7th Grade Waves and Energy

CURRICULUM STANDARDS AND COMPANION DOCUMENTS

7th Grade - Waves and Energy

Contains:- Science Companion Document for 7th Grade Waves and Energy unit- General Inquiry Questions Assessment questions- 7th Grade Waves and Energy Assessment questions- 7th Grade Science Expectations- 7th Grade ELA Expectations- 7th Grade Mathematics Expectations- 7th Grade Social Studies Expectations- Grade 6-8 Technology Expectations

Introduction to the K-7 Companion Document An Instructional Framework

Overview The Michigan K-7 Grade Level Content Expectations for Science establish what every student is expected to know and be able to do by the end of Grade Seven as mandated by the legislation in the State of Michigan. The Science Content Expectations Documents have raised the bar for our students, teachers and educational systems. In an effort to support these standards and help our elementary and middle school teachers develop rigorous and relevant curricula to assist students in mastery, the Michigan Science Leadership Academy, in collaboration with the Michigan Mathematics and Science Center Network and the Michigan Science Teachers Association, worked in partnership with Michigan Department of Education to develop these companion documents. Our goal is for each student to master the science content expectations as outlined in each grade level of the K-7 Grade Level Content Expectations. This instructional framework is an effort to clarify possible units within the K-7 Science Grade Level Content Expectations. The Instructional Framework provides descriptions of instructional activities that are appropriate for inquiry science in the classroom and meet the instructional goals. Included are brief descriptions of multiple activities that provide the learner with opportunities for exploration and observation, planning and conducting investigations, presenting findings and expanding thinking beyond the classroom. These companion documents are an effort to clarify and support the K-7 Science Content Expectations. Each grade level has been organized into four teachable units- organized around the big ideas and conceptual themes in earth, life and physical science. The document is similar in format to the Science Assessment and Item Specifications for the 2009 National Assessment for Education Progress (NAEP). The companion documents are intended to provide boundaries to the content expectations. These boundaries are presented as “notes to teachers”, not comprehensive descriptions of the full range of science content; they do not stand alone, but rather, work in conjunction with the content expectations. The boundaries use seven categories of parameters:

a. Clarifications refer to the restatement of the “key idea” or specific intent or elaboration of the content statements. They are not intended to denote a sense of content priority. The clarifications guide assessment.

b. Vocabulary refers to the vocabulary for use and application of the science topics and principles that appear in the content statements and expectations. The terms in this section along with those presented

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within the standard, content statement and content expectation comprise the assessable vocabulary.

c. Instruments, Measurements and Representations refer to the instruments students are expected to use and the level of precision expected to measure, classify and interpret phenomena or measurement. This section contains assessable information.

d. Inquiry Instructional Examples presented to assist the student in becoming engaged in the study of science through their natural curiosity in the subject matter that is of high interest. Students explore and begin to form ideas and try to make sense of the world around them. Students are guided in the process of scientific inquiry through purposeful observations, investigations and demonstrating understanding through a variety of experiences. Students observe, classify, predict, measure and identify and control variables while doing “hands-on” activities.

e. Assessment Examples are presented to help clarify how the teacher can conduct formative assessments in the classroom to assess student progress and understanding

f. Enrichment and Intervention is instructional examples that stretch the thinking beyond the instructional examples and provides ideas for reinforcement of challenging concepts.

g. Examples, Observations, Phenomena are included as exemplars of different modes of instruction appropriate to the unit in which they are listed. These examples include reflection, a link to real world application, and elaboration beyond the classroom. These examples are intended for instructional guidance only and are not assessable.

h. Curricular Connections and Integrations are offered to assist the teacher and curriculum administrator in aligning the science curriculum with other areas of the school curriculum. Ideas are presented that will assist the classroom instructor in making appropriate connections of science with other aspects of the total curriculum.

This Instructional Framework is NOT a step-by-step instructional manual but a guide developed to help teachers and curriculum developers design their own lesson plans, select useful portions of text, and create assessments that are aligned with the grade level science curriculum for the State of Michigan. It is not intended to be a curriculum, but ideas and suggestions for generating and implementing high quality K-7 instruction and inquiry activities to assist the classroom teacher in implementing these science content expectations in the classroom.

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HSSCE Companion Document

Seventh Grade GLCE Companion Document

Unit 1: Waves and Energy

SCIENCE

• Big Ideas • Instructional Framework • Clarifications • Enrichment • Inquiry • Intervention • Vocabulary • Real World Context • Instruments • Literacy Integration • Measurements • Mathematics Integration

v.1.09

Seventh Grade Companion Document

7-Unit 1: Waves and Energy

Table of Contents Page 1 Curriculum Cross Reference Guide Page 2 Unit 1: Waves and Energy Page 3 Big Ideas (Key Concepts) Page 3 Clarification of Content Expectations Page 3

Inquiry Process, Inquiry Analysis and Communication, Reflection and Social Implications Page 7 Vocabulary Page 8 Instruments, Measurements, and Representations Page 8 Instructional Framework Page 9 Enrichment Page 13 Intervention Page 13 Examples, Observations and Phenomena (Real World Context) Page 13 Literacy Integration Page 15 Mathematics Integration Page 16

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7th Grade Unit 1: Waves and Energy

Content Statements and Expectations

Code Statements & Expectations Page P.EN.M.3 Waves and Energy – Waves have energy and transfer

energy when they interact with matter. Examples of waves include sound waves, seismic waves, waves on water, and light waves.

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P.EN.07.31 Identify examples of waves, including sound waves, seismic waves, and waves on water.

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P.EN.07.32 Describe how waves are produced by vibrations in matter.

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P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter (for example: tuning fork in water, waves hitting a beach, earthquake knocking over buildings).

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P.EN.M.6 Solar Energy Effects – Nuclear reactions take place in the sun producing heat and light. Only a tiny fraction of the light energy from the sun reaches Earth, providing energy to heat the Earth.

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P.EN.07.61 Identify that nuclear reactions take place in the sun, producing heat and light.

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P.EN.07.62 Explain how only a tiny fraction of light energy from the sun is transformed to heat energy on Earth.

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7 – Unit 1: Waves and Energy

Big Ideas (Key Concepts)

• Waves are produced through vibrations. • Waves transfer energy when they interact with matter. • Nuclear reactions that take place in the sun produce heat and light. • A fraction of the light energy from the sun provides energy to heat the

Earth.

Clarification of Content Expectations

Standard: Energy Content Statement – P.EN.M.3 Waves and Energy-Waves have energy and transfer energy when they interact with matter. Examples of waves include sound waves, seismic waves, waves on water, and light waves. Content Expectations P.EN.07.31 Identify examples of waves, including sound waves, seismic waves, and waves on water. Instructional Clarifications 1. Identify means to recognize the differences between waves, such as

sound waves, seismic waves, and waves on water. 2. A wave is a disturbance that transmits energy through matter and space.

The wave is the motion of a vibration. 3. Sound is created when something vibrates. Sound waves are a vibration

that spreads away from a vibrating object. Sound waves travel through solids, liquids, and gases.

4. Seismic waves are waves that travel through the Earth. 5. Waves on water are waves that move outward from a disturbance. Assessment Clarifications 1. A wave is a disturbance that transmits energy through matter and space.

The wave is the motion of a vibration. 2. Sound is created when something vibrates. Sound waves are a vibration

that spreads away from a vibrating object. Sound waves travel through solids, liquids, and gases.

3. Seismic waves are waves that travel through the Earth. 4. Waves on water are waves that move outward from a disturbance.

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P.EN.07.32 Describe how waves are produced by vibrations in matter. Instructional Clarifications 1. Describe is to tell or depict in spoken or written words or with drawings

how waves are produced by vibrations in matter. 2. A wave is a disturbance that transmits energy through matter and space.

The wave is the motion of a vibration. 3. Vibrations are back-and-forth motions. 4. Matter is anything that has mass and volume. 5. When molecules in matter vibrate, they excite other molecules to vibrate

and waves travel outward from the center of the vibration. 6. Waves are characterized by wavelength, frequency, and amplitude. Assessment Clarifications 1. A wave is a disturbance that transmits energy through matter and space.

The wave is the motion of a vibration. 2. Vibrations are back-and-forth motions. 3. Matter is anything that has mass and takes up space. 4. When molecules in matter vibrate, they excite other molecules to vibrate

and waves travel outward from the center of the vibration. P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter (for example: tuning fork in water, waves hitting a beach, earthquake knocking over buildings). Instructional Clarifications 1. Demonstrate is to show through manipulation of materials, drawings, and

written and verbal explanations how waves transfer energy. 2. Energy is the ability to do work or cause motion. 3. Matter is anything that has mass and takes up space. 4. A wave is a disturbance that transmits energy through matter and space.

The wave is the motion of a vibration. 5. An energy transfer takes place when molecules transfer the energy of

motion to other molecules then return to their state of rest. 6. When a tuning fork is place in water, ripples (waves) are seen coming

away from the tuning fork in even rings. 7. When waves hit a beach, erosion takes place. Ripples are left in the sand

to show the reaction of the wave. 8. Seismic waves are vibrations that travel through the Earth carrying the

energy of motion released during an earthquake. 9. When seismic waves from an earthquake travel through the Earth,

buildings shake and sometimes crumble, the ground trembles, and the vibrations are transferred outward from the origin of the quake.

Assessment Clarifications 1. Energy is the ability to do work or cause motion. 2. Matter is anything that has mass and takes up space. 3. A wave is a disturbance that transmits energy through matter and space.

The wave is the motion of a vibration.

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4. An energy transfer takes place when molecules transfer the energy of motion to other molecules then return to their state of rest.

5. When a tuning fork is place in water, ripples (waves) are seen coming away from the tuning fork in even rings.

6. When waves hit a beach, erosion takes place. Ripples are left in the sand to show the reaction of the wave.

7. Seismic waves are vibrations that travel through the Earth carrying the energy of motion released during an earthquake.

8. When seismic waves from an earthquake travel through the Earth, buildings shake and sometimes crumble, the ground trembles, and the vibrations are transferred outward from the origin of the quake.

Content Statement – P.EN.M.6 Solar Energy Effects - Nuclear reactions take place in the sun producing heat and light. Only a tiny fraction of the light energy from the sun reaches Earth, providing energy to heat the Earth. Content Expectations P.EN.07.61 Identify that nuclear reactions take place in the sun, producing heat and light. Instructional Clarifications 1. Identify means to recognize that nuclear reactions take place in the sun

and produces heat and light. 2. The sun produces a tremendous amount of light and heat through nuclear

reactions. 3. Nuclear reactions occur when atoms change their structure to become

new atoms. These reactions release large amounts of energy. The energy from these reactions leaves the sun as light energy.

4. Heat is a form of energy associated with the motion of atoms or molecules and capable of being transferred through solid and fluid media by conduction, through fluid media by convection, and through empty space by radiation.

5. Light is electromagnetic radiation (radiation consisting of electromagnetic waves, including radio waves, infrared, visible light, ultraviolet, x-rays, and gamma rays of any wavelength).

Assessment Clarifications 1. Nuclear reactions that take place in the sun produce heat. 2. Nuclear reactions that take place in the sun produce light.

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P.EN.07.62 Explain how only a tiny fraction of light energy from the sun is transformed to heat energy on Earth. Instructional Clarifications 1. Explain is to clearly describe by means of illustrations (drawings),

demonstrations, written reports and/or verbally how only a tiny fraction of light energy from the sun is transformed to heat energy on Earth.

2. The heating of the Earth at any location is related to the angle of the sun in the sky.

3. Only a small percentage of light energy from the sun that hits the Earth produces heat energy on Earth.

4. Light energy from the sun is absorbed by the Earth’s surface and changed into heat energy. The heat energy radiates out and heats the air above. Some molecules (e.g., carbon dioxide) in the air absorb this heat energy and radiate some of it back to the Earth’s surface, making the Earth warm enough to support life (the greenhouse effect).

5. The color of the Earth’s surface affects the amount of heat that the Earth absorbs. Many Earth surfaces reflect light energy away from the Earth. Due to these reflective properties of many Earth surfaces large amounts of light energy are reflected and cannot be used directly as heat energy.

Assessment Clarifications 1. The heating of the Earth at any location is related to the angle of the sun

in the sky. 2. Only a small percentage of light energy from the sun that hits the Earth

produces heat energy on Earth. 3. Light energy from the sun is absorbed by the Earth’s surface and changed

into heat energy. The heat energy radiates out and heats the air above. Some molecules (e.g., carbon dioxide) in the air absorb this heat energy and radiate some of it back to the Earth’s surface, making the Earth warm enough to support life (the greenhouse effect).

4. The color of the Earth’s surface affects the amount of heat that the Earth absorbs. Many Earth surfaces reflect light energy away from the Earth. Due to these reflective properties of many Earth surfaces large amounts of light energy are reflected and cannot be used directly as heat energy.

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Inquiry Process, Inquiry Analysis and Communication,Reflection and Social Implications

Inquiry Process S.IP.07.11 Generate scientific questions on waves and energy based on observations, investigations, and research. S.IP.07.12 Design and conduct scientific investigations on waves and energy. S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations of waves and energy. S.IP.07.14 Use metric measurement devices in an investigation dealing with waves and energy. S.IP.07.15 Construct charts and graphs from data and observations dealing with waves and energy. S.IP.07.16 Identify patterns in data regarding waves and energy. Inquiry Analysis and Communication S.IA.07.11 Analyze information from data tables and graphs to answer scientific questions concerning waves and energy. S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative science discourse on waves and energy. S.IA.17.13 Communicate and defend findings of observations and investigations dealing with waves and energy. S.IA.07.14 Draw conclusions from sets of data from multiple trials of a scientific investigation on waves and energy. S.IA.07.15 Use multiple sources of information on waves and energy to evaluate strengths and weaknesses of claims, arguments, or data. Reflection and Social Implication S.RS.07.11 Evaluate the strengths and weaknesses of claims, arguments, and data regarding waves and energy. S.RS.07.12 Describe limitations in personal and scientific knowledge regarding waves and energy. S.RS.07.13 Identify the need for evidence in making scientific decisions about waves and energy. S.RS.07.14 Evaluate scientific explanations based on current evidence and scientific principles dealing with waves and energy. S.RS.07.15 Demonstrate scientific concepts through various illustrations to depict waves and energy. S.RS.07.16 Design solutions to problems about waves and energy using technology. S.RS.07.17 Describe the effect humans and other organisms have on the balance of the natural world when the amount of pollution in the air affects the amount of light energy to heat energy the Earth receives. S.RS.07.18 Describe what science and technology can and cannot reasonably contribute to society when dealing with waves and energy. S.RS.07.19 Describe how science and technology concerning waves and energy have advanced because of the contributions of many people throughout history and across cultures.

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Vocabulary

Critically Important – State Assessable Instructionally Useful

wavelength sun’s radiation seismic wave water wave light energy sound wave energy vibration matter waves energy transfer nuclear reactions

solar energy transform waves transverse waves transfer crest trough amplitude frequency erosion greenhouse effect medium

Instruments, Measurements, Representations

Measurements Instruments Representations

length meter stick, measuring tape meter, centimeter, millimeter

waves tuning fork, coils, springs, stop watch

millimeter/second, centimeter/second, meter/second

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Instructional Framework

The following Instructional Framework is an effort to clarify possible units within the K-7 Science Grade Level Content Expectations. The Instructional Framework provides descriptions of instructional activities that are appropriate for inquiry science in the classroom and meet the instructional goals. Included are brief descriptions of multiple activities that provide the learner with opportunities for exploration and observation, planning and conducting investigations, presenting findings, and expanding thinking beyond the classroom. The Instructional Framework is NOT a step-by-step instructional manual, but a guide intended to help teachers and curriculum developers design their own lesson plans, select useful and appropriate resources and create assessments that are aligned with the grade level science curriculum for the State of Michigan. Instructional Examples Waves and Energy: P.EN.07.31, P.EN.07.32, P.EN.07.33 Solar Energy Effects: P.EN.07.61, P.EN.07.62 Objectives • Using sound waves, seismic waves, waves on water, and light waves

demonstrate how waves transfer energy. • Describe how the sun is the major source of light and heat on Earth. • Demonstrate how only a tiny fraction of the light energy from the sun

reaches Earth to heat the Earth. Engage and Explore • Have the students demonstrate a “stadium wave.” Explain that the

“stadium wave” is a model of how sound waves, seismic waves, and waves on water are produced. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• Explore waves due to vibrations using a Slinky or coil as a model. Have students work in pairs to first cause a disturbance in a Slinky at rest and make observations of the movement along the coil of the Slinky. Have the students jerk the slinky forward and make observations. As a class, discuss student initial ideas about waves. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• What happens when students snap fingers to simulate seismic waves? Try it and observe and record what is happening. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• Brainstorm ideas of how sounds produced. Construct a simple banjo and use it to find out how sound is produced. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

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• Have students make observations of the vibrations of tuning forks through their sense of touch, sight, and hearing. Use a shallow pan of water to demonstrate the transfer of sound waves in the air to waves in water. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• Go outside and make observations of the effects of the sun’s warming on different materials and areas of the schoolyard. Ask students to describe the effects of the sun on different surfaces, living things, and nonliving things, in direct sunlight and in the shade. (P.EN.07.61, P.EN.07.62)

• Pose a “what would happen if…question” to the class: What would happen if there wasn’t any sun? Discuss the importance of sunlight on Earth. Take this opportunity to review the safety when making sun observations and explain why it is important not to look directly into the sun. (P.EN.07.61, P.EN.07.62)

• Visit a greenhouse. Why is glass or plastic used to retain the heat from the sun? (P.EN.07.61, P.EN.07.62)

Explain and Define • Have students share their observations of the waves they produced with

the Slinky. Explain that when the Slinky is jerked forward the start moves away from its original position and then returns. The wave motion is called a pulse, producing a longitudinal wave. Explain that energy is transferred along the Slinky through motion and ends up in the same place. Compare the Slinky wave to the “stadium wave.” (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• Use the Slinky model to demonstrate how seismic waves travel through the earth. Seismic waves occur in earthquakes and volcanoes. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• Explain how sound is created when something vibrates. Sound waves spread away from a vibrating object. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• The atmosphere of the Earth traps heat energy from the sun. Without the greenhouse effect, the Earth would be too cold to support life. (P.EN.07.61, P.EN.07.62)

• Have students research the properties of the sun and gather information regarding the nuclear reactions that occur on the sun that produces heat and light. Ask students to share their information from their research. (P.EN.07.61, P.EN.07.62)

• Create a model to show the position and size of the Earth in relation to the sun to demonstrate the small fraction of the sun’s heat and light that reaches the Earth. (P.EN.07.61, P.EN.07.62)

Elaborate and Apply • When fingers are snapped, imagine that each finger is a big chunk of rock

deep inside the earth's surface. Like fingers, one rock mass is forced against another. Think of the increasing amount force placed on the fingers as pressure caused by movements of the Earth's crust. Now,

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think of the movement of the fingers to create the snap as the sudden movement of the earth, an earthquake. Think too, that the sound of the snap itself as being the seismic energy traveling from the location of the quake. Using the snapped fingers aids in understanding how earthquakes are formed and the energy is released in huge waves that shake, rattle and roll the earth's surface. (P.EN.07.31, P.PE.07.32, P.EN.07.33)

• Make a pan of gelatin. Drop a marble/block at one end and observe the waves. How is this similar to the seismic waves of an earthquake? Place a structure of cubes at one end and drop the block at the other end of the pan, what happened to the cubes when the waves made contact? How is this similar to the way a building reacts during an earthquake? Vary the distance of impact from building and compare. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• Stretch a rubber band lengthwise over a ruler. Then insert a pencil under the rubber band at each end of the ruler so that the rubber band is lifted away from the surface of the ruler. Pluck the rubber band at any point between the two pencils. Observe what happens as the rubber band is plucked. Record what is observed and heard. How can the sound be changed? Does instrument make a difference where the rubber band is plucked? Describe the sounds that the “banjo” produces. Hypothesize how the rubber band produces sound. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• How did the sound change when the rubber band is pressed at different points on the ruler? Demonstrate “real” string instruments, like guitars, fiddles, banjos, and piano. How are these instruments producing sound?

• A greenhouse is usually made of glass. The glass lets in sunlight, which warms the ground and the other surfaces inside the greenhouse. As the surfaces warm, they release heat in the air. The glass (or plastic) keeps the house from escaping. The air inside the greenhouse stays warm enough for plants to grow throughout the year. (P.EN.07.61, P.EN.07.62)

• Inside a closed up car on a hot summer’s day is similar to the heat in a greenhouse. The temperature inside a closed up car can easily reach more that 100 degrees in a short period of time. (P.EN.07.61, P.EN.07.62)

Evaluate Student Understanding Formative Assessment Examples • Design different instruments that produce sound. How can the sound be

changed; example – use a collection of pop bottles that are all the same – put water in the bottle at different heights – how can sound be produced and changed? Describe.

• How might a hearing-impaired person keep perfect time to music from a piano he or she cannot hear? [Use the video, Mr. Holland’s Opus]

• Describe why a motorboat would sound closer when you are under water than it actually is when you come to the surface.

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• Discuss the sounds that are heard around the school? How does the sound reach the ear? How do students react to the sounds around the school?

• Discuss what is the difference between music and noise? Discuss what the similarities between music and noise are. What sounds/music are around everyday life? [Use the video August Rush]

• Students interview people that work at a greenhouse. How are temperatures controlled in a greenhouse? What kind of plants must be grown in a greenhouse? Students write a report to present to the class on the findings.

• Students research the problems of leaving young children in a car on a hot summer’s day. What happens to these children? What then could happen to the parents? Students report their findings to the class. (S.RS.07.16)

Summative Assessment Examples • Unit test covering waves and energy, especially sound waves, water

waves, seismic waves, and nuclear energy from the sun in the form of light and heat. (P.EN.07.31, P.EN.07.32, P.EN.07.33, P.EN.07.61, P.EN.07.62)

• Each student designs a poster, brochure, or Power Point that shows either movement of sound or water waves or how seismic waves are produced. Students present the project to the class. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• Each student writes a report on solar energy and how solar energy can be used as a renewable resource. Students present the report to the class. The class takes notes on the different reports. (P.EN.07.61)

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Enrichment

• Sound Waves: Have two students go outside the classroom and close the door. Have students inside the classroom tap on the door, then on the wall with various objects. Bring the students back into the room and have the students describe what they heard. Discuss how the sounds were different from what was heard inside the classroom. (S.IP.07.11)

Intervention

• Students work in small groups to create instruments and “band” to share with the class. Each group will present its “band” and then each person in the group will share about his/her instrument. How was sound produced? Discuss the amplitude and wave patterns each instrument produces. (P.EN.07.31, P.EN.07.32, P.EN.07.33)

• Pairs of students measure the distance from one end of the sports field to the other. One student stands at one end of the field holding two wooden blocks, while the other student is at the other end holding a stopwatch. The student with the blocks strikes them together sharply. When the other sees the blocks hit, the stopwatch is started. When the sound reaches the student, the stopwatch is stopped and the time recorded to the nearest tenth of a second. Repeat the experiment two or three times and calculate the average. How would this apply to a race when the starter shoots off the starting gun? (S.IA.07.14)

Examples, Observations, and Phenomena (Real World Context)

Waves are everywhere in nature, including sound waves, visible light waves, radio waves, microwaves, water waves, and seismic waves. Sound waves from popular bass tracks can be heard and felt by motorists in automobiles surrounding the stereo system making the sound. Sound travels through the solid automobile and air and transfers sound energy from one car to another. Loud sounds can cause hearing loss through vibrations to the eardrum. Sounds are measured in decibels. Tsunami and tidal waves are caused by large disturbances in the ocean. Earthquakes on the ocean floor produce tsunami waves. The energy from the earthquake on the floor of the ocean is transferred to the ocean’s water and travels in the form of a tsunami wave. Catastrophic events, such as volcanic eruptions and earthquakes show evidence of how waves travel and can cause great destruction in the path of the waves.

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Modern society has developed the use of waves for radio signals, television signals, cellular phones and different communications, wireless Internet, etc. Sometimes disturbances on the sun, such as sunspots and solar flares cause disturbances in the radio, television, and/or communication waves. Sunspots are magnetic regions on the sun with magnetic field strengths thousands of times stronger than the Earth's magnetic field. Solar flares are tremendous explosions on the surface of the sun. In a matter of just a few minutes they heat material to many millions of degrees and release as much energy as a billion megatons of TNT. They occur near sunspots, usually along the dividing line (neutral line) between areas of oppositely directed magnetic fields.

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Literacy Integration

Students will… Reading R.IT.07.01 analyze the structure, elements, features, style, and purpose of informational genre including persuasive essay, research report, brochure, personal correspondence, autobiography and biography. R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.07.02 retell through concise summarization, grade-level narrative and informational text. R.CM.07.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

Read with the class the book, Volcano: The Eruption and Healing of Mount St. Helens by Patricia Lauber, 1993. • Discuss the effects of the eruption of Mt. St. Helens. Was the eruption

predicted? How has the land healed? Is there still seismic activity going on in the area? Have the students research other volcanoes in the United States, be sure to include Alaska and Hawaii.

Writing W.GN.07.02 write a research report using a wide variety of resources that includes appropriate organizational patterns (e.g., position statement/supporting evidence, problem statement/solution, or compare/contrast), descriptive language, and informational text features. W.GN.07.03 formulate research questions using multiple resources, perspectives, and arguments/counter-arguments to develop a thesis statement that culminates in a final presented project using the writing process. W.PR.07.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

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W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g., graphically depict roles of antagonist/protagonist, internal/external conflict) and informational writing (e.g., position statement/supporting evidence, problem statement/solution, or compare/ contrast). W.PR.07.03 revise drafts to reflect different perspectives for multiple purposes and to ensure that content, structure, elements of style and voice, literary devices, and text features are consistent. W.PS.07.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). • Research how people in different cultures and parts of the world have

used different methods and materials for transmitting sound to send messages. Write a report on one of these methods to present to the class.

Speaking S.CN.07.01 adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using specialized language related to a topic and selecting words carefully to achieve precise meaning when presenting. S.DS.07.02 respond to multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme. • Choose a method that people in different cultures used to transmit and

send messages. Demonstrate by examples or pictorially how the method is used.

Mathematics Integration

N.MR.07.04 Convert ratio quantities between different systems of units. N.MR.07.02 Solve problems involving derived quantities such as density, velocity, and weighted averages. A.PA.07.01 Recognize when information given in a table, graph, or formula suggests a directly proportional or linear relationship. A.PA.07.11 Understand and use basic properties of real numbers.

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D.RE.07.01 Represent and interpret data using graphs. D.AN.07.03 Calculate and interpret relative frequencies and cumulative frequencies for data sets.

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Science Grade 7: General Inquiry Questions » Teacher Version

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DataDirector Exam ID: 440 Page 1 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.

Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.

1. Geri's class was investigating the effect oftemperature on the size of a balloon filled withair. Which is the BEST way for the students todetermine the size of their balloon in the differentsituations?A. Draw a diagram of the balloon in each

situation.B. Put the balloon on a balance to measure the

mass of the balloon and air in grams.C. Put your hands around it to see if the size

has changed.D. Use a tape measure to measure the

circumference of the balloon in centimeters.ItemID kmorgan.2119Correct DStandard(s) SCI.7.S.IP.07.13 ( 7 )

2. Mary tried the following experiment. She placed adrinking glass filled with ice cubes on her kitchentable and observed the outside of the glass. At theend of the hour, the outside of the glass was verywet and water had run down the side of the glassand formed a puddle on the table at the base ofthe glass. As a result of these observations, whichof the following questions is the BEST question thatMary could ask?A. Is glass made out of water?B. Which material, glass or ice, contains the

most water?C. Did the water on the outside of the glass

come from the ice inside the glass or the airaround the glass?

D. Does this experiment work better if a biggerglass or more ice is used?

ItemID kmorgan.2120Correct CStandard(s) SCI.7.S.IP.07.11 ( 7 )

3. Kari's class was investigating how a powdereddrink mix dissolves in water of differenttemperatures. They needed to determine howmuch mix would dissolve in a given sample ofwater. Which would be the BEST procedure?A. Add heaping teaspoons of mix until no more

dissolves. Count the number of heapingteaspoons used.

B. Measure the mass of mix before and aftershaking small amounts into the wateruntil no more will dissolve. Calculate thedifference.

C. Shake a little bit in a time until no more willdissolve. Count the number of shakes.

D. Add three packages of mix to the water. Seehow much of it dissolves.

ItemID kmorgan.2121Correct BStandard(s) SCI.7.S.IP.07.12 ( 7 )

4. Juan's class was investigating how fast ice cubesmelt at different locations in the room. Whichwould be the BEST way to select ice cubes to use?A. Measure the mass of several cubes and

choose the ones that have the greatestmass.

B. Take ice cubes from the same bag.C. Choose ice cubes that look about the same

size.D. Measure the mass of several cubes and

choose the ones that are closest in mass.ItemID kmorgan.2122Correct DStandard(s) SCI.7.S.IP.07.12 ( 7 ), SCI.7.S.IP.07.13 ( 7 ),SCI.7.S.IP.07.14 ( 7 )




5. Read the following paragraph and then answer thequestion below.

Students in a science class were studying plantgrowth. They filled pots with potting soil andweighed each pot. They weighed several smallbean plants and planted them carefully in separatepots. The potted plants were placed in a lightedarea and watered for 45 days. After that time,the students removed each plant carefully fromthe pot, shaking the soil from the roots into thepot. The plants and the pots were again weighedseparately. The beans gained an average mass of0.5 kg. The soil in the pots weighed the same as inthe beginning. Why did the students measure themass of the soil and pots at the beginning of theexperiment?

A. They expected the soil to grow along withthe bean plants.

B. They wanted to see if there was enough soilfor the bean plants.

C. They wanted to see if the bean plants gottheir mass from the soil.

D. They needed to check the scales to makesure that they worked.

ItemID kmorgan.2123Correct CStandard(s) SCI.7.S.IP.07.12 ( 7 ), SCI.7.S.IP.07.13 ( 7 ),SCI.7.S.IP.07.14 ( 7 )

6. The diagram below shows the early developmentof a vertebrate embryo. According to thisinformation, how many cells will be present afterthe fourth cleavage?

A. 4B. 16C. 32D. 64

ItemID kmorgan.2124Correct BStandard(s) SCI.7.S.IP.07.16 ( 7 )

7.

Male collard lizards are larger that females.According to the pictures above, what is theapproximate difference in length between themale and the female collard lizard when measuredfrom the tip of the nose to the tip of the tail?A. 3 cmB. 8 cmC. 12 cmD. 15 cm

ItemID kmorgan.2125Correct DStandard(s) SCI.7.S.IA.07.11 ( 7 )




8.

This is a diagram showing three of the stagesinvolved in mining. First, valuable ores areremoved from the mine. Next, trucks transport theore to a factory. Finally, the ore is processed in thefactory so it can be used by humans for a varietyof needs.

An environmental organization wants toinvestigate the effects of this mine on the localwildlife. Which one of the following tests will beMOST useful in its investigation?

A. Measure the heights of the largest trees inthe area.

B. Calculate the amount of pollution producedby the factory in one day.

C. Determine what the population of localanimals was before the mine was created.

D. Compare the change in population of localanimals before and after the mine wascreated.

ItemID kmorgan.2126Correct DStandard(s) SCI.7.S.IP.07.12 ( 7 )

9.

According to the graph, when was the populationof moose highest?A. 1940B. 1910C. 1935D. 1925

ItemID kmorgan.2127Correct DStandard(s) SCI.7.S.IA.07.11 ( 7 )

10.

Whatis the average length of these snail shells?A. 2.1 cmB. 2.3 cmC. 2.5 cmD. 2.7 cm

ItemID kmorgan.2130Correct BStandard(s) SCI.7.S.IP.07.13 ( 7 ), SCI.7.S.IP.07.14 ( 7 )




11. The graph shows the results of a restockingprogram in which shrimp raised on a shrimp farmare released into the wild. If this trend continues,about how many metric tons of shrimp will bereleased in 1999?

A. 12B. 13C. 14D. 15

ItemID kmorgan.2131Correct BStandard(s) SCI.7.S.IA.07.11 ( 7 )

12. Our everyday life has been improved by thedevelopment of low-density, high-strengthmaterials. These materials are useful for all of thefollowing items EXCEPT for these?A. car partsB. life jacketsC. boat anchorsD. bicycle frames

ItemID kmorgan.2132Correct CStandard(s) SCI.7.S.RS.07.18 ( 7 )

13. One person predicts that it will be a severewinter because oak trees are producing lots ofacorns. Which of the following BEST describesthis prediction?A. The prediction is a wild guess, not based on

observation.B. The prediction follows from careful

scientific observation.C. The prediction cannot be tested, so it is not

scientific.D. The prediction is based on observation and

can be tested.ItemID kmorgan.2133Correct DStandard(s) SCI.7.S.RS.07.11 ( 7 )

14. Mary's claim was that water in solid form at oneplace on the earth could end up in liquid form atanother place on the earth. If you were Mary'sfriend and heard her make this claim, how wouldyou react to it?A. Deny that this could happen because Mary

had performed no test to show that thiswas possible.

B. Deny Mary's statement until you couldcheck on a current weather report.

C. Accept Mary's statement as possible sincejust about anything is possible with theweather in the United States.

D. Accept Mary's statement as possiblebecause it agrees with what we know aboutwind and precipitation.

ItemID kmorgan.2134Correct DStandard(s) SCI.7.S.RS.07.11 ( 7 )




15. Read the passage below and then answerthe question.Archaeopteryx (ar-kay-op-ter-icks) is the namegiven to a creature that lived about 145 millionyears ago. This creature had feathered wingsthat enabled it to fly, but its skeleton resembledthat of a small carnivorous dinosaur. It is believedto have been cold-blooded. This creature wasfirst discovered in Germany in a layer of groundassociated with the Jurassic period.Based on the information in the passage, what isMOST LIKELY true of Archaeopteryx's place in theecosystem?A. It was a predator.B. It was parasitic.C. It was a plant-eating dinosaur.D. It spent most of its time underwater.

ItemID kmorgan.2135Correct AStandard(s) SCI.7.S.RS.07.14 ( 7 )

16.

Surface mining can have negative effects onthe environment around the mine. Which oneof the following is MOST LIKELY to be a negativeenvironmental effect of surface mining?A. increase in gasoline pricesB. increase in local economyC. destruction of animal habitatD. destruction of mining equipment

ItemID kmorgan.2136Correct CStandard(s) SCI.7.S.RS.07.17 ( 7 )

Stop! You have finished this exam.

Science Grade 7, Unit 1: Waves and Energy » Teacher Version



Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.

1. Sound travels faster through solids than it doesthrough either liquids or gases. A student couldverify this statement by measuring what?A. The distance that sound travels through a

solid, a iquid, and a gas.B. The pitch or sound when it passes through a

solid, a liquid, and a gas.C. The time required for sound to travel a set

distance through a solid, a liquid, and a gas.D. The distance sound travels through a solid, a

liquid, and a gas at varying temperatures.ItemID kmorgan.2039Correct CStandard(s) SCI.7.P.EN.07.33 ( 7 )

2. The depth of Lake Superior can be measured bysending sound waves to the bottom and measuringthe period of time it takes for the reflected soundwaves to return to the surface.Which of the following would indicate a shallowdepth?A. There is no return signal.B. The return signal is very weak.C. The return signal appears almost

instantaneously.D. The return signal comes back at a different

speed.ItemID kmorgan.2040Correct CStandard(s) SCI.7.P.EN.07.33 ( 7 )

3. What is a mechanical wave with high energycharacterized by?A. a short periodB. a low amplitudeC. a high temperatureD. a high amplitude

ItemID kmorgan.2041Correct DStandard(s) SCI.7.P.EN.07.32 ( 7 )

4. When a bottle is struck with a spoon it produces asound. The sound waves move in which direction?A. in all directions from the sourceB. in only the direction from which the spoon

struck the bottleC. in only the opposite direction from which the

spoon struck the bottleD. any direction away from the bottle, but

cannot move through the bottle.ItemID kmorgan.2042Correct AStandard(s) SCI.7.P.EN.07.33 ( 7 )

5. When astronauts are outside of the space shuttle,they use microphones and headphones tocommunicate with each other. The astronautsneed microphones and headphones because soundwill NOT travel through which of the following?A. a solidB. a vacuumC. a gasD. a liquid

ItemID kmorgan.2043Correct BStandard(s) SCI.7.P.EN.07.32 ( 7 )

Stop! You have finished this exam.

SCIENCE PROCESSES

PHYSICAL SCIENCE

LIFE SCIENCE

EARTH SCIENCE

SCIE

NCE

GRADE LEVELCONTENTEXPECTATIONS

S E V E N T H G R A D E S C I E N C E

v.1.09

7

Office of School Improvement

www.michigan.gov/mde

Welcome to Michigan’s K-7 Grade Level Content Expectations

Purpose & OverviewIn 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the Federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments in mathematics and English language arts that are designed based on rigorous grade level content. In addition, assessments for science in elementary, middle, and high school were required. To provide greater clarity for what students are expected to know and be able to do by the end of each grade, expectations for each grade level have been developed for science.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, and contribute to the future businesses that employ them and the communities in which they choose to live.

Reflecting best practices and current research, the Grade Level Content Expectations provide a set of clear and rigorous expectations for all students, and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school.

DevelopmentIn developing these expectations, the K-7 Scholar Work Group depended heavily on the Science Framework for the 2009 National Assessment of Educational Progress (National Assessment Governing Board, 2006) which has been the gold standard for the high school content expectations. Additionally, the National Science Education Standards (National Research Council, 1996), the Michigan Curriculum Framework in Science (2000 version), and the Atlas for Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were all continually consulted for developmental guidance. As a further resource for research on learning progressions and curricular designs, Taking Science to School: Learning and Teaching Science in Grades K-8 (National Research Council, 2007) was extensively utilized. The following statement from this resource was a guiding principle:

“The next generation of science standards and curricula at the national and state levels should be centered on a few core ideas and should expand on them each year, at increasing levels of complexity, across grades K-8. Today’s standards are still too broad, resulting in superficial coverage of science that fails to link concepts or develop them over successive grades.”

Michigan’s K-7 Scholar Work Group executed the intent of this statement in the development of “the core ideas of science...the big picture” in this document.

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CurriculumUsing this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and assess student achievement.

AssessmentThe Science Grade Level Content Expectations document is intended to be a curricular guide with the expectations written to convey expected performances by students. Science will continue to be assessed in grades five and eight for the Michigan Educational Assessment Program (MEAP) and MI-Access.

Preparing Students for Academic SuccessIn the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As educators use these expectations, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must also generate questions, conduct investigations, and develop solutions to problems through reasoning and observation. They need to analyze and present their findings which lead to future questions, research, and investigations. Students apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them.

Through the collaborative efforts of Michigan educators and creation of professional learning communities, we can enable our young people to attain the highest standards, and thereby open doors for them to have fulfilling and successful lives.

Understanding the Organizational StructureThe science expectations in this document are organized into disciplines, standards, content statements, and specific content expectations. The content statements in each science standard are broader, more conceptual groupings. The skills and content addressed in these expectations will, in practice, be woven together into a coherent, science curriculum.

To allow for ease in referencing expectations, each expectation has been coded with a discipline, standard, grade-level, and content statement/expectation number.

For example, P.FM.02.34 indicates:

P - Physical Science Discipline

FM-Force and Motion Standard

02-Second Grade

34-Fourth Expectation in the Third Content Statement

Content statements are written and coded for Elementary and Middle School Grade Spans. Not all content expectations for the content statement will be found in each grade.

Why Create a 1.09 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This committment served as the impetus for revision of the 12.07 edition. This new version, v.1.09, refines and clarifies the original expectations, while preserving their essence and original intent and reflects the feedback from educators across the state during the past year.


Middle School (5-7) Science Organizational Structure

Discipline 1

Science Processes

Discipline 2

Physical Science

Discipline 3

Life Science

Discipline 4

Earth Science

Standards and Statements (and number of Content Expectations in each Statement)

Inquiry Process (IP)

Inquiry Analysis and Communication (IA)

Reflection and Social Implications (RS)

Force and Motion (FM)

Force Interactions (2)

Force (4)

Speed (3)

Energy (EN)

Kinetic and Potential

Energy (2)

Waves and Energy (3)

Energy Transfer (3)

Solar Energy Effects

(2)

Properties of Matter (PM)

Chemical Properties

(1)

Elements and

Compounds (4)

Changes in Matter (CM)

Changes in State (2)

Chemical Changes (3)

Organization of Living Things (OL)

Cell Functions (4)

Growth and

Development (2)

Animal Systems (2)

Producers,

Consumers, and

Decomposers (2)

Photosynthesis (3)

Heredity (HE)

Inherited and

Acquired Traits (2)

Reproduction (2)

Evolution (EV)

Species Adaptation

and Survival (4)

Relationships Among

Organisms (1)

Ecosystems (EC)

Interactions of

Organisms (1)

Relationships of

Organisms (3)

Biotic and Abiotic

Factors (2)

Environmental

Impact of Organisms

(2)

Earth Systems (ES)

Solar Energy (3)

Human

Consequences (2)

Seasons (2)

Weather and Climate

(4)

Water Cycle (2)

Solid Earth (SE)

Soil (4)

Rock Formation (1)

Plate Tectonics (3)

Magnetic Field of

Earth (2)

Fluid Earth (FE)

Atmosphere (2)

Earth in Space and Time (ST)

Solar System (1)

Solar System Motion

(5)

Fossils (1)

Geologic Time (2)

Science Processes: Inquiry Process, Inquiry Analysis and Communication, Reflection, and Social Implications The seventh grade content expectations present the final opportunity for the middle school learners to refine and develop their inquiry skills prior to the introduction of the high school curriculum. Students should be able to recognize that different kinds of questions suggest different approaches for scientific investigation. Students should be able to generate a variety of questions through observation, sets of data, manipulation of variables, investigations, and research. They further develop and sharpen their skills in measurement and the use of tools and scientific equipment. They collect and organize their own sets of data into charts and graphs, make sense of their findings, evaluate and analyze their own data as well as the data of others, and evaluate the strengths and weaknesses of their findings and the claims of others. Students recognize the importance of collaborative science discourse. Learners understand that science investigations and advances may result in new ideas and areas of study generating new methods and possibly resulting in new investigations.

Reflection and social implications are the application of the students’ new knowledge and affects their decision making and their perception of the effect humans, scientific discovery, and technology have on society and the natural world.


Physical Science: Energy, Properties of Matter, Changes in MatterSeventh grade students continue their exploration into the concept of energy through the exploration of light energy and solar energy effects. Students gain a greater understanding of the role of the sun’s warming and lighting of the Earth, and how light energy is transferred to chemical energy through photosynthesis. The transfer of energy is studied through examples of waves (sound, seismic, and water) and how waves transfer energy when they interact with matter.

Their earlier studies of properties of matter emphasized observable physical properties. Seventh grade students explore a more in-depth study of physical properties (boiling point, density, and color) and chemical properties of matter (flammability, pH, acid-base indicators, and reactivity). Students are introduced to organization of the Periodic Table of the Elements and recognize the atom as the smallest component that makes up an element.

Seventh grade students draw upon their knowledge of properties of matter and use evidence to describe physical and chemical change. They recognize that when a chemical change occurs, a new substance is produced and that the new substance has different physical and chemical properties than the original substance. Students describe evidence of chemical change as a change in color, gas formation, solid formation, and temperature change.

Life Science: Organization of Living Things and Heredity Seventh grade students expand their investigations of living things to include the study of cells. They demonstrate that all organisms are composed of cells and that multi-cellular organisms and single cellular organisms exist in ecosystems. The seventh grade study of cells includes how cells make up different body tissues, organs, and organ systems and are specialized in their functions. Cell division is explored to help the students describe growth and development. Seventh grade students have the fine motor skills and conceptual development to use a light microscope and accurately interpret what they see. This enhances their introduction to cells and microorganisms, establishing a foundation for molecular biology at the high school level.

In the seventh grade content expectations, students expand their knowledge to include how characteristics of living things are passed on through generations, both asexually and sexually. Seventh grade students are able to understand that genetic material carries information. They compare and contrast the advantages of sexual vs. asexual reproduction, and recognize that reproduction is a characteristic of all living things and necessary for the continuation of every species.

Earth Science: Earth Systems and Fluid Earth The primary focus of the Earth science content expectations is understanding the relationship between the sun’s warming of the Earth, the water cycle, and weather and climate. In the sixth grade Earth science curriculum, students studied the rock cycle and physical and chemical weathering. The seventh grade units of study explore another Earth cycle in the context of the water cycle and the composition of the atmosphere. Students investigate the sun’s warming of the atmosphere, land, and water, and how it affects the movement of water through the atmosphere, weather, and climate. Their knowledge of weather goes beyond the more basic observations of weather from the elementary curriculum to include the frontal boundaries, major air masses, and the jet stream. The reflection of their knowledge is applied to how human activities have changed the land, oceans, and atmosphere, and the implications of pollution, climate change, and threatening or endangering species.

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Seventh Grade Science Standards, Statements, and Expectations

Note: The number in parentheses represents the number of expectations.

Discipline 1: Science Processes (S) Standard: Inquiry Process (IP) 1 Statement (6) Standard: Inquiry Analysis and Communication (IA) 1 Statement (5) Standard: Reflection and Social Implications (RS) 1 Statement (9)

Discipline 2: Physical Science (P) Standard: Energy (EN) Waves and Energy (3) Energy Transfer (1) Solar Energy Effects (2) Standard: Properties of Matter (PM) Chemical Properties (1) Elements and Compounds (4) Standard: Changes in Matter (CM) Chemical Changes (3)

Discipline 3: Life Science (L) Standard: Organization of Living Things (OL) Cell Functions (4) Growth and Development (2) Photosynthesis (3) Standard: Heredity (HE) Reproduction (2)

Discipline 4: Earth Science (E) Standard: Earth Systems (ES) Solar Energy (3) Human Consequences (2) Weather and Climate (4) Water Cycle (2) Standard: Fluid Earth (FE) Atmosphere (2)


SCIENCE PROCESSES Inquiry Process

K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S.IP.07.11 Generate scientific questions based on observations, investigations, and research. S.IP.07.12 Design and conduct scientific investigations. S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations. S.IP.07.14 Use metric measurement devices in an investigation. S.IP.07.15 Construct charts and graphs from data and observations. S.IP.07.16 Identify patterns in data.

Inquiry Analysis and Communication

K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology. S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.07.11 Analyze information from data tables and graphs to answer scientific questions. S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.17.13 Communicate and defend findings of observations and investigations. S.IA.07.14 Draw conclusions from sets of data from multiple trials of a scientific investigation to draw conclusions. S.IA.07.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. Reflection and Social Implications

K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology. S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.


S.RS.07.11 Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.07.12 Describe limitations in personal and scientific knowledge. S.RS.07.13 Identify the need for evidence in making scientific decisions. S.RS.07.14 Evaluate scientific explanations based on current evidence and scientific principles. S.RS.07.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.07.16 Design solutions to problems using technology. S.RS.07.17 Describe the effect humans and other organisms have on the balance of the natural world. S.RS.07.18 Describe what science and technology can and cannot reasonably contribute to society. S.RS.07.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.

PHYSICAL SCIENCE Energy

K-7 Standard P.EN: Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the Earth.

P.EN.M.3 Waves and Energy-Waves have energy and transfer energy when they interact with matter. Examples of waves include sound waves, seismic waves, waves on water, and light waves.

P.EN.07.31 Identify examples of waves, including sound waves, seismic waves, and waves on water.

P.EN.07.32 Describe how waves are produced by vibrations in matter.

P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter (for example: tuning fork in water, waves hitting a beach, earthquake knocking over buildings).

P.EN.M.4 Energy Transfer- Energy is transferred from a source to a receiver by radiation, conduction, and convection. When energy is transferred from one system to another, the quantity of energy before the transfer is equal to the quantity of energy after the transfer. *

P.EN.07.43 Explain how light energy is transferred to chemical energy through the process of photosynthesis.

* Revised expectations marked by an asterisk.


P.EN.M.6 Solar Energy Effects- Nuclear reactions take place in the sun producing heat and light. Only a tiny fraction of the light energy from the sun reaches Earth, providing energy to heat the Earth.

P.EN.07.61 Identify that nuclear reactions take place in the sun, producing heat and light. P.EN.07.62 Explain how only a tiny fraction of light energy from the sun is transformed to heat energy on Earth.

Properties of Matter

K-7 Standard P.PM: Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared. Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties. Understand all matter is composed of combinations of elements, which are organized by common attributes and characteristics on the Periodic Table. Understand that substances can be classified as mixtures or compounds and according to their physical and chemical properties. P.PM.M.1 Chemical Properties- Matter has chemical properties. The understanding of chemical properties helps to explain how new substances are formed.

P.PM.07.11 Classify substances by their chemical properties (flammability, pH, and reactivity). *

P.PM.M.2 Elements and Compounds- Elements are composed of a single kind of atom that are grouped into families with similar properties on the periodic table. Compounds are composed of two or more different elements. Each element and compound has a unique set of physical and chemical properties such as boiling point, density, color, conductivity, and reactivity.

P.PM.07.21 Identify the smallest component that makes up an element. P.PM.07.22 Describe how the elements within the Periodic Table are organized by similar properties into families (highly reactive metals, less reactive metals, highly reactive nonmetals, and some almost completely non-reactive gases). P.PM.07.23 Illustrate the structure of molecules using models or drawings (water, carbon dioxide, table salt). * P.PM.07.24 Describe examples of physical and chemical properties of elements and compounds (boiling point, density, color, conductivity, reactivity). *



Changes in Matter K-7 Standard P.CM: Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change.

P.CM.M.2 Chemical Changes- Chemical changes occur when two elements and/or compounds react (including decomposing) to produce new substances. These new substances have different physical and chemical properties than the original elements and/or compounds. During the chemical change, the number and kind of atoms in the reactants are the same as the number and kind of atoms in the products. Mass is conserved during chemical changes. The mass of the reactants is the same as the mass of the products. *

P.CM.07.21 Identify evidence of chemical change through color, gas formation, solid formation, and temperature change. P.CM.07.22 Compare and contrast the chemical properties of a new substance with the original after a chemical change. P.CM.07.23 Describe the physical properties and chemical properties of the products and reactants in a chemical change.

LIFE SCIENCE Organization of Living Things K-7 Standard L.OL: Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water, and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions.



L.OL.M.2 Cell Functions- All organisms are composed of cells, from one cell to many cells. In multicellular organisms, specialized cells perform specialized functions. Organs and organ systems are composed of cells, and function to serve the needs of cells for food, air, and waste removal. The way in which cells function is similar in all living organisms.

L.OL.07.21 Recognize that all organisms are composed of cells (single cell organisms, multicellular organisms). L.OL.07.22 Explain how cells make up different body tissues, organs, and organ systems. L.OL.07.23 Describe how cells in all multicellular organisms are specialized to take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or organism needs. L.OL.07.24 Recognize that cells function in a similar way in all organisms.

L.OL.M.3- Growth and Development- Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissue of multicellular organisms. *

L.OL.07.31 Describe growth and development in terms of increase of cell number and/or cell size. L.OL.07.32 Examine how through cell division, cells can become specialized for specific functions. L.OL.M.6 Photosynthesis- Plants are producers; they use the energy from light to make sugar molecules from the atoms of carbon dioxide and water. Plants use these sugars along with minerals from the soil to form fats, proteins, and carbohydrates. These products can be used immediately, incorporated into the cells of a plant as the plant grows, or stored for later use.

L.OL.07.61 Recognize the need for light to provide energy for the production of carbohydrates, proteins and fats. L.OL.07.62 Explain that carbon dioxide and water are used to produce carbohydrates, proteins, and fats. L.OL.07.63 Describe evidence that plants make, use and store food.



Heredity K-7 Standard L.HE: Develop an understanding that all life forms must reproduce to survive. Understand that characteristics of mature plants and animals may be inherited or acquired and that only inherited traits are passed on to their young. Understand that inherited traits can be influenced by changes in the environment and by genetics.

L.HE.M.2 Reproduction- Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually.

L.HE.07.21 Compare how characteristics of living things are passed on through generations, both asexually and sexually. L.HE.07.22 Compare and contrast the advantages and disadvantages of sexual vs. asexual reproduction.

EARTH SCIENCE Earth Systems

K-7 Standard E.ES: Develop an understanding of the warming of the Earth by the sun as the major source of energy for phenomenon on Earth and how the sun’s warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural resources affects the environment.

E.ES.M.1 Solar Energy- The sun is the major source of energy for phenomena on the surface of the Earth.

E.ES.07.11 Demonstrate, using a model or drawing, the relationship between the warming by the sun of the Earth and the water cycle as it applies to the atmosphere (evaporation, water vapor, warm air rising, cooling, condensation, clouds). E.ES.07.12 Describe the relationship between the warming of the atmosphere of the Earth by the sun and convection within the atmosphere and oceans. E.ES.07.13 Describe how the warming of the Earth by the sun produces winds and ocean currents.


E.ES.M.4 Human Consequences- Human activities have changed the land, oceans, and atmosphere of the Earth resulting in the reduction of the number and variety of wild plants and animals, sometimes causing extinction of species.

E.ES.07.41 Explain how human activities (surface mining, deforestation, overpopulation, construction and urban development, farming, dams, landfills, and restoring natural areas) change the surface of the Earth and affect the survival of organisms. E.ES.07.42 Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere, (car exhaust, industrial emissions, acid rain, and natural sources), and how pollution impacts habitats, climatic change, threatens or endangers species. E.ES.M.7 Weather and Climate- Global patterns of atmospheric and oceanic movement influence weather and climate.

E.ES.07.71 Compare and contrast the difference and relationship between climate and weather. E.ES.07.72 Describe how different weather occurs due to the constant motion of the atmosphere from the energy of the sun reaching the surface of the Earth. E.ES.07.73 Explain how the temperature of the oceans affects the different climates on Earth because water in the oceans holds a large amount of heat. E.ES.07.74 Describe weather conditions associated with frontal boundaries (cold, warm, stationary, and occluded) and the movement of major air masses and the jet stream across North America using a weather map.

E.ES.M.8 Water Cycle- Water circulates through the four spheres of the Earth in what is known as the “water cycle.”

E.ES.07.81 Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation, precipitation, infiltration, surface runoff, ground water, and absorption occur within the cycle. E.ES.07.82 Analyze the flow of water between the components of a watershed, including surface features (lakes, streams, rivers, wetlands) and groundwater.


Fluid Earth

K-7 Standard E.FE: Develop an understanding that Earth is a planet nearly covered with water and that water on Earth can be found in three states, solid, liquid, and gas. Understand how water on Earth moves in predictable patterns. Understand Earth’s atmosphere as a mixture of gases and water vapor. E.FE.M.1 Atmosphere- The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different physical and chemical composition at different elevations.

E.FE.07.11 Describe the atmosphere as a mixture of gases. E.FE.07.12 Compare and contrast the composition of the atmosphere at different elevations.

R E A D I N G

W R I T I N G

S P E A K I N G

L I S T E N I N G

V I E W I N G



7 ELA

GRADE LEVELCONTENTEXPECTATIONS

S E V E N T H G R A D E E N G L I S H L A N G U A G E A R T S

v.12.05


Purpose & OverviewIn 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments that are designed based on rigorous grade level content.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, contribute to the future businesses that employ them and the communities in which they choose to live.

The Grade Level Content Expectations build from the Michigan Curriculum Framework and its Teaching and Assessment Standards. Reflecting best practices and current research, they provide a set of clear and rigorous expectations for all students and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school.

Why Create a 12.05 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This commitment served as the impetus for the revision of the 6.04 edition that was previously released in June of 2004. This new version, v.12.05, refines and clarifies the original expectations, while preserving their essence and original intent. As education continues to evolve, it is important to remember that each curriculum document should be considered as a work in progress, and will continue to be refined to improve the quality.

The revision process greatly improved the continuity from one grade to the next, and better ensured coherence both in content and pedagogy. To obtain more specific details about the revisions, please refer to the addendum included in this document. The forward of the Across the Grades v.12.05 companion document also clarifies the types of changes made. Educators can access the Across the Grades companion document by visiting the Michigan Department of Education Grade Level Content Expectations web page at www.michigan.gov/glce.

AssessmentThe Grade Level Content Expectations document is intended to be a state assessment tool with the expectations written to convey expected performances by students. The Office of Assessment and Accountability was involved in the development of version 12.05 and has incorporated the changes in the construction of test and item specifications for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated version will assist us in the creation of companion documents, content examples, and to guide program planners in focusing resources and energy.

2 S E V E N T H G R A D E E N G L I S H L A N G U A G E A RT S ■ v . 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N


Understanding the Organizational StructureThe expectations in this document are divided into strands with multiple domains within each, as shown below. The skills and content addressed in these expectations will in practice be woven together into a coherent, English language arts curriculum. Beyond the English language arts curriculum, students will use the skills and processes to support learning in all content areas.

To allow for ease in referencing expectations, each expectation has been coded with a strand, domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:

R - Reading Strand

NT -Narrative Text Domain

00 - Kindergarten Expectation

01- First Expectation in the Grade-Level Narrative Text Domain

Strand 1 Reading

Strand 2 Writing

Strand 3 Speaking

Strand 4 Listening & Viewing

Domains

Word Recognition and Word Study (WS)

• Phonemic Awareness

• Phonics

• Word Recognition

• Vocabulary

Fluency (FL)

Narrative Text (NT)

Informational Text (IT)

Comprehension (CM)

Metacognition (MT)

Critical Standards (CS)

Reading Attitude (AT)

Genre (GN)

Process (PR)

Personal Style (PS)

Grammar & Usage (GR)

Spelling (SP)

Handwriting (HW)

Writing Attitude (AT)

Conventions (CN)

Discourse (DS)

Conventions (CN)

Response (RP)

Preparing Students for Academic SuccessWithin the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As we use these expectations to develop units of instruction and plan instructional delivery, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must be able to apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them. The art of teaching is what makes the content of learning become a reality.


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R E A D I N G Word Recognition and Word Study

Word Recognition

Students will…

R.WS.07.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context. R.WS.07.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms, analogies, metaphors, similes, knowledge of roots and affixes, major word chunks/rimes, and syllabication.

R.WS.07.03 automatically recognize frequently encountered words in print with the number of words that can be read fluently increasing steadily across the school year.

R.WS.07.04 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.07.05 acquire and apply strategies to identify unknown words and construct meaning.

Fluency

Students will…

R.WS.07.06 fluently read beginning grade-level text and increasingly demanding texts as the year proceeds.

Vocabulary

Students will…

R.WS.07.07 in context, determine the meaning of words and phrases including cross-cultural expressions, mathematical expressions, scientific procedures, and literary terms using strategies and authentic content-related resources.

Narrative Text Students will…

R.NT.07.01 identify how the tensions among characters, communities, themes, and issues are related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends.

R.NT.07.03 analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes.

R.NT.07.04 analyze author’s craft including the use of theme, antagonists, protagonists, overstatement, understatement, and exaggeration.


Informational Text Students will…

R.IT.07.01 analyze the structure, elements, features, style, and purpose of informational genre including persuasive essay, research report, brochure, personal correspondence, autobiography and biography.

R.IT.07.02 analyze organizational text patterns including sequential, compare/contrast, and cause/effect.

R.IT.07.03 explain how authors use writer’s craft and text features including metaphors, similes, captions, diagrams, and appendices to enhance the understanding of central, key, and supporting ideas.

Comprehension

Students will…

R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.07.02 retell through concise summarization grade-level narrative and informational text.

R.CM.07.03 analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

R.CM.07.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

Metacognition

Students will…

R.MT.07.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.

Critical Standards

Students will…

R.CS.07.01 analyze the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.

Reading Attitude

Students will…

R.AT.07.01 be enthusiastic about reading and do substantial reading and writing on their own.


W R I T I N G Writing Genre

Students will…

W.GN.07.01 write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists, personification).

W.GN.07.02 write a research report using a wide variety of resources that includes appropriate organizational patterns (e.g., position statement/supporting evidence, problem statement/solution, or compare/contrast), descriptive language, and informational text features.

W.GN.07.03 formulate research questions using multiple resources, perspectives, and arguments/counter-arguments to develop a thesis statement that culminates in a final presented project using the writing process.

Writing Process

Students will…

W.PR.07.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g., graphically depict roles of antagonist/protagonist, internal/external conflict) and informational writing (e.g., position statement/supporting evidence, problem statement/solution, or compare/contrast).

W.PR.07.03 revise drafts to reflect different perspectives for multiple purposes and to ensure that content, structure, elements of style and voice, literary devices, and text features are consistent.

W.PR.07.04 draft focused ideas using titles, leads, and endings in a variety of text structures to achieve a specific purpose for intended audiences when writing compositions.

W.PR.07.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

Personal Style

Students will…

W.PS.07.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).


Grammar and Usage

Students will…

W.GR.07.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures including participial phrases; adverbial subordinate clauses; superlative adjectives and adverbs; present, past, future, continuous verb tenses; parentheses; singular and plural possessive forms; and indefinite pronoun referents.

Spelling

Students will…

W.SP.07.01 in the context of writing, correctly spell the derivatives of bases and affixes.

Handwriting

Students will…

W.HW.07.01 write neat and legible compositions.

Writing Attitude

Students will…

W.AT.07.01 be enthusiastic about writing and learning to write.


S P E A K I N G Conventions

Students will…

S.CN.07.01 adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using specialized language related to a topic and selecting words carefully to achieve precise meaning when presenting.

S.CN.07.02 speak effectively using slang, dialect, and colloquial language suitably to create interest and drama in narrative and informational presentations.

S.CN.07.03 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

Discourse

Students will…

S.DS.07.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles. partnerships, or other conversation protocols.

S.DS.07.02 respond to multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme.

S.DS.07.03 discuss written narratives with a variety of literary and plot devices (e.g., clearly described setting, sequenced events, complex major and minor characters, dialogue, suspense, and specific character actions such as gestures, movements, and expressions).

S.DS.07.04 plan and deliver a focused, coherent informational presentation using an informational organizational pattern (e.g., theory/evidence, persuasion, sequence) that incorporates persuasive, non-verbal techniques, and provides explanations and descriptions supportive of the presentation’s focus and the backgrounds and interests of the audience.


L I S T E N I N G Conventions

& VIEWING Students will…

L.CN.07.01 distinguish facts from opinions and question their validity when listening to or viewing a variety of speeches and presentations.

L.CN.07.02 listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.

Response

Students will…

L.RP.07.01 listen to or view knowledgeably a variety of genre to identify, state, and react to a speaker’s point of view and bias.

L.RP.07.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

L.RP.07.03 identify a speaker’s attitude toward a subject expressed through tone, mood, emotional cues, and depth of content.

L.RP.07.04 ask probing questions of speakers, focusing on claims and conclusions presented.

L.RP.07.05 respond to multiple text types when listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to anticipate and answer questions; determine personal and universal themes; and offer opinions or solutions.

L.RP.07.06 evaluate the credibility of a speaker by determining whether the speaker’s point of view is biased or not.

L.RP.07.07 identify persuasive and propaganda techniques and analyze the effect on the view of images, text, and sound in the electronic media (e.g., television, movies), and determine if the techniques used achieved their intended effects.

7 MA

THGRADE LEVEL

CONTENTEXPECTATIONS

M A T H E M A T I C S



v 1 2 . 0 5

G E O M E T R Y

A L G E B R A

M E A S U R E M E N T

DATA & PROBABILITY

NUMBER & OPERATIONS

S E V E N T H G R A D E


Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments that are designed based on rigorous grade level content.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, contribute to the future businesses that employ them and the communities in which they choose to live.

The Grade Level Content Expectations build from the Michigan Curriculum Framework and its Teaching and Assessment Standards. Reflecting best practices and current research, they provide a set of clear and rigorous expectations for all students and provide teachers with clearly def ined statements of what students should know and be able to do as they progress through school.

Why Create a 12.05 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This commitment served as the impetus for the revision of the 6.04 edition that was previously released in June of 2004. This new version, v.12.05, refines and clarifies the original expectations, while preserving their essence and original intent. As education continues to evolve, it is important to remember that each curriculum document should be considered as a work in progress, and will continue to be refined to improve the quality.

The revision process greatly improved the continuity from one grade to the next, and better ensured coherence both in content and pedagogy. To obtain more specific details about the revisions, please refer to the addendum included in this document. The forward of the Across the Grades v.12.05 companion document also clarifies the types of changes made. Educators can access the Across the Grades companion document by visiting the Michigan Department of Education Grade Level Content Expectations web page at www.michigan.gov/glce.

AssessmentThe Grade Level Content Expectations document is intended to be a state assessment tool with the expectations written to convey expected performances by students. The Office of Assessment and Accountability was involved in the development of version 12.05 and has incorporated the changes in the construction of test and item specifications for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated version will assist us in the creation of companion documents, content examples, and to guide program planners in focusing resources and energy.

2 S E V E N T H G R A D E M A T H E M A T I C S ■ v . 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N


Understanding the Organizational StructureThe expectations in this document are divided into strands with multiple domains within each, as shown below. The skills and content addressed in these expectations will in practice be woven together into a coherent, Mathematics curriculum. The domains in each mathematics strand are broader, more conceptual groupings. In several of the strands, the “domains” are similar to the “standards” in Principles and Standards for School Mathematics from the National Council of Teachers of Mathematics.

To allow for ease in referencing expectations, each expectation has been coded with a strand, domain, grade-level, and expectation number. For example, M.UN.00.01 indicates:

M - Measurement strand

UN - Units & systems of measurement domain of the Measurement strand

00 - Kindergarten Expectation

01- First Expectation in the Grade-Level view of the Measurement strand

Strand 1 Number & Operations

Strand 2 AlgebraStrand 3

MeasurementStrand 4

Geometry

Strand 5 Data and

Probability

Domains

Meaning, notation, place value, and comparisons (ME)

Number relationships and meaning of operations (MR)

Fluency with operations and estimation (FL)

Patterns, relations, functions, and change (PA)

Representation (RP)

Formulas, expressions, equations, and inequalities (RP)

Units and systems of measurement (UN)

Techniques and formulas for measurement (TE)

Problem solving involving measurement (PS)

Geometric shape, properties, and mathematical arguments (GS)

Location and spatial relationships (LO)

Spatial reasoning and geometric modeling (SR)

Transformation and symmetry (TR)

Data representation (RE)

Data interpretation and analysis (AN)

Probability (PR)

Preparing Students for Academic SuccessWithin the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As we use these expectations to develop units of instruction and plan instructional delivery, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must be able to apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them. The art of teaching is what makes the content of learning become a reality.


M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v . 1 2 . 0 5 ■ M A T H E M A T I C S S E V E N T H G R A D E 3

NUMBER AND Understand derived quantities

OPERATIONS N.MR.07.02 Solve problems involving derived quantities such as density, velocity, and weighted averages.*

Understand and solve problems involving rates, ratios, and proportions

N.FL.07.03 Calculate rates of change including speed.

N.MR.07.04 Convert ratio quantities between different systems of units, such as feet per second to miles per hour.

N.FL.07.05 Solve proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a/b = c/d; know how to see patterns about proportional situations in tables.*

Recognize irrational numbers

N.MR.07.06 Understand the concept of square root and cube root, and estimate using calculators.

Compute with rational numbers

N.FL.07.07 Solve problems involving operations with integers.

N.FL.07.08 Add, subtract, multiply, and divide positive and negative rational numbers fluently.*

N.FL.07.09 Estimate results of computations with rational numbers.

* revised expectations in italics

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ALGEBRA Understand and apply directly proportional relationships and relate to linear relationships

A.PA.07.01 Recognize when information given in a table, graph, or formula suggests a directly proportional or linear relationship.*

A.RP.07.02 Represent directly proportional and linear relationships using verbal descriptions, tables, graphs, and formulas, and translate among these representations.

A.PA.07.03 Given a directly proportional or other linear situation, graph and interpret the slope and intercept(s) in terms of the original situation; evaluate y = mx + b for specific x values, e.g., weight vs. volume of water, base cost plus cost per unit.*

A.PA.07.04 For directly proportional or linear situations, solve applied problems using graphs and equations, e.g., the heights and volume of a container with uniform cross-section; height of water in a tank being filled at a constant rate; degrees Celsius and degrees Fahrenheit; distance and time under constant speed.

A.PA.07.05 Recognize and use directly proportional relationships of the form y = mx, and dis-tinguish from linear relationships of the form y = mx + b, b non-zero; understand that in a directly proportional relationship between two quantities one quantity is a constant multiple of the other quantity.*

Understand and represent linear functions

A.PA.07.06 Calculate the slope from the graph of a linear function as the ratio of “rise/run” for a pair of points on the graph, and express the answer as a fraction and a decimal; under-stand that linear functions have slope that is a constant rate of change.

A.PA.07.07 Represent linear functions in the form y = x + b, y = mx, and y = mx + b, and graph, interpreting slope and y-intercept.

A.FO.07.08 Find and interpret the x and/or y intercepts of a linear equation or function. Know that the solution to a linear equation of the form ax+b=0 corresponds to the point at which the graph of y=ax+b crosses the x axis.*

Understand and solve problems about inversely proportional relationships

A.PA.07.09 Recognize inversely proportional relationships in contextual situations; know that quantities are inversely proportional if their product is constant, e.g., the length and width of a rectangle with fixed area, and that an inversely proportional relationship is of the form y = k/x where k is some non-zero number.

A.RP.07.10 Know that the graph of y = k/x is not a line, know its shape, and know that it crosses neither the x nor the y-axis.

Apply basic properties of real numbers in algebraic contexts

A.PA.07.11 Understand and use basic properties of real numbers: additive and multiplicative identities, additive and multiplicative inverses, commutativity, associativity, and the distributive property of multiplication over addition.

Combine algebraic expressions and solve equations

A.FO.07.12 Add, subtract, and multiply simple algebraic expressions of the first degree, e.g., (92x + 8y) – 5x + y, or x(x+2) and justify using properties of real numbers.*

A.FO.07.13 From applied situations, generate and solve linear equations of the form ax + b = c and ax + b = cx + d, and interpret solutions. * revised expectations in italics

M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v . 1 2 . 0 5 ■ M A T H E M A T I C S S E V E N T H G R A D E 5

GEOMETRY Draw and construct geometric objects

G.SR.07.01 Use a ruler and other tools to draw squares, rectangles, triangles, and parallelograms with specified dimensions.

G.SR.07.02 Use compass and straightedge to perform basic geometric constructions: the perpendicular bisector of a segment, an equilateral triangle, and the bisector of an angle; understand informal justifications.

Understand the concept of similar polygons, and solve related problems

G.TR.07.03 Understand that in similar polygons, corresponding angles are congruent and the ratios of corresponding sides are equal; understand the concepts of similar figures and scale factor.

G.TR.07.04 Solve problems about similar figures and scale drawings.

G.TR.07.05 Show that two triangles are similar using the criteria: corresponding angles are congruent (AAA similarity); the ratios of two pairs of corresponding sides are equal and the included angles are congruent (SAS similarity); ratios of all pairs of corresponding sides are equal (SSS similarity); use these criteria to solve problems and to justify arguments.

G.TR.07.06 Understand and use the fact that when two triangles are similar with scale factor of r, their areas are related by a factor of r2.

DATA AND Represent and interpret data

D.RE.07.01 Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots, and select appropriate representation to address specific questions.

D.AN.07.02 Create and interpret scatter plots and find line of best fit; use an estimated line of best fit to answer questions about the data.

Compute statistics about data sets

D.AN.07.03 Calculate and interpret relative frequencies and cumulative frequencies for given data sets.

D.AN.07.04 Find and interpret the median, quartiles, and interquartile range of a given set of data.

PROBABILITY

��GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

Organization of Western and Eastern Hemisphere Studiesin Grades Six and Seven

The study of the Western and Eastern Hemispheres during ancient and modern times, is the content of grades six and seven. Instruction over these two years includes geography, economics, government, inquiry, public discourse and decision making, citizen involvement, and World History and Geography - Eras 1, 2, and 3. These components may be arranged over the two years with the understanding that all grade level content expectations for 6 and 7 must be included in the plan for instruction.

An approach which integrates the study of the ancient world and a present day context for geography, economics, and government of both hemispheres requires careful planning. As of the writing of this document, grade level testing is not currently planned for social studies, therefore,districts are afforded flexibility on the organizational delivery models for the content in grades 6 and 7. The charts below illustrate organizational options for how those studies might be scheduled for delivery to students.

The first chart illustrates options for an integrated course of study, called Western and Eastern Hemisphere Studies, in the sixth and seventh grades. This model infuses ancient world history into a regional Western and Eastern Hemisphere organization. The difference between the options shown in this chart is the number of weeks devoted to specific topics. Notice that the shaded columns show the number of weeks used in the first year to supplement the teaching of Eastern Hemisphere Studies. The three options shown are only examples. A local school district may adopt another, such as spending 27 weeks on Western Hemisphere Studies. It should also be noted that a district may wish to offer the Eastern Hemisphere Studies in sixth grade and Western Hemisphere Studies in seventh grade.

Numberof Weeksof Study

The World in Temporal TermsOverview andHistory of Ancient Civilizations of Western Hemisphere

The World in Spatial Terms Overview and Geography of Western Hemisphere

Contemporary Civics and Economics of the Western Hemisphere

GlobalIssues Pastand Present

1 year =36 weeks

24 weeks

28 weeks

7 weeks

7 weeks

7 weeks

19 weeks

11 weeks

14 weeks

5 weeks

2 weeks

3 weeks

5 weeks

4 weeks

4 weeks

Eastern Hemisphere Studies

Numberof Weeks Remaining to Begin Teaching the Eastern Hemisphere


The World in Spatial Terms Overview and Geographyof Eastern Hemisphere

Contemporary Civics and Economics of the Eastern Hemisphere

0 weeks

12 weeks

8 weeks

1 year =36 weeks

48 weeks( 36 weeks +12 weeks

from Grade 6)

44 weeks( 36 weeks +

8 weeksfrom Grade 6)

12 weeks

17 weeks

15 weeks

16 weeks

22 weeks

20 weeks

3 weeks

3 weeks

3 weeks

5 weeks

6 weeks

6 weeks

Western Hemisphere Studies

The World in Temporal TermsOverview andHistory of Ancient Civilizations of Eastern Hemisphere



The World in Temporal Terms

AncientHistoryof Eastern Hemisphere

36 weeks

2 weeks

15 weeks

9 weeks

4 weeks

World Geography Studies


6 weeks

36 weeks

2 weeks

19 weeks

9 weeks

6 weeks

Ancient World Studies

The World in Spatial Terms


AncientHistoryof Western Hemisphere

Geography of the Eastern Hemisphere

Geography of the Western Hemisphere


Contemporary Civics/Government and Economics

This next chart shows an example of how a local district might decide to divide the content by discipline with one year of ancient world history and one year of world geography. Again, all 6th and 7th Grade Level Content Expectations must be included in this discipline-based organizational delivery model.

Example of Organization for Grades Six and Seven by Content Discipline

Social Studies Content Expectations Grade Five

Examples of Organization for Grades Six and Seven by Hemisphere

�� GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

An Overview of Western and Eastern Hemisphere Studies

The World in Temporal Terms – Historical Habits of Mind (Included in Grade 6 as a foundation for Grade 7)Students will identify the conceptual devices to organize their study of the world. They will compare cultural and historical interpretation. They will use the process of reasoning based on evidence from the past and interpret a variety of historical documents recognizing fact from opinion and seeking multiple historical perspectives and will evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

WHG Era 1 – The Beginnings of Human Society: Beginnings to 4000 B.C.E./B.C.Students will explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.

WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000 B.C.E./B.C.Students will describe and differentiate defining characteristics of early civilizations.

WHG Era 3 – Classical Traditions, World Religions, and Major Empires, 1000 B.C.E./B.C. to 300 C.E./A.D. (Grades six and seven includes World History to 300 C.E./A.D.)Students will analyze the innovations and social, political, and economic changes that occurred through emergence of classical civilizations in the major regions of the world, including the establishment of five major world religions.

The World in Spatial Terms – Geographical Habits of Mind (Included in Grade 6 as a foundation for Grade 7) Students will study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. They will engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. They will identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Students will explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.

Places and RegionsStudents will describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. They will analyze the physical and human characteristics of places and regions.

Physical SystemsStudents will describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. They will identify and analyze the patterns and characteristics of the major ecosystems on Earth.

Human SystemsStudents will explain that human activities help shape Earth’s surface, human settlements and structures are part of Earth’s surface, and humans compete for control of Earth’s surface. They will study human populations, cultural mosaics, economic interdependence, human settlement, and cooperation.

Environment and SocietyStudents will explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. They will explain how human action modifies the physical environment and how physical systems affect human systems.


An Overview of Western and Eastern Hemisphere Studies – continued

Global Issues Past and Present (Capstone Projects, G6) The challenges of the 21st century require students to be globally literate regarding major global issues and the processes necessary to inquire about issues, gather information, and make decisions that arise during their lifetimes. They will need to practice responsible citizenship and make informed and reasoned decisions for the public good in a pluralistic, democratic society and an interdependent world.

Throughout the school year, the students will be introduced to topics that address global issues that integrate time and place. The topics are important for understanding contemporary global issues that affect countries and regions. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects.

A capstone project entails the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. Students use technology and traditional sources to collect data that they develop into a product or performance that clearly demonstrates their proficiency in apply-ing content from the core disciplines. They use public discourse, decision making, and citizen involvement in complet-ing and presenting the capstone. The students demonstrate inquiry methods and compose persuasive civic essays using reasoned arguments. The capstone project proposes a plan for the future based on the evidence researched. At least three global issues should be used in capstone projects at each grade level.

Purposes of GovernmentStudents will analyze how people identify, organize, and accomplish the purposes of government.

Structure and Functions of GovernmentStudents will describe the major activities of government including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national security.

Relationship of United States to Other Nations and World AffairsStudents will explain that the world is organized politically into nation-states, and how nation-states interact with one another.

The Market EconomyStudents will describe the market economy in terms of relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy.

The National EconomyStudents will use economic concepts, terminology, and data to identify and describe how a national economy functions. They will study the role of government as a provider of goods and services within a national economy.

The International EconomyStudents will analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.

Public Discourse, Decision Making, Citizen Involvement Students will identify and analyze public policy issues, express and justify decisions, and develop an action plan to inform others.

�8 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

HISTORyH1 The World in Temporal Terms: Historical Habits of Mind (Foundational Expectations Addressed in Grade 6)

1.1 Temporal Thinking 1.2 Historical Inquiry and Analysis 1.4 Historical Understanding

W1 WHG Era 1 – The Beginnings of Human Society 1.1 Peopling of the Earth 1.2 Agricultural Revolution

W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples 2.1 Early Civilizations and Early Pastoral Societies

W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires 3.1 Classical Traditions in Regions of the Eastern Hemisphere 3.2 Growth and Development of World Religions

GEOGRAPHyG1 The World in Spatial Terms: Geographical Habits of Mind (Foundational Expectations Addressed in Grade 6)

1.1 Spatial Thinking 1.2 Geographical Inquiry and Analysis 1.3 Geographical Understanding

G2 Places and Regions 2.1 Physical Characteristics of Place 2.2 Human Characteristics of Place

G3 Physical Systems 3.1 Physical Processes 3.2 Ecosystems

G4 Human Systems 4.1 Cultural Mosaic 4.2 Technology Patterns and Networks 4.3 Patterns of Human Settlement 4.4 Forces of Cooperation and Conflict

G5 Environment and Society 5.1 Humans and the Environment 5.2 Physical and Human Systems

G6 Global Issues Past and Present 6.1 Global Topic Investigation and Issue Analysis

CIVICS AND GOVERNMENTC1 Purposes of Government

1.1 Nature of Civic Life, Politics, and GovernmentC3 Structure and Functions of Government

3.6 Characteristics of Nation-StatesC4 Relationship of United States to Other Nations and World Affairs

4.3 Conflict and Cooperation Between and Among Nations

ECONOMICSE1 The Market Economy

1.1 Individual, Business, and Government ChoicesE2 The National Economy

2.3 Role of GovernmentE3 International Economy

3.1 Economic Systems 3.3 Economic Interdependence

PUBLIC DISCOURSE, DECISION MAKING, AND CITIzEN INVOLVEMENT

Eastern Hemisphere Studies Grade Seven

Seventh grade students will review the tools and mental constructs used by historians and geographers. They will develop an understanding of Ancient World History, Eras 1 – 3, of the Eastern Hemisphere and will study contemporary geography of the Eastern Hemisphere. Contemporary civics/government and economics content is integrated throughout the year. As a capstone, the students will conduct investigations about past and present global issues. Using significant content knowledge, research, and inquiry, they will analyze the issue and propose a plan for the future. As part of the inquiry, they compose civic, persuasive essays using reasoned argument.

�9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

7TH GRADE EASTERN HEMISPHERE STUDIESSeventh Grade includes Europe, Africa, Asia, and Australia. Europe and Russia are listed in the document for 7th grade, but may be included with either Western or Eastern Hemisphere Studies. World History Eras 1, 2, and 3 and The World in Temporal Terms and The World in Spatial Terms are included in Grades 6 and 7 as a foundation for World History and Geography in the high school. Capstone projects of historical and contemporary global issues that have significance for the student and clearly linked to the world outside the classroom are included.

HISTORy

H1 THE WORLD IN TEMPORAL TERMS: HISTORICAL HABITS OF MIND (FOUNDATIONAL ExPECTATIONS ADDRESSED IN GRADE 6)

Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

H1.1 Temporal ThinkingUse historical conceptual devices to organize and study the past.

Historians use conceptual devices (eras, periods, calendars, time lines) to organize their study of the world. Chronology is based on time and reflects cultural and historical interpretations, including major starting points, and calendars based on different criteria (religious, seasonal, Earth-sun-and-moon relationships). Historians use eras and periods to organize the study of broad developments that have involved large segments of world’s population and have lasting significance for future generations and to explain change and continuity.

7 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.

7 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E.; Chinese, Hebrew, and Islamic/Hijri calendars).

H1.2 Historical Inquiry and AnalysisUse historical inquiry and analysis to study the past.

History is a process of reasoning based on evidence from the past. Historians use and interpret a variety of historical documents (including narratives), recognize the difference between fact and opinion, appreciate multiple historical perspectives while avoiding present mindedness (judging the past solely in term of norms and values of today), and explain that historical events often are the result of multiple causation. Students will conduct their own inquiry and analysis in their studies about the ancient history of the Eastern Hemisphere.

7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.

7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.

7 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.7 – H1.2.5 Describe how historians use methods of inquiry to identify cause effect relationships in history

noting that many have multiple causes.7 – H1.2.6 Identify the role of the individual in history and the significance of one person’s ideas.

Social Studies Content Expectations Grade Seven


H1.4 Historical UnderstandingUse historical concepts, patterns, and themes to study the past.

Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to construct knowledge as historical understandings. These understandings are drawn from the record of human history and include human aspirations, strivings, accomplishments, and failures in spheres of human activity.

7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).

7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today.

W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C.

Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.

W1.1 Peopling of the Earth Describe the spread of people in the Eastern Hemisphere in Era 1.

In the first era of human history, people spread throughout the world. As communities of hunters, foragers, or fishers, they adapted creatively and continually to a variety of contrasting, changing environments in Africa, Eurasia, and Australia.

7 – W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia.

W1.2 Agricultural Revolution Describe the Agricultural Revolution and explain why it was a turning point in history.

The Agricultural Revolution was a major turning point in history that resulted in people and civilizations viewing and using the land in a systematic manner to grow food crops, raise animals, produce food surpluses, and the development of sedentary settlement.

7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

7 – W1.2.3 Compare and contrast the environmental, economic, and social institutions of two early civilizations from different world regions (e.g., Yangtse, Indus River Valley, Tigris/Euphrates, and Nile).




W2 WHG ERA 2 – EARLy CIVILIZATIONS AND CULTURES AND THE EMERGENCE OF PASTORAL PEOPLES, 4000 TO 1000 B.C.E./B.C.

Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread.

W2.1 Early Civilizations and Early Pastoral SocietiesAnalyze early Eastern Hemisphere civilizations and pastoral societies.

During this era early civilizations and pastoral societies emerged. Many of the world’s most fundamental institutions, discoveries, inventions, and techniques appeared. Pastoral societies developed the herding of animals as a primary food source that enabled them to inhabit the semi-arid steppes of Eurasia and Africa. This era introduces students to one of the most enduring themes in history: the dynamic interplay, between herding and agrarian societies involving both conflict and mutual dependence.

7 – W2.1.1 Describe the importance of the development of human language, oral and written, and its relationship to the development of culture• verbal vocalizations• standardization of physical (rock, bird) and abstract (love, fear) words• pictographs to abstract writing (governmental administration, laws, codes, history and

artistic expressions)7 – W2.1.2 Use historical and modern maps and other sources to locate, describe, and analyze major river

systems and discuss the ways these physical settings supported permanent settlements, and development of early civilizations (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus River).

7 – W2.1.3 Examine early civilizations to describe their common features (ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication).

7 – W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another (e.g., plants, crops, plow, wheel, bronze metallurgy).

7 – W2.1.5 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes.



W3 WHG ERA 3 – CLASSICAL TRADITIONS, WORLD RELIGIONS, AND MAjOR EMPIRES, 1000 B.C.E./B.C. TO 300 C.E./A.D.

Analyze classical civilizations and empires and the emergence of major world religions and large-scale empires.

During this era, innovations and social, political, and economic changes occurred through emergence of classical civilizations in Africa and Eurasia. Africa and Eurasia moved in the direction of forming a single world of human interchange as a result of trade, empire building, and the diffusion of skills and ideas. Six of the world’s major faiths and ethical systems emerged and classical civilizations established institutions, systems of thought, and cultural styles that would influence neighboring peoples and endure for centuries.

W3.1 Classical Traditions in Regions of the Eastern HemisphereAnalyze classical civilizations and empires and their lasting impact on institutions, political thought, structures, technology and art forms that grew in India, China, the Mediterranean basin, Africa, and Southwest and Central Asia during this era.

7 – W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).

7 – W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires.

7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire.

7 – W3.1.4 Assess the importance of Greek ideas about democracy and citizenship in the development of Western political thought and institutions.

7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.

7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era.

7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks).

7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire).

7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.

7 – W3.1.10 Create a time line that illustrates the rise and fall of classical empires during the classical period.

W3.2 Growth and Development of World ReligionsExplain how world religions or belief systems of Hinduism, Judaism, Buddhism, Christianity, Confucianism and Islam grew and their significance. (Islam is included here even though it came after 300 C.E./A.D.)

Six of the world’s major faiths and ethical systems emerged establishing institutions, systems of thought, and cultural styles that would influence neighboring peoples and endure for centuries.

7 – W3.2.1 Identify and describe the beliefs of the five major world religions.

7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D.

7 – W3.2.3 Identify and describe the ways that religions unified people’s perceptions of the world and contributed to cultural integration of large regions of Afro-Eurasia.

(National Geography Standard 6, p. 73)




GEOGRAPHy

G1 THE WORLD IN SPATIAL TERMS: GEOGRAPHICAL HABITS OF MIND (FOUNDATIONAL ExPECTATIONS ADDRESSED IN GRADE 6)

Study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.

G1.1 Spatial ThinkingUse maps and other geographic tools to acquire and process information from a spatial perspective.

Geographers use published maps, sketch (mental) maps, and other geographic representations, tools, and technologies to acquire, organize, process, and report information from a spatial perspective. World maps made for specific purposes (population distribution, climate patterns, vegetation patterns) are used to explain the importance of maps in presenting information that can be compared, contrasted, and examined to answer the questions “Where is something located?” and “Why is it located there?” Students will begin with global scale and then refocus the scale to study the region of the Eastern Hemisphere, and, finally, focus on a specific place.

7 – G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales.

7 – G1.1.2 Draw an accurate sketch map from memory of the Eastern Hemisphere showing the major regions (Africa, Asia, Europe, Australia/Oceania, Antarctica).

G1.2 Geographical Inquiry and AnalysisUse geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context.

Geographers use information and skills to reach conclusions about significant questions regarding the relationships between people, their cultures, the environments in which they live, and the relationships within the larger world context. Students will reach their own conclusions using this information and make a reasoned judgment about the most justifiable conclusion based on the authenticity of the information, their skill at critically analyzing and synthesizing the information, and presenting the results of the inquiry.

7 – G1.2.1 Locate the major landforms, rivers and climate regions of the Eastern Hemisphere. 7 – G1.2.2 Explain why maps of the same place may vary as a result of the cultural or historical background

of the cartographer. 7 – G1.2.3 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the

basis for answering geographic questions about the human and physical characteristics of places and regions.

7 – G1.2.4 Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population.

7 – G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Eastern Hemisphere to answer geographic questions.

7 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Eastern Hemisphere.



G1.3 Geographical UnderstandingUse geographic themes, knowledge about processes and concepts to study the Earth.

The nature and uses of geography as a discipline and the spatial perspective require that students observe, interpret, assess, and apply geographic information and skills. The uses of the subject and content of geography are essential in the development of geographical understanding. A spatial perspective enables students to observe, describe, and analyze the organizations of people, places, and environments at different scales and is central to geographic literacy.

7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.

7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

7 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

G2 PLACES AND REGIONS

Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions.

G2.1 Physical Characteristics of PlaceDescribe the physical characteristics of places.

7 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.

7 – G2.1.2 Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern Hemisphere.

G2.2 Human Characteristics of PlaceDescribe the human characteristics of places.

7 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

7 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles).

7 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., that beaches are places where tourists travel, cities have historic buildings, northern places are cold, equatorial places are very warm).

G3 PHySICAL SySTEMS

Describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major ecosystems on Earth.

G3.1 Physical ProcessesDescribe the physical processes that shape the patterns of the Earth’s surface.

7 – G3.1.1 Construct and analyze climate graphs for locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns (e.g., compare and contrast Norway and France; Nairobi and Kilimanjaro; Mumbai and New Delhi).




G3.2 EcosystemsDescribe the characteristics and spatial distribution of ecosystems on the Earth’s surface.

The characteristics of major ecosystems on Earth’s surface include forests, deserts, grasslands, mountains, high latitude/polar and the temperature and precipitation patterns that cause them.

7 – G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., effects of latitude on types of vegetation in Africa, proximity to bodies of water in Europe, and effects of annual river flooding in Southeast Asia and China).

7 – G3.2.2 Identify ecosystems of a continent and explain why some provide greater opportunities (fertile soil, precipitation) for humans to use than do other ecosystems and how that changes with technology (e.g., China’s humid east and arid west and the effects of irrigation technology).

G4 HUMAN SySTEMSExplain that human activities may be seen on Earth’s surface. Human systems include the way people divide the land, decide where to live, develop communities that are part of the larger cultural mosaic, and engage in the cultural diffusion of ideas and products within and among groups.

G4.1 Cultural MosaicDescribe the characteristics, distribution and complexity of Earth’s cultural mosaic.

People are central to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic.

7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe).

7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies.

G4.2 Technology Patterns and NetworksDescribe how technology creates patterns and networks that connect people, products and ideas.

Technology affects the patterns and networks that develop on Earth and that enable people, products, and ideas to be exchanged.

7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet).

G4.3 Patterns of Human SettlementDescribe patterns, processes and functions of human settlement.

Human settlements have a powerful influence in shaping the world’s different cultural mosaics and political and economic systems. Patterns of settlement are shaped by trade, the movement of raw materials, finished products, people, and ideas (scientific, technological, religious).

7 – G4.3.1 Identify places in the Eastern Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Nile River irrigation, reclamation of land along the North Sea, planting trees in areas that have become desertified in Africa).

7 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., the location of the world’s mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel).



G4.4 Forces of Cooperation and ConflictExplain how forces of conflict and cooperation among people influence the division and control of the Earth’s surface.

Forces of cooperation and conflict divide Earth’s space and involve the control of land, resources, strategic routes, and domination of other peoples.

7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).

7 – G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g., European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).

G5 ENVIRONMENT AND SOCIETy

Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems.

G5.1 Humans and the EnvironmentDescribe how human actions modify the environment.

7 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., desertification in the Sahel Region of North Africa, deforestation in the Congo Basin, air pollution in urban center, and chemical spills in European Rivers).

7 – G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing of agricultural land in Southeast Asia, fish factories in North Atlantic and Western Pacific Ocean, and damming rivers to meet needs for electricity).

7 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere as has happened historically in China; building dams floods land upstream and permits irrigation downstream as in Southern Africa, the Aswan Dam flooded the upper Nile Valley and permitted irrigation downstream).

G5.2 Physical and Human SystemsDescribe how physical and human systems shape patterns on the Earth’s surface.

7 – G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in Africa, pollution from volcanic eruptions in Indonesia, earthquakes in Turkey, and flooding in Bangladesh).




G6 GLOBAL ISSUES PAST AND PRESENT (H1.4.3, G1.2.6)

Throughout the school year the students are introduced to topics that address global issues that integrate time and place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects.

G6.1 Public Discourse, Decision Making, and Citizen Involvement (P3, P4) Capstone projects require the student to use geography, history, economics, and government to inquire about major contemporary and historical issues and events linked to the world outside the classroom. The core disciplines are used to interpret the past and plan for the future. During the school year the students will complete at least three capstone projects. (National Geography Standards 17 and 18, p. 179 and 181)

7 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

Contemporary Investigation Topics

Conflict, Stability, and Change – Investigate the significance of conflict, stability, and change in governmental systems within the region.

Diversity and Nationalism – Investigate the tensions that may develop between cultural diversity and nationalism within a country and their consequences.

Urbanization – Investigate urbanization and its consequences for the world’s population.

Oil and Society – Investigate the significance of how oil has changed nations as both consumers and producers of this natural resource.

Children in the World – Investigate issues affecting children such as health, labor, and war.

Regional Cooperation – Explain the significance of and barriers to regional cooperation.

7 – G6.1.2 Investigations Designed for Ancient World History Eras – Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

Note: Additional global investigation topics have been identified for connections to World History Eras 1, 2, and 3 studies. Students investigate contemporary topics and issues that they have studied in an ancient world history context. The investigations may be addressed at the conclusion of each Era or may be included at the conclusion of the course.

Contemporary Investigation Topics – Related to Content in World History and Contemporary Geography

WHG Era 1Population Growth and Resources – Investigate how population growth affects resource availability.Migration – Investigate the significance of migrations of peoples and the resulting benefits and challenges.

WHG Era 2Sustainable Agriculture – Investigate the significance of sustainable agriculture and its role in helping societies produce enough food for people.

WHG Era 3Development – Investigate economic effects on development in a region and its ecosystems and societies.Religious Conflict – Investigate conflict that arises from varying religious beliefs.



CIVICS AND GOVERNMENT

C1 PURPOSES OF GOVERNMENT

Analyze how people identify, organize, and accomplish the purposes of government.

C1.1 Nature of Civic Life, Politics, and GovernmentDescribe civic life, politics and government and explain their relationships.

Political scientists analyze why people engage in the political process; the role citizens play in civic life; the concepts of power, authority, sovereignty, and legitimacy; and competing arguments about the purpose and necessity of government.

7 – C1.1.1 Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.

C3 STRUCTURE AND FUNCTIONS OF GOVERNMENT

Explain that governments are structured to serve the people. Describe the major activities of government, including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national security.

C3.6 Characteristics of Nation-StatesDescribe the characteristics of nation-states and how nation-states may interact.

The world is organized politically into nation-states; each nation-state claims sovereignty over a defined territory and jurisdiction and everyone in it; these nation-states interact with one another using formal agreements and sanctions, which may be peaceful or may involve the use of force.

7 – C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government) and how Eastern Hemisphere nations interact.

C4 RELATIONSHIP OF UNITED STATES TO OTHER NATIONS AND WORLD AFFAIRS

Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force and threat of force.

C4.3 Conflict and Cooperation Between and Among NationsExplain the various ways that nations interact both positively and negatively.

Governmental and nongovernmental organizations provide avenues through which nation-states can interact and attempt to manage their affairs and conflicts peacefully.




7 – C4.3.1 Explain how governments address national issues and form policies, and how the policies may not be consistent with those of other countries (e.g., population pressures in China compared to Sweden; international immigration quotas, international aid, energy needs for natural gas and oil and military aid).

7 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues (e.g., migration and human rights).

7 – C4.3.3 Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8 countries (leading economic/political)).

ECONOMICS

E1 THE MARKET ECONOMy

Describe the market economy in terms of the relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy.

E1.1 Individual, Business, and Government ChoicesDescribe how individuals, businesses, and governments make economic decisions when confronting scarcity in the market economy.

Individuals, businesses, industries, and governments confront scarcity and choice when organizing, producing and using productive resources (land, labor, capital) to supply the market place.

7 – E1.1.1 Explain the role of incentives in different economic systems (acquiring money, profit, goods, wanting to avoid loss, position in society, job placement).

7 – E1.1.2 Describe the circular flow model (that businesses get money from households in exchange for goods and services and return that money to households by paying for the factors of production that households have to sell) and apply it to a public service (e.g., education, health care, military protection).

70 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION


E2 THE NATIONAL ECONOMy

Use economic concepts, terminology, and data to identify and describe how a national economy functions. They study the role of government as a provider of goods and services within a national economy.

E2.3 Role of GovernmentDescribe how national governments make decisions that affect the national economy.

Governmental decisions on taxation, spending, protections, and regulation affect the national economy.

7 – E2.3.1 Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular).

E3 INTERNATIONAL ECONOMy

Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.

E3.1 Economic InterdependenceDescribe patterns and networks of economic interdependence, including trade.

Economic interdependence (trade) and economic development result in challenges and benefits for individuals, producers, and governments.

7 – E3.1.1 Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum Africa, mineral resources in Asia).

7 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

7 – E3.1.3 Determine the impact of trade on a region of the Eastern Hemisphere by graphing and analyzing the gross Domestic Product of the region for the past decade and comparing the data with trend data on the total value of imports and exports over the same period.

7 – E3.1.4 Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet home offices, international work teams, international companies).

E3.3 Economic SystemsDescribe how societies organize to allocate resources to produce and distribute goods and services.

An economic system is the institutional framework that a society uses to allocate its resources to produce and distribute goods and services. Every modern economy is a “mixed system,” having some features characteristic of traditional, command, and market economies. The “mix” varies from one economy to another.

7 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China).

71GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

Social Studies Content Expectations Grade Seven Social Studies Content Expectations Grade Seven

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement

7 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.• Identify public policy issues related to global topics and issues studied.• Clearly state the issue as a question of public policy orally or in written form. • Use inquiry methods to acquire content knowledge and appropriate data about the issue. • Identify the causes and consequences and analyze the impact, both positive and negative.• Share and discuss findings of research and issue analysis in group discussions and debates.• Compose a persuasive essay justifying the position with a reasoned argument. • Develop an action plan to address or inform others about the issue at the local to global scales.

P4.2 Citizen InvolvementAct constructively to further the public good.

7 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

7 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.7 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).

A goal of No Child Left Behind is that schools will “assist every

student in crossing the digital divide by ensuring that every student is

technologically literate by the time the student finishes the eighth grade,

regardless of the student’s race, ethnicity, gender, family income,

geographic location, or disability.”

The Michigan Educational Technology Standards for Students (METS-S)

are aligned with the International Society for Technology in Education’s

(ISTE) National Educational Technology Standards for Students (NETS-S)

and the Framework for 21st Century Learning. The Michigan standards are

intended to provide educators with a specific set of learning expectations

that can be used to drive educational technology literacy assessments.

These standards are best delivered by authentic instruction and assess-

ment with direct curricular ties and it is intended that these Standards will

be integrated into all content areas. The preparation of our students to

the successful in the 21st Century is the responsibility of all educators.

Technology Literacy Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and

access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire

lifelong knowledge and skills in the 21st century.

2009 Michigan Educational Technology Standards for Students

Approved by the State Board of Education - October 2009

Grades 6-8

Universal Design for Learning (UDL) CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of

representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts

that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in

designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of

all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For

additional information on UDL, visit the CAST website: www.cast.org.

State Board of Education

Kathleen N. Straus, President

John C. Austin, Vice President

Carolyn L. Curtin, Secretary

Marianne Yared McGuire, Treasurer

Nancy Danhof, NASBE Delegate

Elizabeth W. Bauer

Reginald M. Turner

Casandra E. Ulbrich

Jennifer M. Granholm Governor

Michael P. Flanagan, Superintendent

Page 1 of 2

Approved by the Michigan State Board of Education—October 2009 Page 2 of 3

6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to

collaborate with peers, experts, and other audiences 6-8.CC.2. use collaborative digital tools to explore common curriculum content with learners from other cultures

6-8.CC.3. identify effective uses of technology to support communication with peers, family, or school personnel

6-8.CC. Communication and Collaboration—By the end of grade 8 each student will:

6-8.RI.1. use a variety of digital resources to locate information 6-8.RI.2. evaluate information from online information resources for accuracy and bias

6-8.RI.3. understand that using information from a single Internet source might result in the reporting of erroneous

facts and that multiple sources should always be researched

6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)

6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a content-related problem

6-8.RI. Research and Information Literacy—By the end of grade 8 each student will:

6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with

solving a problem

6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a specific task

(e, g., word processor, table, outline, spreadsheet, presentation program)

6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital resources

6-8.CT.4. describe strategies for solving routine hardware and software problems

6-8.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 8 each student will:

6-8.DC.1. provide accurate citations when referencing information sources

6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright,

plagiarism, viruses, file-sharing)

6-8.DC.3. discuss the consequences related to unethical use of information and communication technologies

6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of technology in

the past

6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources

6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g.,

posting photos of risqué poses or underage drinking, making threats to others)

6-8.DC.7. describe the potential risks and dangers associated with online communications

6-8.DC. Digital Citizenship—By the end of grade 8 each student will:

2009 Michigan Educational Technology Standards—Grades 6-8

6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to en-

hance communication with an audience and to support creativity

6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of

media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience

6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software

6-8.CI. Creativity and Innovation—By the end of grade 8 each student will:

6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3) 6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the

accuracy of technology-produced materials

6-8.TC.3. perform queries on existing databases

6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting, charts)

6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide ration-

ales for using a certain device for a specific purpose 6-8.TC.6. use accurate technology terminology

6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to science,

technology, engineering, and mathematics

6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning

6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals

6-8.TC.10. discuss security issues related to e-commerce

6-8.TC. Technology Operations and Concepts—By the end of grade 8 each student will:

Approved by the Michigan State Board of Education—October 2009 Page 3 of 3

2009 Michigan Educational Technology Standards—Grades 6-8

For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS

7th Grade Waves and Energy

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