Grade 7 Team

Course Description

Math 7 is based on the Minnesota Standards for Mathematics in the areas of number and operation, algebra, geometry and measurement and data analysis. Skills in working with positive and negative numbers, ratios and proportions, and problem solving are areas of main emphasis.

Standards Taught in Grade 7 Math

Number and Operation

• 7.1.1 Read, write, represent and compare positive and negative rational numbers, expressed as integers, fractions and decimals.
• 7.1.2 Calculate with positive and negative rational numbers, and rational numbers with whole number exponents, to solve real-world and mathematical problems.

Algebra

• 7.2.2 Recognize proportional relationships in real-world and mathematical situations represent these and other relationships with tables, verbal descriptions, symbols and graphs; solve problems involving proportional relationships and explain results in the original contexts.
• 7.2.4 Represent real-world and mathematical situations using equations with variables. Solve equations symbolically, using the properties of equality. Also solve equations graphically and numerically. Interpret solutions in the original context.

Geometry and Measurement

• 7.3.2 Analyze the effect of change of scale, translations and reflections on the attributes of two-dimensional figures.

Data Analysis

• 7.4.1 Use mean, median and range to draw conclusions about data and make predictions.

Resources

Specific Texts

• McGraw-Hill Textbook: Pre-Algebra

Online Resources

• IXL
• Khan Academy
• YouTube Math Antics
• Kahoot

Course Description

The overall emphasis in this course will be on developing effective writing, reading, and listening skills, with an emphasis on composing organized paragraphs and essays. In addition to short story, poetry, and non-fiction selections, students will also read the novel, Tangerine, poetry, and self-selected texts. Students will write short essays that analyze literary techniques used in literature. In addition, students learn how to write a research paper using reliable resources, parenthetical citation and a works cited page.

Proficiency learning targets for Grade 7 ELA

Writing Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Make and develop claims to support an argument. (7.7.1.1)
• Support claims with sufficient evidence. (7.7.1.1)
• Acknowledge counterclaims. (7.7.1.1)
• Organize using formal academic writing. (7.7.1.1)
• Produce clear and coherent writing. (7.7.4.4)
• Organize and develop content using a formal writing process. (7.7.4.4)
• Generate effective research questions. (7.7.7.7)
• Develop an outline according to evidence gathered. (7.7.7.7)
• Integrate multiple types of credible sources to support research. (7.7.8.8)
• Provide accurate citations for evidence. (7.7.8.8)

Reading-Literature Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Cite textual evidence that most strongly supports the analysis. (7.4.1.1)
• Determine what the text says explicitly. (7.4.1.1)
• Summarize a text. (7.4.2.2)
• Explain how a theme develops over the course of a text. (7.4.2.2)
• Use context clues to define words and phrases, including figurative language. (7.4.4.4)
• Explain how words and phrases contribute to tone and mood. (7.4.4.4)
• Self-select a variety of student-appropriate texts based on interest. (7.4.10.10)

Speaking and Listening Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Participate in a variety of discussions on substantive topics. (7.9.1.1)
• Prepare for discussions by gathering evidence and perspectives. (7.9.1.1)
• Abide by commonly held rules, goals, and outcomes that define the purpose of the discussion. (7.9.1.1)

Language Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Correctly use grammar in speaking and writing. (7.11.1.1; 7.11.2.2)
• Correctly use punctuation and spelling in writing. (7.11.1.1; 7.11.2.2)
• Use context clues and word structure to determine meaning of words. (7.11.4.4)

Resources

Short Stories:

• Seventh Grade
• Rikki Tikki Tavi
• The Monsters Due On Maple Street
• Charles

Novels:

• Tangerine

Poetry:

• Highway Man
• I Wandered Lonely As a Cloud
• Identity
• Oranges
• Railway Train
• Annabel Lee

Writing Projects:

• Objective Summary
• Research Paper
• Compare and Contrast
• Short Written Analysis of Literature

Other Resources:

• Scope Magazine
• IXL
• Self Selected Texts

Course Description

In 7th Grade Life Science, students embark on an exploration of the living world, delving into the intricate relationships between organisms and their environments. Through interactive investigations, hands-on experiments, and engaging discussions, students will develop a strong foundation in key biological concepts.

By the course's conclusion, students will have developed a strong grasp of fundamental life science concepts, cultivating skills that enable them to think critically, approach problems scientifically, and appreciate the intricate beauty of the natural world. This foundational understanding sets the stage for further scientific exploration and discovery.

Proficiency Targets

From Molecules to Organisms – Structures and Processes

LS1.A: Structure and Function

• Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. (Living vs. Nonliving)
• Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function. (Parts of a Cell, Cell Processes)

LS1.B: Growth and Development of Organisms

• Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations.
• Support or refute an explanation by arguing from evidence and scientific reasoning for how animal behavior and plant structures affect the probability of successful reproduction.

LS1.C: Organization for Matter and Energy Flow in Organisms

• Construct an explanation based on evidence for the role of photosynthesis in the cycling of matter and the flow of energy into and out of organisms.
• Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

LS1.D: Information Processing

• Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms.
• Support or refute an explanation by arguing from the evidence that the body is a system of interacting subsystems composed of groups of cells.

Ecosystems – Interactions, Energy, and Dynamics

LS2.A: Interdependent Relationships in Ecosystems

• Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

• Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

• Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect a population.

LS2.D: Social Interactions and Group Behavior

• Evaluate competing design solutions for maintaining biodiversity or ecosystem services.
• Gather multiple sources of information and communicate how Minnesota American Indian Tribes and communities and other cultures use knowledge to predict or interpret patterns of interactions among organisms across multiple ecosystems.

Heredity – Inheritance and Variation of Traits Across Generations

LS3.A: Inheritance of Traits

• Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

LS3.B: Variation of Traits

• Ask questions that arise from careful observations of phenomena or models to clarify and/or seek additional information about how changes in genes can affect organisms.

Biological Evolution – Unity and Diversity

LS4.A: Evidence of Common Ancestry and Diversity

• Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.
• Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (Classifications)

LS4.B: Natural Selection

• Use an algorithm to explain how natural selection may lead to increases and decreases of specific traits in populations.

LS4.C: Adaptation

• Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

LS4.D: Biodiversity and Humans

• Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.

Resources Used

Texts and Materials Frequently Used (provided):

• Science World Magazine
• Everything You Need to Ace Science: The Complete Middle School Study Guide
• IXL
• Mosa Mack
• Kahn Academy
• Generation Genius
• EdPuzzle

Course Description

The objective of this course is to introduce young students to the important people, places and events that have had a significant impact on American History. Furthermore, this course seeks to help the students gain an insight into, an appreciation of and a pride in the history of this great country that we call the United States of America.

Standards Taught in Grade 7 Social Studies

Civic Skills Proficiency

• Exhibit civic discourse skills: listening, speaking, respecting diverse viewpoints, evaluate arguments
• Demonstrate respect for people or groups that have different perspectives and reach consensus
• Participate in a civic discussion on issues in the contemporary world

Citizenship and Government Proficiency

• Understand the principles of the Declaration of Independence and Constitution and how they have been applied throughout U.S. History (7.1.2.3.1)
• Identify and explain the importance of the Bill of Rights and how they have been applied to important Supreme Court Decisions (7.1.3.4.1)
• Explain that the United States government has three levels of government (federal, state and local) and also three branches of government (legislative, executive and judicial) (7.1.4.6.1)

Historical Thinking Skills Proficiency

• Understand that historical inquiry is a process where multiple sources and historical evidence are analyzed to determine how and why things/events happened in the past (7.4.1.2.1)
• This class uses the “5W” Questions format when analyzing sources and historical evidence to determine: Who, What, Where, When and Why things/events happened in the past.

United States History Proficiency

• Describe the territorial land expansion of the United States including the Louisiana Territory (Lewis and Clark Expedition, Texas Annexation and Manifest Destiny that also led to later conflict with the Native American Indians: the Trail of Tears, Dakota 38, and Battle of Little Bighorn) (7.4.4.18.1)
• Explain how the issue of slavery and states’ rights led to political compromises including the Missouri Compromise and the Compromise of 1850 before ultimately Civil War (7.4.4.19.1)
• Outline the major political and military events of the Civil War such as Fort Sumter, Bull Run, Antietam, Emancipation Proclamation, Gettysburg, Vicksburg, Sherman’s March to the Sea, and Appomattox (7.4.4.19.2)
• Describe the impact of the Civil War, the assassination of President Lincoln, and the importance of the post-Civil War/Reconstruction Amendments: 13th, 14th, and 15th (7.4.4.19.3)
• Outline the causes of World War I including the major nations involved along with key political/military leaders and events such as the assassination of Archduke Franz Ferdinand, the sinking of the Lusitania, the Battle of Belleau Wood, and the Treaty of Versailles (7.4.4.20.7 / 7.4.4.20.8)
• Identify the causes of the Great Depression, including the 1929 Stock Market Crash, bank failures, and the Dust Bowl (7.4.4.21.1)
• Describe the impact of the Great Depression on American society including the Bonus Army March, New Deal policies (e.g., Social Security), and bread/soup lines (7.4.4.21.2)
• Outline the causes of World War II including the major nations involved, key leaders, and events such as Pearl Harbor, D-Day, and the atomic bombs (7.4.4.21.4)
• Understand the American Civil Rights Movement that followed WWII, beginning with Jackie Robinson’s MLB debut and including the desegregation of the military, Brown v. Board of Education, Rosa Parks, and Martin Luther King Jr. (7.4.4.22.1)

Resources

• McDougal-Littell: Creating America – A History of the United States (textbook)
• History Videos/Movies (Examples): The Crossing, Gettysburg, and Dakota 38
• Primary Sources (Examples): Declaration of Independence, Constitution, Bill of Rights, Lewis and Clark Journals, Gettysburg Address, and “I Have a Dream” speech
• Articles from a variety of internet news-related sources