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2012-13 1st Semester Curriculum Outlines 7th Grade


7th GRADE Science - 1st Semester 2012 The Science of Healthy Forests (1st Quarter) Guiding Questions 1. How do Central Oregon forests function as ecosystems and interact with other ecosystems? 2. How do forests respond to disturbances and what role does fire play in our local forests? 3. How are the species that live here adapted to their environment? 4. How do we use ecological concepts to guide land management and wildlife management decisions?

Anchor Text & Resources Literature: -Bend Bulletin

and Oregonian newspapers -“Flash Point” – Sneed B. Collard III -There’s a Hair in My Dirt – Gary Larson - Textbook – “Environmental Science” - Various web resources for forest ecology, succession, forest management, and the role of fire in forests

Summary of Expedition Seventh graders will use our local forests as a case study as they learn about ecosystems and species interactions. Students will be involved in a mix of class work and fieldwork, learning about our local forest ecosystems, how they function, how the forest interacts with other ecosystems, and how humans interact with the forest. Integral to this expedition will be an understanding of food webs and energy flow, the Carbon cycle, species interactions, and adaptations of the plants and animals that live here. We will also spend considerable time examining the role of fire in the pine forests of Central Oregon. Students will travel to Ryan Meadow (along the Deschutes River) three times as they participate in the third year of a long-term monitoring project of the forest there, working with the USFS and Upper Deschutes Watershed Council. This year at Ryan Meadow we will also take measurements to calculate the amount of Carbon stored in the forest. Students work in science and math to analyze their Ryan Meadow data; they then create a presentation for the Student Watershed Summit in the spring. State Standards and Classroom Learning Content , Assessments • • • • • • • •

Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources (species interactions, competition for resources, forest bioregions). Explain the processes by which plants and animals obtain energy and materials for growth and metabolism (food webs and energy flow, competition for resources) Explain how ecosystems change in response to disturbances and interactions (role of fire in forest structure; succession) Analyze the relationships between biotic and abiotic factors in ecosystems (collection of forest monitoring data) Describe how environmental factors influence resource management Describe the environmental and social impacts of getting, using, and managing renewable and nonrenewable resources Analyze the impact of human activity on environmental quality and sustainability of Earth systems Science Skill Standards – Scientific Inquiry (design and conduct investigations; collect and analyze data; communicate results) and Engineering Design (define problem; design, test and propose solutions; collect relevant data and communicate results)

Reading Comprehension Strategies: Determining Importance Major Learning Targets Writing Traits: Ideas and Content and Word Choice Learning Target 1: I can explain how our forest ecosystems are adapted to conditions here, including fire. Learning Target 2: I can explain how forests are structured and how they change over time. Learning Target 3: I can explain, diagram, and measure the flow of energy and matter through a system. Learning Target 4: I can explain how the biotic and abiotic components of local ecosystems interact. Learning Target 5: I can explain how humans use our forest resources and how we influence the ecology of our forests. Learning Target 6: I can collect data and observations and use them to describe the conditions in a forest ecosystem.


7th Grade Science – First Semester 2012 Birds of a Feather (2nd Quarter) Guiding Questions

Anchor Text & Resources

1. How smart are birds? 2. What adaptations do birds have that allow them to survive? 3. What birds live here, why do they live here, and when? 4. How do we monitor bird populations and what can this data tell us about the environment?

Literature: • Flash Point – Sneed B. Collard III • Numerous bird field guides and reference books (Audubon, Sibley, Petersons) • Various other bird reference books • Science Textbook “Cells and Genetics” • Read Aloud Book:

Summary of Expedition Birds are a fascinating case study, as they are special in their appearance, habits, adaptations, behaviors, seasonal and daily movements, and habitat requirements. Students will study all of these facets of birds as they learn about classification, adaptations, and natural selection and evolution. We will examine historical studies of birds (Darwin and others) and study our local birds first hand. Students will use the newly installed bird feeders and birdhouses on our campus as they begin a long-term monitoring and survey project. During the expedition, students will act as scientists and engineers – asking questions, collecting data, and seeking and testing solutions. Throughout our mix of classroom and field studies, students will work in conjunction with the local chapter of the Audubon Society, the High Desert Museum, and local bird experts.

State Content Standards - Classroom Learning Content/Assesments •

Explain how genetics and anatomical characteristics are used to classify organisms and infer evolutionary relationships (design

Major Learning Targets Learning Target 7: I can identify bird adaptations and describe how they help the bird.

birds, bird ID and classification, bird adaptations, bird evolution). •

Explain how species change through the process of natural selection. Describe evidence for evolution (Bird adaptations, Darwin’s and modern bird studies).

Distinguish between inherited and learned traits (bird behavioral

Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources (bird behavioral studies, bird surveys, migration patterns,

studies).

global climate change, food webs). •

Explain the processes by which plants and animals obtain energy and materials for growth and metabolism (bird observation and food webs).

Science Skill Standards – Scientific Inquiry (design and conduct investigations; collect and analyze data; communicate results) and Engineering Design (define problem; design, test and propose solutions; collect relevant data and communicate results)

Reading Comprehension Strategies

Writing Traits

Determining Importance Visualization

Ideas and Content Word Choice Voice

Learning Target 8: I can explain how scientists study birds and what they infer from their adaptations and behaviors. Learning Target 9: I can use field guides to identify and classify local birds. Learning Target 10: I can record observations of bird behavior and make inferences from bird observations and data.


7th Grade Humanities, 1st Semester 2012

Learning Expedition Plan Title School Grade level Discipline(s) Specific topic: Start & end dates Author(s)

The Place and the People: Native American History and the Warm Springs Reservation

The Place and the People REALMS 7 Humanities Native American history and local culture Fall 2012 – January 2013 Laurie J. Rice

Summary This first semester of 7th grade humanities is an expedition of the Warm Springs Indians. We will start with an in-depth investigation of American history through the eyes of Native Americans including historical events that lead to the creation of reservations. We will cover Jacksonian government, Manifest Destiny, Indian Removal Act and do a case study into the Trail of Tears. From there we will begin our exploration into the Warm Springs culture and history by creating a humanities “unit” for elementary students complete with lesson plans, a website with resources and information, and an immersion presentation to 2nd-3rd grade classrooms. This will require 7th graders to interview persons of other cultures, study primary documents, write (rewrite and edit) extensively and determine importance of information when synthesizing gathered data. We will also continue with REALMS structures such as SSR (student-choice Sustained Silent Reading) and Word Market. Guiding Questions What is President Andrew Jackson’s legacy? Who owns the land? When is it OK to break a promise? Learning Targets I can describe how the Jacksonian government, Manifest Destiny and the Indian Removal Act effected native peoples. I can use the writing process to create a narrative biography. I can interview persons of other cultures in a sensitive and engaging way. I can compare and contrast the life of Native Americans before and after the creation of reservations. I can present information in an engaging and professional manner. Texts Anchor Text: Absolutely True Diary of a Part Time Indian by Sherman Alexie Trails of Tears Readings from http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/118trail/118trail.htm Pbs: Indian Country Diaries video and text


Standards Assessed in the Learning Expedition Discipline Standards Social Studies SS.08.HS.06.03 Understand the effects of 19th century westward migration, the idea of Manifest Destiny, European immigration, and rural to urban migration on indigenous populations and newcomers in the United States. SS.08.HS.06.04 Understand the effects of Jacksonian Democracy on political practices. SS.08.HS.06.15 Understand the effect of territorial expansion on other nations and their people. LA: Reading EL.07.RE.02 - Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. EL.07.RE.04 Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas. EL.07.RE.06 Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. EL.07.RE.18 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections. LA: Literature EL.07.LI.08/09 Infer the main idea when it is not explicitly stated, and support with evidence from the text. Infer unstated reasons for actions based on events and images in the text. LA: Writing EL.07.WR.03 Identify audience and purpose. EL.07.WR.05 Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions. EL.07.WR.09 Edit and proofread one's own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors LA: Writing EL.07.WR.19 - Parts of speech (grammar) EL.07.WR.20 -Appropriate English usage EL.07.WR.22 - Punctuation Case Study/Studies 1. Case study title Case study content Big Ideas/Broad Concepts Key standards that drive the case study

Trail of Tears Cause and effect of the Indian Removal Act on the Cherokee people as an example of the massive relocation of almost all of the USA’s native peoples. The affliction of genocide and injustice on the Native American people by the US government. SS.08.HS.06.03 Understand the effects of 19th century westward migration, the idea of Manifest Destiny, European immigration, and rural to urban migration on indigenous 2


populations and newcomers in the United States. SS.08.HS.06.04 Understand the effects of Jacksonian Democracy on political practices. SS.08.HS.06.15 Understand the effect of territorial expansion on other nations and their people. EL.07.RE.06 Understand and draw upon a variety of comprehension strategies as needed--re-reading, selfcorrecting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. Case Study/Studies 2. Case study title Case study content Big Ideas/Broad Concepts Key standards that drive the case study

Project(s) Project Title Biographies Presentation

The Warm Springs Indians Wasco, Northern Piaute and Sahaptin speaking cultures as they come together on one small piece of land; the preserving of culture, the way of life as compared to the past. Life on a reservation, exploring diverse cultures in our Central Oregon community, the modern day result of forced migration and assimilation. SS.08.HS.06.15 Understand the effect of territorial expansion on other nations and their people. EL.07.WR.03 Identify audience and purpose. EL.07.WR.05 Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions

Project summary Students will create narrative biographies of the elders interviewed to share with the elementary students. Students will present an immersion to elementary students – gallery walk, slide show, direct instruction, demonstration and read-aloud.

Connections to the Community and the Larger World High Desert Museum, Museum at Warm Springs, Warm Springs Fieldwork Reservation (salmon bake, service learning), Lucinda Green Medicine Woman (story teller), Warm Springs elder Experts interviews Lucinda Green wood stacking, beading for charity tours Service learning Immersion @ High Desert Museum (By Hand Through Memory, The Expedition kick-off Bison, Season Round Class) Presentation to elementary students, website with biographies. Expedition culmination

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Technology Introduction: The Basics 7 Grade Technology, Fall Semester 2012 th

Summary of Expedition Students will learn how to use technology that will enhance the development of literacy and provide purposeful learning experiences across the sixth grade curriculum. During first semester, we will focus on typing skills with the program Mavis Beacon, an introduction to our web-based communication system SchoolSpeak, saving work and creating new files using Google accounts, and the creation of student individualized vocabulary lists on the website www.quizlet.com. In addition, students will be using webbased applications, simulations and animations to help them learn core content standards in science, math and humanities. For example, each student will create a customized account on Khan Academy, a website that incorporates videos and practice lessons for all mathematical concepts covered in middle school. All of these applications can and should be accessed from home!

TYPING LEARNING TARGETS 1. I can improve my typing skills by practicing and not looking at the keyboard while I type. 2. I can spend at least fifteen minutes each day I have tech class working on my typing skills using the program Mavis Beacon. 3. I can set specific typing speed goals (words per minute) and use data to monitor my progress throughout the semester. SCHOOLSPEAK LEARNING TARGETS 1. I can independently log into Schoolspeak and use it for all of the following purposes: • Locating homework assignments for all of my classes. • Reading daily student announcements. • Reading the Tuesday update. • Monitor the school calendar for important events. • Locate and print my weekly missing assignment report. GOOGLE ACCOUNT LEARNING TARGETS 1. I can independently log into my Google account and use it for all of the following purposes: • Saving work that can be accessed at home and at school. • Creating new documents, spreadsheets, and presentations. • Organizing my documents and files in a meaningful way. QUIZLET LEARNING TARGETS 1. I can independently log into Quizlet and use it for all of the following purposes: • Creating a personalized vocabulary word list online that matches my word market dictionary. • Learning how to correctly spell all of the words in my Quizlet account. • Learning the definition of all of the words in my Quizlet account.


KHAN ACADEMY LEARNING TARGETS 1. I can independently log into Khan Academy and use it for all of the following purposes: • Watching videos to help me learn new math concepts. • Practicing lessons to help me learn new math concepts. • Setting specific goals on Khan Academy that I can monitor and reflect on throughout the semester. DIGITAL CITIZEN LEARNING TARGETS 1. I can follow the computer lab guidelines at all times. 2. I can use the Internet to promote my learning safely and effectively. This means I recognize how to protect myself, my friends, my family, and other people with whom I share my digital world. 3. I can use technology to facilitate communication and collaboration.

Internet Resources www.schoolspeak.com www.google.com/a/realmschool.org www.quizlet.com www.khanacademy.org 7th Grade Technology Agenda (updated daily): http://qdailyscience.pbworks.com/w/page/44743206/7TH%20GRADE%20LINKS

Guiding Questions 1. What does it mean to be a good digital citizen? 2. What technology tools are available to me at REALMS and how can I use them to be a better student?


7th Grade 1st Semester Art Curriculum 2012-2013 In 7th grade art, students learn 3-dimensional techniques, work on ways to interact with and communicate about the arts, and connect with content throughout the curriculum. First semester students create metaphor collages to pull together our, “Confluence on Campus,” all school in-depth investigation. Looking at our community through the lens of an ecosystem students use composition and collage techniques to create a final individual square that they then combine with the rest of the class to create a quilt like mural. Next, in conjunction with the 7th grade Humanities in-depth investigation, “The Place and the People: An Exploration of Warm Springs,” students will learn about the background, purpose, creation and designs of Plateau beadwork and quillwork. They will become experts on a process, experiment with the color and design structure, create their own designs based on their knowledge, and put together an integrated lesson for elementary students. Students are encouraged to push themselves by trying new things, and creating multiple drafts to ensure high quality products. Students learn to communicate through the arts and share this in written artist’s statements focusing on techniques, content, and connections to the world, and gallery style feedback. SKILL LEARNING TARGETS: I understand the core concepts and principles of the arts including: elements; composition; technique; function; style; and presentation. • ELEMENTS: I can recognize the different qualities of 3-d art mediums and how they integrate with 2-d mediums and use these qualities to enhance my artwork. • COMPOSITION: I can recognize a variety of design principles and use these to enhance my artwork. • TECHNIQUES: I understand and can use a variety of 3-dimensional techniques combining with 2-d techniques. • PRESENTATION: I understand how attention to detail, multiple drafts, and accuracy add to the presentation of a piece of art. LEARNING TARGETS: COMMUNICATION: • I can communicate through the arts by: self-expression; creative interpretation; and responsive interpretation. • I can solve artistic problems and make aesthetic decisions by: perceiving; creating; performing; reflecting; and critiquing. o I can write an artist’s statement that describes process and purpose, shares understanding, and expresses meaning. o I can give kind, specific, and helpful feedback. o I can look inward at who I am and share that symbolically with my community. CONNECTIONS: • I can identify, understand, and interpret various contexts of the arts to make connections: with others; among the arts; between the arts and other disciplines; throughout cultures and history; and in the natural and designed world. DETERMINATION: • I have developed abilities applicable to all life experiences through the arts in: perseverance; quality work; and risk taking.


REALMS 7th Gr Curriculum Pkt - 1st Semester 2012