Grade 7

Unit

Timeframe

Big Ideas (Statements or Essential Questions)

Major Learning Experiences from Unit 

Unit 1:

Community & The Role of the Individual

September - November

• How can society balance individualism with responsibility to the community?

• When should one conform to the rules and when are societal rules more harmful than helpful?

• How does an individual’s personal choices impact their community?

Students will:

• Read The Giver by Lois Lowry in order to explore the role of the individual in a utopian society.

• Learn the concepts of utopia and dystopia and apply their understanding of these concepts to supplemental readings.

• Write literary analysis, narrative pieces, and persuasive letters in connection with themes and topics in The Giver.

• Participate independently in a student-driven Socratic Seminar exploring themes and essential questions in The Giver. 

Unit 2:

Identity and “Otherness”

November - January

• Where do stereotypes come from and how do they affect our perception of ourselves and others?

• How is our identity shaped by how others view us?

• What does it mean to be fully American? Who gets to claim an American identity?

Students will:

• Read American Born Chinese by Gene Luen Yang in order to understand how stereotypes impact personal identity.

• Read, discuss, and respond to nonfiction articles about stereotypes and bias.

• Analyze the narrative structure of graphic novels and explore the role that art & images play in telling a story.

• Write a fully-developed synthesis essay drawing on multiple sources to make a literary argument about characterization and theme.

Unit 3:

Overcoming Adversity

February - March

• How does experiencing adversity shape our identity?

• How do culture, time, and place influence the development of identity?

• What do we gain from reading two different perspectives of a similar experience?

Students will:

• Read A Long Walk to Water by Linda Sue Park in order to understand two different perspectives of the same experience of facing adversity.

• Make content connections to 7th-grade Social Studies through the study of maps and global water issues.

• Write a 2-voice poem, applying understanding of the two narrators’ perspectives and using figurative language.

• Write multiple narratives, focusing on characterization and identity development.

• Write a literary analysis essay comparing central themes in the novel to central themes in connected poetry. 

Unit 4: 

The Legacy of the Harlem Renaissance & Expressing Identity

March-May

• What was the Harlem Renaissance and how is it still significant today?

• How do cultural movements shape individual identity?

• How does poetic structure impact meaning?

• How do artists express themselves through their work?

Students will:

• Read One Last Word by Nikki Grimes and additional poetry by Grimes and Harlem Renaissance poets.

• Learn about the Harlem Renaissance by studying key figures, including musicians, poets, artists, and athletes.

• Analyze how the language and structure of poetry determines meaning.

• Write their own poetry, create their own art, or analyze modern art that connects to what they have learned about cultural and racial identity in the Harlem Renaissance. 

Unit 5:

Personal Narrative & Sense of Self

May-June

• What are the narrative elements of memoir and personal stories?

• What experiences in my life have become important parts of my identity?

• How do we tell our stories?

Students will:

• Read excerpts of memoirs and personal narratives by authors of various cultural backgrounds in order to understand the narrative elements of personal storytelling.

• Interview a family or community member about significant experiences in their lives. 

• Write and revise multiple drafts of a personal narrative. 

• Record their personal narrative to pass up to their 8th-grade ELA teacher.

       Unit 0

Mathematical Mindsets

August/Sept.

We can all learn math to the highest levels.

Mistakes make our brains grow.

We learn more when we work together as a team.

Students will

• Learn that having a growth mindset and embracing mistakes helps us all learn math.

• Define what good group work looks like and practice communicating their thinking process with their peers.

Unit 1

Rational Numbers

September

The Number System unifies positive and negative integers and rational numbers through a coherent set of properties that define how numbers interact.

Rational number operations will help us solve real world problems about temperature, elevation, deposit and withdrawal, position, direction, and speed.

Students will:

• Discover the rules for integer operations using concrete manipulatives and number lines.  

• Add, subtract, multiply, and divide positive and negative rational numbers. 

• Apply their understanding of integers and elevation to a project on the Columbian Trade Route.

• Calculate the distance between numbers on a number line by finding the absolute value of their difference.

• Create a comic strip about distance in a real world setting.

• Solve real-world and mathematical problems using operations of positive and negative numbers.

Unit 2

Ratios and Proportions

Nov/Dec

Proportional relationships describe how quantities are related to each other through a constant ratio. By reasoning about these relationships, we can solve problems in mathematics, science, and everyday life (real-world problems). 

Students will:

• Identify if a relationship is proportional from a graph and a table and explain why or why not.

• Represent proportional relationships with a verbal description, graph, table and an equation in the form y = kx.  

• Explain what a point on the graph means using context.

• Create a scale drawing of a flag that reflects a student’s identity. 

• Compute and compare unit rates with ratios of fractions.

• Create a story involving unit rates.

• Share a recipe with their classmates and explain how to alter the ingredients to create enough food for one person, a family, and for the whole class.  

Unit 3

Expressions and Equations

Dec./Feb.

Expressions, equations, and inequalities can be used to model real-world and mathematical situations, and equivalent expressions and solution sets can illuminate relationships within those situations.

Students will:

• Create equivalent expressions using the properties of operations to add, subtract, factor, and expand linear expressions. 

• Evaluate algebraic expressions involving rational numbers.

• Solve real-world problems by creating and solving equations in the form px +q = r, and p(x + q) = r.  

• Explain how to solve equations using an arithmetic approach and an equation approach. 

• Solve real-world problems by creating, solving, and graphing inequalities in the form px +q < r or px + q < r.

• Apply their understanding of inequalities to real life situations, such as minimum wage.

• Create an example of a real world situation that involves a two step equation and explain how to solve the equation visually and algebraically.  

Unit 4

Percents and Proportional Relationships

Feb./March

Percentages are used worldwide to communicate information about sports, shopping, stocks, weather conditions, survey results, and many more ratio relationships.

We can solve percent problems using visual diagrams, tables, and equations.  

Students will:

• Solve percent problems about simple interest, tax, markups, markdowns, gratuities and commissions, and fees.

• Calculate percent increase, percent decrease, and percent error.

• Simulate the experience of going out to a restaurant and finding the total cost of the meal, including tax and tip.

• Create their own food truck business and determine profit projections using all of their percent skills.  

      Unit 5

Geometry

March/April

Two- and three-dimensional figures can be composed and decomposed to understand the connections between area, surface area, and volume and to solve real-world problems. 

Students will:

• Discover angle relationships and solve equations to solve problems about supplementary, complementary, vertical, and adjacent angles.

• Explain how the formula for the circumference of a circle and the area of a circle are connected.

• Discover the triangle inequality theorem, and explain whether a given set of side lengths or a given set of angles will form a unique triangle.

• Describe the two-dimensional figures that result from slicing three dimensional figures by using geometry software and clay models.  

• Solve real-world and mathematical problems involving area, volume and surface area of 3-D and composite shapes.

• Apply their understanding of area, volume and surface area to design a new building/structure for the community. 

       Unit 6

Statistics and Probability

April/May

We can use random sampling to draw inferences about a population.  We can compare two populations by graphing and analyzing data. 

We can use probability models and experiments to predict the outcomes of events.  

Students will:

• Create a random sample that is representative of a population, to draw inferences about the population.

• Compare two populations by finding the difference between measures of center and variability.

• Apply these statistical skills to compare the water quality between two different continents in the world.    

• Approximate the probability of a chance event by collecting data and finding the relative frequency.   

• Find the theoretical probability of an event occuring by finding the fraction of favorable outcomes out of all possible outcomes.  

• Find the probability of compound events using organized lists, tables, tree diagrams and simulations.  

• Create a compound probability game, and collect experimental data at the Probability Fair.  

Matter and Energy Review

1st Half of September

How are matter and energy related in your daily life?

How does energy affect matter?

Research and create a diagram that illustrates how energy and matter are transferred in an ecosystem

Explore and model the phases of matter, including solid, liquid and gas

Density Investigations: Calculate density by dividing the mass of an object by its volume

Reproduction in Plants and Animals

2nd Half of September

What characteristics do plants and animals have to increase reproduction?

How can we promote the growth and development of plant and animal populations?

Flower dissection lab: Explain the relationship between structure and function by exploring plant anatomy and reproduction.

Partners in Pollination: Research and explain the adaptive structures and behaviors in animals that promote plant reproduction. 

Bioengineering a flower project 

Interdependent relationships in an ecosystem

October

With the existence of the human population, do we have an obligation to balance ecosystems, or do we leave them to balance themselves?

How have humans developed predation, competition and symbiotic relationships within the ecosystems of our planet?

Terrarium/Aquaponic project: design, establish and maintain a mini- ecosystem

Research the impact of invasive species and propose solutions  

Endangered species research pamphlet: use a decision matrix to calculate associated costs of species preservation 

Earth’s systems and Natural Hazards (Water Cycle)

November-December

How has the surface of the Earth changed over time? 

How has the movement of plate tectonics affected the surface of the Earth?

How does water cycle through the hydrosphere?

How does the energy of the sun and Earth’s gravity drive the hydrologic cycle?

Weathering and Erosion lab: model and explain how natural forces such as water and wind shape the earth’s surface

Holes in the Earth: observe and compare geological formations and use evidence and reasoning to explain how they formed. 

Water Cycle in a Bag lab Set up models to observe and explain the mechanisms of the water cycle, including the transfer of energy that drives cycling of matter.

Human Impact

1st Half of January

How have humans affected the geologic history of our Earth?

How have humans mitigated their effect on the geologic history of our Earth?

What makes a prediction credible?

Natural Disasters Research Project: research explain the role of human activity in natural disasters 

Earthquake Epicenter Plotting lab: Triangulate an earthquake’s epicenter using the Modified Mercalli Scale 

Coastal Flooding Levee Mitigation: research and write a claim supported by evidence and reasoning, on the impact of building levees to mitigate coastal flooding.

Cascade Range Volcano prediction activity: track tectonic plate motion to predict volcanic activity

Forces at a Distance

2nd Half of January until February break

What is an electrical charge?

How does distance and the amount of charge affect an electrical force?

How does distance and the strength of a magnet affect a magnetic force?

What evidence supports that fields exist between bodies of mass, charges and magnetic properties?

Charged Balloons/Charged Spoons labs: students will simulate and explain electron phenomena

Electromagnet lab: create a electromagnet with household items and explain how it works

Iron Filings and Magnet lab: use iron filings and a magnet to model and illustrate existence of magnetic fields

Kinetic and Potential Energy

After February break-

Before April break

Where do you see energy affecting your daily experiences? 

How do mass and velocity impact kinetic energy?

How do gravity, mass, and height above the ground impact potential energy?

Energy Skate Park- use the PheT simulation to manipulate and explain the relationship between potential and kinetic energy

Roller Coaster Engineering lab: apply knowledge of potential and kinetic energy to design and build a mini-roller coaster.

Thermal Energy

After April break-June

How is thermal energy transferred?

Where do you see thermal energy affecting your daily experiences?

When does thermal energy transfer get maximized? When does thermal energy get minimized?

Chill Out lab: use the principles of energy and heat transfer to design, build and test the effectiveness of a lunch box

Cultural Connections to Heat Transfer: research how communities across the globe use clothing or other apparatus to keep warm or cool.

Central America

 (w/ optional identity intro)

September - October

• How has geography influenced the cultural, economic, and political development of countries in Central and South America?

• How has colonialism shaped Latin American and Caribbean cultures and both regions’ development? 

Students will:

• Explore the ancient societies and indigenous peoples of Central America and the Caribbean

• Describe the characteristics and accomplishments of the ancient societies of Central America and the Caribbean.

Assessments include:

• Central America and the Caribbean Module Assessments

• 8 Traits of Culture Presentations

• The Columbian Exchange Treasure Hunt

Central and South Asia (w/ focus on India)

October - December

• How did geography shape the cultures and daily life of ancient peoples of this region?

• How has geography influenced the cultural, economic, and political development of Asia? 

• How did religion spread across and influence the culture of Central & South Asia?

• How has trade influenced international collaboration and conflict in Asia?

• How do political structures differ across Asian countries and to what degree do they influence a country’s role in international relations?

Students will:

• Explain how Indian and Central Asian societies interacted with other societies throughout the world

• Describe the important economic, political and religious developments of ancient India and Central Asia

Assessments include:

• Indus River Valley Investigation

• Ashoka Speeches

• India-Pakistan Debate

Model United Nations

January - February

• How does the international community work together to address global issues?

• What is the role of the United Nations in addressing and solving global issues?

• How does global awareness affect my understanding of / perspective upon important issues? 

• What are my rights and responsibilities as a global citizen?

Students will:

• Learn the history and role of the United Nations

• Explore a current global challenge and collaboratively develop solutions

Assessments include:

• Model UN Opening Speeches

• Model U.N. Simulation

• Model U.N. Position Paper

East Asia

February - March

• How did geography shape the cultures and daily life of ancient peoples?

• How did differing political and economic systems create tension between nations?

• What are some of the most important philosophies from this region and how did they affect people’s lives?

Students will:

• Explore how the geography and climate of East Asia influenced the development of complex societies in the region

• Describe the important economic, political and religious developments in early Chinese history

Assessments include:

• Marco Polo Investigation

• Shi Huangdi: Visionary or Tyrant Socratic Seminar

• Silk Road Module Assessment

Southeast Asia and Oceana

April

• How did geography shape the cultures and daily life of Oceania’s ancient peoples?

• How has geography influenced the economies and governments of Oceania’s countries? 

• How does global warming affect Oceania’s development?

• How does conflict in the region affect countries’ access to land and water?

Students will:

• Explain how geography, climate and natural resources have shaped the people and civilizations of Southeast Asia and Oceana.

• Describe the major features of the indigenous societies of Australia and New Zealand.

Assessments include:

• South China Sea Module Assessment

• Islands of Chance Settlement Game

• Australia’s Land Debate

Rome

May - June

• How did the creation of the Roman Republic influence the daily life of Roman people?

• How did the Romans contribute to advances in architecture, engineering, and technology in the region?

• Was the organization of the Roman Empire’s government just?

• How did the inner workings of the Roman Empire lead to its demise?

Students will:

• Describe the rise of the Roman Republic and the development of its government

• Explore the influence of Julius Caesar in Rome’s transition from a Republic to an Empire

• Describe the contributions of Ancient Rome to architecture, engineering, technology and government.

Assessments include:

• Julius Caesar CSI

• Roman Play

• Roman City Design

Talking about Our Past, Present, and Future

Connect to:

Social and Instructional Language

6 weeks 

• How can I share stories from my life so that others get to know me?

• How do I set actionable goals for learning and for life?

• What do I need to learn and grow in school?

Students will: 

• NARRATE by sharing ideas about one’s own and others’ lived experiences and previous learning

• INFORM by sorting, clarifying, and summarizing relationships

• EXPLAIN by following and describing steps or procedures and their causes and effects

Rational Numbers in Our Lives

Connect to:

Language of Math

and

Social and Instructional Language

6 weeks 

• How can positive and negative numbers be represented visually and in real-world scenarios?

• How do we use rational numbers and math operations in the real world?

• How can we make sense of word problems and plan to solve them?

Students will:

• INTERPRET MATHEMATICAL EXPLANATIONS by analyzing possible ways to represent and solve a problem

• CONSTRUCT MATHEMATICAL EXPLANATIONS that state reasoning used to generate solutions

• NARRATE by connecting stories with images and representations to add meaning (e.g. word problems represented by mathematical expressions))

See Grade 7 Mathematics Overview (Unit 1: Rational Numbers) for more context.

Stories as Windows and Mirrors

Connect to:

Language of ELA

and

Social and Instructional Language

6 weeks 

• How do stories provide windows into other voices, personalities, and cultures?

• How do stories provide mirrors that reflect our own experiences and thoughts?

• How do authors create characters with a clear voice?

Students will:

• CONSTRUCT LANGUAGE ARTS NARRATIVES that orient audience to context and point of view

• CONSTRUCT LANGUAGE ARTS NARRATIVES that develop and describe characters and their relationships

• CONSTRUCT LANGUAGE ARTS NARRATIVES that develop story, including themes with complication and resolution, time, and event sequences

• NARRATE by sharing ideas about one’s own and others’ lived experiences and previous learning

The focus this year is on narrative writing.  See Grade 7 ELA Overview for more context.

Systems and Cycles in the Scientific World

Connect to:

Language of Science

and

Social and Instructional Language

6 weeks 

• How do scientific models (diagrams, maps, charts) help explain relationships, flow, and change in a natural system?

• How do scientists use knowledge of natural systems to design technological and engineering solutions to problems?

Students will: 

• INTERPRET SCIENTIFIC EXPLANATIONS by defining investigable questions or design problems based on observations, information, and/or data about a phenomenon

• CONSTRUCT SCIENTIFIC EXPLANATIONS that develop reasoning to show relationships among independent and dependent variables in models and simple systems

• CONSTRUCT SCIENTIFIC EXPLANATIONS that summarize patterns in evidence, making trade-offs, revising, and retesting

• EXPLAIN by following and describing cycles and sequences of steps

See Grade 7 Science Overview for more context.

People and Places in History

Connect to:

Language of Social Studies

and

Social and Instructional Language

6 Weeks

• How are societies influenced by geography and place?

• How do we select relevant, well-chosen facts to inform our thinking about cultures and societies from history? 

• How do we connect evidence and examples to our knowledge of the world and the text in order to form a persuasive argument? (CER writing)

Students will:

• CONSTRUCT SOCIAL STUDIES EXPLANATIONS that develop reasoning, sequences with linear and nonlinear relationships, evidence, and details, acknowledging strengths and weaknesses

• CONSTRUCT SOCIAL STUDIES ARGUMENTS that introduce and contextualize topic

• CONSTRUCT SOCIAL STUDIES ARGUMENTS that select relevant information to support claims with evidence gathered from multiple sources

• EXPLAIN by generating and conveying initial thinking

See Grade 7 Social Studies Overview for more context.