Primary Progress Document
READING
Big Idea: Forming a Foundation (Reading)
EL-7-FF-S-1
Students will apply context and self-correction strategies while reading
EL-7-FF-S-2
Students will make predictions while reading
EL-S-FF-S-3
Students will read grade-appropriate material – orally and silently – with automat city (accuracy and fluency phrasing, expression, and attention to text features – e.g., punctuation, italics, dialogue)
EL-7-FF-S-4
Students will use a variety of reading strategies to understand vocabulary and texts:
a) Formulate questions to guide reading (before, during and after reading)
b) Apply word recognition strategies to determine pronunciations or meanings of words in passages.
c) Apply knowledge of synonyms, antonyms, homonyms/homophones, shades of meaning, or analogies to assist comprehension.
d) Interpret the meaning of jargon, dialect or
specialized vocabulary used in a passage.
RD-O7-1.0.1
Students will apply knowledge of synonyms or antonyms to comprehend a passage.
RD-07-1.0.2 DOK 2
Students will select, based on context, the appropriate meaning for a word that has multiple meanings.
RD-07-1.0.3
Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage.
• Read and understand:
• Regular, irregular plurals
• Abbreviations
• Possessives
• Inflectional endings
• Comparatives/superlatives
• Syllables
RD-O7-1.0.4
Students will formulate questions to guide reading.
RD-O7-1.0.5
Students will scan to find key information.
RD-O7-1.0.6
Students will skim to get the general meaning of a passage.
RD-O7-1.0.7 DOK 2
Students will interpret literal and non-literal meanings of words or phrases, based on context.
RD-O7-1.0.8
Students will interpret the meaning of jargon, dialect or specialized vocabulary used in a passage.
EL-7-FF-S-5
Students will use print and electronic resources (e.g., print and electronic dictionaries, glossaries, thesauruses) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, and content specific-meanings of words
Big Idea: Developing an Initial Understanding (Reading)
RD-O7-2.0.1 DOK 3
Students will identify or explain the main idea of a passage.
RD-O7-2.0.2 DOK 2
Students will identify and explain characteristics of short stories, novels, poetry or plays.
• Fiction (e.g. science fiction, historical fiction, mysteries, legends, fables, folk tales, fairy tales, tall tales, myths, parables)
• Non-fiction (e.g. autobiography, biography, editorial, essay, articles)
• Short Story
Novel
• Poetry (e.g. free verse, haiku, ballad, lyric, couplets, riddles, limericks, concrete poems, narrative poems, nursery rhymes)
• Play
RD-O7-2.0.3 DOK 3
Students will identify or explain the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage.
RD-07-2.0.4 DOK 1
Students will locate key ideas or information in a passage.
RD-O7-2.0.5 DOK 2
Students will summarize information from a paragraph, a section of a passage or the entire passage.
RD-O7-2.0.6
Students will apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage.
RD-O7-2.0.7 DOK 3
Students will make predictions, draw conclusions, make generalizations or make inferences based on what is read.
RD-O7-2.0.8 DOK 2
Students will explain the meaning of concrete or abstract terms, based on the context from a passage (e.g., “loaded” words, connotation and denotation).
EL-7-DIU-S-1
Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-7-DIU-S-2
Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential), to aid in comprehension
EL-7-DIU-S-3
Students will explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words, connotation, denotation)
EL-7-DIU-S-4
Students will paraphrase and summarize information from texts of various lengths
EL-7-DIU-S-6
Students will demonstrate understanding of literary elements and literary passages/texts:
Identify characteristics of different types of literary texts (e.g., short stories, poems, plays, historical fiction, realistic fiction, mysteries, science fiction, myths)
a) Identify and explain the main idea of a passage
EL-7-DIU-S-7
Students will demonstrate understanding of informational passages/texts:
a) Locate key ideas, information, facts or details
b) Use information from text to state and support central/main idea
c) Use information from text to accomplish a specific task or to answer questions
d) Use text features and visual information (e.g., maps, charts, graphs, timelines, visual organizers) to understand texts
Big Idea: Interpreting Text (Reading)
EL-7-IT-S-1
Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts
EL-7-IT-S-2
Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) to aid comprehension
EL-7-IT-S-3
Students will use text references to explain author’s purpose, author’s message or theme and supporting evidence
RD-O7-3.0.1 DOK 3
Students will analyze the relationship between events in a story and a character’s behavior.
RD-O7-3.0.2 DOK 2
Students will identify or explain an author’s purpose in a passage.
RD-O7-3.0.3 DOK 3
Students will explain or analyze how a conflict in a passage is resolved.
EL-7-IT-S-4
Students will record and organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizer, outlining, note taking)
EL-7-IT-S-5
Students will demonstrate understanding of literary elements and literary passages/texts:
___analyze how external conflicts are resolved identify use of author’s craft as appropriate to genre (e.g., rhyme, alliteration, sensory images, simile, description, dialogue)
___explain the relationship between events in a story and a character’s behavior
___identify details that support the main idea or explain their importance in a passage
RD-O7-3.0.4 DOK3
Students will identify details that support the main idea or explain their importance in a passage.
EL-7-IT-S-7
Students will demonstrate understanding of informational passages/texts:
___distinguish between informative and persuasive passages
___identify use of persuasive techniques (e.g., emotional/ logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon)
___use evidence/references from the text to state central/main idea and details that support them; explain the importance of details in a passage
___distinguish between facts and opinions found in texts
___explain the purposes of text features in different types of informational texts
RD-O7-3.0.5
Students will distinguish between informative and persuasive passages.
RD-O7-3.0.6
Students will distinguish between fact or opinion.
RD-O7-3.0.7
Students will identify or explain an author’s opinion about a subject.
RD-O7-3.0.8 DOK 2
Students will identify the argument or supporting evidence from a passage.
RD-O7-3.0.9 DOK 2
Students will identify persuasive techniques (e.g., expert opinion, logical/emotional/ethical appeal, repetition rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon).
EL-7-IT-S-6
Students will demonstrate understanding of informational passages/texts:
a) Distinguish between informative or persuasive passages
b) Identify use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, rhetorical question) and propaganda techniques (e.g., testimonial, bandwagon)
c) Use evidence/references from the text to state central/main idea and details that support them; explain the importance of details in a passage
d) Understand cause-effect inferences
e) Distinguish between facts and opinions found in texts
f) Explain the purposes of text features in different types of informational texts
Big Idea: Reflecting and Responding to Text (Reading)
RD-O7-4.0.1
Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).
RD-O7-4.0.2
Students will use evidence from a passage to formulate opinions in response to a reading passage.
EL-7-RRT-S-1
Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connections
EL-7-RRT-S-2
Students will self-select texts based on personal interests
EL-7-RRT-S-3
Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed: relate texts to prior knowledge, personal experiences, other texts or ideas provide text references/evidence to support connections (e.g., text–to-self, text-to-text, or text-to -world)
EL-7-RRT-S-4
Students will read a wide range of texts, including texts by the same author, about the same subject or theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text to-world)
EL-7-RRT-S-5
Students will demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts
Big Idea: Demonstrating a Critical Stance (Reading)
RD-O7-5.0.1
Students will identify the interrelationships (themes, ideas, concepts) that are developed in more than one literary work.
RD-O7-5.0.3 DOK 2
Students will identify and explain the use of literary devices (e.g., symbolism, irony, analogies, imagery, foreshadowing, figurative language).
RD-O7-5.0.5
Students will evaluate the author’s word choice, style, content, or use of literary elements.
RD-O7-5.0.6
Students will compare and contrast elements, views, ideas, or events presented in one or more passages.
RD-O7-5.0.7 DOK 2
Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-O7-5.0.8 DOK 3
Students will explain or analyze how the use of text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures and captions) enhances the reader’s understanding of a passage.
RD-O7-5.0.9
Students will apply knowledge of organizational patterns (e.g., cause and effect, comparison, contrast, sequence) to understand a passage.
In preparation for RD-O8-5.0.2 DOK 3
Students will interpret the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage
• Setting
• Characters – character traits
• Plot
• Conflict of a passage
• Resolution
• Point of view
• Theme
• Climax
• Style/tone
• Structure
• Mood/atmosphere
Also
• Satire
• Suspense
• Flashback
• Sub-plot
• Mood
Figurative language
• Similes
• Metaphors
• Personification
• Hyperbole
• Idioms
• Stanza
• Repetition
• Onomatopoeia
• Alliteration
• Oxymoron
EL-7-DCS-S-1
Students will analyze how effectively text features organize information for clarity or for usefulness
EL-7-DCS-S-2
Students will apply knowledge of the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution) and explain how it helps in understanding the passage and meeting the author’s purpose
EL-7-DCS-S-3
Students will evaluate what is read based on the author’s word choice, sentence variety, content, tone and style or use of literary elements
EL-7-DCS-S-4
Students will form and support judgments/opinions about central ideas
EL-7-DCS-S-5
Students will interpret the interactions among literary elements within and across a variety of texts
EL-7-DCS-S-6
Students will explain the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-7-DCS-S-7
Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events)
EL-7-DCS-S-8
Students will evaluate the accuracy of information presented in texts
EL-7-DCS-S-9
Students will evaluate arguments, interpret, and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the parts
EL-7-DCS-S-10
Students will evaluate connections among evidences and inferences
EL-7-DCS-S-11
Students will evaluate the quality of evidence used to support or oppose an argument
EL-7-DCS-S-12
Students will evaluate the use of persuasive or propaganda techniques
EL-7-DCS-S-13
Students will recognize faulty reasoning and false premises in an argument
SPEAKING, OBSERVING, LISTENING
Big Idea: Speaking, Listening and Observing
In formal speaking situations
According to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
Grade 7 Skills and Concepts / In formal speaking situations
EL-7-SLO-S-1
Students will create oral presentations that
___are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and occasion
___support ideas with sound evidence and appropriate details
___maintain a consistent focus
___organize ideas in a coherent, meaningful way including an introduction and a conclusion that are appropriate to audience and purpose
___choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language, use of rhetorical devices)
EL-7-SLO-S-2
Students will apply delivery techniques
___both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., gestures, facial expressions, eye contact)
___avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)
___use language appropriate to audience; use specialized content vocabulary as needed
___adhere to standard guidelines for grammar, usage, mechanics or use non-standard language for effect when appropriate (e.g., word plays, common figures of speech)
EL-7-SLO-S-3
Students will use visual aids, media and tools of technology to support oral communication
EL-7-SLO-S-4
Students will document ideas from outside sources (e.g., citing authors, titles, websites)
Grade 7 Skills and Concepts / In informal speaking situations
EL-7-SLO-S-5
Students will give spoken instructions to perform specific tasks
EL-7-SLO-S-6
Students will ask and respond to questions as a way to enrich class discussions
EL-7-SLO-S-7
Students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)
EL-7-SLO-S-8
Students will use different voice level, phrasing and intonation for different situations (e.g., small group settings, discussions)
Grade 7 Skills and Concepts / When listening
EL-7-SLO-S-9
Students will follow spoken instructions to perform specific tasks
EL-7-SLO-S-10
Students will identify the controlling idea of a speech and key ideas that support it
EL-7-SLO-S-11
Students will respond critically (analyze the style of a speech, including the speaker’s choice of language to evoke a response, evaluate conclusions, credibility of information presented)
EL-7-SLO-S-12
Students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and useful
EL-7-SLO-S13
Students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)
EL-7-SLO-S-14
Students will follow the organization of a presentation and recognize the speaker’s use of transitions
EL-7-SLO-S-15
Students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cues
EL-7-SLO-S-16
Students will build on the ideas of others and contribute appropriate information or ideas
EL-7-SLO-S-17
Students will use self-evaluations and feedback from teachers and peers to improve presentations
Grade 7 Skills and Concepts / When observing
EL-7-SLO-S-18
Students will use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate media
EL-7-SLO-S-19
Students will evaluate the role of media in focusing attention and in forming opinion
EL-7-SLO-S-20
Students will interpret a variety of techniques used in advertising
EL-7-SLO-S-21
Students will identify the effective use of visual and auditory cues (e.g., cutaway, close-up or long shot, voiceover, sound effects) to enhance the message or understand context
WRITING
Big Idea: Writing Content
Purpose/Audience:
Teachers should refer to the Kentucky Marker Papers document for appropriate writing development in all four types of: Reflective, Personal, Literary and Transactive.
Engage in daily
• Writing to learn
• Writing to demonstrate learning and/or
• Publication of writing through authentic tasks: various types of journals, learning logs, exit/admit slips, reflections, 4 types of writing, open response, on demand, etc.
EL-7-WC-S-1
Students will write to learn by applying strategies effectively (e.g., learning logs, exit/admit slips)
EL-7-WC-S-2
Students will write to demonstrate learning and understanding of content knowledge (e.g., class journals, explanations, lab reports, research reports)
WR-M-1.1.0 DOK 4 - Purpose/Audience:
Students will establish and maintain a focused purpose to communicate with an authentic audience by
• Narrowing the topic to create a specific purpose for writing
• Establishing a controlling idea, theme, or conclusion about the topic
• Choosing a perspective authentic to the writer
• Analyzing and addressing the needs of the intended audience
• Adhering to the characteristics of the form
• Applying a suitable tone
• Allowing voice to emerge when appropriate
Produce a Best Pieces Portfolio with the required 3 entries:
1. Reflective Writing: Writer’s growth through literacy development
2. Personal Expressive Writing: Narrative/Memoir/ Essay
Or Literary Writing: Short Story, Poem, or Script
3. Transactive Writing: Various Real World Forms
Maintain a working writing folder containing the following:
• Works in progress
• Completed pieces
• Evidence of writing process, writing to learn, writing to demonstrate learning, publishing
• Lists of vocabulary, spelling words
• Open response items
• On demand writing
• Conferencing records/tips: teacher, peer, self editing
• Organizers for writing
• Other
Evaluate own and other’s writing for purpose/audience
EL-7-WC-S-3
Students will write for a variety of authentic purposes and audiences:
• Communicate about the significance of personal experiences and relationships
• Communicate through authentic literary forms to make meaning about the human condition
• Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining, persuading, analyzing)
• Analyze and communicate reflectively about literacy goals
• Analyze and address needs of intended audience
• Adjust the writing style (formal, informal, business) for intended audience
EL-7-WC-U-4
Students will communicate purpose, focus, and controlling ideas authentic to the writer.
WR-07-1.1.1 In Reflective Writing,
• Students will evaluate personal progress toward meeting goals in literacy skills.
• Students will recognize needs of the intended audience.
• Students will use a suitable tone or appropriate voice.
audience
idea development
connections
purpose
coherence
documentation
source
closure
unity
transition
concrete details
perspective
theme
tone
voice
WR-07-1.1.2
In Personal Expressive Writing,
• Students will communicate the significance of the writer’s experience by narrating about life events or relationships or central ideas.
• Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).
• Students will create a point of view.
• Students will use a suitable tone or appropriate voice.
In Literary Writing,
• Students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary).
• Students will apply characteristics of the selected form (e.g., short story, play/script, poem).
• Students will create a suitable tone or appropriate voice.
• Students will apply a fictional perspective in literary writing when appropriate.
WR-07-1.1.3
In Transactive Writing,
• Students will communicate a purpose through informing or persuading or analyzing.
• Students will develop an angle to achieve purpose.
• Students will communicate as an informed writer to clarify what the reader should know, do or believe as a result of reading the piece.
• Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech).
• Students will use a suitable tone.
Students will allow voice to emerge when appropriate.
• precise nouns
• sensory details
• strong verbs
WR-M-1.2.0 DOK 4
Idea Development/Support:
Students will support main ideas and deepen the audience’s understanding of purpose by
• Developing logical, justified and suitable explanations
• Providing relevant elaboration
• Explaining related connections or reflections
• Applying idea development strategies appropriate for the form
• Students will employ strategies for generating ideas about topics through a variety of prewriting activities. (e.g., reading, researching, brainstorming, observing, creating, free writing, mapping, sketching, outlining, etc.)
• Students will develop an appropriate conclusion.
• Students will incorporate persuasive techniques when appropriate (e.g., expert opinion emotional/logical/ ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate.
• Students will evaluate own and other’s writing for idea development.
WR-07-1.2.1 In Reflective Writing,
• Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
• Students will describe own literacy skills, strategies, processes or areas of growth.
• Students will explain own decisions about literacy goals.
• Students will identify own strengths and areas for growth.
• Students will support claims about self.
EL-7WC-S-5
Students will develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writing.
EL-7-WC-S-6
Students will select and incorporate ideas or information (e.g., from research, reading, discussion, other content areas), explaining reflections or related connections (e.g., identifying relationships, drawing conclusions, offering support for conclusions, organizing prior knowledge about a topic).
EL-7-WC-S-7
Students will communicate understanding of a complex idea or event from multiple perspectives.
EL-7-WC-S-8
Students will provide sufficient details and appropriate depth of elaboration for clear understanding.
EL-7-WC-S-9
Students will use and sustain suitable voice or tone.
WR-07-1.2.2 In Personal Expressive/Literary Writing,
Students will communicate theme/ main idea through use of literary elements appropriate to the genre:
• Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate.
• Students will develop plot/story line appropriate to the form.
• Students will develop setting, mood, scene, image or feeling.
• Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.
• Students will incorporate reflection, insight and analysis when appropriate.
WR-07-1.2.3 In Transactive Writing,
• Students will communicate relevant information to clarify a specific purpose.
• Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
• Students will develop explanations to support the writer’s purpose.
• Students will apply research to support ideas with facts and opinions.
Big Idea: Writing Structure
WR-M-2.4.0 DOK 3 - Sentence Structure:
Students will create effective sentences by
• Applying a variety of structures and lengths
• Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate
Apply knowledge of conventions of language to writing sentences (e.g. noun/verb agreement, parallel construction)
a. subject/verb complement
b. simple subject and simple predicate
c. subject/verb agreement
Develop these structures
a. main and subordinate clauses
b. predicate nominative
c. clauses (e.g. adjective, adverb, noun, conjunction)
d. phrases (e.g. verbal, prepositional, verb).
Evaluate own and others’ writing for sentence structure.
WR-07-2.4.1- In Reflective Writing,
• Students will develop sentences of various structures and lengths throughout the piece.
• Students will develop complete and correct sentences.
WR-07-2.4.2 -In Personal Expressive/Literary Writing,
• Students will develop sentences of various structures and lengths.
• Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
• Students will arrange poetic language in a meaningful order.
• Students will apply poetic line breaks effectively.
WR-07-2.4.3 - In Transactive Writing,
Students will develop complete sentences or apply unconventional structures when appropriate.
WR-M-2.3.0 DOK 3 - Organization:
Students will create unity and coherence to accomplish the focused purpose by
• Engaging the audience
• Establishing a context for reading when appropriate
• Communicating ideas and support in a meaningful order
• Applying transitions and transitional elements to guide the reader through the piece
• Developing effective closure
Evaluating own and other’s writing for organization.
EL-7-WS-S-1
Students will use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience.
EL-7-WS-S-2
Students will develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology)
EL-7-WS-S-3
Students will apply structures of a variety of academic and work-related texts (e.g., essays, journals, narratives, business letter) for authentic purposes.
EL-7-WS-S-4
Students will establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas in meaningful order; and conclude effectively
EL-7-WS-S-5
Students will create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriately
WR-07-2.3.1 In Reflective Writing,
• Students will engage the interest of the reader.
• Students will communicate ideas and details in meaningful order.
• Students will use transitions or transitional elements between ideas to guide the reader.
• Students will apply paragraphs effectively.
• Students will create conclusions effectively.
WR-07-2.3.2 In Personal Expressive/Literary Writing,
• Students will engage the interest of the reader.
• Students will communicate ideas and details in a meaningful order.
• Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
• Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
• Students will apply paragraphing effectively.
• Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape.
• Students will create conclusions effectively.
EL-6-WS-S-6
Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-7-WS-S-7
Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience.
WR-07-2.3.3 In Transactive Writing,
• Students will establish a context for reading.
• Students will apply the accepted format of the genre.
• Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose.
• Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details.
• Students will apply paragraphing effectively.
• Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
• Students will create conclusions effectively.
EL-7-WS-S-8
Students will incorporate text features (e.g., bullets, subheadings, table of contents, white space, pictures, labels, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
Big Idea: Writing Conventions
WR-M-3.5.0 DOK 2
Language: Students will exemplify effective language choices by
• Applying correct grammar and usage
• Applying concise use of language
• Incorporating strong verbs, precise nouns, concrete details and sensory details
• Applying language appropriate to the content, purpose and audience
EL-7-WV-S-1
Students will choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language – metaphors, similes, alliteration, personification).
EL-7-WV-S-2
Students will use specialized content vocabulary and words used for specific contexts, as needed.
EL-7-WV-S-3
Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., affect/effect, who/whom).
Write with correct usage/grammar.
a. Common and proper nouns
b. Singular, plural, and collective nouns
c. Possessive nouns
d. Action verbs
e. Forms of the verb be
f. Subject pronouns
Develop these parts of speech
a. Pronouns
• Possessive
• Indefinite
• Demo
• Relative
• Personal
• Interrogative
b. Present, past and future tenses of regular and irregular verbs
c. Transitive and intransitive verbs
d. Adjectives
e. Comparative and superlative forms of adjectives
f. Adverbs
g. Comparative and superlative forms of adverbs
h. Prepositions; adjective and adverb
i. Conjunctions
j. Interjections
Evaluate own and others’ writing for effective use of language.
Students will use correct spelling to the level of the writer:
o Irregular tenses
o Possessives
o Prefixes, suffixes
o Abbreviations/acronym
o Assigned words encountered in content areas
WR-07-3.5.1 In Reflective Writing,
• Students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect.
• Students will apply language concisely.
• Students will incorporate language to address the content, purpose and audience.
WR-07-3.5.2 In Personal Expressive/Literary Writing,
• Students will adhere to standard guidelines for grammar and usage or apply nonstandard when appropriate for effect.
• Students will incorporate language based on economy, precision, richness or impact on the reader.
• Students will develop ideas through descriptive or figurative language.
WR-07-3.5.3 In Transactive Writing,
• Students will adhere to standard guidelines for usage and grammar.
• Students will use precise word choice.
• Students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
• Interpret/recite spelling words using five steps.
o Look at word
o Say the word
o Think about the word
o Write the word
o Check the spelling.
WR-M-3.6.0 DOK 2 - Correctness:
Students will communicate clearly by
• Applying correct spelling
• Applying correct punctuation
• Applying correct capitalization
• Incorporating acceptable departure from standard correctness to enhance meaning when appropriate
• Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources)
• Students will use punctuation appropriately
o After dialogue
o Direct quotes
o After a noun in direct address
o Following introductory words or phrases,
o Parenthetical expression
o Colons, semi colons
o Titles (poems, short stories, chapters, dialogues
o Underlining for written titles of complete works,
o Use hyphens, parenthesis, dashes, etc.
EL-7-WV-S-4
Students will apply non-standard/unconventional language for intended effect appropriate to purpose
EL-7-WV-S-5
Students will use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts.
EL-7-WV-S-6
Students will use print and electronic resources (e.g., word processing programs, thesaurus) to adhere to standard guidelines for grammar, usage and mechanics.
EL-7-WV-S-7
Students will document ideas used from outside sources (e.g., citing authors or titles within the text; citing print and non-print sources) when paraphrasing, summarizing, quoting or using graphics.
Big Idea: Writing Process
WR-M-4.7.0 Focusing
• Connecting to content knowledge.
• Connecting with prior learning and experience
• Initiating an authentic reason to write
• Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write.
EL-7-WP-S-1
Students will focus: establish and maintain a controlling idea on a selected topic.
WR-M-4.8.0 Prewriting
• Selecting/narrowing a topic
• Establishing a purpose and central/controlling idea or focus
• Identifying and analyzing the audience
• Determining the most appropriate form to meet the needs of purpose and audience
• Generating ideas (e.g., reading, journaling, mapping, webbing, note-taking, interviewing, researching, other writing-to-learn activities).
• Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information.
EL-7-WP-S-2
Students will prewrite:
• Determine the most appropriate form to meet needs of purpose and audience
• Generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/ non-print/ electronic sources, note-taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas)
• Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
WR-M-4.9.0 Drafting
• Writing draft(s) for an intended audience
• Developing topic, elaborating ideas, exploring sentence variety and language use
• Organizing writing
Use organizational techniques to show reader awareness (e.g., sub-headings, bold print, bulleted lists, use of white space/color).
EL-7-WP-S-3
Students will draft:
• Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication.
• Logically introduce and incorporate quotes.
WR-M-4.10.0 Revising (Content/Ideas)
• Reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content
• Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content
• Checking for accuracy of content
• Considering voice, tone, style, intended audience, coherence, transitions
• Comparing with rubric criteria and anchor papers/models
• Considering effectiveness of language usage and sentences to communicate ideas
WR-07-4.10.4 Idea Development
Students will narrow topic for selected writing.
WR-07-4.10.5
Students will identify topic sentence/main idea of paragraph.
WR-07-4.10.6
Students will select appropriate supporting details.
WR-07-4.10.7
Students will identify extraneous materials.
WR-07-4.10.8 Organization
Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological sequential position.
WR-07-4.10.9
Students will identify the most effective transitions.
EL-7-WP-S-4
Students will revise:
• Reflect on own writing.
• Confer with peers and other writing conferencing partners to critically analyze one’s own work and the work of others.
• Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions.
• Identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words available.
WR-07-4.10.10
Students will develop effective introductions and closures for writing.
WR-07-4.10.11 Word Choice
Students will eliminate redundant words.
WR-07-4.10.12
Students will choose the most specific word for use in a sentence
WR-M-4.11.0 Editing (Conventions and Mechanics)
• Checking for correctness with self, teacher or peer(s)
• Language usage
• Sentence structure
• Spelling
• Capitalization
• Punctuation
• Documentation of sources
• Using resources to support editing (e.g., spell-check, dictionaries, thesauri, handbooks)
Students will proofread own and other’s work for surface features.
WR-07-4.11.13 Language Usage
Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-07-4.11.14
Students will apply knowledge of present, past and future verb tenses.
WR-07-4.11.15
Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
EL-7-WP-S-5
Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sources.
WR-07-4.11.16
Students will apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/there/they’re), pronoun references and double negatives.
WR-07-4.11.17
Students will apply knowledge of idiomatic expressions.
WR-07-4.11.18 Sentence Structure
Students will correct run-on and awkward sentences.
WR-07-4.11.19
Students will correct sentence fragments.
WR-07-4.11.20
Students will combine short choppy sentences effectively.
WR-07-4.11.21
Students will combine simple sentences by using subordination and coordination.
WR-07-4.11.22
Students will correct simple sentences with misplaced/ and dangling modifiers.
WR-07-4.11.23 Spelling
Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.
WR-07-4.11.24
Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-07-4.11.25
Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-07-4.11.26
Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
Spelling - Students will spell correctly: irregular tenses, possessives, prefixes, suffixes, abbreviations/acronyms, and assigned words encountered in reading/writing activities appropriate to the level.
WR-07-4.11.27 Capitalization
Students will capitalize proper nouns (e.g., names, days, months).
WR-07-4.11.28
Students will capitalize the beginning of sentences.
WR-07-4.11.29
Students will capitalize the pronoun “I”.
WR-07-4.11.30
Students will capitalize proper adjectives.
WR-07-4.11.31
Students will capitalize first word in a quote when appropriate.
WR-07-4.11.32
Students will capitalize the first word and every succeeding main word in a title.
WR-07-4.11.33 Punctuation
Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-07-4.11.34
Students will use commas in a series, a date, a compound sentence and the greeting and closing of a letter.
WR-07-4.11.35
Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-07.4.11.36
Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.
WR-07.4.11.37
Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
WR-07-4.11.38
Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
WR-07-4.11.39
Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.
WR-07-4.11.40
Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.
WR-07-4.11.41 Documentation
Students will document use of sources.
WR-M-4.12.00 Publishing
Sharing final piece with intended audience.
EL-7-WP-S-6
Students will publish to produce products for intended audience:
• Present written material using digital presentation and graphics (e.g. charts and tables) when developmentally appropriate.
• Present final work in a neat, legible form.
WR-M-4.13.00 Reflecting
Students will reflect upon
• Progress, growth and goals as a writer.
• Literacy skills.
• Who or what has influenced progress and growth.
• Approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing).
EL-7-WP-S-7
Students will reflect and evaluate personal progress and skills in writing
MATH
Big Idea: Number Properties and Operations
MA-07-1.1.1 DOK 1
Students will provide examples of and identify integers, fractions, decimals, percents and [pic].
MA-07-1.1.2
Students will describe and provide examples of representations of numbers (whole numbers, fractions , fractions, decimals, percents, integers, square roots, and [pic]) and operations in a variety of equivalent forms using models, diagrams, and symbols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences), based on real-world and mathematical problems.
• Use place value with numbers of varied digits including scientific notation.
• Relate fractions to other fractions and whole numbers (magnitude).
MA-07-1.1.3 DOK 2
Students will convert among whole numbers, fractions, decimals, percents and [pic], and will compare and order these numbers.
MA-7-NPO-S-NS1
Students will extend number sense for percents and integers.
MA-7-NPO-S-NS3
Students will develop number sense for [pic] (pi) as one example of an irrational number.
MA-7-NPO-S-NS4
Students will use whole number exponents to represent/express numbers.
MA-7-NPO-S-NS6
Students will provide examples of and use models, diagrams and symbols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences) to describe and write equivalent forms of integers, fractions, decimals, percents, square roots and [pic].
MA-7-NPO-S-NS5 Students will compare, order and determine equivalent relationships among fractions, decimals and percents.
MA-7-NPO-S-SC1 Students will develop addition, subtraction, multiplication and division of integers both concretely and symbolically (mental, pencil and paper, calculators).
MA-7-NPO-S-SC2 Students will extend concepts and application of operations with fractions and decimals to include percents.
MA-7-NPO-S-SC3 Students will add, subtract, multiply, divide and apply order of operations (including positive whole number exponents) with fractions, decimals and integers to solve real-world problems.
MA-7-NPO-S-SC4
Students will explain inversely-related operations (addition and subtraction; multiplication and division).
MA-7-NPO-S-PNO1
Students will identify, explain and apply properties (e.g., commutative, associative, inverse and identity for addition and multiplication; distributive).
MA-07-1.3.1 DOK 2
Students will add, subtract, multiply and divide whole numbers, fractions and decimals to solve real-world problems and apply order of operations to simplify numerical expressions.
MA-07-1.3.2
Students will explain how operations (addition and subtraction; multiplication and division) are inversely related.
MA-07-1.3.3
Students will add and subtract integers.
MA-07-1.5.1 DOK 2
Students will identify and apply prime numbers, composite numbers, prime factorization, factors, multiples and divisibility to solve real-world and mathematical problems (e.g., prime factorization to determine a least common multiple [LCM] or greatest common factor [GCF]).
MA-07-1.5.2 DOK 1
Students will identify the use of properties (commutative properties of addition and multiplication, the associative properties of addition and multiplication and the identity properties for addition and multiplication) to justify a given step in solving problems.
MA-7-NPO-S-PNO2 Students will identify and apply prime numbers, composite numbers, prime factorization, factors, multiples and divisibility to solve real-world problems (e.g., use prime factorization to determine a least common multiple [LCM] or greatest common factor [GCF]).
MA-7-NPO-S-NS2
Students will extend applications of operations (+, −, ×, ÷ ) to include integers.
MA-7-NPO-S-E1
Students will estimate and mentally compute to solve real-world and/or mathematical problems with fractions, decimals, percents and integers, checking for reasonable and appropriate computational results.
MA-7-NPO-S-E2
Students will estimate large and small quantities of objects.
MA-7-NPO-S-SC3
Students will add, subtract, multiply, divide and apply order of operations (including positive whole number exponents) with fractions, decimals and integers to solve real-world problems.
MA-07-1.2.1 DOK 2
Students will estimate to solve real-world and mathematical problems with fractions, decimals and percents, checking for reasonable and appropriate computational results.
MA-07-1.3.1 DOK 2
Students will add, subtract, multiply and divide whole numbers, fractions and decimals to solve real-world problems and apply order of operations to (including positive whole number exponents) simplify numerical expressions
MA-7-NPO-S-NS2
Students will extend applications of operations (+,−,×,÷ ) to include integers.
MA-7-NPO-S-E1
Students will estimate and mentally compute to solve real-world and/or mathematical problems with fractions, decimals, percents, and integers checking for reasonable and appropriate computational results.
MA-7-NPO-S-E2
Students will estimate large and small quantities of objects.
MA-7-NPO-S-SC3
Students will add, subtract, multiply, divide and apply order of operations (including positive whole number exponents) with fractions, decimals and integers to solve real-world problems.
Compare and order rational numbers using relation of equality and inequality (, =) (E.g., order on a number line.)
Classify numbers less than 100 as prime or composite.
Whole Numbers
Addition:
Understand terms: commutative, associative, distributive and identity properties/inverse (subtractions as inverse of addition).
• Demonstrate understanding of key words that denote appropriate operations.
• Recognize and apply properties of addition: commutative, associative, and identity (zero).
• Estimate sums.
Subtraction
• Recognize and apply properties of subtraction: zero, order, identity.
• Estimate difference (to nearest 10-100,000).
Multiplication
• Recognize the properties of multiplication: order, one, zero, commutative, associative, identity, and inverse.
• Estimate products by rounding (to nearest 10,000).
• Perform operations in order.
Division
• Recognize and apply properties of division: identity and inverse.
• Use estimation to check results (addition, subtraction, multiplication, and division).
• Fractions
• Know terms: numerator, denominator, proper fraction, improper fraction, mixed numeral, lowest terms, common denominator, multiple.
• Find fractional part of whole number
• Write equivalent fractions – supply missing numerator or denominator.
• Convert improper fraction to standard or mixed numeral.
• Convert standard or mixed numeral to improper fraction.
• Write fractions in lowest terms.
• Find least common denominator given.
• Find least common denominator not given.
Addition of Fractions
• Add fractions with and without common denominator.
• Add fractions mixed numerals with and without common denominator.
• Add fractions of three or more with and without common denominator.
Subtraction of Fractions
• Subtract fractions with mixed numerals with and without common denominator.
• Subtract fractions with mixed numerals with and without regrouping.
• Subtract fractions from whole number.
Multiplication of Fractions
• Simplify sum, difference, product and quotient.
• Multiply fractions.
• Multiply fractions and mixed numbers.
• Multiply whole numbers times mixed numbers and proper fractions.
• Multiply three or more fractions or mixed numbers.
• Multiply fractions using canceling or reducing.
Division of Fractions
• Divide fractions.
• Divide whole number by fraction.
• Divide fraction by whole number.
Percents, Decimals and Money
• Demonstrate understanding of percentage symbol and meaning, percent as fraction, and percent as part of whole.
• Extend number sense for percents (greater than 100% and less than 1%).
• Use prime, composite numbers, factors, multiples divisibility to solve problems.
• Understand application of properties such as commutative, associative, distributive, inverse and identity.
• Make conversions among fractions, decimals and percents.
MA-07-1.4.1 DOK 3
Students will apply ratios and proportional reasoning to solve real-world problems (e.g., percents, sales tax, discounts, rate).
Percents, Decimals, Money: Addition
• Add place value to thousandths.
• Add mixed numerals with unequal number of digits to right of decimal.
Percents, Decimals, Money: Subtraction
• Subtract place value to thousandths.
• Subtract mixed numerals with unequal number of digits to right of decimal.
Subtract mixed number from whole number.
Percents, Decimals, Money: Multiplication
• Multiply decimal (to thousandths).
• Multiply decimal times decimal using zero in the product.
• Multiply a decimal by power of 10.
Percents, Decimals, Money: Division
• Divide decimal by 1 digit and/or 2-digit whole number to hundredths and thousandths.
• Divide decimal or whole number by decimal in tenths, hundredths or thousandths.
• Read and write tenths, hundredths, and thousandths.
• Create and solve word problems with real-life applications with addition, subtraction, multiplication, and division of whole numbers, fractions, decimals, percents, and money.
• Apply meaning of ratio and proportion.
• Solve proportions.
• Develop relationship between proportional thinking and problem situations involving rates, scaling and similarity.
• Read and write, in words, large and small numbers.
• Estimate large and small quantities.
Big Idea: Measurement
MA-7-M-S-SM1
Students will describe and provide examples of U.S. Customary and metric units of measurement; use these units to solve real-world and/or mathematical problems.
• Estimate computational results.
• Relate rational and irrational numbers magnitude, (order on a number line).
MA-07-2.1.1 DOK 2
Students will measure lengths (to the nearest eighth of an inch or the nearest centimeter) and will determine and use in real-world and will determine and use in real-world and mathematical problems:
• area and perimeter of triangles;
• area and perimeter of quadrilaterals (rectangles, squares, trapezoids); (using the Pythagorean theorem will not be required as a strategy)
• area and circumference if circles and
• area and perimeter of compound figures composed of triangles and quadrilaterals and circles.
MA-07-2.1.2
Students will estimate measurements of regular and irregular polygons and circles in standard units.
MA-07-2.1.3
Students will explain how measurements and measurement formulas are related or different (e.g., perimeter and area of rectangles).
MA-07-2.1.4
Students will find the measures of angles by estimation and measurement with a protractor or angle ruler.
MA-07-2.2.1
Students will convert units within the same measurement system and use these units to solve real-world problems.
• Find area of regular and irregular quadrilaterals by measuring and subdividing.
• Find area of squares and rectangles with formulas.
• Find surface area of rectangular solids.
• Use circle measurements (radius, diameter, circumference).
• Find surface area of rectangular solids. Use circle measurements (radius, diameter, circumference).
• Know and use formulas for area and perimeter of triangles, trapezoids, circles.
• Use rate (relationship between time and distance).
• Use metric units of measure to the nearest unit: centimeter, meter, kilometer, millimeter.
• Use standard units of measure for length: inch, half inch, quarter inch, one-eight inch, feet, yard, mile.
• Convert measurement units for length.
• Convert measurement units for mass.
MA-7-M-S-MPA1
Students will read and use measurement tools (e.g., rulers, scales, protractors, angle rulers)
MA-7-M-S-MPA2
Students will estimate and find angle measures and segment measures
MA-7-M-S-MPA3
Students will estimate and find circle measurements in standard units (radius, diameter, circumference, area) and relationships among them
MA-7-M-S-MPA4
Students will develop and use the formulas for area of a triangle, a parallelogram and a trapezoid and relate each to the formula for the area of a rectangle (b x h).
MA-7-M-S-MPA5
Students will determine the length of sides (to the nearest eighth of an inch or nearest centimeter), area and perimeter of triangles, quadrilaterals (rectangles, squares, trapezoids) and other polygons. (Using the Pythagorean Theorem will not be required as a strategy).
MA-7-M-S-MPA6
Students will explain how measurements and measurement formulas are related or different (e.g., perimeter and area of rectangles).
MA-7-M-S-MPA7
Students will investigate and demonstrate fixed area with changing perimeter and fixed perimeter with changing area.
Big Idea: Geometry
MA-7-3.1.1
Students will describe, provide examples of and identify (using correct notation, label and name)the basic geometric elements (e.g., points, segments, rays, lines, angles and planes), in real-world and mathematical problems.
MA-7-G-S-SR1
Students will describe, provide examples of and identify (using correct notation, label and name) the basic geometric elements (e.g., points, segments, rays, lines, angles and planes), including both real world and/or mathematical situations.
MA-7-G-S-SR2
Students will identify characteristics of angles (e.g., adjacent, vertical, corresponding, interior, exterior).
MA-7-G-S-SR3
Students will identify properties for classifying, describe, provide examples of and identify elements (e.g., sides, vertices, angles, congruent parts) of two- dimensional figures (circles, triangles [acute, right, obtuse, scalene, isosceles, equilateral], quadrilaterals [square, rectangle, rhombus, parallelogram, trapezoid], regular and irregular polygons); apply properties of these figures to solve real-world problems
• Use letters to name points, lines, line segments, rays, vertices and angles.
• Identify terms and relationships for a line segment, intersecting lines, parallel lines, and perpendicular lines.
• Identify terms and relationships for angles (type and measurement) of right, acute, and obtuse.
• Find angle measurements and segment measurements.
• Identify characteristics of lines (cylinders, perpendicular, parallel, intersecting).
MA-07-3.1.2 DOK 2
Students will describe, and provide examples of the elements (e.g., sides, vertices, angles, congruent parts) of two-dimensional figures (circles, triangles [acute, right, obtuse, scalene, isosceles, equilateral], quadrilaterals [square, rectangle, rhombus, parallelogram, trapezoid], regular polygons), and will apply these elements and figures to solve real-world and mathematical problems.\
MA-7-G-S-SR4
Students will describe, provide examples of and identify elements (e.g., vertices, angles, faces, edges, congruent parts) of common three-dimensional figures (spheres, cones, cylinders, prisms and pyramids).
MA-7-G-S-SR5
Students will represent three-dimensional geometric objects with special attention to developing spatial sense (e.g., top view, side view, three-dimensional objects drawn on isometric dot paper).
MA-7-G-S-SR6
Students will describe and provide examples of congruent and similar figures and apply congruent and similar figures to solve real-world problems.
• Identify characteristics of angles (adjacent, vertical, corresponding, interior, and exterior angles).
• Use geometric relationships (parallel and perpendicular line segments, figures, rays, adjacent angles).
• Recognize regular polygons and special quadrilaterals.
• Visualize and represent geometric figures (draw).
• Classify and compare triangles: right, acute, obtuse
• Classify and compare triangles: isosceles, equilateral, scalene
• Demonstrate understanding of circle parts: center, diameter, radius, chord, circumference
• Identify adjacent and opposite sides of parallelogram.
• Identify diagonal of polygon.
• Identify geometric shapes: plane shapes (circle, square, triangle, rectangle, parallelogram)
• Identify properties and classify characteristics of quadrilaterals.
• Know and use formulas for area and perimeter of triangles, trapezoids, and circles.
• Find relationships between measurements of 2 dimensional figures (area/perimeter, area/circumference).
• Use the Pythagorean relationship to solve problems.
MA-07-3.1.3
Students will describe, provide examples of, and identify elements (e.g., vertices, angles, faces, edges, congruent parts) of common three-dimensional figures (spheres, cones, cylinders, prisms, and pyramids).
MA-07-3.1.4 DOK 2
Students will identify and describe congruent figures, and will apply congruent figures to solve real-world and mathematical problems.
MA-07-3.3.1 DOK 2
Students will identify and graph ordered pairs on a coordinate system, correctly identifying the origin, axes and ordered pairs; and will apply graphing in the coordinate system to solve real-world and mathematical problems.
MA-07-3.2.2
Students will translate (slide) and reflect (flip) figures in a coordinate plane.
MA-07-3.2.3
Students will identify rotations (clockwise or
Counter-clockwise) of figures about the origin in the plane (90°, 180°, 270°).
• Visualize and represent geometric figures with special attention to developing spatial sense.
• Identify geometric shapes: solid figures (cube, cone, sphere, cylinder, pyramid, rectangular prism).
• Demonstrate understanding of solid figure: face, vertices, edge, diagonals.
• Demonstrate understanding of solid figure: solid figures (cube, cone, sphere, cylinder, pyramid, rectangular prism).
• Identify a symmetrical figure.
• Identify congruent shapes and angles.
• Distinguish similar figures.
• Locate and name points for four quadrants, coordinate (Cartesian) system/grid
• Plot points in Cartesian system and interpret resulting tendencies and patterns.
• Graph linear and simple quadratic and experimental functions in a four quadrant (Cartesian) system/gird and interpret results.
• Locate points on a grid using coordinates (number pairs).
• Move shapes in a plane (translate, rotate, reflect).
• Investigate transformations of figures (dilate – magnify, reduce)
MA-7-G-S-CG2
Students will apply graphing in the coordinate system to solve real-world and/or mathematical problems.
Big Idea: Data Analysis and Probability
MA-07-4.1.1 DOK 3
Students will analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and-leaf plots, scatter plots).
MA-07-4.1.4 DOK 2
Students will determine and construct appropriate data displays (bar graphs, line plots, Venn diagrams, tables, line graphs, stem-and-leaf plots), and will explain why the type of display is appropriate for the data.
MA-7-DAP-S-DR1
Students will collect, organize, construct, analyze and interpret data and displays in a variety of graphical methods, including circle graphs, multiple line graphs, double bar graphs and double stem-and-leaf plots.
MA-7-DAP-S-DR3
Students will compare data from various types of graphs.
MA-7-DAP-S-DR4
Students will relate different representations of data (e.g., tables, graphs, diagrams, plots).
MA-7-DAP-S-ES1
Students will pose questions; collect, organize and display data.
• Gather information, organize, represent, analyze, and interpret large sets of data.
• Evaluate arguments that are based on data analysis.
• Use sampling techniques to gather data.
• Explore how sampling techniques affect interpretations and conclusions about data.
• Select an appropriate graph to represent given data.
• Compare data from various types of graphs.
MA-07-4.1.3
Students will read/interpret, analyze and make inferences from box and whisker plots of data and make predictions and draw conclusions from the data.
MA-7-DAP-S-DR5
Students will read/interpret, analyze and make inferences from a box and whisker plot of data and make predictions and draw conclusions from the data.
MA-7-DAP-S-DR6
Students will make decisions about how misleading representations affect interpretations and conclusions about data (e.g. changing the scale on a graph).
MA-7-DAP-S-CD1
Students will make predictions, draw conclusions and verify results from statistical data and probability experiments.
MA-7-DAP-S-ES2
Students will explore how sample size affects the reliability of the outcome.
MA-07-4.2.1 DOK 2
Students will determine and apply the mean, median, mode and range of a set of data and will identify clusters, gaps and outliers within the data..
MA-7-DAP-S-CD2
Students will determine, apply and compare measures of mean, median, mode and/or range, as appropriate to the problem situation.
MA-07-4.4.1 DOK 2
Students will apply counting techniques to determine the size of a sample space for a real-world or mathematical situation.
MA-07-4.4.2 DOK 3
Students will
• Determine theoretical probabilities of simple events;
• Determine probabilities based on the results of an experiment and
• Make inferences from probability data.
• Describe and represent functional relationships through tables, graphs, and verbal rules.
• Analyze functional relationships.
MA-07-4.4.3
Students will tabulate experimental results from simulations and explain how theoretical and experimental probabilities are related.
MA-7-DAP-S-CD3
Students will identify clusters, gaps and outliers within the data.
MA-7-DAP-S-P1
Students will make predictions, draw conclusions and verify results from statistical data and probability experiments.
MA-7-DAP-S-P2
Students will determine appropriate techniques to use when investigating possible outcomes of probability problems (using counting techniques, tree diagrams, area models and exhaustive organized lists, charts and tables).
MA-7-DAP-S-P3
Students will investigate and explain the role of probability in decision-making.
MA-7-DAP-S-P4
Students will design and conduct probability experiments.
MA-7-DAP-S-P5
Students will determine theoretical (mathematical) probabilities (expressed as a ratio, decimal or percent), compare to experimental results and explain reasons why there might be differences.
MA-7-DAP-S-P6
Students will explore concepts of randomness and independent events.
MA-7-DAP-S-P7
Students will apply counting techniques to determine the size of a sample space.
Big Idea: Algebraic Thinking
MA-07-5.1.1 DOK 3
Students will extend, describe rules for patterns and find a missing term in a pattern from real-world and mathematical problems.
MA-07-5.1.3
Students will explain how tables, graphs, patterns, verbal rules and equations relate to each other.
• Interpret relationships between tables and graphs.
• Organize data into tables and construct groups of data.
• Interpret relationships between tables, graphs, verbal rules and equations.
• Use and construct graphs and charts to interpret information: bar (horizontal/ vertical), pie (circle), and line.
MA-07-5.1.2 DOK 2
Students will create tables for functions and will apply the tables to solve real-world problems.
MA-7-AT-S-PRF1
Students will recognize, create and extend patterns and generalize the pattern by determining the rule for any term.
MA-7-AT-S-PRF2
Students will represent, analyze and generalize functional relationships (input/output) through tables, graphs and verbal rules.
MA-7-AT-S-PRF3
Students will organize input-output coordinate pairs into tables and plot points in all four quadrants of a coordinate (Cartesian) system/grid; interpret resulting patterns/trends.
MA-07-5.1.2 DOK 2
Students will represent, analyze, and generalize first degree relationships using tables, graphs and words, and will apply the relationships to solve real-world and mathematical problems.
MA-07-5.2.1 DOK 2
Students will substitute values for variables (up to three different variables) and evaluate algebraic expressions.
MA-07-5.2.2
Students will describe, define and provide examples of variables and expressions with a missing value based on real-world and mathematical problems.
MA-7-AT-S-VEO1
Students will simplify numeric and algebraic expressions.
MA-7-AT-S-VEO2
Students will substitute values for variables to evaluate algebraic expressions.
MA-7-AT-S-VEO3
Students will describe, define and provide examples of algebraic expressions based on real-world and/or mathematical situations.
MA-7-AT-S-EI1
Students will use multiple representations to model and solve single-variable equations and inequalities.
MA-7-AT-S-EI2
Students will solve problems involving formulas.
MA-7-AT-S-EI3
Students will model and solve real-world problems with one- or two-step equations or inequalities (e.g., 2x + 1 = 9, 3x + 3 < 9).
MA-07-5.3.1 DOK 2
Students will model and solve real-world and mathematical problems with one- or two-step single variable, first-degree equations or inequalities (e.g., 2x + 1 = 9, 3x + 3 < 9). (Statements and solutions use only non-negative numbers.)
• Solve and create linear equations using concrete and/or informal methods.
• Understand the concept of variable, expression, and equation.
• Solve and create linear equations using concrete and/or formal representations.
• Write linear equations using variables.
• Solve and create linear equations with multiple operations and more than one variable. Use concrete, formal, and informal representations.
• Solve problems involving substitutions and formulas.
• Solve and write inequalities using concrete and informal methods.
• Investigate non-linear relationships (quadratic and exponential).
MA-07-5.1.5
Students will explain how the change in one quantity affects the change in another quantity (e.g., in tables or graphs).
MA-7-AT-S-EI3
Students will model and solve real-world problems with one- or two-step equations or inequalities (e.g., 2x + 1 = 9, 3x + 3 < 9).
MA-7-AT-S-PRF5
Students will explain how the change in the input affects the change in the output (e.g., in tables or graphs).
MA-7-AT-S-EI2
Students will solve problems involving formulas.
SCIENCE
Big Idea: Structure and Transformation of Matter (Physical Science)
SC-7 1.1.1 DOK 3
Students will:
• Classify substances according to their chemical/reactive properties;
• Infer real life applications for substances based on chemical/reactive properties.
In chemical reactions, total mass is conserved. Substances are often classified into groups if they react in similar ways. The patterns which allow classification can be used to infer or understand real life applications for those substances.
• atoms
• chemical property
• classification
• compound
• density
• electron
• element
• evidence
• mixture
• molecule
• neutron
• nucleus
• physical change
• physical property proton
• Conservation of Matter
• reactants and product
SC-07-1.1.2 DOK 2
Students will:
• Classify elements and compounds according to their properties;
• Compare properties of different combinations of elements.
Observations of simple experiments illustrate that the atoms of chemical elements do not break down during normal laboratory reactions such as heating, exposure to electric currents, or reaction with acids. Elements combine in many ways to produce compounds. Common patterns emerge when comparing and contrasting the properties of compounds to the elements from which they are made. Understanding of these patterns allows for evidence- based predictions of new or different combinations of elements/ compounds.
Define atoms.
Demonstrate that the chemical properties of substances can be used to separate or sort a group of substances.
• distinguish between acids and bases.
• describe what occurs when mixing equal volumes of weak/strong acids and bases.
• se litmus paper
• define neutralization
• know pH scale
Investigate how elements combine to form compounds such as iron and sugar. Investigate density of soaps and various objects; determine in a mixture what substance has less/more density.
• solubility
• substance
• system
SC-7-STM-S-1
Students will compare the physical and chemical properties of a variety of substances, including examples of solids, liquids and gasses.
SC-7-STM-S-2
Students will distinguish between elements and compounds and classify them according to their properties.
SC-7-STM-S-3
Students will distinguish between elements and compounds and classify them according to their properties.
SC-7-STM-S-4
Students will observe reactions between substances that produce new substances very different from the reactants.
SC-7-STM-S-5
Students will test factors that influence reaction rates.
SC-7-STM-S-6
Students will explore real-life applications of a variety of elements and compounds and communicate findings in an authentic form (transactive writing, public peaking, multimedia presentations).
Big Idea: Motion and Forces (Physical Science)
SC-07-1.2.1 DOK 3
Students will explain the cause and effect relationship between simple observable motion and unbalanced forces.
An object remains at rest or maintains a constant speed and direction of motion unless an unbalanced force acts on it (e.g., gravity). When an unbalanced force acts on an object, the change in speed or direction depends on the size and direction of the force.
Investigate unbalanced forces such as:
• friction
• gravity
• inertia
Investigate objects of various masses at certain heights to determine which has more friction and which moves farther.
acceleration balanced force
de-acceleration force
momentum motion
Newton’s Laws of Motion
reciprocal action speed
unbalanced force
SC-7-MF-S-1
Students will use appropriate tools tools and technology (e.g., timer, meter stick, balance, spring scale) to investigate the position, speed and motion of objects.
SC-7-MF-S-2
Students will test the cause and effect relationship between straight-line motion and unbalanced forces.
SC-7-MF-S-3
Students will investigate balanced and unbalanced forces and their effect on objects and their motion.
SC-7-MF-S-4
Students will make inferences and draw conclusions about the motion of objects, and predict changes in position and motion as related to the mass or force.
SC-7-MF-S-5
Students will calculate work as the product of force and distance moved in the direction of the force.
SC-7-MF-S-6
Students will identify gravity as a force that acts over a distance, and distinguish it from other forces that do the same (e.g. magnetism).
SC-7-MF-S-7
Students will investigate the properties of gravity and observe its effects on objects.
SC-7-MF-S-8
Students will distinguish between weight (as a function of gravity) and mass (matter content) of an object.
SC-7-MF-S-9
Students will explore the impact of technology on measurement by making measurements with tools of varying precision, comparing the results and predicting possible impacts that variation in measurements might have in real-life investigations.
Big Idea: Grade: The Earth and the Universe (Earth/Space Science)
SC-07-2.3.1 DOK 3
Students will make inferences and predictions related to changes in the Earth’s surface or atmosphere based on data/evidence.
The Earth’s processes we see today, including erosion, movement of lithospheric plates and changes in atmospheric composition, are predictable and similar to those that occurred in the past. Analysis of evidence from Earth’s history substantiates the conclusion that the planet has also been influenced by occasional catastrophes such as the impact of an asteroid or comet.
Compare and contrast constructive and destructive forces.
Review how to relate gravitational pull to the motion of the solar system.
Relate gravitational pull of the sun and moon to the tides.
• high tide
• low tide
Relate gravitational pull to changes in weight.
Identify the layers of the earth.
Illustrate sea floor spreading (mid-ocean ridges).
Model how the lithosphere is broken into plates:
• plate movements
• convection currents
• subduction
• continental drift
• constructive/destructive forces
• crustal deformation
Understand the same processes that have occurred in the past, that are presently occurring and that will occur in the future have changed our earth over time.
• Pangaea; earth materials
• atmospheric composition (pollution)
• extinction of dinosaurs
• plant and animal fossils
Identify where and under what conditions fossilization occurs.
SC-07-2.3.2 DOK 2
Students will explain the layers of the Earth and their interactions.
The use of models/diagrams/graphs helps illustrate that the Earth is layered. The lithosphere is the thin crust and the upper part of the mantle. Lithospheric plates move slowly in response to movements in the mantle. There is a dense core at the center of the Earth.
Review the rock cycle products:
• metamorphic rocks
• sediments
• sedimentary rocks
• magma
• igneous rocks
Compare and contract earthquakes of Kentucky and California.
Review processes of rock cycle:
• metamorphism
• weathering
• lithofication (compaction, cementation, desiccation)
• melting and crystallization
Review:
• core
• crust
• mantle
• lithosphere & lithospheric plates
SC-07-2.3.3 DOK 2
Students will describe the concept of gravity and the effect of gravitational force between the sun, moon and Earth.
The gravitational pull of the Sun and moon on Earth’s oceans as the major cause of tides can be understood from generalizations based on evidence.
Investigate constructive forces of land formation.
• crustal deformation; wind
• plate tectonics, Earthquakes
• volcanic eruption
• sediment deposition; boundary
• types, erosion, weathering, faulting
Investigate destructive forces of land formation.
• weathering
• erosion
• earthquakes
• glaciers
• eclipse, gravitational force, solar system, tide, moon’s phase
SC-7-EU-S-1
Students will research how the laws of motion have been (and are still) used to make predictions about the movement of planets and satellites.
SC-7-EU-S-2
Students will describe the effects of gravity on the movements and interactions of the Earth, sun and moon.
SC-7-EU-S-3
Students will investigate the structure of the galaxy and the Earth’s place within it.
SC-7-EU-S-4
Students will analyze the evidence used to infer the composition of the Earth’s interior and evaluate the models based upon that evidence.
SC-7-EU-S-5
Students will model the layers of the Earth, explain interactions between them and describe potential results of those interactions.
SC-7-EU-S-6
Students will investigate the forces and processes that change Earth’s surface or atmosphere and analyze data to generate predictions of their effects.
Big Idea: Unity and Diversity (Biological Science)
SC-07-3.4.1 DOK 2
Students will:
• Describe the role of genes/chromosomes in the passing of information from one generation to another (heredity);
• Compare inherited and learned traits.
Every organism requires a set of instructions for specifying its traits. This information is contained in genes located in the chromosomes of each cell that can be illustrated through the use of models. Heredity is the passage of these instructions from one generation to another and should be distinguished from learned traits.
Classify organisms based on observations and comparisons of various external features of the organism
• ecosystems
• taxonomy
• classification
• behavior
Students observe and analyze the relationship that exists between a living system and its component parts down to the cellular level and the exchange of genetic material occurs in the nucleus.
• Cells
• Tissues
• Organs
• Organ systems
• Organism
• Functions and structure
SC-07-3.4.2 DOK 2
Students will describe and compare sexual and asexual reproduction.
Reproduction is a characteristic of all living systems and is essential to the continuation of every species as evidenced through observable patterns. A distinction should be made between organisms that reproduce asexually and those that reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual.
Distinguish differences between organisms in each of the 5 kingdoms of life and moneras, fungi, plants, animals, and protists.
Use the current classification system used to classify an organism.
• from kingdom to species
Understand that reproduction is essential to the continuation of every species in both plant and animal
• asexual
• sexual
Understand genetic information from male and female sex cells unite to develop a new individual.
• heredity
• meiosis
• genes
• DNA
• Mendel chart
• dominant/recessive traits
• hybrid
• Punnett square
• chromosomes
• X and Y
• sex linked traits
• inherited/learned traits
Review, compare and differentiate between plant and animal cells
• Single-celled organisms
• Multiple-celled organisms
Classify organisms into groups using various features to decide which organisms belong to which group.
• living/non-living
• kingdoms
• vertebrates/invertebrates
• coniferous/deciduous
• monocot/dicot
Recognize cell functions needed to sustain life
• photosynthesis
• mitosis
• chromosomes, Cell respiration
• DNA
• active and passive cellular transport
SC-7-UD-S-1
Students will describe and compare sexual and asexual reproduction, including advantages and disadvantages of each.
SC-7-UD-S-2
Students will research and describe the role of genes/chromosomes in the passing of information from one generation to another (heredity).
SC-7-UD-S-3
Students will describe the differences between learned and inherited behaviors and characteristics, and classify examples of each using tables, graphs or diagrams.
SC-7-UD-U-4
Students will understand that sexual reproduction creates variations among offspring, gradually contributing to a wide variety of life.
SC-7-UD-S-5
Students will compare the physiological similarities among people from geographically and culturally diverse origins.
SC-7-UD-S-6
Students will support and/or defend a position related to the ethical considerations of scientific research involving humans and other organisms, both orally and in writing.
Big Idea: Biological Change (Biological Science)
SC-07-3.5.1 DOK 3
Students will:
• Describe the usefulness of fossil information to make conclusions about past life forms and environmental conditions;
• Explain the cause and effect relationship of the extinction of a species and environmental changes.
Extinction of species is common and occurs when the adaptive characteristics of a species are insufficient to allow its survival.
Most of the species that have lived on Earth no longer exist. Fossils provide evidence of how environmental conditions and life have changed.
SC-7-BC-S-1
Students will investigate parasitic and symbiotic relationships among organisms.
SC-7-BC-S-2
Students will explore the environmental factors that have resulted in the extinction of species.
SC-7-BC-S-3
Students will use information from the fossil record to investigate changes in organisms and their environments to make inferences about past life forms and environmental conditions.
SC-7-BC-S-4
Students will compare the results from a variety of investigations (based on similar hypotheses) to identify differences between their outcomes/conclusions and propose reasonable explanations for those discrepancies.
Begin to understand how fossils found in sedimentary rocks can show environmental conditions of a previous time.
Understand some kinds of organisms that lived on earth have disappeared. Fossils provide evidence about plants and animals that lived long ago and the nature of the environment at that time.
adaptations consequences
diversity extinction
fossil organism
Describe where and how fossils are formed; distinguish between fossils and casts.
Big Idea: Energy Transformations (Unifying Concepts)
SC-07-4.6.1
Students will understand that Earth systems have sources of energy that are internal and external to the Earth. The Sun is the major external source of energy.
SC-7-ET-S-1
Students will investigate a variety of Earth systems that are powered by solar (e.g. water cycle, climate, carbon cycle) and/or geothermal (e.g. plate tectonics, volcanism) energy.
SC-07-4.6.2 DOK 3
Students will:
• Describe the transfer and/or transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light, motion of objects and chemical).
• Explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object.
The transfer and transformation of energy can be examined in a variety of real life examples. Models are an appropriate way to convey the abstract/invisible transfer of energy in a system.
Heat energy is the disorderly motion of molecules. Heat can be transferred through materials by the collisions of atoms or across space by radiation. If the material is fluid, currents will be set up in it that aid the transfer of heat. To change something's
speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. Whenever hot and cold objects are put in contact, heat energy always transfers from the hot object to the cold object and this continues until all the mass is at the same temperature. Students should understand that heat produced by burning comes from the release of chemical energy of the substance.
SC-7-ET-S-3
Students will explain where energy comes from (and goes next) in a variety of real-world examples (e.g. burning, respiration, residential lighting, dry cell batteries) involving different forms of energy (e.g. heat, light, kinetic, chemical).
SC-7-ET-S-5
Students will equate work done on an object with change in energy of the object.
SC-7-ET-S-6
Students will describe the kinetic molecular theory of matter.
SC-7-ET-S-7
Students will experiment with heat flow inside closed and open systems to explore the concept of thermal equilibrium.
Compare the transfers of energy
• conduction
• convection
• radiation
• sound energy is produced by vibrations
• geothermal Energy
• qualitatively
• quantitatively
Investigate energy transfer including, but not limited to, the following:
throughout use of projector, boiling and cooling of water and fluids in general, cooking of foods, endothermic and exothermic reactions, food consumption, decomposition in restoration of minerals and nutrients to the soil, convection current within the earth, uneven heating and cooling of the earth’s atmosphere, oceans, atomic theory, electromagnetic energy, transverse waves, compressional waves, longitudinal waves, seismic waves, ocean waves, heating and cooling of metals, action/reaction pairs, Conservation of Energy, photosynthesis
SC-07-4.6.3
Students will understand that waves are one way that energy is transferred. Types of waves include sound, light, earthquake, ocean and electromagnetic.
SC-7-ET-S-4
Students will identify forms of energy that are transferred via waves.
Describe how light energy moves in predictable ways.
• transmission (refraction)
• absorption
• scattering (reflection)
Describe how humans see color and investigate whether humans can see in total darkness.
SC-07-4.6.4 DOK 3
Students will describe or represent the flow of energy in ecosystems, using data to draw conclusions about the role of organisms in an ecosystem. For most ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism in food webs.
SC-7-ET-S-2
Students will model, explain and analyze the flow of energy in ecosystems and draw conclusions about the role of organisms in an ecosystem.
• ecosystem
• food chain
• food web
Review process of photosynthesis chemical equation and explain energy transfer.
Explain how the energy consumed is transferred to organisms.
Explain how soil obtains its minerals and nutrients and the energy transferred
Big Idea: Interdependence (Unifying Concepts)
SC-07-4.7.1 DOK 3
Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors.
The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition). Given adequate biotic and abiotic resources and no diseases or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.
SC-7-I-S-1
Students will research and investigate environmental situations where small changes may have large impacts in both living and non-living components of systems (e.g., introduction of zebra mussels into the Kentucky river, planting kudzu to stabilize hillsides).
SC-7-I-S-2
Students will investigate potential factors contributing to endangerment or extinction, including the effects of competition for resources.
SC-7-I-S-3
Students will identify a species which has become extinct and analyze data/evidence to infer the contributing factors which led to extinction.
SC-7-I-S-4
Students will research and discuss environmental impacts of actions (human or non-human) which necessitate choosing between undesirable alternatives (e.g., losing crops to insects vs. applying toxic pesticides).
SC-7-I-S-5
Students will design and conduct investigations of changes to abiotic and biotic factors in ecosystems, document and communicate observations, procedures, results and conclusions.
Describe what benefits and harmful effects to others could occur if plants were replanted and/or animals relocated in another area and to its own species.
• earth system compared to other planets
• interdependence
• population
Identify factors that would increase and decrease the number of organisms within an ecosystem.
• biotic resources
• abiotic resources
• predator/ prey
• diseases
• human populations
• plant populations
• populations of other organisms
• climate
• endangered species
SOCIAL STUDIES
Big Idea: Government and Civics
SS-07-1.1.1 DOK 2
Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D.
SS-7-GC-S-1
Students will demonstrate an understanding (e.g., speak, draw, write, projects, present) of the nature of government:
a) Explain the role of government (e.g., establishing order, providing security, achieving common goals) in world civilizations prior to 1500 A.D.. and make connections to how government influences culture, society and the economy
b) Compare different forms of government, and the purposes and sources of power in the most common forms of government (e.g., monarchy, democracy, republic, dictatorship) in world civilizations prior to 1500 A.D.
SS-7-GC-S-3
Students will analyze information from a variety of print and non-print sources (e.g., books, documents, articles, observations, interviews, Internet sources) to research, explain and answer questions about governments and people of world civilizations prior to 1500 A.D.
• Authoritarian
• Dictatorship
• Parliamentary
• Monarchy
• Democracy
• Tyranny
• Oligarchy
Examine the central roles of government in early civilization.
Compare and analyze various forms of government in early civilizations prior to 150-0 A.D.:
• Hammurabi Law Codes
• Greek Democracy
• Roman Republic
• Feudalism
• English Bill of Rights
• Magna Carta
Investigate the development of human rights prior to 1500 A.D.
Understand how the American political system developed through examining colonial roots of representative democracy, reasons for creating an independent country, and purposes of government.
S-07-1.1.2 DOK 3
Students will describe and give examples to support how some early civilizations (Greece, Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom).
• Citizenship
• Patriotism
• Declaration of Independence
• U.S. Constitution
• Amendments
Explain the importance of the Magna Carta and the English Bill of Rights.
Understand that individual rights in world civilizations prior to 1500 A.D. varied under different forms of government.
Compare the English Bill of Rights to the United States Constitution.
Know government structures for KY and Paducah:
1. Paducah – Local
2. KY: State
A. KY Branches of Government
1) Legislative
a. (a) General Assembly
(b) Representation
2) Executive
a) Governor
b) Responsibilities
3) Judicial
a) Court System
(b) Responsibilities
Big Idea: Cultures and Societies
SS-07-2.1.1 DOK 2
Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives.
Define Culture.
Examine Modern World Cultures.
Examine Ancient Cultures.
SS-07-2.2.1
Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.
Examine Kentucky cultures.
Define culture as a means of providing for human needs.
Examine strategies used by individuals, societies, and governments in early world civilizations to address scarcity.
Identify aspects of various cultures and distinguish similarities and differences among them.
SS-07-2.3.1 DOK 2
Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D.
SS-07-2.3.2 DOK 2
Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D.
SS-7-CS-S-1 Students will demonstrate an understanding (e.g., speak, draw, write, sing, create) of the complexity of culture by exploring cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups and explaining how culture served to define groups in world civilizations prior to 1500 A.D. and resulted in unique perspectives.
SS-7-CS-S-2
Students will investigate social institutions (e.g., family, religion, education, government, economy) in relation to how they responded to human needs, structured society and influenced behavior in world civilizations prior to 1500 A.D.
SS-7-CS-S-3
Students will explain how communications between groups can be influenced by cultural differences; explain how interactions lead to conflict and competition (e.g., political, economic, religious, ethnic) among individuals and groups in world civilizations prior to 1500 A.D.
SS-7-CS-S-4
Students will describe conflicts between individuals or groups and explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in world civilizations prior to 1500 A.D.
SS-7-CS-S-5
Students will compare examples of cultural elements (e.g., beliefs, customs/traditions, language, skills, the arts, literature) using information from a variety of print and non-print sources (e.g., media, literature, interviews, observations, documentaries, artifacts) to analyze how cultures in world civilizations prior to 1500 A.D. have influenced cultures of today.
Big Idea: Economics
SS-07-3.1.1 DOK 2
Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how productive resources (natural resources, human resources capital goods) are used.
SS-07-3.2.1 DOK 2
Students will compare present day economic systems (traditional, command, market, mixed).
SS-07-3.3.1 DOK 2
Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand.
SS-07-3.3.2
Students will explain how money (unit of account) can be used to express the market value of goods and services and how money makes it easier to trade, borrow, invest and save in the present day.
SS-07-3.3.3
Students will explain how competition among buyers and sellers impacts the price of goods and services in the present day.
SS-7-E-S-1
Students will demonstrate an understanding of the nature of limited resources and scarcity, using a variety of print and non-print sources (e.g., news media, news magazines, textbook, Internet) to investigate present day economic problems within the U.S. and in world regions:
___explain how scarcity requires individuals, groups and governments to make decisions about the use of productive resources (e.g., natural resources, human resources and capital goods)
___compare economic systems (e.g., traditional, command, market, mixed)
___explain how the prices of goods and services are determined by supply and demand in market economies
SS-7-E-S-2
Students will demonstrate an understanding of markets by providing scenarios to illustrate how goods and services are exchanged; explain how money can be used to express the market value of goods and services; describe the relationship between money and ease of trading, borrowing, investing and saving; analyze the connections between economic conditions and current events of the present day
SS-07-3.4.1
Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services are addressed in the present day.
SS-07-3.4.2 DOK 2
Students will describe how new knowledge, technology/tools and specialization increase human productivity in the present day.
SS-07-3.4.3 DOK 2
Students will explain how international economic activities are interdependent in the present day.
SS-7-E-S-3
Students will investigate the production and distribution of goods and services in present day societies:
___describe how competition among buyers and sellers impacts the price of goods and services
___explain ways in which societies (within the U.S. and in world regions) address basic economic questions (e.g., how resources are used to produce goods and services, how regions increase productivity) about the production, distribution and consumption of goods and services
Big Idea: Geography
SS-07-4.1.1 DOK 3
Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day.
SS-07-4.1.2
Students will describe how different factors (e.g., rivers, mountains, plains) affect where human activities are located in the present day.
SS-07-4.2.1 DOK 2
Students will describe how regions in the present day are made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement, development).
SS-07-4.2.2 DOK 2
Students will describe and give examples of how places and regions in the present day change over time as technologies, resources and knowledge become available.
SS-07-4.3.1 DOK 2
Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human needs.
SS-07-4.3.2 DOK 3
Students will explain why and give examples of how human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity and technology in the present day
SS-07-4.4.1 DOK 2
Students will explain how technology in the present day assists human modification (e.g., irrigation, clearing land, building roads) of the physical environment in regions.
SS-07-4.4.2 DOK 2
Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human activities (e.g., exploration, migration, trade, settlement, development) in the present day.
SS-07-4.4.3
Students will explain how the natural resources of a place or region impact its political, social and economic development in the present day.
SS-07-4.4.4
Students will explain how individual and group perspectives impact the use of natural resources (e.g., urban development, recycling) in the present day.
SS-7-G-S-1
Students will demonstrate an understanding of patterns on the Earth’s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs, satellite images):
___locate, in absolute and relative terms, landforms and bodies of water
___locate and interpret patterns on Earth’s surface (e.g., how different factors, such as rivers, mountains and plains affect where human activities are located)
SS-7-G-S-2
Students will investigate regions of the Earth’s surface using information from print and non-print sources (e.g., books, films, magazines, Internet, geographic tools):
___explain relationships between and among physical characteristics (e.g., mountains, bodies of water, valleys) of present day regions and how they are made distinctive by human characteristics (e.g., dams, roads, urban centers); describe advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement) that resulted
___ describe patterns of human settlement in the present day; explain relationships between these patterns and human needs; analyze how factors (e.g., war, famine, disease, economic opportunity, technology) impact human migration today
___evaluate how availability of technology, resources and knowledge causes places and regions in the present day to change
___interpret current events in the world from a geographic perspective
SS-7-G-S-3
Students will investigate interactions among human activities and the physical environment in the present day:
___explain cause and effect relationships between the natural resources of a place or region and its political, social, and economic development
___describe how the physical environment can promote or restrict human activities (e.g., exploration, migration, trade, settlement, development) in the present day
Big Idea: Historical Perspective
SS-07-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in present day regions
SS-7-HP-S-1
Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):
___investigate and chronologically describe (e.g., using timelines, charts, fictional and report writing, role playing) major events in present day regions of the world and draw inferences about their importance
___examine potential causes of recent historical events and show connections among causes and effects; use cause-effect relationships to identify patterns of historical change influenced by government, culture, economics and/or geography
___analyze historical events, conditions and perspectives of different individuals and groups (e.g., by gender, race, region, ethnic group, age, economic status, religion, political group) in present day regions of the world
SS-7-HP-S-2
Students will analyze major historical events and people in present day regions of the world using information from print and non-print sources (e.g., biographies, autobiographies, films, magazines, Internet)
PRACTICAL LIVING/VOCATIONAL STUDIES
Big Idea: Personal Wellness (Health Education)
PL-07-1.1.1 DOK 2
Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).
• agressiveness
• assertiveness
• respect
• self-advocacy
• communication
• cooperation
• empathy
• first impressions
• friendship
• passiveness
• perceptives
PL-07-1.1.09 DOK 2
Students will explain causes, symptoms, and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental, and emotional problems (e.g., depression, anxiety, eating disorders).
• anorexia
• anxiety
• bulimia
• compulsive eating disorder
• depression
• mental health
• obesity
• social health
PL-07-1.1.2 DOK 2
Students will recommend and justify effective strategies (e.g., communication, problem solving, decision making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure, and bullying.
• anger management
• bullying
• conflict
• conflict resolution
• peer pressure
• problem solving
• refusal skills
• relationships
• stress
PL-07-1.1.3
Students will describe physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.
PL-07-1.1.4
Students will explain basic structures and function of the reproductive system as it relates to the human life cycle.
PL-07-1.1.5
Students will identify the benefits (e.g., preventing pregnancy, preventing STDs, maintaining self-esteem) of abstaining from sexual activity.
• personal health
• family health
• community health
• responsibility
• decision making
• emotional health
• sexual health
• reproductive health
• AIDS
• areas of development
• emotional
• estrogen
• fallopian tubes
• gonorrhea
• growth spurts
• hepatitis
• herpes
• HIV
• intellectual
• mood swings
• ovaries
• peer pressure
• penis
• physical health
• progesterone
• prostrate
• puberty
• self-confidence
• self-esteem
• STDs
• social
• sphyllis
• testes
• testosterone
• uterus
• vagina
• vas difference
environment
health department
• heredity
• life styles
PL-07-1.1.6 DOK 2
Students will describe how individual behavior choices and habits relating to diet, exercise, rest, and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).
PL-07-1.1.7 DOK2
Students will describe symptoms, causes, patterns of transmission, prevention, and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).
PL-07-1.1.8 DOK2
Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).
PL-07-1.1.9 DOK2
Students will explain causes, symptoms, and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental, and emotional problems (e.g., depression, anxiety, eating disorders).
PL-07-1.1.10
Students will describe resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).
PL-7-PW-S-ATOD1
Students will demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by:
a) Distinguishing between legal (e.g., over the counter, prescription drugs) and illegal drugs (e.g., inhalants, marijuana, stimulants, depressants) and describing how their usage affects the body systems.
b) Describing the immediate/long-term effects of alcohol, tobacco and illegal drug usage and analyzing their impact on health.
c) Describing resources available to individuals seeking treatment or counseling for negative behaviors or addictions.
AA
Al-Non
alcohol abuse
alcoholism
• cocaine
depression
drug counselors
• guidance counselors
• inhalants
• marijuana
• methamphetamines
• parents
• PCP
• stimulants
• teachers
• tobacco products
PL.07.1.1.11 DOK 2
Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.
PL-7-PW-S-PPH1
Students will identify ways to advocate for personal, family and community health.
PL-7-PW-S-PPH2
Students will understand the importance of assuming responsibility for personal health behaviors:
a) Predict how decisions regarding health behaviors have consequences for self and others.
b) Analyze decisions that impact an individual’s emotional, sexual, and reproductive health (e.g., describing benefits of abstaining from sexual activity: preventing pregnancy, preventing STDs, maintaining self-esteem).
c) Explain how rights and responsibilities are interrelated.
• emotional health
• sexual health
• reproductive health
PL-7-PW-S-PPH3
Students will evaluate how an individual’s behaviors and choices of diet, exercise and rest affect the body.
PL-7-PW-S-SMEH1
Students will demonstrate social interaction skills by:
a) Using appropriate means to express needs, wants and feelings.
b) Using and explaining the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).
c) Recommending and justify effective strategies (e.g., problem solving, decision making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure and bullying.
d) Interpreting how individuals impact the effective functioning of groups.
PL-7-PW-S-SMEH2
Students will demonstrate the ability to apply a decision-making process to health issues and problems individually and collaboratively.
PL-7-PW-S-GD1
Students will apply strategies and skills needed to obtain personal health goals during adolescence.
PL-7-PW-S-GD2
Students will describe the physical, social and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.
PL-7-PW-S-GD3
Students will explain basic structures and functions of the reproductive system as it relates to the human life cycle.
PL-7-PW-S-FCH1
Students will analyze how personal health choices, individual well-being and use of health services can be influenced by:
a) Family traditions/values
b) Technology and media messages
c) Cultural beliefs
12 environment
13 health department
• heredity
• life styles
PL-7-PW-S-DP2
Students will investigate family history, environment, lifestyle and other risk factors related to the cause or prevention of disease and other health problems.
PL-07-1.1.7 DOK 2
Students will describe symptoms, causes, patterns of transmission, prevention, and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).
Students will demonstrate an understanding of diseases by:
a. Describing symptoms, causes, patterns of transmission, prevention and treatments of communicable diseases (colds, flu, mononucleosis, hepatitis, HIV/STD, tuberculosis).
b. Describing symptoms, causes, patterns of transmission, prevention and treatments of non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).
PL-7-PW-S-DP2
Students will investigate family history, environment, lifestyle and other risk factors related to the cause or prevention of disease and other health problems.
• asthma
• cancer
• cardiovascular diseases
• cold
• communicable disease
• diabetes
• emphyzema
• flu/influenza
• hepatitis
• herpes
• HIV/AIDS/STDs
• meningitis
• mononucleosis
• noncommunicable disease
• obesity
• tuberculosis
PL-7-PW-S-DP3
Students will demonstrate an understanding of how to maintain a healthy body by:
a) Explaining how health is influenced by the interaction of body systems.
b) Describing ways pathogens from the environment (e.g., air, food, people) enter the body and explaining how body defenses fight pathogens.
c) Explaining how personal hygiene practices affect physical, mental/emotional and social health; explaining how personal health habits (e.g., hand washing, care of teeth and eyes, sun protection) affect self and others in the prevention and spread of disease.
d) Identifying health care providers and describing reasons for preventive care.
• sanitation
PL-07-1.1.8 DOK 2
Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, inhalants, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).
PL-7-PW-S-ATOD1
Students will demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by:
a) Distinguishing between legal (e.g., over the counter, prescription drugs)
and illegal drugs (e.g., inhalants, marijuana, stimulants, depressants) and describing how their usage affects the body systems.
b) Describing the immediate/long-term effects of alcohol, tobacco and illegal drug usage and analyzing their impact on health.
c) Describing resources available to individuals seeking treatment or counseling for negative behaviors or addictions.
• alcoholism
• cancer (lip, nose, throat, vocal cords, lung; renal cancer
• death
• drug addiction
• fetal alcohol syndrome
• killing of brain cells
• overdose
• sclerosis of liver
• substance abuse
PL-07-1.1.11 DOK 2
Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.
PL-7-PW-S-SMEH3
Students will identify common social and emotional problems (aggression, anxiety, depression, grief) and describe self-management and coping strategies (goal setting, refusal skills, decision making and time management) for addressing these problems.
• anxiety
• bullying
• conflict
• depression
• harassment
• peer pressure
• stress
Big Idea: Nutrition (Health Education)
PL-07-1.2.1
Students will explain how nutrients (protein, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).
• carbohydrates
• fats
• minerals
• nutrients
• proteins
• vitamins
• water
• adrenal gland
• bladder
• body systems
• brain
• cerebrum
• gall bladder
• heart
• kidney
• large intestines
• liver
• lungs
• organs
• ovaries
• pancrease
• penis
• pituiatary
• small intestines
• spleen
• stomach
• testes
• thyroid
uterus
PL-07-1.2.2 DOK 2
Students will describe key recommendations made in the Dietary Guidelines for Americans and explain how these recommendations contribute to good health.
• FGP,Food Guide Pyeramid
• USDA, United States Department of Agriculture
• National Dairy Counsel
PL-7-N-S-1
Students will analyze factors (e.g., geography, cultural background, convenience, advertising) that influence healthy food choices.
PL-7-N-S-2
Students will identify organs and body systems and explain how they are affected by nutrients.
PL-7-N-S-3
Students will apply the decision-making process when analyzing resources needed in making dietary choices.
PL-7-N-S-4
Students will describe the role of nutrients and food sources which are important in the growth and development of healthy bodies.
PL-7-N-S-5
Students will use print and non-print resources (e.g., Food Guide Pyramid (FGP), Dietary Guidelines for Americans, United States Department of Agriculture (USDA), National Dairy council), to make healthful food choices in real-life situations.
Big Idea: Safety (Health Education)
PL-07-1.3.1
Students will explain how health hazards (e.g., firearms, motorized vehicles, or potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.
PL-7-S-S-1
Students will explain how health hazards (e.g., firearms, motorized vehicles or potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) can influence their personal health.
PL-7-S-S-2
Students will identify and describe potential hazards in and around the home and school explain how to prevent injuries.
• health hazard (e.g., fire arms, motorized vehicles, etc.)
• safety (walking in opposite direction of traffic, universal precautions, etc.)
• safety procedures (e.g., weather, fire, tornado, terroristic threatening (lockdown))
PL-7-S-S-3
Students will explain and practice safety procedures needed for emergencies (e.g., weather, fire, tornado, lock down) at home or school.
PL-07-1.3.2 DOK 2
Students will describe basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., choking, broken bones, shock, poisons, burns, allergic reactions, bleeding).
PL-7-S-S-4
Students will identify life threatening emergencies and identify basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., choking, broken bones, shock, poisons, burns, allergic reactions, bleeding)
• first aid
• sprain
• fracture
• RICE
• CPR
• rescue breathing
• choking
• poisons
• Poison Control Center
• burns
• allergic reactions
• bleeding
• pressure points
• laceration
PL-7-S-S-5
Students will identify and access the available local, state and federal health and safety agencies (e.g., health departments, Centers for Disease Control and Prevention (CDC), National Guard) and explain the services they provide.
PL-7-S-S-6
Students will use reliable safety resources and guidelines to help in avoiding injuries and dangerous situations (e.g., internet use, vehicles, firearms, watercraft).
health department
• CDC, Center for Disease Control and Prevention
• National Guard
PL-7-S-S-7
Students will identify and practice (e.g., role play, simulation) communications skills needed in emergency situations.
Big Idea: Psychomotor Skills (Physical Education)
PL-07-2.1.1
Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling):
• Locomotor - moving from one place to another (e.g., running, skipping, hopping)
• nonlocomotor – stationary (e.g., bending, stretching, twisting) movements
PL-07-2.1.2
Students will interpret the role that principles of motor skill refinements (e.g., accuracy, technique, movement) have in skill development.
PL-7-PS-S-1
Students will interpret the role that principles of motor skill refinement (e.g. accuracy, technique, movement) have in skill development
PL-7-PS-S-2
Students will increased competence in motor skills for individual, dual and team activities
PL-7-PS-S-3
Students will use non-locomotor, locomotor and combination skills to demonstrate movements in creative sequences and in simple patterned dances, games and other activities
PL-7-PS-S-4
Students will improve techniques to achieve consistency in performance of fundamental manipulative skills (e.g., throwing, catching, kicking, dribbling, striking) for participation in games and activities
PL-7-PS-S-5
Students will demonstrate and explain how transitional motor skills (e.g., punting, serving, dribbling) are impacted by space, force and time
Big Idea: Lifetime Physical Wellness (Physical Education)
PL-07-2.2.1 DOK 2
Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities:
• Physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction body composition, decreased resting heart rate, reduced cholesterol levels)
• Social benefits (e.g., Positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction)
• Emotional/mental benefits (e.g., iImproved confidence, increased self-esteem, stress reduction, self-expression).
PL-07-2.2.2
Students will access and describe techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) are used for improving games and sports.
PL-07-2.2.3 DOK 2
Students will explain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio- respiratory/ cardiovascular endurance) and how the FITT Principle (Frequency, Intensity, Type, Time) can be used to maintain and improve fitness.
PL-07-2.2.4
Students will describe how offensive and defensive strategies in games and sports.
PL-07-2.2.5
Students will identify rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) that are necessary during games and sports.
PL-7-LPW-S-1
Students will identify several moderate to vigorous physical activities that provide personal pleasure
PL-7-LPW-S-2
Students will examine and analyze the personal benefits derived from regular participation in leisure/recreational or competitive physical activities
PL-7-LPW-S-3
Students will evaluate the relationship between effort and skill improvement
PL-7-LPW-S-4
Students will demonstrate and apply the technique of practice progression to personal skill development
PL-7-LPW-S-5
Students will access and describe techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports
PL-7-LPW-S-6
Students will participate regularly in physical activity
PL-7-LPW-S-7
Students will when participating in a variety of physical activities, sports and games:
a) identify and apply rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants)
b) demonstrate sportsmanship, cooperation, teamwork and conflict resolution
c) recognize and use safety principles, rules, procedures and etiquette
d) describe how offensive and defensive strategies used in games and sports; create, explore and devise strategies for games or physical activities
PL-7-LPW-S-8
Students will explain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance) and how the FITT Principle (Frequency, Intensity, Type, Time) can be used to maintain and improve fitness
PL-7-LPW-S-9
Students will identify and assess lifetime activities (e.g., bowling, tennis, swimming, walking) that enhance the health-related fitness
PL-7-LPW-S-10
Students will investigate how the systems of the body affect an individual’s personal fitness level
PL-7-LPW-S-11
Students will explain the relationship of nutrition and exercise to physical fitness
Big Idea: Consumer Decisions
PL-07-3.1.1
Students will describe how wants and needs influence consumer decisions.
• Consumerism
PL-07-3.1.2 DOK 3
Students will describe factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.
• Resources
• Generic
• Economics
• Opportunity cost
• Supply and demand
• Availability
• Sustainability
• Durable/non-durable goods
• Renewable/non-renewable
• Competition
• Wants/needs
• Production
• Consumption
VS-7-CD-S-1
Students will evaluate economic and social concepts and why they are important for consumer decisions by:
a) Examining the use of economic principles and resources when making choices to satisfy needs and wants of individuals and families.
b) Comparing and evaluating products and services based on major factors (e.g., brand name, price, quality, features, availability) when making consumer decisions.
c) Comparing the relationship between supply and demand and their role in meeting consumer needs.
d) Applying decision-making strategies when buying products
e) Determining ways in which goods and services used by families impact the environment
VS-7-CD-S-2
Students will investigate how culture, media and technology impact the family and consumer decision making by:
a) Explaining ways consumer’s buying practices are influenced by peer pressure, desire for status and advertising techniques (e.g., bandwagon, facts and figures, emotional appeal, endorsement/testimonials).
b) Exploring the positive and negative effects of advertising techniques (e.g., free samples, coupons, use of gimmicks, misleading or false information) and explain the impact they have on consumer decisions.
PL-07-3.1.3 DOK 2
Students will describe various factors that influence consumer decisions, such as peer pressure, impulses, desire for status, and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.
• Deceptive
• Exaggeration
• Ad hominem
• Appeal to emotions
• Bandwagon
• False dilemma
• Appeal to people
• Scare tactics
• False cause
• Hasty generalization
• Traditional wisdom
• Red herring
VS-7-CD-S-3
Students will explain ways consumer rights and responsibilities are protected (e.g., government agencies, consumer protection agencies, consumer action groups)
PL-07-3.1.4 DOK 2
Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste, conserving energy).
• Energy efficient
• Reduce
• Reuse
• Recycle
• Waste
• Conservation
• Environment
• EPA
• Compost
• Landfill
• Pollution
• litter
VS-7-CD-S-4
Students will evaluate ways consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment by:
a) describing the influence of environmental factors that positively and negatively affect health
b) researching local and state environmental issues that address consumption for conservation and waste management practices.
PL-07-3.1.5
Students will identify and describe resources and services provided by community agencies:
- Public health department
- Fire department
- Police department
- Family resource center
- Vaccinations
- Clinic
- Safety
- Substance abuse
- Driver safety
- Martha’s Vineyard
- Salvation Army
- Red Cross
VS-7-CD-S-5
Students will use print and electronic resources from home, school, and community that provide accurate and relevant health and safety information.
VS-7-CD-S-6
Students will use a variety of sources to find examples of jobs carried out by people at school and in the community that support job success.
Big Idea: Financial Literacy
VS-7-FL-S-1
Students will evaluate financial management financial management practices including budgeting, savings, banking services (e.g., purpose of checking and savings accounts, debit/credit), and investing (e.g., general types and purpose of investing) and explain why these practices are important in achieving personal financial goals by:
a) Constructing and using a personal spending/savings plan and evaluate according to short- and long-term goals.
b) Explaining the difference between credit and debit cards.
PL-07-3.2.1 DOK 2
Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of deposit) and general types of investments (stocks, bonds, mutual funds) and explain why these practices are important in achieving personal financial goals.
• Debit card
• Check register
• Check
• Credit card
• Savings
• Certificates of deposit (CD’s)
• Checking account
• Credit bureau
• Credit
• Lease
• Mortgage
• Interest
• Mutual fund
• Stocks
• Bonds
• Budge
VS-7-FL-S-2
Students will investigate savings plans and budgets in making financial decisions by:
a) describing basic components of a budget (e.g., income, fixed and flexible expenses, and savings)
VS-7-FL-S-3
Students will explain how financial institutions (e.g., banks, brokerage firms, credit unions) provide consumer services that help in achieving financial goals by:
a) Analyzing the steps in opening and using a checking and savings account.
VS-7-FL-S-4
Students will develop financial goals for the future based on one’s lifestyle expectations and career choices.
Big Idea: Career Awareness, Exploration, Planning
PL-07-4.1.1
Students will identify and explain why people need to work (e.g., social contacts, make purchases for necessities, expand knowledge, develop skills to meet basic needs (food, clothing, shelter) and for personal satisfaction and enjoyment.
VS-7-CAEP-S-1
Students will explain why people need to work (e.g., social contacts, make purchases for necessities, expand knowledge, develop skills to meet basic needs (food, clothing, shelter) and for personal satisfaction and enjoyment.
PL-07-4.1.2
Students will identify and describe how job and career opportunities (e.g., veterinarian, sales associate, interior designer, meteorologist, physical therapist) in each of Kentucky’s Career Clusters (Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) vary within and among communities and regions.
PL-07-4.1.3 DOK 2
Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical, inquiry skills) and explain how these skills impact job success and future career opportunities.
VS-7-CAEP-S-3
Students will describe why attaining academic skills are important in both school and the workplace by:
a) Researching career choices through the use of technology.
b) Describing how job and career opportunities (e.g., veterinarian, sales associate, interior designer, meteorologist, physical therapist) are grouped within career clusters (e.g., Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) that vary within and among communities and regions.
PL-07-4.1.4 DOK 2
Students will describe how Career Interest Inventory, Learning Styles Inventory, and other formal assessments, job fairs, job shadowing, academic experiences/grades, hobbies are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP).
PL-07-4.1.5
Students will describe how resources (e.g., Internet, government publications, newspapers, magazines, counselors) and experiences (e.g., shadowing, mentoring) can be used for locating job and career information.
PL-07-4.1.6
Students will identify how the components of the Individual Learning Plan (ILP) can be used as a career planning tool:
• Academic & career assessments
• Career goals
• Four year high school plan
• Interest/hobbies
• School and community activities
• Work experiences
PL-07-4.1.7
Students will identify available postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP).
VS-7-CAEP-S-4
Students will develop an educational plan that can impact their future career opportunities by:
a) Accessing and using resources for locating job/career information career paths related to interests, aptitude (e.g., academic skills), and abilities.
b) Updating the Individual Learning Plan (ILP) as a tool to explore self-knowledge and academic aptitude and understand that that career paths should relate to your individual traits (e.g., interests, abilities, learning styles).
c) Exploring and describing available postsecondary options (e.g., community technical colleges, 4-year colleges, military service) to develop career goals that are included in the Individual Learning Plan (ILP).
VS-7-CAEP-S-5
Students will recognize how self-knowledge (e.g., interests, abilities) is helpful when selecting and preparing for a career path and that unique interests may lead to career choices.
Big Idea: Employability Skills
PL-07-4.2.2 DOK 2
Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving, dividing work) and explain why they are important in the workplace.
VS-7-ES-S-1
Students will evaluate how interpersonal skills impact individual’s career choice and success in the workplace by:
a) Identifying effective group interaction strategies (e.g., communicating effectively, conflict resolution, compromise) to develop team skills.
b) Evaluating the importance of working cooperatively with people of diverse backgrounds and abilities to achieve success in the workplace.
c) Designing a plan for working cooperatively with others by contributing ideas, suggestions and efforts to complete a task.
d) Explaining how effective verbal and nonverbal communication skills impacts work-related situations.task
PL-07-4.2.1 DOK 2
Students will identify individual work habits/ethics (e .g, loyalty, problem solving, communication skills, initiative, teamwork, responsibility) and explain their importance in the workplace.
VS-7-ES-S-2
Students will explain how attitudes and work habits contribute to success at home, school and work by:
a) Demonstrating leadership skills by participating in co/extra-curricular activities, home, school and community.
b) Explaining how attitudes and work habits transfer from the home and school to the workplace.
c) Describing consequences for actions when disobeying rules and routines at the workplace.
d) Explaining the role of authority in school and the workplace.
e) Explaining the importance of developing good work habits (e.g., loyalty, initiative, assuming responsibility, time management, problem-solving).
VS-7-ES-S-3
Students will describe how employability skills are important to achieve success in the workplace by:
a) Using available resources for locating job openings.
b) Using established criteria to evaluate a completed job application.
c) Using technology to research job/careers in the community.
VS-7-ES-S-4
Students will explain academic and technical skills and how they contribute to obtaining and succeeding in employment by:
a) Explaining how success in an academic course of study could contribute to the achievement and success in employment (e.g., Math/Teacher, Social Studies/ Politician).
b) Explaining how success in a technical course of study could contribute to the achievement and success in employment (e.g., AgriScience/Game Warden, Survey of Technology/ Engineering).
Big Idea: Communication/Technology
PL-07-4.3.1
Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, automotive technician, meteorologist, food service industry).
VS-7-CT-S-1
Students will explain how scientific and technological changes impact specific careers (e.g., Construction Worker, Automotive Technician, Food Service industry).
PL-07-4.3.2 DOK 3
Students will explain the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs.
VS-7-CT-S-2
Students will evaluate the purposes of technology tools (e.g., word processing, databases, spreadsheets, scanners, robots, personal electronic devices, Internet, email) and analyze how these impact productivity in homes, schools and jobs by:
a) Explaining how technology provides access to information and resources at home, school and the workplace.
b) Continuing the development of the on-line Individual Learning Plan (ILP) to provide a focus for academic and career planning.
PL-07-4.3.3 DOK 2
Students will explain skills used in the classroom and the workplace:
• Letter writing (business letter)
• Nonverbal communication skills (e.g., body language, personal appearance, facial expression, posture, dress)
• Verbal skills
• Interview skills (e.g., friendly greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan questions to ask, listen carefully, thank interviewer).
VS-7-CT-S-3
Students will examine how communication skills are essential in seeking and maintaining jobs/careers by:
a. Explaining skills used in classroom and workplace: letter writing, nonverbal/verbal communication skills and interview skills.
b. Using different formats to summarize and communicate orally and in written form for use in the classroom and the workplace.
ARTS AND HUMANITIES
Big Idea: Structure in the Arts
Grade 7 Skills and Concepts - Visual Arts
AH-7-SA-S-VA1
Students will use appropriate terminology to describe and analyze the use of elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) in a variety of visual artworks
AH-7-SA-S-VA2
Students will use the elements of art, principles of design, and a variety of processes in creating artworks
AH-07-1.4.1 DOK 2
Students will describe works of art using elements of art and principles of design.
Elements of art:
Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, (Texture, Space (positive/negative, perspective (e.g., 1 point linear perspective), value (darkness or lightness, tints or shades)
Principles of design:
Repetition, Pattern, Balance (symmetrical/asymmetrical), Emphasis (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, Movement
AH-7-SA-S-VA3
Students will apply organizational structures and describe what makes them effective or not effective in communicating ideas.
AH-7-SA-S-VA4
Students will identify and analyze the use of elements of art (e.g., line, shape, form, texture, primary and secondary colors, color schemes/groups) and principles of design (e.g., focal point, pattern, balance, contrast) in a variety of two and three dimensional artworks
AH-7-SA-S-VA5
Students will identify a variety of subject matter in visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)
Art processes:
AH-07-1.4.2 DOK 1
Students will identify a variety of art media and art processes.
Media (plural)/Medium (singular): (Properties of media need to be known in order to respond to artworks)
Architecture
Two-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel
Three-dimensional - clay, papier-mâché, found objects (assemblages)
Art Processes:
Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking
Three-dimensional - ceramics, sculpture, , fiber art (e.g., constructing with fiber, weaving, knitting, quilting), Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non-objective).
Determine differences in actual/implied texture
Create and understand the value scale
Create 3-dimensional work of art using additive and subtractive techniques
Big Idea: Humanity in the Arts
AH-07-2.4.1 DOK 3
Students will analyze or explain how diverse cultures and time periods are reflected in visual arts.
Cultures:
• Latin American – mural art (e.g., Diego Rivera and his influence on other mural artists)
• Asian – China (the evolution of ceramics)
AH-7-HA-S-VA1
Students will describe and analyze distinguishing characteristics of visual art representing a variety of world cultures (Latin America, Asia) and time periods
AH-7-HA-S-VA2
Students will observe, classify, and create visual art according to styles and processes used in a variety of world cultures and historical periods
Understand the purpose for Art in the Renaissance culture (DaVinci, Michelangelo).
AH-7-HA-S-VA3
Students will examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture
AH-7-HA-S-VA4
Students will examine visual artworks from various time periods and explain the influence of time and place are reflected in them
AH-7-HA-S-VA5
Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in artworks from different cultures or time periods
Ceremonial
African, African –American, Asian, Latin-American, Native-American, European
Ancient Egypt, Ancient/ Classical Rome, Medieval, Baroque, Early American through Civil War
Big Idea: Purposes for Creating the Arts – Visual Art
AH-7-PCA-S-VA1
Students will compare and explain purposes for which visual art is created (ceremonial, artistic expression, narrative, functional)
AH-7-PCA-S-VA2 DOK 2
Students will create new, choose and experience artworks created to fulfill a variety of specific purposes
AH-07-3.4.1 Students will identify or explain how art fulfills a variety of purposes.
Purposes of Art: (different roles of art)
Ceremonial - ritual, celebration, artworks created to support worship ceremonies
Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects)
Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events
Functional - artistic objects used in everyday life
Persuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.)
Big Idea: Processes in the Arts
Students will be actively involved in selecting media, techniques, and processes for creating artworks applying the elements of art and principles of design.
AH-7-PA-S-VA2
Students will use knowledge of the elements and principles of art and art terminology to:
• create expressive artworks
• describe and critique their own work and the work of others
AH-07-4.4.1
Students will create art for specific purposes using the elements of art and principles of design to communicate ideas.
AH-07-4.4.2
Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.
AH-7-PA-S-VA3
Students will identify and apply criteria for evaluating visual arts (e.g., skill of artist, originality, emotional impact, variety, interest)
AH-7-PA-S-VA4
Students will demonstrate behavior appropriate for observing the particular context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way
AH-7-PA-S-VA5
Students will describe personal responses to artwork; explain why there might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)
Big Idea: Interrelationships Among the Arts- Visual Arts
Grade 7 Skills and Concepts - Arts
AH-7-IAA-S-1
Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).
AH-7-IAA-S-2
Students will identify communication of common themes or ideas across different art forms.
AH-7-IAA-S-3
Students will identify and explain connections between and among different art forms from the same culture or from the same time period.
AH-7-IAA-S-4
Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).
AH-7-IAA-S-5
Students will communicate common meaning through creating and performing in the four art forms.
This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines."
In Kentucky's Learning Goals, goal number 7 states:
Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.
7.1 Students connect knowledge and experiences from different subject areas.
According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
Drama/Theatre
Big Idea: Structure in the Arts -Drama/Theatre
AH-07-1.3.1 DOK 3
Students will analyze the use of elements of drama in dramatic works.
Elements of drama:
Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy
Technical elements - Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design
AH-7-SA-S-DT1
Students will use appropriate terminology to identify and analyze the use of elements of drama (literary, technical, performance) in a variety of dramatic works.
AH-7-SA-S-DT2
Students will use the elements of drama in creating and performing dramatic works independently and with others.
AH-7-SA-S-DT3
Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations.
AH-7-SA-S-DT4
Students will identify and describe how technical elements (staging, scenery, props, costumes, make-up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood and believable characters
AH-7-SA-S-DT5
Students will describe and compare types of stages (arena, thrust, proscenium)
AH-7-SA-S-DT6
Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, television, electronic media)
Performance elements -
Acting (e.g. character motivation and analysis),
Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage)
AH-07-1.3.2
Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.
AH-07-1.3.3
Students will explain how performance elements (e.g., acting, speaking, movement) can create a believable character.
AH-07-1.3.4
Students will identify and describe the types of stages (arena, thrust, proscenium).
Big Idea: Humanity in the Arts – Drama
AH-07-2.3.1 DOK 3
Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre.
Periods:
Classical Greece and Rome –
Presents the universal ideal of beauty through logic, order, reason and moderation (Development and characteristics of Ancient Greek theatre and the continuation of Greek stories and styles in the Roman theatre)
Medieval –
Appeals to the emotions and stresses the importance of religion. (Morality plays – characters are personification of good and evil in a struggle for man’s soul)
AH-7-HA-S-DT1
Students will describe and analyze distinguishing characteristics of dramatic work representing a variety of world cultures (Latin America, Asia) and time periods.
AH-7-HA-S-DT2
Students will observe, classify, and perform dramatic works representing a variety of world cultures and historical periods.
AH-7-HA-S-DT3
Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture.
AH-7-HA-S-DT4
Students will examine dramatic works from various time periods and explain how the influence of time and place are reflected in them.
AH-7-HA-S-DT5
Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in dramas from different cultures or time periods.
Big Idea: Purposes for Creating the Arts – Drama/Theatre
AH-07-3.3.1 DOK 2
Students will identify or explain how drama/theatre fulfills a variety of purposes.
Sharing the human experience – to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions)
Passing on tradition and culture – to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony)
Recreational – drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals)
Artistic expression – drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience)
AH-7-PCA-S-DT1
Students will compare and explain purposes for which drama/theatre is created (sharing the human experience, passing on tradition and culture, recreational, artistic expression).
AH-7-PCA-S-DT2
Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes.
Big Idea: Processes in the Arts – Drama/Theatre
AH-07-4.3.1
Students will create and perform using elements of drama. (Literary, Technical, Performance).
AH-07-4.3.2
Students will improvise short dialogues and monologues.
AH-07-4.3.3
Students will engage in dramatic activities that reflect historical times and cultures.
AH-07-4.3.4
Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up).
AH-7-PA-S-DT1
Students will be actively involved in creating, improvising, and performing dramatic works alone and with others, using elements of drama (Literary, Technical, Performance).
AH-7-PA-S-DT2
Students will use knowledge of elements of drama to:
• Create and perform dramatic works in an expressive manner.
• Describe and critique their own performances and the performances of others.
AH-7-PA-S-DT3
Students will use a variety of resources (e.g., research, peers, technology) to:
• Write, refine, and record dialogue, monologues, and action.
• Explore jobs/careers and skills associated with dramatic arts (theater, media).
AH-7-PA-S-DT4
Students will identify and apply criteria for evaluating dramatic works (e.g., skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes).
AH-7-PA-S-DT5
Students will demonstrate behavior appropriate for observing the particular context and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way.
Big Idea: Interrelationships Among the Arts- Drama/Theatre
This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines."
In Kentucky's Learning Goals, goal number 7 states:
Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.
7.1 Students connect knowledge and experiences from different subject areas.
According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
AH-7-IAA-S-1
Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).
AH-7-IAA-S-2
Students will identify communication of common themes or ideas across different art forms.
AH-7-IAA-S-3
Students will identify and explain connections between and among different art forms from the same culture or from the same time period.
AH-7-IAA-S-4
Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).
AH-7-IAA-S-5
Students will communicate common meaning through creating and performing in the four art forms.
Drama/Theatre
Big Idea: Structure in the Arts -Drama/Theatre
AH-07-1.3.1 DOK 2
Students will identify or describe the use of elements of drama in dramatic works.
Elements of drama:
Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy
Technical elements - Scenery (set), Sound, Lights, Make-up,
AH-7-SA-S-DT1
Students will use appropriate terminology to identify and analyze the use of elements of drama (literary, technical, performance) in a variety of dramatic works.
AH-7-SA-S-DT2
Students will use the elements of drama in creating and performing dramatic works independently and with others.
AH-7-SA-S-DT3
Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations.
Performance elements -
Acting (e.g. character motivation and analysis),
Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage)
AH-07-1.3.2
Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.
AH-07-1.3.3
Students will explain how performance elements (e.g., acting, speaking, movement) can create a believable character.
AH-07-1.3.4
Students will identify and describe the types of stages (arena, thrust, proscenium).
Big Idea: Humanity in the Arts – Drama
AH-07-2.3.1 DOK 3
Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre.
Cultures:
• Bunraku (also called Banraku) - Japanese puppet theatre (Historical development and characteristics - developed as an art by late 1700s, characteristics of music, storytelling and sophisticated puppeteering)
• Native American and African influences on American storytelling
AH-7-PCA-S-DT1
Students will compare and explain purposes for which drama/theatre is created (sharing the human experience, passing on tradition and culture, recreational, artistic expression).
AH-7-PCA-S-DT2
Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes.
AH-7-HA-S-DT1
Students will describe and analyze distinguishing characteristics of dramatic work representing a variety of world cultures (Latin America, Asia) and time periods.
AH-7-HA-S-DT2
Students will observe, classify, and perform dramatic works representing a variety of world cultures and historical periods.
AH-7-HA-S-DT3
Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture.
AH-7-HA-S-DT4
Students will examine dramatic works from various time periods and explain how the influence of time and place are reflected in them.
Big Idea: Purposes for Creating the Arts – Drama/Theatre
AH-07-3.3.1 DOK 2
Students will identify or explain how drama/theatre fulfills a variety of purposes.
Sharing the human experience – to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions)
Passing on tradition and culture – to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony)
Recreational – drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals)
Artistic expression – drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience)
AH-7-PCA-S-DT1
Students will compare and explain purposes for which drama/theatre is created (sharing the human experience, passing on tradition and culture, recreational, artistic expression).
AH-7-PCA-S-DT2
Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes.
Big Idea: Processes in the Arts – Drama/Theatre
AH-07-4.3.1
Students will create and perform using elements of drama. (Literary, Technical, Performance).
AH-07-4.3.2
Students will improvise short dialogues and monologues.
AH-07-4.33
Students will engage in dramatic activities that reflect historical times and cultures.
AH-07-4.3.4
Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up)
AH-7-PA-S-DT1
Students will be actively involved in creating, improvising, and performing dramatic works alone and with others, using elements of drama (Literary, Technical, Performance).
AH-7-PA-S-DT2
Students will use knowledge of elements of drama to:
• create and perform dramatic works in an expressive manner
• describe and critique their own performances and the performances of others
AH-7-PA-S-DT3
Students will use a variety of resources (e.g., research, peers, technology) to:
• write, refine, and record dialogue, monologues, and action
• explore jobs/careers and skills associated with dramatic arts (theater, media)
AH-7-PA-S-DT4
Students will identify and apply criteria for evaluating dramatic works (e.g., skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes).
AH-7-PA-S-DT5
Students will demonstrate behavior appropriate for observing the particular context and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way.
Big Idea: Interrelationships Among the Arts- Drama/Theatre
This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines."
In Kentucky's Learning Goals, goal number 7 states:
Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.
7.1 Students connect knowledge and experiences from different subject areas.
According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
AH-7-IAA-S-1
Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).
AH-7-IAA-S-2
Students will identify communication of common themes or ideas across different art forms.
AH-7-IAA-S-3
Students will identify and explain connections between and among different art forms from the same culture or from the same time period.
AH-7-IAA-S-4
Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).
AH-7-IAA-S-5
Students will communicate common meaning through creating and performing in the four art forms.
DANCE
Big Idea: Structure in the Arts- Dance
AH-07-1.2.1 DOK 2
Students will identify or describe the use of elements in a variety of dances.
Elements of dance:
Space - direction (forward, backward, right, left, up, down, diagonal), pathway (straight, curved), levels (high, middle, low), shape (individual or group)
Focus - audience (where viewer’s eye is drawn), dancer (single focus -looking in the direction of movement, multi focus - changing head/eye focus during movements)
Size - use of size in given space, or range of motion
Time (Tempo) - accent, rhythmic pattern, duration
Force - heavy/light, sharp/smooth, tension /relaxation, bound/flowing
Choreographic Forms -AB, ABA, call and response, narrative
AH-07-1.2.2
Students will identify dances by: identifying theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering), and the use of the elements of dance.
Grade 7 Skills and Concepts - Dance
AH-7-SA-S-Da1
Students will use appropriate terminology to identify and analyze the use of elements in a variety of dance (space, time, force) to express thoughts, ideas, and feelings.
AH-7-SA-S-Da2
Students will observe, describe, and demonstrate choreographic forms in dance.
AH-7-SA-S-Da3
Students will apply elements of dance and principles of movement (e.g., balance, initiation of movement, weight shift) when observing, creating, and performing patterns of movement independently and with others.
AH-7-SA-S-Da4
Students will identify and describe themes and styles (including characteristics of styles) of dance.
Big Idea: Humanity in the Arts – Dance
AH-07-2.2.1 DOK 3
Students will analyze or explain how diverse cultures and time periods are reflected in dance.
Cultures:
Latin American – Blending of cultural traditions can create new traditions
• Latin American dance characteristics reflected in American dance (e.g., clave rhythm, samba, salsa, cha-cha, Tango)
• Asian – Isolation of culture or region results in a unique dance tradition (e.g., classical dance forms from India - bharata natyam, kathak)
Grade 7 Skills and Concepts - Dance
AH-7-HA-S-Da1
Students will describe and analyze distinguishing characteristics of dance representing a variety of world cultures (Latin America, Asia) and time periods.
AH-7-HA-S-Da2
Students will observe, classify, and perform dance representing a variety of world cultures and historical periods.
AH-7-HA-S-Da3
Students will examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture.
AH-7-HA-S-Da4
Students will examine dance from various time periods and explain how the influence of time and place are reflected in the dance.
Big Idea: Purposes for Creating the Arts – Dance
AH-07-3.2.1 DOK 2
Students will identify or explain how dance fulfills a variety of purposes.
Purposes of dance: (different roles of dance)
Ceremonial – dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship)
Recreational – dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby)
Artistic expression – dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience)
Grade 7 Skills and Concepts – Dance
AH-7-PCA-S-Da1
Students will compare and explain purposes for which dance is created (ceremonial, recreational, artistic expression).
AH-7-PCA-S-Da2
Students will create new, observe, choose and perform dance to fulfill a variety of specific purposes.
Big Idea: Processes in the Arts – Dance
AH-07-4.2.1
Students will create an individual or a group dance with 2-3 other people using dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response or narrative.
AH-07-4.2.2
Students will create an improvisational dance with complex movements (beginning, middle and end).
Grade 7 Skills and Concepts – Dance
AH-7-PA-S-Da1
Students will be actively involved in creating and performing dance (incorporating the elements of dance: space, time and force) alone and with others.
AH-7-PA-S-Da2
Students will create an improvisational dance with complex movements (beginning, middle and end).
AH-7-PA-S-Da3
Students will use knowledge of dance elements to create and perform dance in an expressive manner.
A-7-PA-S-Da4
Students will use knowledge of the elements of dance and dance terminology to describe and critique their own performances and the performances of others.
AH-7-PA-S-Da5
Students will identify and apply criteria for evaluating dance (e.g., skill of performers, originality, emotional impact, variety, interest).
AH-7-PA-S-Da6
Students will demonstrate behavior appropriate for observing the particular context and style of dance being performed; discuss opinions with peers in a supportive and constructive way.
Big Idea: Interrelationships Among the Arts- Dance
This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines."
n Kentucky's Learning Goals, goal number 7 states:
Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.
7.1 Students connect knowledge and experiences from different subject areas.
According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
Grade 7 Skills and Concepts - Arts
AH-7-IAA-S-1
Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).
AH-7-IAA-S-2
Students will identify communication of common themes or ideas across different art forms.
AH-7-IAA-S-3
Students will identify and explain connections between and among different art forms from the same culture or from the same time period.
MUSIC
Big Idea: Structure in the Arts- Music
AH-07-1.1.1 DOK 2
Students will identify or describe the use of elements in a variety of music.
Elements of music:
Rhythm – syncopation, time signature (2/4, ¾, 4/4, 7/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note)
Tempo – Allegro, Moderato, Largo, Presto
Melody – melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign
• Harmony – triads (chords)
Form – AB, ABA, call and response
Timbre (tone color) – distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass)
• Dynamics – crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff,
BAND
Identify and perform beat, steady beat, tempo.
Identify staff, bar lines, repeat signs, tie, fermata, accents.
Identify a cadence.
Recognize half and whole steps.
Understand the meaning of:
1. Intervals
2. Scales
Know key signatures – C, G, F
Recognize and perform Harmonic Blues progression.
Recognize major and minor tonality.
Identify and perform keys on the keyboard.
Identify 1st and 2nd endings
Recognize an introduction.
Recognize a coda.
AH-07-1.1.2 Students will identify instruments according to classifications.
Family – brass, woodwind, string, percussion
Voices – soprano, alto, tenor, bass
Folk – instruments used in folk music
Orchestral – instruments used in contemporary orchestral settings.
Grade 7 Skills and Concepts – Music
AH-7-SA-S-Mu1
Students will use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics).
AH-7-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others.
AH-7-SA-S-Mu3
Students will listen to and explore how changing different elements results in different musical effects.
AH-7-SA-S-Mu4
Students will recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads).
AH-7-SA-S-Mu5
Students will identify instruments according to classifications (family, voices, folk and orchestral instruments).
AH-07-1.1.3
Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads).
Big Idea: Humanity in the Arts – Music
AH-07-2.1.1 DOK 3
Students will analyze or explain how diverse cultures and time periods are reflected in music.
Periods:
Classical Greece – Presents the universal ideal of beauty through logic, order, reason and moderation. (Pythagorean – music theory based on mathematical logic).
Medieval – Appeals to the emotions and stresses the importance of religion. (Gregorian chant).
Grade 7 Skills and Concepts – Music
AH-7-HA-S-Mu1
Students will describe and analyze distinguishing characteristics of music representing a variety of world cultures (Latin America, Asia) and time periods.
AH-7-HA-S-Mu2
Students will listen to, perform, and classify music representing a variety of world cultures and historical periods.
AH-7-HA-S-Mu3
Students will examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture.
AH-7-HA-S-Mu4
Students will examine music from various time periods and explain how the influence of time and place are reflected in the music.
Big Idea: Purposes for Creating the Arts – Music
AH-07-3.1.1 DOK 2
Students will identify or explain how music fulfills a variety of purposes.
Purposes of music: (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational – music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)
Artistic Expression – music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)
Grade 7 Skills and Concepts - Music
AH-7-PCA-S-Mu1
Students will compare and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression).
AH-7-PCA-S-Mu2
Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes.
Students should be able to identify and give examples of the 3 purposes of music.
Big Idea: Processes in the Arts – Music
AH-07-4.1.1
Students will create and notate in similar style answers to musical phrases.
AH-07-4.1.2
Students will improvise variations on given melodies.
AH-07-4.1.3
Students will compose and notate short pieces of music demonstrating unity/variety, tension/release and balance.
AH-07-4.1.4
Students will use a variety of sound sources to create and perform music.
Students must be able to read music notation in order to perform in the band ensemble setting.
AH-07-4.1.5
Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
• Maintain part in an ensemble on a daily basis.
• Play complex melodies and rhythmic patterns on the chosen band instrument
Grade 7 Skills and Concepts - Music
AH-7-PA-S-Mu1
Students will be actively involved in creating, notating, improvising, and performing music (e.g., similar style answers to musical phrases, variations on given melodies, demonstrating unity/variety, tension/release, and balance) alone and with others.
AH-7-PA-S-Mu2
Students will use knowledge of musical elements to create and perform music in an expressive manner.
AH-7-PA-S-Mu3
Students will sing or play alone, and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
AH-7-PA-S-Mu4
Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others.
AH-7-PA-S-Mu5
Students will identify and apply criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest).
AH-7-PA-S-Mu6
Students will demonstrate behavior appropriate for observing the particular context and style of music being performed: discuss opinions with peers in a supportive and constructive way.
Big Idea: Interrelationships Among the Arts- Music
This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines."
In Kentucky's Learning Goals, goal number 6 states:
Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.
6.1 Students connect knowledge and experiences from different subject areas.
According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
Grade 7 Skills and Concepts - Arts
AH-7-IAA-S-1
Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).
AH-7-IAA-S-2
Students will identify communication of common themes or ideas across different art forms.
AH-7-IAA-S-3
Students will identify and explain connections between and among different art forms from the same culture or from the same time period.
AH-7-IAA-S-4
Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).
AH-7-IAA-S-5
Students will communicate common meaning through creating and performing in the four art forms.
TECHNOLOGY
Big Idea: Information, Communication and Productivity Intermediate
According to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
T-MS-ICP-S-I1
Students will use a variety of technology (e.g., probeware, handhelds, digital and video cameras, scanners) to collect, analyze and present in all content areas
PowerPoint
Appropriate Resources
Inappropriate Resources
Presentation
Collect
Analyze
Technology
T-MS-ICP-S-I2
Students will recognize, discuss and use terms/concepts related to the protection of computers, networks and information (e.g., virus protection, network security, passwords, firewalls, privacy laws)
T-MS-ICP-S-I3
Students will use proper keyboarding techniques, optimal posture and correct hand placement (e.g., continue appropriate finger reaches and building speed)backspace, shift, delete)
Students will type out all portfolio pieces for 7th grade portfolios
T-MS-ICP-S-C1
Students will use technology to communicate in a variety of modes (e.g., audio, speech to text, print, media)
T-MS-ICP-S-C2
Students will select and use appropriate technology to collect, analyze and share information.
Students will research famous artist to gather information for an essay
T-MS-ICP-S-C3
Students will use online collaboration and interactive projects (e.g., email, videoconferencing) to communicate
with others (e.g., experts, mentors
Artist research
T-MS-ICP-S-C4
Students will use a variety of electronic formats (e.g., web publishing, oral presentations, journals and multimedia presentations) to summarize and communicate results
TE-SK- MS-ICP-04
Students will use productivity tools to complete content assignments and projects
T-MS-ICP-S-P2
Students will construct and publish information in printed and digital formats (e.g., printed reports, resumes, brochures, charts, multimedia presentations, videos and websites) for authentic audiences
T-MS-ICP-S-P3
Students will use technology to develop innovative and creative products
Big Idea: Safety and Ethical/Social Issues
According to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
T-MS-SESI-S-HI3
Students will use technology to engage in interactive projects in the classroom
T-MS-SESI-S-HI7
Students will engage technology to support learning (e.g., online courses, online assessments)
Artist research
T-MS-SESI-S-S1
Students will explain the importance of safe Internet use (e.g., iSafe skills)
T-MS-SESI-S-S2
Students will apply safe behavior when using technology
T-MS-SESI-S-HI1
Students will use appropriate behavior related to computers, networks, digital information (e.g., security, privacy, passwords, personal information)
T-MS-SESI-S-HI2
Students will use proper social etiquette with any technology (e.g., email, blogs, IM, telephone, help desk) while collaborating with peers, experts and others
T-MS-SESI-S-EI1
Students will describe intellectual property issues related to technology
T-MS-SESI-S-EI2
Students will practice responsible (e.g., virus protection, passwords) use of technology adhering to the Acceptable Use Policy (AUP) as well as other state and federal laws
T-MS-SESI-S-EI3
Students will model ethical behavior relating to security, privacy, passwords and personal information and recognize possible consequences of misuse
T-MS-SESI-S-EI4
Students will use legal and ethical practices when completing digital projects/school work and credit all participants for their contribution to the work
T-MS-SESI-S-EI5
Students will investigate basic issues related to responsible use of technology and describe personal consequences of inappropriate use
T-MS-SESI-S-EI6
Students will investigate software piracy, its impact on the technology industry and possible repercussions to individuals and/or the school district
T-MS-SESI-S-HI5
Students will investigate how the use of technology affects humans in various ways (e.g., safety, comfort, choices and attitudes)
T-MS-SESI-S-HI4
Students will describe how societal expectations drive the acceptance and use of new products and systems
T-MS-SESI-S-HI6
Students will explore how technology is used in different occupations
T-MS-SESI-S-HI8 Students will conclude that assistive technology supports learning to ensure equitable access to a productive life
Big Idea: Research, Inquiry/Problem-Solving and Innovation
According to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.
T-MS-RIPSI-S-I1
Students will use technology to express creativity in all content areas
T-MS-RIPSI-S-R4
Students will evaluate the accuracy and appropriateness of electronic information
T-MS-RIPSI-S-IP3
Students will apply strategies for identifying and solving minor hardware and software problems
T-MS-RIPSI-S-IP4
Students will use technology to solve problems using critical thinking and problem-solving strategies
T-MS-RIPSI-S-R1
Students will demonstrate an understanding of the strengths and limitations of the Internet
T-MS-RIPSI-S-R2
Students will apply a research process model (e.g., Big6, Research Cycle) to conduct online research
T-MS-RIPSI-S-R3
Students will locate and collect information from a variety of electronic resources (e.g. search engines, CDROM, online periodical databases, Virtual library/online catalogs, interactive video conferencing) and correctly cite sources
TE-SK-MS-RII-3d
Students will organize information that is collected using a variety of tools (e.g., spreadsheet, database, saved files)
T-MS-RIPSI-S-R5
Students will communicate results of research and learning with others using the most appropriate tools (e.g., desktop-published or word-processed report, multimedia presentation)
T-MS-RIPSI-S-R6
Students will manipulate data using charting tools and graphic organizers (e.g., concept mapping, flow charting and outlining software) to connect ideas and organize information
T-MS-RIPSI-S-IP2
Students will determine which technology is useful and select the appropriate tool(s) (e.g., calculators, data collection probes, videos, educational software) to inquire/problem- solve in self-directed and extended learning
T-MS-RIPSI-S-IP5
Students will explore how inquiry/ problem-solving impact science, technology, engineering and mathematics (STEM) (e.g., design, programming, robotics)
T-MS-RIPSI-S-IP1
Students will use appropriate technology and strategies to solve content-specific problems in the real-world
T-MS-RIPSI-S-I2
Students will design, develop, publish and present original, innovative products (e.g., Web pages, video, robotics, online content)
T-MS-RIPSI-S-I3
Students will collaborate with peers, experts and others to develop solutions and innovative products (e.g., design/CAD, troubleshooting, helpdesk, models, systems)
T-MS-RIPSI-S-I4
Students will describe how technological innovation often results when ideas, knowledge or skills are shared within a technology
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