactive reading
materials to complete authentic tasks (create a project or model)
IV.
Language Arts/Writing- The Writing Process and Writing Criteria
Writing Focus- Personal Writing
Life experiences of the writer including- personal narratives or memoirs
Academic Expectations
1.11 Writing
2.22/2.24/2.25 Arts and Humanities
Core Content:
WR-E-1 Writing Criteria
Purpose/Audience
The writer establishes and maintains a
focused purpose to communicate with an
audience by





Narrowing the topic to establish
focus
Analyzing and addressing the
needs of the intended audience
Adhering to the characteristics
(format, organization) of the
form
Employing a suitable voice
Allowing voice to emerge when
appropriate
Idea Development
The writer develops and supports main
ideas and deepens the audience’s
understanding by using
 Logical, justified, and suitable
explanation
 Providing effective closure
Sentences
The writer creates effective sentences
that are
 Varied in length
 Complete and correct
Language
The writer demonstrates
 Effective word choice (strong
verbs and nouns)
 Effective word choice (concrete
and/or sensory details)



Relevant elaboration
Related connections an d
reflections
Idea development strategies
(bulleted lists, definitions)
appropriate for the form
Organization
The writer creates unity and coherence
to accomplish the focused purpose by
 Engaging the audience and
establishing a context for reading
 Placing ideas and support in a
meaningful order
 Guiding the reader through the
piece with transitions and
transitional elements
 Effective word choice (language
appropriate to the content,
purpose and audience)
 Concise use of language
 Correct usage/grammar
Correctness
The writer demonstrates
 Correct spelling
 Correct punctuation
 Correct capitalization
 Appropriate documentation
(citing authors or titles within the
text, listing sources) of ideas and
information from outside
sources.
WR-E-1.2 Personal Writing
Personal Writing focuses on the life experiences of the writer. Personal forms in the
portfolio may include a personal narrative (focusing on the significance of one event) or
memoir (focusing on the significance of the relationship of the writer with a particular
person, place, animal, or thing)
Characteristics of personal writing may include:


development of ideas based on personal experience
sensory details



writer’s thoughts and feelings
first person point of view
dialogue where appropriate
Program of Studies:
Students use the writing process and criteria for effective writing in pieces developed
over time, as well as in on-demand writing situations, to compile a collection of writings
for a variety of authentic purposes and audiences and in a variety of forms, including
personal, literary, transactive, reflective pieces.
Students will:
 Respond to reading, listening, observing, and inquiry through applying writing to
learn strategies in situations such as graphic organizers, note taking, journals, and
logs and writing to demonstrate strategies in situations such as graphic organizers,
open-response questions and summaries.
 Use information from technology and other resources to develop independent
ideas and support those ideas in writing for authentic purposes and audiences
 Critique their own and other’s work based on criteria for effective writing,
including awareness of audience and purpose, organization, idea development,
and standards of correctness (mechanics, grammar and spelling)
District/School Topics to Teach:
 Purpose
 Paragraph development
 Transitional phrases
 Summaries
 Sensory details
 Writing with introductory paragraph, at least three body paragraphs and
conclusion/summary
 Review of dialogue punctuation
 Introduce figurative language (simile and metaphor)
V.
Language Arts/Reading
Reading Skills Focus: Persuasion (subdomain 3)
Whole texts, excerpts from materials such as magazine and newspaper articles,
brochures, letters, proposals, speeches, editorials, electronic texts, essays, opinion
columns, and advertisements
Academic Expectations
1.2 Reading 2.24/2.25 Arts and Humanities
1.3/1.4/1.5 Listening, Speaking, Observing
1.16 Technology as Communication
Core Content: (replace x with appropriate subdomain)
RD-M-x0.1 Identify an author’s purpose in literary, informational, persuasive and
practical/work place materials.
RD-M-x..0.2 Use knowledge of synonyms, antonyms, and homonyms to comprehend a
passage
RD-M-x.0.3 Identify words that have multiple meanings and select the appropriate
meanings for the context.
RD-M-x.0.4 Know the meanings of common prefixes and suffixes to comprehend
unfamiliar words
RD-M-x.0.5 Formulate questions to guide reading
RD-M-x.0.6 Scan to find key information
RD-M-x.0.7 Skim to get the general meaning of a passage
RD-M-x.0.8 Make predictions, draw conclusions, and make generalizations about what is
read
RD-M-x.0.9 Reflect on and evaluate what is read
RD-M-x.0.10 Connect information from a passage to students lives and/or real world
issues
RD-M-3.0.11 Distinguish between informative and persuasive passages
RD-M-3.0.12 Identify an author’s opinion about a subject
RD-M-3.0.13 Apply knowledge of organizational patterns (cause and effect, comparison,
contrast, sequence) to understand a passage
RD-M-3.0.14 Distinguish between fact and opinion
RD-M-3.0.15 Identify the argument and supporting evidence
RD-M-3.0.16 Identify commonly used persuasive techniques (expert opinion, statistics,
testimonial, bandwagon)
RD-M-3.0.17 Identify Bias and/or misinformation
Program of Studies:
Students Will:
 Identify the meaning of a variety of reading material, making connections to
students’ lives, to the real world and/or to current events
 Respond to and analyze meaning, literary techniques (figurative language,
foreshadowing, characterization) and elements (characters, setting,
conflict/resolution, theme, point of view) of different literary genres (novels,
essays, short stories, poetry, drama).
 Respond to an analyze transactive reading materials (informational,
practical/work place, and persuasive) through raising and addressing questions,
making predictions, drawing conclusions, solving problems and summarizing
information (Additional supporting Academic Exp. 5.1)
 Interpret and apply information in a variety of transactive reading materials to
complete authentic tasks
 Identify author’s position, main idea and techniques of support in persuasive
materials
 Select and read materials for enjoyment
 Employ reading strategies (skimming, scanning) to locate and apply information
in varied print and nonprint (computers, media, interviews) resources for inquiry
projects and other authentic tasks






Use vocabulary and comprehension strategies, as well as technology, to
understand text
Adjust listening and observing strategies for specific situations and purposes (to
follow directions, to aquire information, for entertainment, to complete a task)
Apply organizational skills and delivery techniques to produce oral messages and
products with and without technology
Apply listening, speaking, and observing skills to conduct authentic inquiry tasks
and to create products
Use appropriate technology to access ideas and information for authentic tasks
Use technology to enhance communication for authentic audiences and purposes
District/School Topics to Teach:
 Review Subject/Verb Agreement
 Adjectives
 Internet resource on persuasive reading articles on corporal punishment, school
prayer, school violence, gender issues, school vouchers developed with Kentucky
Core Content standards- www.pampetty.com/persuasiveteacher.htm Also see
www.pampetty.com/persuasiverubric.htm for a persuasive reading rubric
Students will read one of the following books with their class at an interval of no less
than every two months to help address the reading skills in the program of studies
(A/S, O/N, D/J, F/M, A/M) The books will be rotated among the 7th grade classes. It
should take 7 to 10 days to cover a book. Teachers should develop and share units on
these books. The following are based on subjects being taught in social studies and all
are Newberry Award or Honor Books. A Single Shard, Catherine Called Birdy,
Crispin:The Cross of Lead, Midwife’s Apprentice, The Giver
 Other suggested readings to meet literary standards are The works of Edgar A.
Poe, Young Readers Shakespere (Romeo and Juliet etc.).
Other reading materials should be used from the information, persuasion and
practical/work place subdomains