Tools for Instruction
and Reading Assessment
A Model Unit for Grade 7:
Diversity and Interdependence
Ways of Life in Asia, Africa, and Australasia;
Global Quality of Life; Particle Theory of Matter
Jennifer Katz
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© 2013 by Jennifer Katz
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Contents
Plan for School Year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Unit Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Theme: Diversity and Interdependence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Instructional Planner: Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Suggested Materials for Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Other Recommended Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
6
7
8
Plan for Integrating Social Studies and Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Mathematics Inquiry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assessment Rubric for Social Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment Rubric for Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Assessment Rubric for Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Preparations for MI Activities and Work Centres. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Introductory Work with Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Brainstorming Activity Ideas for MI Centres. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Inquiry Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Project 1 (Group). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Project 2 (Individual). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
20
21
22
Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
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Integrated all year
Fine Arts Activities
Personal and social management all year
Healthy Lifestyle
Number concepts and numerical operations all year
Statistics and Probability
Skills, Knowledge, Values – Applications all year
Interactions in Ecosystems
Earth: Above and Below
April to June
Term/Unit Three
Safety/Fitness Management
Shape and Space
Earth’s Crust, Forces, and Structures
World Geography
What goes on below Earth’s crust, and the
forces that cause changes in the crust (i.e.,
movement of tectonic plates), affects what
we see above Earth’s crust. As well, both
manufactured and natural structures are
affected by or engineered to resist these
forces (e.g., earthquake proofing), which
connects to “safety” in PE.
Skills, Knowledge, Values – Applications all year
Human Impact in the Americas
Integrated all year
Movement
Measurement
Particle Theory of Matter
Ways of Life in Africa, Asia, and
Australasia; Global Quality of Life
A unit about global warming (follows
naturally on the PTOM).
Canada and the Arctic
January to March
Term/Unit Two
Language Arts
Activities
Physical and
Health Education
Mathematics
Science
Social Studies
Rationale and
Connections
Diversity and Interdependence
Themes chosen to
integrate disciplines
PTOM shows up in the environment in
processes such as the melting of glaciers
and rising of sea levels, desertification,
and so on, and affects the daily life
of those living in regions where these
processes occur.
September to December
Term/Unit One
Grade 7
School Year
Plan for School Year
4 Grade 7: Diversity and Interdependence
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4 10/1/13 1:31 PM
Grade 7: Diversity and Interdependence 5 Introduction to Model Unit
The publications included in the series Tools for Instruction and Reading Assessment
support the three-block model of universal design for learning, presented in my book
Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools:
TtD: pp. 74–85
1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic
unit of the school year plan; (ii) a full set of activities drawing on the concept of
multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.
2. A Reading Assessment Program Guide, also in two parts: (i) the guide with
templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for
assessment throughout the school year.
In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units
for a full academic year. I also included an overview of “how-to” procedures. In this book,
I include a working plan for the school year (see chart, opposite page). The plan integrates
major themes from Manitoba’s curricula into manageable units of study that correspond to
three terms in one school year.
In this model unit for the first term of grade 7, teachers will find planners that outline
the essential understandings, essential questions, and final inquiry projects for the unit. The
rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a
progression of conceptual thinking from rote, basic understanding to synthesized, higherorder analysis.
Be aware that the language of Bloom is unique to cognitive thought, and is
developmental. For instance, identify or recognize means the teacher has provided
examples, and students can “pick the right one,” or reiterate a fact taught earlier, such
as “Aboriginal peoples were the first people in Canada.” Describe means students can
provide supporting detail. Explain, assess, and analyze require students to provide multiple
perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate
means students, after considering both pros and cons or differing perspectives, form an
opinion; that is, place a value on the analysis. For young children, this might simply mean
explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For
example, grade-one students may tell us how their families’ cultures have aspects that the
students like and enjoy because they are their favourite ___. These same students may tell
us aspects that make them feel ___. These students are meeting the criterion for “Evaluates
how his or her family’s culture influences who he or she is.”
The material shows how I integrate the social studies and science topics while bringing
them into other disciplines—mathematics, physical education and health, language
arts, and fine arts—particularly through the lens of the multiple intelligences (MI).
Differentiated activities based on MI approaches, as sketched out in the brainstormed
ideas on page 18, are chosen to inspire diverse students and accommodate their individual
learning styles. The MI activity cards that flesh out the topics for such centre-based
activities follow the list on page 23.
As implied by the title, A Model Unit for Grade 7, I encourage teachers not only to
adapt my ideas and materials as needed for their own class but also to apply what they
learn from working with their own students to their planning, whether individually or
collaboratively, for the second and third terms.
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4 TtD_Gr7_Model.indd 5
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6 Grade 7: Diversity and Interdependence
Throughout this model unit, you will see the acronym TtD with page numbers from
Teaching to Diversity. Refer to these pages to find fuller explanations, descriptions, or
examples of strategies and procedures.
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4 TtD_Gr7_Model.indd 6
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Grade 7: Diversity and Interdependence 23 Activity Cards for MI Work Centres
Money and “The Good Life”
Creating Problems
Life Abroad
A Good Life
Poetic Expression
Snail Mail Home
Artistic Expression
Landscapes
Gender Roles
Scientific Classification
Proton Symphony
Musical Expression
Interpersonal Connections
Equality
Global Vision
Culture, Environment, and the Good Life
3-D Mapping
PTOM in Deserts and the Arctic
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© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4 TtD_Gr7_Model.indd 27
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Life Abroad
Create a Venn diagram, write, or draw to show the comparison.
How will your life be the same as it is now? How will it be different?
Imagine you and your family are moving to the country you are studying.
intrapersonal
naturalist
PTOM in Deserts and the Arctic
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Particle Theory of Matter (PTOM) refers to matter existing in states as solids,
liquids, and gases and about how matter can change from one state to another.
How is PTOM evident in deserts? How is PTOM evident in the Arctic?
Draw, sing, or write to show your thinking.
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4