7th Grade Learning
What Do Students Learn In 7th Grade? | ||||||||||||||||||
7th GRADE LEARNING : The Cobb County School District is committed to providing your child an academic experience that will develop his or her knowledge and skills at every grade level and to ensuring a strong foundation is established for your child to reach his or her greatest potential. Our teaching is aligned with content standards and our teachers bring those standards to life for your child through various strategies designed to meet your child’s learning strengths and needs. In Cobb County classrooms, students are immersed every day in learning experiences based on exploration, problem-solving, and critical thinking in all content areas including the core areas of English Language Arts, Mathematics, Social Studies, and Science. Connections classes allow students to enjoy specialized academic content including Career Tech*, Health, Music, Physical Education, Technology, Visual Arts, and World Languages*. Excellence in teaching guides your child’s educational experience from Kindergarten to graduation and into life. * Programming available varies at local schools ENGLISH LANGUAGE ARTS: MATHEMATICS: SCIENCE: SOCIAL STUDIES: CONNECTIONS: PARENTS TIPS: Reading | ||||||||||||||||||
How Do We Assess Students In 7th Grade? | ||||||||||||||||||
Your child will have a variety of classroom assessments that will aid his or her teacher in knowing how to provide the best possible instruction for your child. Also, these assessments will help you know how well your child is learning and what extra support may be needed. In addition, your child will participate in standardized assessments that are used to gauge how well your child is doing, based upon his or her grade level expectations. Seventh graders take two standardized assessments first semester, the Cognitive Abilities Test (CogAT) and the IOWA. The CogAT is a norm-referenced test, which measures reasoning and problem-solving skills in three different areas: verbal, quantitative, and nonverbal. The IOWA assessment is a norm-referenced test that measures academic achievement in core areas. The State of Georgia requires that students in grades 6-8 participate in the annual administration of state assessments. The state assessment is called the Georgia Milestones Assessment System. Students in grade 7 will take an End of Grade (EOG) assessment as part of the Georgia Milestones in math and language arts. The EOG will include multiple choice, short answer, and technology-enhanced questions. The language arts EOG has a third section, which focuses on writing. All students in grades K-9 participate in the universal screening process for reading and math using a digital inventory. Your seventh grader’s progress in reading and math will be measured three times a year. TESTING IN 7th GRADE: Mark the Calendar: CogAT and IOWA: September Question Types: Students respond to multiple-choice questions, called selected-response. They also write short answers to grade-appropriate questions. Higher-order thinking skills are employed at all levels of testing. Performance-based assessments and assignments give hands-on opportunities to express learning at different rates and levels. PARENT TIPS: Assessment
Remember that assessment is an important and helpful part of learning for students of all ages. Your support and involvement in your child’s education is critical to success in school and in life. Research shows when parents play a key role in their child’s learning, their child’s achievement excels. | ||||||||||||||||||
What Instructional Resources Are Used In 7th Grade? | ||||||||||||||||||
CLICK HERE TO DOWNLOAD A LIST OF BOARD APPROVED INSTRUCTIONAL RESOURCES FOR SEVENTH GRADE Instructional resources are provided to students and teachers to support teaching and learning. The titles listed below have been recommended to our Board by a committee of teachers, parents and community representatives and approved through the textbook adoption process (See Board Rule IFAA-R). Additional resources to enhance the instruction are constantly added by local schools and individual teachers.
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What Is My Student's Framework For Learning In 7th Grade? | ||||||||||||||||||
Seventh Grade Teaching & Learning Frameworks | ||||||||||||||||||
Learning & Assessing Postcards | ||||||||||||||||||
Cobb Teaching & Learning Standards - English Language Arts | ||||||||||||||||||
CLICK HERE TO DOWNLOAD 7th GRADE COBB TEACHING & LEARNING STANDARDS FOR ELA READING LITERARY – RLKey Ideas and Details ELAGSE7RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7RL2 Determine a theme and/or of a text and analyze its development over the course of the text; provide an objective summary of the text. ELAGSE7RL3 Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot). Craft and Structure ELAGSE7RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. ELAGSE7RL5 Analyze how drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. ELAGSE7RL6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas ELAGSE7RL7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). ELAGSE7RL8 (Not applicable to literature). ELAGSE7RL9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history. Range of Reading and Level of Text Complexity ELAGSE7RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. READING INFORMATIONAL – RIKey Ideas and Details ELAGSE7RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7RI2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. ELAGSE7RI3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure ELAGSE7RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. ELAGSE7RI5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. ELAGSE7RI6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and ideas ELAGSE7RI7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). ELAGSE7RI8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. ELAGSE7RI9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts. Range of Reading and Level of Text Complexity ELAGSE7RI10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. WRITING – WText Types and Purpose ELAGSE7W1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. ELAGSE7W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ELAGSE7W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Production and Distribution of Writing ELAGSE7W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) ELAGSE7W5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade7.) ELAGSE7W6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Research to Build and Present Knowledge ELAGSE7W8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELAGSE7W9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading Standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). Range of Writing ELAGSE7W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SPEAKING AND LISTENING – SLComprehension and Collaboration ELAGSE7SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ELAGSE7SL2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. ELAGSE7SL3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Knowledge and Ideas ELAGSE7SL4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. ELAGSE7SL5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. ELAGSE7SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language Standards 1 and 3 for specific expectations.) LANGUAGE – LConventions of Standard English ELAGSE7L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. ELAGSE7L2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). Knowledge of Language ELAGSE7L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* Vocabulary Acquisition and Use ELAGSE7L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELAGSE7L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. ELAGSE7L6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | ||||||||||||||||||
Cobb Teaching & Learning Standards - Mathematics | ||||||||||||||||||
CLICK HERE TO DOWNLOAD 7th GRADE COBB TEACHING & LEARNING STANDARDS FOR MATH Standards for Mathematical PracticeThe Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning , strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately) and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). 1. Make sense of problems and persevere in solving them. In grade 7, students solve problems involving ratios and rates and discuss how they solved them. Students solve real world problems through the application of algebraic and geometric concepts. Students seek the meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?” 2. Reason abstractly and quantitatively. In grade 7, students represent a wide variety of real world contexts through the use of real numbers and variables in mathematical expressions, equations, and inequalities. Students contextualize to understand the meaning of the number or variable as related to the problem and decontextualize to manipulate symbolic representations by applying properties of operations. 3. Construct viable arguments and critique the reasoning of others. In grade 7, students construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e. box plots, dot plots, histograms, etc.). They further refine their mathematical communication skills through mathematical discussions in which they critically evaluate their own thinking and the thinking of other students. They pose questions like “How did you get that?”, “Why is that true?” “Does that always work?” They explain their thinking to others and respond to others’ thinking. 4. Model with mathematics. In grade 7, students model problem situations symbolically, graphically, tabularly, and contextually. Students form expressions, equations, or inequalities from real world contexts and connect symbolic and graphical representations. Students explore covariance and represent two quantities simultaneously. They use measures of center and variability and data displays (i.e. box plots and histograms) to draw inferences, make comparisons and formulate predictions. Students use experiments or simulations to generate data sets and create probability models. Students need many opportunities to connect and explain the connections between the different representations. They should be able to use all of these representations as appropriate to a problem context 5. Use appropriate tools strategically. Students consider available tools (including estimation and technology) when solving a mathematical problem and decide when certain tools might be helpful. For instance, students in grade 7 may decide to represent similar data sets using dot plots with the same scale to visually compare the center and variability of the data. Students might use physical objects or applets to generate probability data and use graphing calculators or spreadsheets to manage and represent data in different forms. 6. Attend to precision. In grade 7, students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students define variables, specify units of measure, and label axes accurately. Students use appropriate terminology when referring to rates, ratios, probability models, geometric figures, data displays, and components of expressions, equations or inequalities. 7. Look for and make use of structure. Students routinely seek patterns or structures to model and solve problems. For instance, students recognize patterns that exist in ratio tables making connections between the constant of proportionality in a table with the slope of a graph. Students apply properties to generate equivalent expressions (i.e. 6 + 2x = 3 (2 + x) by distributive property) and solve equations (i.e. 2c + 3 = 15, 2c = 12 by subtraction property of equality), c = 6 by division property of equality). Students compose and decompose two‐and three‐dimensional figures to solve real world problems involving scale drawings, surface area, and volume. Students examine tree diagrams or systematic lists to determine the sample space for compound events and verify that they have listed all possibilities. 8. Look for and express regularity in repeated reasoning. In grade 7, students use repeated reasoning to understand algorithms and make generalizations about patterns. During multiple opportunities to solve and model problems, they may notice that a/b ÷ c/d = ad/bc and construct other examples and models that confirm their generalization. They extend their thinking to include complex fractions and rational numbers. Students formally begin to make connections between covariance, rates, and representations showing the relationships between quantities. They create, explain, evaluate, and modify probability models to describe simple and compound events. Ratios and Proportional Relationships (7.RP)Analyze proportional relationships and use them to solve real‐world and mathematical problems. MGSE7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour. MGSE7.RP.2 Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. MGSE7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, and fees. The Number System (7.NS)Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. MGSE7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Show that a number and its opposite have a sum of 0 (are additive inverses). Describe situations in which opposite quantities combine to make 0. For example, your bank account balance is -$25.00. You deposit $25.00 into your account. The net balance is $0.00. MGSE7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (- 1)(– 1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐world contexts. MGSE7.NS.3 Solve real‐world and mathematical problems involving the four operations with rational numbers. Expressions and Equations (7.EE)Use properties of operations to generate equivalent expressions. MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a means that adding a 5% tax to a total is the same as multiplying the total by 1.05. Solve real‐life and mathematical problems using numerical and algebraic expressions and equations MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) by applying properties of operations as strategies to calculate with numbers, converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and estimation strategies. For example: • If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. MGSE7.EE.4 Use variables to represent quantities in a real‐world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Geometry (7.G)Draw, construct, and describe geometrical figures and describe the relationships between them. MGSE7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles from three measures of angles and/or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids, cones, cylinders, and spheres. Solve real‐life and mathematical problems involving angle measure, area, surface area, and volume. MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi‐step problem to write and solve simple equations for an unknown angle in a figure. MGSE7.G.6 Solve real‐world and mathematical problems involving area, volume and surface area of two‐and three‐dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Statistics and Probability (7.SP)Use random sampling to draw inferences about a population. MGSE7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. MGSE7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be Draw informal comparative inferences about two populations. MGSE7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the medians by expressing it as a multiple of the interquartile range. MGSE7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh‐grade science book are generally longer than the words in a chapter of a fourth‐grade science book. Investigate chance processes and develop, use, and evaluate probability models. MGSE7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. MGSE7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. Predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Investigate chance processes and develop, use, and evaluate probability models continued MGSE7.SP.7 Develop a probability model and use it to find probabilities of events. Compare experimental and theoretical probabilities of events. If the probabilities are not close, explain possible sources of the discrepancy. a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. MGSE7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. | ||||||||||||||||||
Cobb Teaching & Learning Standards - Social Studies | ||||||||||||||||||
CLICK HERE TO DOWNLOAD 7th GRADE COBB TEACHING & LEARNING STANDARDS FOR SOCIAL STUDIES AFRICA, SOUTHWEST ASIA (MIDDLE EAST), SOUTHERN AND EASTERN ASIASeventh grade is the second year of a two-year World Area Studies course. Seventh grade students study Africa and Asia. The goal of this two-year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas in order to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics standards; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses primarily on significant events in each region from the twentieth and twenty-first centuries. CONNECTING THEMES AND ENDURING UNDERSTANDINGS The following connecting themes and enduring understandings will feature prominently in the course and help students increase their understanding and retention of knowledge. 1. CONFLICT AND CHANGE: The student will understand that when there is conflict between or within societies, change is the result. 2. CULTURE: The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. 3. GOVERNANCE: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. 4. HUMAN ENVIRONMENTAL INTERACTION: The student will understand that humans, their society, and the environment affect each other. 5. LOCATION: The student will understand that location affects a society’s economy, culture, and development. 6. MOVEMENT/MIGRATION: The student will understand that the movement or migration of people and ideas affects all societies involved. 7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society. 8. TIME, CHANGE, AND CONTINUITY: The student will understand that while change occurs over time, there is continuity to the basic structure of that society. INFORMATION PROCESSING SKILLSThe student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems and make decisions. 1. Compare similarities and differences MAP AND GLOBE SKILLSThe student will use maps and globes to retrieve social studies information. 1. Use a compass rose to identify cardinal directions HISTORICAL UNDERSTANDINGS – AfricaSS7H1 Analyze continuity and change in Africa. a. Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries in Africa today. GEOGRAPHIC UNDERSTANDINGS – Africa SS7G1 Locate selected features of Africa. a. Locate on a world and regional political-physical map: Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Victoria, Great Rift Valley, Mt. Kilimanjaro, Atlas Mountains, and Kalahari Desert. SS7G2 Explain environmental issues across the continent of Africa. a. Explain how water pollution and unequal access to water impacts irrigation, trade, industry, and drinking water. SS7G3 Explain the impact of location, climate, and physical characteristics on population distribution in Africa. a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest impact trade and affect where people live. SS7G4 Analyze the diverse cultural characteristics of the people who live in Africa. a. Explain the differences between an ethnic group and a religious group. GOVERNMENT/CIVIC UNDERSTANDINGS – AfricaSS7CG1 Compare and contrast different forms of citizen participation in government. a. Explain the role of citizen participation in autocratic and democratic governments. SS7CG2 Analyze how government instability in Africa impacts standard of living. a. Describe the impact of government instability on access to education and the distribution of medicine and food to combat diseases and famine across Africa. ECONOMIC UNDERSTANDINGS – AfricaSS7E1 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. SS7E2 Explain how voluntary trade benefits buyers and sellers in Africa. a. Explain how specialization encourages trade between countries. SS7E3 Describe factors that influence economic growth and examine their presence or absence in Nigeria, South Africa, and Kenya. a. Evaluate how literacy rates affect the standard of living. HISTORICAL UNDERSTANDINGS – Southwest Asia (Middle East)SS7H2 Analyze continuity and change in Southwest Asia (Middle East). a. Explain how European partitioning in the Middle East following WWI led to regional conflict. GEOGRAPHIC UNDERSTANDINGS – Southwest Asia (Middle East)SS7G5 Locate selected features in Southwest Asia (Middle East). a. Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, and Red Sea. SS7G6 Explain the impact of environmental issues across Southwest Asia (Middle East). a. Explain how water pollution and the unequal access to water impacts irrigation and drinking water. SS7G7 Explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southwest Asia (Middle East). a. Describe how the deserts and rivers of Southwest Asia (Middle East) impact trade and affect where people live. SS7G8 Analyze the diverse cultural characteristics of the people who live in Southwest Asia (Middle East). a. Explain the differences between an ethnic group and a religious group. GOVERNMENT/CIVIC UNDERSTANDINGS – Southwest Asia (Middle East) SS7CG3 Compare and contrast various forms of government. a. Explain citizen participation in autocratic and democratic governments [i.e., the role of citizens in choosing the leaders of Israel (parliamentary democracy), Saudi Arabia (autocratic monarchy), and Turkey (parliamentary democracy)]. ECONOMIC UNDERSTANDINGS – Southwest Asia (Middle East) SS7E4 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. SS7E5 Explain how voluntary trade benefits buyers and sellers in Southwest Asia (Middle East). a. Explain how specialization encourages trade between countries. SS7E6 Describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Turkey. a. Evaluate how literacy rates affect the standard of living. HISTORICAL UNDERSTANDINGS – Southern & Eastern AsiaSS7H3 Analyze continuity and change in Southern and Eastern Asia. a. Describe how nationalism led to independence in India. GEOGRAPHIC UNDERSTANDINGS – Southern & Eastern AsiaSS7G9 Locate selected features in Southern and Eastern Asia. a. Locate on a world and regional political-physical map: Ganges River, Huang He (Yellow River), Chang Jiang (Yangtze) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert, Taklimakan Desert, Himalayan Mountains, and Korean Peninsula. SS7G10 Explain the impact of environmental issues across Southern and Eastern Asia. a. Explain the causes and effects of pollution on the Chang Jiang (Yangtze) and Ganges Rivers. SS7G11 Explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia. a. Describe how the mountain, desert, and water features of Southern and Eastern Asia impact trade and affect where people live. SS7G12 Analyze the diverse cultural characteristics of the people who live in Southern and Eastern Asia. a. Explain the differences between an ethnic group and a religious group. GOVERNMENT/CIVIC UNDERSTANDINGS – Southern & Eastern AsiaSS7CG4 Compare and contrast various forms of government. a. Explain the role of citizen participation in autocratic and democratic governments [i.e. explain the role of citizens in choosing the leaders of China (communist state), Japan (parliamentary democracy), North Korea (autocracy), South Korea (presidential democracy), and India (parliamentary democracy)]. ECONOMIC UNDERSTANDINGS – Southern & Eastern AsiaSS7E7 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. SS7E8 Explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia. a. Explain how specialization encourages trade between countries. SS7E9 Describe factors that influence economic growth and examine their presence or absence in China, India, Japan, South Korea and North Korea a. Evaluate how literacy rates affect the standard of living. SS7E10 Understand that a basic principle of effective personal money management is to live within one’s income. a. Understand that income is received from work and is limited. READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES (RHSS) GRADES 6-8Key Ideas and Details L6-8RHSS1: Cite specific textural evidence to support analysis of primary and secondary sources. L6-8RHSS2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. L6-8RHSS3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure L6-8RHSS4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. L6-8RHSS5: Describe how a text presents information (e.g., sequentially, comparatively, causally). L6-8RHSS6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas L6-8RHSS7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. L6-8RHSS8: Distinguish among fact, opinion, and reasoned judgment in a text. L6-8RHSS9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity L6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS GRADES 6-8 (WHST) GRADES 6-8Text Types and Purposes L6-8WHST1: Write arguments focused on discipline-specific content a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. L6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. L6-8WHST3: (See note; not applicable as a separate requirement) Production and Distribution of Writing L6-8WHST4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience L6-8WHST5 With some guidance and support from peers and adults, develop and strengthen writings as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. L6-8WHST6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge L6-8WHST7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. L6-8WHST8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. L6-8WHST9: Draw evidence from informational texts to support analysis reflection, and research. Range of Writing L6-8WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | ||||||||||||||||||
Cobb Teaching & Learning Standards - Science | ||||||||||||||||||
CLICK HERE TO DOWNLOAD 7th GRADE COBB TEACHING & LEARNING STANDARDS FOR LIFE SCIENCE Seventh Grade – Life Science StandardsThe Cobb Teaching and Learning Standards (CT& LS) for science are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Cobb Teaching and Learning Standards focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. The Cobb Teaching and Learning Standards drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. At the same time, these standards set a maximum expectation on what will be assessed by the Georgia Milestones Assessment System. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction. The Seventh Grade Teaching and Learning Standards for science are designed to give all students the necessary skills for a smooth transition from elementary life science standards to high school biology standards. The purpose is to give all students an overview of common strands in life science including, but not limited to, diversity of living organisms, structure and function of cells, heredity, ecosystems, and biological evolution. Seventh grade students keep records of their observations and use those records to analyze the data they collect. They make and use observations to explain diversity of living organisms and how the organisms are classified, how they reproduce and how genetic information is passed from parents to their offspring. They use different models to represent systems such as cells, tissues, and organs. They use what they know about ecosystems to explain the cycling of matter and energy. They use the concepts of natural selection and fossil evidence in explanations. Seventh graders write instructions, describe observations, and show information in graphical form. When analyzing the data they collect, seventh graders can recognize relationships in simple charts and graphs and find more than one way to interpret their findings. The students replicate investigations and compare results to find similarities and differences. InquiryIn each unit of study: Students will analyze problems by asking questions, making observations, gathering information and defining criteria and constraints. Life Science S7L1. Obtain, evaluate, and communicate information to investigate the diversity of living organisms and how they can be compared scientifically. a. Develop and defend a model that categorizes organisms based on common characteristics. S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms. a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste. S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring. a. Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait. S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments. a. Construct an explanation for the patterns of interactions observed in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem. S7L5. Obtain, evaluate, and communicate information from multiple sources to explain the theory of evolution of living organisms through inherited characteristics. a. Use mathematical representations to evaluate explanations of how natural selection leads to changes in specific traits of populations over successive generations. | ||||||||||||||||||
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