7th Grade 2-D art Curriculum Map
Unit Name
Architecture/Drafting
Design (Space Planning and Color)
Drawing
Painting
Collage
Printmaking
Perspective
Art history/ culture
Grade
1-4
1-4
1-4
1-4
1-4
1-4
1-4
1-4
Days
5
5
10
5
5
3
7
5
7th Grade
Units Covered: Architecture/Drafting, Design (Space Planning and Color), Drawing,
Painting, Art History, Perspective and Collage.
Standards Introduced:
7.1- Students analyze relationships between artwork and culture of origin comparing
icons, themes, and ideas representative of various cultures. They explore art-related
careers and ways to support the arts, utilizing resources of museums and galleries and
identifying the impact of the arts on society.
7.2- Students experience work of non-Western artwork on a timeline to establish
chronological perspective and identify beliefs, customs, and technology affecting artist’
styles.
7.3- Students apply properties in works of art to adopt and defend a critical stance. They
share peer perspectives in constructing meaning and developing well-supported
interpretations.
7.5- Students discuss the role of aesthetic experience and its personal significance. They
identify problems or puzzles in works and hypothesize solutions, and they identify
conflicting views on the nature of art.
7.6- Students create artwork using expanded subject matter, media, and techniques, and
insightful observation. They evidence judicious selection of symbols, metaphors, subjects
and ideas to communicate personal statements. Students make connections between
personal work and that of others in revising and refining artwork, utilize self and peer
critique, and demonstrate mutual respect.
7.7- Students apply the elements and principles and distinguish varied lines, shapes,
textures, colors, space, and the use of balance, proportion, rhythm, variety, repetition, and
movement in works of art. They utilize visual characteristics of given media and employ
appropriate media and processes in artwork, demonstrating safe and proper use of
materials.
1
3D Art 7th grade
Curriculum Map
Grade period
1-4
1-4
1-4
1-4
1-4
1-4
1-4
1-4
1-4
Unit Name
Color
Design
Painting
Sculpture
Ceramics
Printmaking
Art history/ culture
Fibers
* All units over lap days
Days
20
10
15
20
5
10
7
2
7th Grade
Units Covered: color, design, painting, sculpture, printmaking, art history/ culture
Standards Introduced:
7.1- Students analyze relationships between artwork and culture of origin comparing
icons, themes, and ideas representative of various cultures. They explore art-related
careers and ways to support the arts, utilizing resources of museums and galleries and
identifying the impact of the arts on society.
7.2- Students experience work of non-Western artwork on a timeline to establish
chronological perspective and identify beliefs, customs, and technology affecting artist’
styles.
7.3- Students apply properties in works of art to adopt and defend a critical stance. They
share peer perspectives in constructing meaning and developing well-supported
interpretations.
7.5- Students discuss the role of aesthetic experience and its personal significance. They
identify problems or puzzles in works and hypothesize solutions, and they identify
conflicting views on the nature of art.
7.6- Students create artwork using expanded subject matter, media, and techniques, and
insightful observation. They evidence judicious selection of symbols, metaphors, subjects
and ideas to communicate personal statements. Students make connections between
personal work and that of others in revising and refining artwork, utilize self and peer
critique, and demonstrate mutual respect.
7.7- Students apply the elements and principles and distinguish varied lines, shapes,
textures, colors, space, and the use of balance, proportion, rhythm, variety, repetition, and
movement in works of art. They utilize visual characteristics of given media and employ
appropriate media and processes in artwork, demonstrating safe and proper use of
materials.
1
7th Grade Band Curriculum Map
Unit Name
Exploring the instruments- Proper Tone Production
Listening – history
Basic Music Theory
Instrument assembly, care, and posture, breathing
Concerts and solo and ensemble playing
Grading Period
1-4
1-4
1-4
1-4
1-4
Days
36
36
36
36
36
1st Nine Weeks
Units Covered:
Exploring the instruments- Proper Tone Production
Listening – history
Basic Music Theory
Instrument assembly, care, and posture, breathing
Concerts and solo and ensemble playing
Essential elements 2000 Book 1
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy
Neal Klein Morton, pub. McDonald.
Standards introduced:
Standard 2: PERFORMING MUSIC: Playing an instrument alone and with others
EX6.2
Students play melodic, harmonic, and rhythmic parts independently or in ensembles with
correct technique, steady tempo, and appropriate style and dynamics. They follow the
directions of a conductor.
EX6.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
EX6.2.2 Play pitched and non-pitched classroom instruments using correct techniques for
producing sound.
EX6.2.3 Play I, IV, and V chord patterns independently or as part of an ensemble.
EX6.2.4 Play melodies and accompaniments of various styles and cultures independently
or in ensembles.
EX6.2.5 Play melodies, accompaniments, and ensemble parts expressively with correct
rhythms, tempos, and dynamics.
EX6.2.6 Maintain an independent part on an instrument in a group while following the
cues of a conductor.
Standard 5: RESPONDING TO MUSIC: Reading, notating, and interpreting music
EX6.5 Students read and notate music in the treble clef and play or sing melodies in
1
various keys and meters. They use appropriate musical terminology relating to dynamics,
tempo, articulation, and expression.
EX6.5.1 Read, notate, and perform music using whole, half, dotted half, quarter, dotted
quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meters.
EX6.5.2 Identify and notate rhythms and melodies from aural examples.
EX6.5.3 Read and perform simple melodies in a variety of key signatures in the treble
clef using solfege, note names, or numbers.
EX6.5.4 Identify and apply musical terms for dynamics, tempo, articulation, and
expression. EX6.5.5 Identify examples of non-standard notation.
Standard 6: RESPONDING TO MUSIC: Listening to, analyzing, and describing
music
EX6.6 Students recognize, identify, and describe musical elements, styles, and works
from various periods and cultures. They distinguish vocal and instrumental timbres.
EX6.6.1 Identify and describe musical elements such as rhythmic and melodic ideas,
tonality, form, expressive qualities, and timbre through discussion, writing, or illustration,
including how these elements might convey a particular emotion or mood.
EX6.6.2 Identify musical forms in aural examples such as AB, ABA, theme and
variations, and rondo.
EX6.6.3 Identify and use appropriate terminology to describe various musical styles,
genres, cultures, and time periods.
EX6.6.4 Identify singers by vocal range and distinguish types of vocal ensembles.
EX6.6.5 Visually and aurally identify traditional string, wind, and percussion
instruments, folk instruments, electronic instruments, and those from world cultures.
Standard 7: RESPONDING TO MUSIC: Evaluating music and music
performances
EX6.7 Students determine characteristics of effective musical compositions and
performances and evaluate them based on collaboratively developed rubrics.
EX6.7.1 Define and discuss characteristics of a variety of effective musical works such as
repetition and contrast and rhythmic and melodic interest. Identify these characteristics in
music heard in the classroom or independently.
EX6.7.2 Listen to and compare examples of a particular style or genre using basic music
terminology.
EX6.7.3 Identify characteristics of effective performance of various styles of music and
create a rubric to evaluate specific examples.
2nd Nine Weeks
Units Covered:
Exploring the instruments- Proper Tone Production
Listening – history
Basic Music Theory
Instrument assembly, care, and posture, breathing
Concerts and solo and ensemble playing
Essential elements 2000 Book 1 and 2
2
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy
Neal Klein Morton, pub. McDonald
.
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Standards introduced:
Standard 1: PERFORMING MUSIC: Singing alone and with others
EX6.1 Students sing independently and in groups, applying good vocal technique and
exploring the changing voice. They sing music of various styles and cultures
appropriately and expressively. Students sing accompanied and unaccompanied in unison
and parts, from memory, and using a musical score. They follow the directions of a
conductor.
EX6.1.1 Sing independently and in ensembles maintaining good breath control, pitch,
diction, tone quality, and posture.
EX6.1.2 Explore the changing voice and expanding vocal range.
EX6.1.3 Sing expressively with attention to dynamics, phrasing, and articulation.
EX6.1.4 Sing songs of various styles and cultures with sensitivity to performance
practices, accurate pronunciation of languages, and movement when appropriate.
EX6.1.5 Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a
cappella and with varied accompaniment.
EX6.1.6 Sing using a score and from memory, following the cues of a conductor.
Standard 8: RESPONDING TO MUSIC: Understanding relationships between
music, the other arts, and disciplines outside the arts
EX6.8 Students discover elements common to music and disciplines across the
curriculum. They explore ways to enhance understanding of specific topics through
interdisciplinary activities.
EX6.8.1 From a list of the elements of music, the elements of art (line, color, shape,
value, texture, form, and space), and the principles of design (unity, variety, emphasis,
balance, proportion, pattern, and rhythm), map correlations with dance, drama, and other
curricular areas.
EX6.8.2 Respond to specific writing prompts such as, "How is listening to music
different than looking at art or reading a poem?"
EX6.8.3 Identify music related to a contemporary event or topic such as Black History
Month and explore interdisciplinary connections that involve music performance,
dramatization, related art, reading, writing, and other potential activities.
Standard 9: RESPONDING TO MUSIC: Understanding music in relation to
history and culture
EX6.9 Students recognize and experience music that influenced cultural trends of the past
3
as well as that of present day cultures. They examine their own musical experiences and
identify career opportunities in music related to contemporary culture.
EX6.9.1 Investigate past and contemporary uses of music to influence societal change
such as the political context of "Yankee Doodle," or protest songs like "Blowin' in the
Wind" or "I Am Woman."
EX6.9.2 Listen to specific examples of program music related to historical events in
Europe and the Americas such as Tchaikovsky's "1812 Overture" and place them on a
timeline.
EX6.9.3 Identify performing artists from recent decades that influenced American
culture, find examples of their songs, and discuss how specific songs reflected the culture
at a particular time. EX6.9.4 Explore various musical styles and genres of Europe and the
Americas and learn related dances including square dance, folk dance, traditional dance,
and popular dance.
EX6.9.5 Reflect on the way that music is a part of individual experience through
activities such as responding to the writing prompt, "Write your own personal music
history, beginning with the first music-making experience that you remember."
EX6.9.6 Identify various career opportunities related to contemporary American music.
3rd Nine Weeks
Units Covered:
Exploring the instruments- Proper Tone Production
Listening – history
Basic Music Theory
Instrument assembly, care, and posture, breathing
Concerts and solo and ensemble playing
Essential elements 2000 Book 2
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy
Neal Klein Morton, pub. McDonald
.
Standard 4: CREATING MUSIC: Composing and arranging music within specified
guidelines
EX6.4 Students compose melodic and rhythmic patterns, make simple two-part
arrangements, and create sound effects for literary pieces.
EX6.4.1 Compose short melodic and rhythmic patterns for voice or instruments within
established guidelines.
EX6.4.2 Create sound effects to accompany a reading or drama.
EX6.4.3 Arrange a given short two-part song by re-assigning voice or instrumentation for
each part using traditional or electronic sources.
4
4th Nine Weeks
Units Covered:
Exploring the instruments- Proper Tone Production
Listening – history
Basic Music Theory
Instrument assembly, care, and posture, breathing
Concerts and solo and ensemble playing
Essential elements 2000 Book 2
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy
Neal Klein Morton, pub. McDonald
Standard 3: CREATING MUSIC: Improvising melodies, variations, and
accompaniments
EX6.3 Students improvise sung or instrumental responses, melodies, and
accompaniments. They create accompaniments to literary pieces and follow a conductor's
directions in improvising short musical compositions. They improvise movement in
response to music.
EX6.3.1 Sing or play extended responses to teacher or student questions.
EX6.3.2 Improvise rhythmic accompaniments to classroom or recorded songs.
EX6.3.3 Improvise independently with voice or instruments to create a short piece as
directed by a teacher or student conductor.
EX6.3.4 Improvise appropriate rhythmic movement to accompany a song or instrumental
piece. EX6.3.5 Use voices, instruments, or computer software to create appropriate sound
effects as accompaniments to a poem or short story.
5
7th Grade Business Technology
Curriculum Map
Unit Name
Keyboarding /Microsoft Suite Projects
Keyboarding /Microsoft Suite Projects
Keyboarding /Microsoft Suite Projects
Keyboarding /Microsoft Suite Projects
Grading Period
1
2
3
4
Days
44
48
42
46
Nine Weeks
7.2 Review/Reinforce/Refine – Keyboarding/Computer Applications
Proficiencies
7.3 Review/Reinforce/Refine – Technology Productivity Tools – Desktop
Publishing
7.4 Review/Reinforce/Refine – Social, Ethical, and Human Issues
7.5.1 Apply correct keyboarding recognition techniques when creating
presentations
7.5.2 Identify purpose of presentation
7.5.3 Apply design and layout concepts
7.5.4 7.1 Review/Reinforce/Refine – Basic Operation Concepts
Identify and use paint and draw tools
7.5.5 Create and edit text
7.5.6 Import audio, graphics, video clips and charts/graphs
7.5.7 Use templates, wizards, and backgrounds
7.5.8 View, move, edit and delete slides
7.5.9 Create buttons/links
7.5.10 Select appropriate transitions and timing
7.5.11 Apply animation
7.5.12 Create, save, run and print presentations
7.5.13 Present presentation6.4.7 Explore job trends and possible careers
1
7th Grade Choir Curriculum Map
Unit Name
Singing, Playing piano, Reading and notation of music
Singing, Playing piano, Evaluating music and music
performances
Singing, Playing piano, listening to and analyzing
music, composing and arranging music, improvising
music
Singing, Playing piano, Understanding music in relation
to the other arts, Understanding music in relation to
history and culture
Grading Period
1
2
Days
44
48
3
42
4
46
1st Nine Weeks
Units Covered:
Experiencing Choral Music Sight-Singing textbook Grades 7-9, McGraw Hill, pub. Hal
Leonard, Chapters 1 and 2, pp 1-25.
Experiencing Choral Music, Mixed, Grades7-9, Lessons 1-4, pp 2-35
Supplemental sight reading materials from Junior High Sight-reading Examples, Thomas
Stokes, Traverse Area Junior High, Cherry Express TB, pp 1-14
Supplemental sheet music for concerts, representing music of different styles and genres.
Supplemental music theory worksheets from Boston MS Teacher Resource Handbook.
Standards introduced:
7.1.1 Identify and demonstrate proper vocal technique including good breath control, pitch,
diction, tone quality, and posture.
7.1.2 Explore the changing voice and expanding vocal range through warm-ups, breathing
exercises, and appropriate repertoire.
7.1.4 Sing a variety of vocal repertoire with independent parts and an appropriate level of
difficulty alone or in groups, both from a score and from memory.
7.1.6 Follow the directions of a conductor.
7.3.1 Improvise call and response conversations in vocal and rhythmic warm-ups.
7.5.1 Read and sing appropriate repertoire written in treble and bass clefs.
7.5.2 Sight-read music written in treble and bass clefs, major keys, and simple or compound
meter using solfège, note names, or numbers.
1
7.8.1 Explore the relationship of music and text in repertoire being studied.
7.8.2 Understand the physiological basis for good singing posture and technique and demonstrate
healthy singing habits.
7.8.3 Keep a journal of written responses to choral examples heard in class.
2nd Nine Weeks
Units Covered:
Experiencing Choral Music Sight-Singing textbook Grades 7-9, McGraw Hill, pub. Hal
Leonard, Chapters 3 and 4, pp 26-56.
Experiencing Choral Music, Mixed, Grades 7-9, Lessons 5-8, pp 36-77
Supplemental sight reading materials from Junior High Sight-reading Examples, Thomas
Stokes, Traverse Area Junior High, Cherry Express TB, pp 15-20
Supplemental sheet music for concerts, representing music of different styles and genres.
Supplemental music theory worksheets from Boston MS Teacher Resource Handbook.
Standards introduced:
7.1.3 Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.
7.4.1 Compose warms-ups based on repertoire being studied.
7.6.3 Describe how a composer may have used musical elements to convey a particular mood in
repertoire being studied.
7.7.3 Apply established criteria to evaluate performances of own ensemble.
7.7.4 Identify and demonstrate appropriate performance behaviors.
7.8.4 Recognize how choral performance can be enhanced through related art forms such as
dance and visual arts.
7.8.5 Identify life skills developed in music studies and activities such as cooperation, effort,
perseverance, and respect that transfer to other disciplines and contexts.
7.9.1 Explore the genre, style, composer, and historical background of repertoire being studied.
7.9.2 Sing in languages from various cultures using accurate pronunciation and diction.
7.9.3 Perform choral repertoire in an authentic style that reflects the origin of the music.
2
3rd Nine Weeks
Units Covered:
Experiencing Choral Music Sight-Singing textbook Grades 7-9, McGraw Hill, pub. Hal
Leonard, Chapter 5, pp 57-75.
Experiencing Choral Music, Mixed, Grades7-9, Lessons 9-12, pp 78-107
Supplemental sight reading materials from Junior High Sight-reading Examples, Thomas
Stokes, Traverse Area Junior High, Cherry Express, TB, pp 21-28
Supplemental sheet music for concerts, representing music of different styles and genres.
Supplemental music theory worksheets from Boston MS Teacher Resource Handbook.
Standards introduced:
7.1.5 Sing historical and contemporary repertoire from Western and non-Western traditions
accompanied and a cappella, in a variety of languages, and with movement or body
percussion when appropriate, to enhance authentic performance.
7.2.1 Play simple notated melodic patterns and intervals on the keyboard, demonstrating
understanding of the relationship of the keys to notes on the staff.
7.2.2 Echo rhythmic, melodic, and harmonic patterns on keyboard, percussion, or original
instruments.
7.3.3 Vary a familiar melody by adding or changing notes or altering the rhythmic structure of the
melody as in gospel music.
7.4.2 Plan an accompaniment such as a descant or rhythmic part to be used in performance of
repertoire.
7.5.3 Identify and apply musical symbols found in scores.
7.6.2 Listen to and describe the relationship of each voice part and the accompaniment in a choral
work being rehearsed using appropriate terminology.
7.6.1 Listen to recordings of age appropriate singers and repertoire. Identify and describe type of
ensemble, a cappella or accompanied performance, and basic musical form, style, and
genre.
7.7.1 Use appropriate musical terminology in establishing criteria and creating a rubric to be used
in evaluating the quality of choral performances.
7.7.2 Listen to recordings and live performances of age appropriate singers and repertoire. Apply
established criteria to evaluate the performances.
3
4th Nine Weeks
Units Covered:
Experiencing Choral Music Sight-Singing textbook Grades 7-9, McGraw Hill, pub. Hal
Leonard, Chapter 6, pp 76-88.
Experiencing Choral Music, Mixed, Grades7-9, Music and History, materials chosen
from pp 108-238
Supplemental sight reading materials from Junior High Sight-reading Examples, Thomas
Stokes, Traverse Area Junior High, Cherry Express TB, materials chosen from pp 29-56
Supplemental sheet music for concerts, representing music of different styles and genres.
Supplemental music theory worksheets from Boston MS Teacher Resource Handbook.
Standards introduced:
7.2.3 Accompany appropriate vocal repertoire with innovative tonal and rhythmic patterns
performed on traditional or culturally authentic instruments with expression, dynamic
contrast, and appropriate technique and style.
7.3.2 Sing improvised pentatonic, major, and minor melodies over an established accompaniment.
7.5.4 Interpret and perform examples of non-standard notation in scores.
7.9.4 Understand and describe vocal styles appropriate to specific settings.
7.9.5 Discuss the roles of various choral ensembles in the community and opportunities for
participation.
4
7th Grade Exploratory Music Curriculum Map
Unit Name
Piano
Guitar
Computer Music/Composition
Percussion/Rock Band
Grading Period
1
2
3
4
Days
44
48
42
46
1st Nine Weeks
Units Covered: Piano, Music Theory, Listening
Teaching Little Fingers To Play, John Thompson, Willis Music
Company. Review pp 1-16. Introduce pp 17-25.
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Journal entries and listening based on NPR website and Music Journal Topics by Peggy
Neal Klein Morton, pub. McDonald.
Standards introduced:
Standard 2: PERFORMING MUSIC: Playing an instrument alone and with others
EX7.2 Students play melodic, harmonic, and rhythmic parts independently or in
ensembles with correct technique, steady tempo, and appropriate style and dynamics.
They follow the directions of a conductor.
EX7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
EX7.2.2 Play pitched and non-pitched classroom instruments using correct techniques for
producing sound.
EX7.2.3 Play I, IV, and V chord patterns independently or as part of an ensemble.
EX7.2.4 Play melodies and accompaniments of various styles and cultures, independently
or in ensembles.
EX7.2.5 Play melodies, accompaniments, and ensemble parts expressively with correct
rhythms, tempos, and dynamics.
EX7.2.6 Maintain an independent part on an instrument in a group while following the
cues of a conductor.
Standard 5: RESPONDING TO MUSIC: Reading, notating, and interpreting music
EX7.5 Students read and notate music in the treble and bass clefs and play or sing
melodies in various keys and meters. They use appropriate musical terminology relating
to dynamics, tempo, articulation, and expression.
EX7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter, dotted
quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8 meters.
EX7.5.2 Identify and notate rhythms and melodies from aural examples.
EX7.5.3 Read and perform simple melodies in a variety of key signatures in treble and
1
bass clefs, using solfege, note names, or numbers.
EX7.5.4 Identify and apply musical terms for dynamics, tempo, articulation, and
expression. EX7.5.5 Identify examples of non-standard notation.
Standard 6: RESPONDING TO MUSIC: Listening to, analyzing, and describing
music
EX7.6 Students recognize, identify, and describe musical elements, styles, and works
from various periods and cultures. They distinguish vocal and instrumental timbres.
EX7.6.1 Identify and describe musical elements such as rhythmic and melodic ideas,
tonality, form, expressive qualities, and timbre through discussion, writing, or illustration,
including how these elements might convey a particular emotion or mood.
EX7.6.2 Identify musical forms in aural examples.
EX7.6.3 Identify and use appropriate terminology to describe various musical styles,
genres, cultures, and time periods.
EX7.6.4 Identify instruments and voice types in aural examples of music from different
styles, genres, cultures, and historical periods.
Standard 7: RESPONDING TO MUSIC: Evaluating music and music
performances
EX7.7 Students determine characteristics of effective musical compositions and
performances and evaluate them based on collaboratively developed rubrics.
EX7.7.1 Define and discuss characteristics of a variety of effective musical works such as
repetition and contrast and rhythmic and melodic interest. Identify these characteristics in
music heard in the classroom or independently.
EX7.7.2 Listen to and compare examples of a particular style or genre using basic music
terminology.
EX7.7.3 Identify characteristics of effective performance of various styles of music and
create a rubric to evaluate specific examples.
2nd Nine Weeks
Units covered: Guitar, Music Genres, Music History, Chords, Rock and Blues
Progressions
Contemporary Class Guitar, Will Schmid, pub. Hal Leonard-pp 18-27.
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Journal entries and listening based on NPR website and Music Journal Topics by Peggy
Neal Klein Morton, pub. McDonald.
Standard 1: PERFORMING MUSIC: Singing alone and with others
EX7.1 Students sing independently and in groups, applying good vocal technique and
exploring the changing voice. They sing music of various styles and cultures
appropriately and expressively. Students sing accompanied and unaccompanied in unison
and parts, from memory, and using a musical score. They follow the directions of a
2
conductor.
EX7.1.1 Sing independently and in ensembles maintaining good breath control, pitch,
diction, tone quality, and posture.
EX7.1.2 Explore the changing voice and expanding vocal range.
EX7.1.3 Sing expressively with attention to dynamics, phrasing, and articulation.
EX7.1.4 Sing songs of various styles and cultures with sensitivity to performance
practices, accurate pronunciation, and appropriate movement.
EX7.1.5 Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a
cappella and with varied accompaniment.
EX7.1.6 Sing using a score and from memory, following the directions of a conductor.
Standard 8: RESPONDING TO MUSIC: Understanding relationships between
music, the other arts, and disciplines outside the arts
EX7.8 Students discover elements common to music and disciplines across the
curriculum. They explore ways to enhance understanding of specific topics through
interdisciplinary activities including the physical properties of sound and healthy
listening habits.
EX7.8.1 From a list of the elements of music, the elements of art (line, color, shape,
value, texture, form, and space), and the principles of design (unity, variety, emphasis,
balance, proportion, pattern, and rhythm), map correlations with dance, drama, and other
curricular areas.
EX7.8.2 Define the physical properties of sound including frequency, amplitude, and
wavelength. EX7.8.3 Identify and label the basic anatomy of the ear and discuss healthy
listening habits. EX7.8.4 Respond to specific writing prompts such as, "How is the
creative process in music similar to that in art, literature, or science?"
EX7.8.5 Identify music related to a contemporary event or topic such as Black History
Month and explore interdisciplinary connections that involve music performance,
dramatization, related art, reading, writing, and other potential activities.
Standard 9: RESPONDING TO MUSIC: Understanding music in relation to
history and culture
EX7.9 Students recognize and experience music that influenced cultural trends of the past
as well as that of contemporary cultures. They consider the place of music in our culture
and identify career opportunities.
EX7.9.1 Investigate past and contemporary uses of music to influence societal change
such as campaign songs or songs of protest related to issues such as human rights, the
environment, or nuclear weapons.
EX7.9.2 Listen to specific examples of program music related to cultural events in Asia,
Africa, Europe, and the Americas such as The Moldau by Smetana or In the Steppes of
Central Asia by Borodin.
EX7.9.3 Identify performing artists from recent decades that influenced American
culture, find examples of their songs, and discuss how specific songs reflected the culture
at a particular time. EX7.9.4 Explore various musical styles and genres from Asia, Africa,
Europe, and the Americas. EX7.9.5 Respond to specific writing prompts such as, "Is
music valued in our culture, how, and by whom?"
EX7.9.6 Identify various career opportunities related to contemporary American music.
3
3rd Nine Weeks
Units covered: Computer Music, Composing Music, Arranging Music
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Journal entries and listening based on NPR website and Music Journal Topics by Peggy
Neal Klein Morton, pub. McDonald.
Standard 4: CREATING MUSIC: Composing and arranging music within specified
guidelines
EX7.4 Students compose melodic and rhythmic patterns and sound compositions and
arrange part songs.
EX7.4.1 Compose melodic and rhythmic patterns for voice or instruments within
established guidelines.
EX7.4.2 Collaboratively plan and perform a sound composition using a variety of
acoustic or electronic sounds within established guidelines.
EX7.4.3 Arrange a given part song by re-assigning voice or instrumentation for each part
using traditional or electronic sources.
4th Nine Weeks
Units Covered: Percussion, Reading and Writing Rhythms, Meter, Improvising.
Band Method: Drums-Book 1, Ed Sueta, pub. Macie Publishing Co., pp 11-20
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Journal entries and listening based on NPR website and Music Journal Topics by Peggy
Neal Klein Morton, pub. McDonald.
Standard 3: CREATING MUSIC: Improvising melodies, variations, and
accompaniments
EX7.3 Students improvise sung or instrumental responses, melodies, and
accompaniments. They create accompaniments to literary pieces and follow a conductor's
directions in improvising short musical compositions. They improvise movement in
response to music.
EX7.3.1 Sing or play call and response conversations led by teacher or students.
EX7.3.2 Improvise rhythmic accompaniments to classroom or recorded songs.
EX7.3.3 Improvise independently and cooperatively with voice or instruments to create a
short piece as directed by a teacher or student conductor.
EX7.3.4 Create appropriate rhythmic movement to accompany a song or instrumental
piece. EX7.3.5 Use voices and instruments to create appropriate sound effects as
accompaniments to a poem or short story.
4
5
7 Grade FACS II Curriculum Map
Unit Name
Nutrition
Food Guide Pyramid
Eating Habits
Reading Labels
Food Choices
Food Safety
Eating Disorders
Child Development
Child Care
Child Safety
Grading Period
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
Days
5-6
7
4-5
1-2
6-8
2
3-4
3
2-3
5
7th grade Rotation
Units Covered:
MS.3.1 Dietary guidelines/MyPyramid
MS.3.2 Comparing food intake to recommendations
MS.3.3 Nutrients, nutritional analysis
MS.3.4 Nutrition labels
MS.3.5 Selecting foods at home and away
MS.3.6 Calcium for healthy bones
MS.3.7 Activity and exercise
MS.3.8 Food safety and sanitation
MS.3.9 Wellness issues (for example, obesity, eating disorders, cardio-vascular health)
MS.4.5 Understanding ages and stages
MS.4.6 Caregiver responsibilities
MS.4.7 Handling emergencies
MS.4.8 Keeping kids safe
7th Grade
FACS
Curriculum Map
Unit Name
Peer Pressure
Bullying
Friendship and Dating
Cultural Diversity
Lab Procedures
Cooking Labs based on foreign countries studied
Community Service
Grading Period
1,2,3,4
1,2,3,4
1,2,3,4
1,2,3,4
1,2,3,4
1,2,3,4
1,2,3,4
Days
12
2
8
2
1
18
4
7th Grade
Standards Introduced:
Standard 2
Apply management practices to financial, personal, family and environmental resources.
2.1 Personal and community resources
2.2 Time management
Standard 3
Demonstrate nutrition, wellness, and food preparation practices that enhance individual
and family well being.
3.8 Food safety and sanitation
3.10 Laboratory/kitchen safety and sanitation
3.11 Cooking terms, abbreviations, measurements
3.12 Reading and using recipes
3.14 Teamwork in the foods laboratory
Standard 5
Demonstrate respectful and caring relationships in school, family, career, and community
settings.
5.4 Character/citizenship, service
5.5 Diversity and multiculturalism
5.6 Working in a group
5.7 Communication skills and styles
5.8 Behavior, etiquette, and personal appearance for the occasion
5.9 Conflict prevention and resolution
5.11 Appreciating diversity
5.12 Peer pressure
5.14 Male/female relationships
5.18 Refusal skills
5.19 Physical, emotional, and sexual abuse
5.20 Unexpected situations
1
7th Grade Health Curriculum Map
Unit Name
Health and Wellness
Infectious Disease
Illegal Drugs
Personal Safety
Fitness: Aerobic/Anaerobic
Grading Period
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
Units Covered: 5
7.1.2 Summarize the interrelationships of emotional, social and physical health in
adolescence.
7.1.3 Discover how the environment can impact personal health.
7.1.5 Explain ways to reduce or prevent health risks among adolescents.
7.5.6 Choose healthy choices over unhealthy choices when making a decision.
7.5.7 Examine the consequences of a health-related decision.
7.1.3 Discover how the environment can impact personal health.
7.1.5 Explain ways to reduce or prevent health risks among adolescents.
1
Days
5
5
5
5
3
7
Grade Lang. Arts Curriculum Map
Unit Name
Writing – persuasive essay (writing unit)
Grammar
Spelling/vocab.
Writing – research paper (research skills)
Grammar
Spelling/vocab.
Writing – compare/contrast essay
Grammar
Spelling/vocab.
Writing – descriptive essay
Grammar
Spelling/vocab.
Grading Period
1
1
1
2-3
2
2
2-3
3
3
4
4
4
Days
12
24
8
23
20
5
8
26
8
8
31
7
1st Nine Weeks
Units Covered:
Writing - persuasive essay (writing unit) 12 days
Grammar - 24 days
spelling/vocab - 8 days
Standards Introduced:
7.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic
organizers to plan writing. (ongoing)
7.4.2 Create an organizational structure that balances all aspects of the composition and
uses effective transitions between sentences to unify important ideas. (ongoing)
7.4.7 Use a computer to create documents by using word-processing skills and publishing
programs; develop simple databases and spreadsheets to manage information and prepare
reports. (ongoing)
7.4.8 Review, evaluate, and revise writing for meaning and clarity.
(ongoing)
7.4.9 Edit and proofread one’s own writing, as well as that of others, using an editing
checklist or set of rules, with specific examples of corrections of frequent errors.
(ongoing)
7.4.10 Revise writing to improve organization and word choice after checking the logic
of the ideas and the precision of the vocabulary. (ongoing)
7.5.4 Write persuasive compositions that:
• state a clear position or perspective in support of a proposition or proposal.
• describe the points in support of the proposition, employing well-articulated evidence
and effective emotional appeals.
• anticipate and address reader concerns and counterarguments.(12 day unit)
7.5.6 Use varied word choices to make writing interesting and more precise.
7.5.7 Write for different purposes and to a specific audience or person, adjusting style
1
and tone as necessary. (ongoing)
7.6.4 Identify all parts of speech (verbs, nouns, pronouns, adjectives, adverbs,
prepositions, conjunctions, and interjections) and types and structure of sentences.
( 15 days )
7.6.5 Demonstrate appropriate English usage (such as pronoun reference).
(ongoing)
7.6.8 Use correct capitalization. (9 days)
7.6.9 Spell correctly derivatives (words that come from a common base or root word) by
applying the spellings of bases and affixes (prefixes and suffixes). (8 days)
7.7.3 Organize information to achieve particular purposes and to appeal to the
background and interests of the audience. (ongoing)
7.7.4 Arrange supporting details, reasons, descriptions, and examples effectively.
(ongoing)
7.7.5 Use speaking techniques — including adjustments of tone, volume, and timing of
speech; enunciation (clear speech); and eye contact — for effective presentations
. (ongoing)
7.7.6 Provide helpful feedback to speakers concerning the coherence and logic of a
speech’s content and delivery and its overall impact upon the listener. (ongoing)
7.7.11 Deliver persuasive presentations that:
• state a clear position in support of an argument or proposal.
• describe the points in support of the proposal and include supporting evidence.
(part of unit)
2nd Nine Weeks
Units Covered:
Writing - research paper ( 23 day unit)
Grammar - 20 days
spelling/vocab - 5 days
Standards Introduced:
7.4.4 Use strategies of note-taking, outlining, and summarizing to impose structure on
composition drafts. (ongoing)
7.4.5 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry,
investigation, and research. (ongoing)
7.4.6 Give credit for both quoted and paraphrased information in a bibliography by using
a consistent format for citations. (part of unit)
7.5.3 Write research reports that:
• pose relevant and focused questions about the topic.
• communicate clear and accurate perspectives on the subject.
• include evidence and supporting details compiled through the formal research process,
including
use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog,
magazines, newspapers, dictionaries, and other reference books.
2
• document sources with reference notes and a bibliography. (23 days - entire paper unit)
7.6.4 Identify all parts of speech (verbs, nouns, pronouns, adjectives, adverbs,
prepositions, conjunctions, and interjections) and types and structure of sentences.
(20 days)
7.6.9 Spell correctly derivatives (words that come from a common base or root word) by
applying the spellings of bases and affixes (prefixes and suffixes). ( 5 days)
7.7.1 Ask questions to elicit information, including evidence to support the speaker’s
claims and conclusions ( ongoing )
7.7.2 Determine the speaker’s attitude toward the subject. (ongoing)
7.7.10 Deliver research presentations that:
• pose relevant and concise questions about the topic.
• provide accurate information on the topic.
• include evidence generated through the formal research process, including the use of a
card catalog, Reader’s Guide to Periodical Literature, computer databases, magazines,
newspapers, and dictionaries.
3rd Nine Weeks
Units Covered:
Writing - compare/contrast essay - 8 days
Grammar - 13 days
punctuation - 13 days
spelling/vocab - 8 days
Standards Introduced:
7.5.0 Continue to write narrative, expository, persuasive, and descriptive texts.
(compare/contrast essay ) ( 8 days )
7.6.2 Identify and use infinitives (the word to followed by the base form of a verb, such
as to understand or to learn) and participles (made by adding -ing, -d, -ed, -n, -en, or -t to
the base form of the verb, such as dreaming, chosen, built, and grown).
(6 days)
7.6.4 Identify all parts of speech (verbs, nouns, pronouns, adjectives, adverbs,
prepositions, conjunctions, and interjections) and types and structure of sentences.
(7 days)
7.6.7 Demonstrate the correct use of quotation marks and the use of commas with
subordinate clauses. (13 days)
7.6.9 Spell correctly derivatives (words that come from a common base or root word) by
applying the spellings of bases and affixes (prefixes and suffixes). ( 8 days)
3
4th Nine Weeks
Units Covered:
Writing - descriptive essay - 8 days
Grammar - 21 days
punctuation - 10 days
spelling/vocab - 7 days
Standards Introduced:
7.4.3 Support all statements and claims with anecdotes (first-person accounts),
descriptions, facts and statistics, and specific examples. (ongoing)
7.5.0 Continue to write narrative, expository, persuasive, and descriptive texts.
( descriptive essay) ( 8 days)
7.6.1 Properly place modifiers (words or phrases that describe, limit, or qualify another
word) and use the active voice (sentences in which the subject is doing the action) when
wishing to convey a livelier effect. (ongoing)
7.6.3 Make clear references between pronouns and antecedents by placing the pronoun
where it shows to what word it refers. (10 days)
7.6.5 Demonstrate appropriate English usage (such as pronoun reference). (4 days)
7.6.6 Identify and correctly use hyphens (-), dashes (—), brackets ( [ ] ), and semicolons
( ; ).
( 10 days )
7.6.9 Spell correctly derivatives (words that come from a common base or root word) by
applying the spellings of bases and affixes (prefixes and suffixes). (7days)
7.6.10 Use simple, compound, and complex sentences; use effective coordination and
subordination of ideas including both main ideas and supporting ideas in single
sentences, to express complete thoughts. ( 7 days )
4
7th Grade Math Curriculum Map
Unit Name
Grading Period
Unit 1 – Decimals & Integers
1
Unit 2 – Equations & Inequalities
1
Unit 3 – Exponents, Factors & Fractions
1
Unit 4 – Operations with Fractions
2
Unit 5 – Ratios, Rates, & Proportions
2
Unit 6 – Percents
2
Unit 7 – Geometry
3
ISTEP Review
3
Unit 8 – Geometry & Measurement
3
Unit 9 – Patterns & Rules
3
Unit 10 – Graphing in the Coordinate Plane
4
ISTEP Review
4
Unit 11 – Displaying & Analyzing Data
4
Unit 12 – Using Probability
4
Days
17
15
15
13
13
14
14
5
15
14
15
5
13
12
1st Nine Weeks:
Units Covered: 1, 2, & 3
Standards Introduced:
7.1.1 Read, write, compare, and solve problems using whole numbers in scientific
notation.
7.1.2 Compare and order rational and common irrational numbers and place them on a
number line.
7.1.4 Understand and compute whole number powers of whole numbers.
7.1.5 Find the prime factorization of whole numbers and write the results using
exponents.
7.1.7 Convert terminating decimals into reduced fractions.
7.2.5 Use mental arithmetic to compute with simple fractions, decimals, and powers.
7.3.1 Use variables and appropriate operations to write an expression, a formula, an
equation, or an inequality that represents a verbal description.
7.3.2 Write and solve two-step linear equations and inequalities in one variable and check
the answers.
7.3.3 Use correct algebraic terminology, such as variable, equation, term, coefficient,
inequality, expression, and constant.
7.3.4 Evaluate numerical expressions and simplify algebraic expressions by applying the
correct order of operations and the properties of rational numbers (e.g. identity, inverse,
commutative, associative, distributive properties). Justify each step in the process.
7.5.1 Compare lengths, areas, volumes, weights, capacities, times, and temperatures
within measurement systems.
7.6.3 Describe how additional data, particularly outliers, added to a data set may affect
the mean, median, and mode.
7.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant
information, identifying missing information, sequencing and prioritizing information,
and observing patterns.
7.7.3 Decide when and how to divide a problem into simpler parts.
7.7.4 Apply strategies and results from simpler problems to solve more complex
problems.
7.7.6 Express solutions clearly and logically by using the appropriate mathematical terms
and notation. Support solutions with evidence in both verbal and symbolic work.
7.7.11 Decide whether a solution is reasonable in the context of the original situation.
7.7.12 Note the method of finding the solution and show a conceptual understanding of
the method by solving similar problems.
2nd Nine Weeks
Units Covered: 4, 5, & 6
Standards Introduced:
7.1.7 Convert terminating decimals into reduced fractions.
7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers,
fractions, decimals, and combinations of the four operations.
7.2.2 Calculate the percentage increase and decrease of a quantity.
7.2.3 Solve problems that involve discounts, markups, and commissions.
7.2.4 Use estimation to decide whether answers are reasonable in problems involving
fractions and decimals.
7.2.5 Use mental arithmetic to compute with simple fractions, decimals, and powers.
7.3.1 Use variables and appropriate operations to write an expression, a formula, and
equation, or an inequality that represents a verbal description.
7.3.2 Write and solve two-step linear equations and inequalities in one variable and check
the answers.
7.3.4 Evaluate numerical expressions and simplify algebraic expressions by applying the
correct order of operations and the properties of rational numbers (e.g., identity, inverse,
commutative, associative, distributive properties). Justify each step in the process.
7.5.1 Compare lengths, areas, volumes, weights, capacities, times, and temperatures
within measurement systems.
7.5.2 Use experimentation and modeling to visualize similarity problems. Solve
problems using similarity.
7.5.3 Read and create drawings made to scale, construct scale models, and solve
problems related to scale.
7.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant
information, identifying missing information, sequencing and prioritizing information,
and observing patterns.
7.7.3 Decide when and how to divide a problem into simpler parts.
7.7.4 Apply strategies and results from simpler problems to solve more complex
problems.
7.7.6 Express solutions clearly and logically by using the appropriate mathematical terms
and notation. Support solutions with evidence in both verbal and symbolic work.
7.7.8 Select and apply appropriate methods for estimating results of rational-number
computations.
7.7.10 Make precise calculations and check the validity of the results in the context of the
problem.
7.7.11 Decide whether a solution is reasonable in the context of the original situation.
7.7.12 Note the method of finding the solution and show a conceptual understanding of
the method by solving similar problems.
3rd Nine Weeks
Units covered: 7, 8, & 9
Standards Introduced:
7.1.2 Compare and order rational and common irrational numbers and place them on a
number line.
7.1.3 Identify rational and common irrational numbers from a list.
7.1.4 Understand and compute whole number powers of whole numbers.
7.1.6 Understand and apply the concept of square root.
7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers,
fractions, decimals, and combinations of the four operations.
7.3.1 Use variables and appropriate operations to write an expression, a formula, and
equation, or an inequality that represents a verbal description.
7.3.2 Write and solve two-step linear equations and inequalities in one variable and check
the answers.
7.3.3 Use correct algebraic terminology, such as variable, equation, term, coefficient,
inequality, expression, and constant.
7.3.5 Solve an equation or formula with two variables for a particular variable.
7.3.9 Identify functions as linear or nonlinear and examine their characteristics in tables,
graphs, and equations.
7.3.10 Identify and describe situations with constant or varying rates of change and know
that a constant rate of change describes a linear function.
7.4.3 Know and understand the Pythagorean Theorem and use it to find the length of the
missing side of a right triangle and the lengths of other line segments. Use direct
measurement to test conjectures about triangles.
7.5.4 Use formulas for finding the perimeter and area of basic two-dimensional shapes
and the surface are and volume of basic three-dimensional shapes, including rectangles,
parallelograms, trapezoids, triangles, circles, right prisms, and cylinders.
7.5.5 Estimate and compute the area of more complex or irregular two-dimensional
shapes by dividing them into more basic shapes.
7.5.6 Use objects and geometry modeling tools to compute the surface area of the faces
and the volume of a three-dimensional object built from rectangular solids.
7.6.2 Make predictions from statistical data.
7.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant
information, identifying missing information, sequencing and prioritizing information,
and observing patterns.
7.7.2 Make and justify mathematical conjectures based on a general description of a
mathematical question or problem.
7.7.3 Decide when and how to divide a problem into simpler parts.
7.7.5 Make and test conjectures by using inductive reasoning.
7.7.6 Express solutions clearly and logically by using the appropriate mathematical terms
and notation. Support solutions with evidence in both verbal and symbolic work.
7.7.7 Recognize the relative advantages of exact and approximate solutions to problems
and give answers to a specified degree of accuracy.
7.7.11 Decide whether a solution is reasonable in the context of the original situation.
7.7.12 Note the method of finding the solution and show a conceptual understanding of
the method by solving similar problems.
4th Nine Weeks
Units Covered: 10, 11, & 12
Standards Introduced:
7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers,
fractions, decimals, and combinations of the four operations.
7.2.4 Use estimation to decide whether answers are reasonable in problems involving
fractions and decimals.
7.2.5 Use mental arithmetic to compute with simple fractions, decimals, and powers.
7.3.3 Use correct algebraic terminology, such as variable, equation, term, coefficient,
inequality, expression, and constant.
7.3.6 Define slope as vertical change per unit of horizontal change and recognize that a
straight line has constant slope or rate of change.
7.3.7 Find the slope of a line from its graph.
7.3.8 Draw the graph of a line given the slope and one point on the line, or two points on
the line.
7.3.9 Identify functions as linear or nonlinear and examine their characteristics in tables,
graphs, and equations.
7.3.10 Identify and describe situations with constant or varying rates of change and know
that a constant rate of change describes a linear function.
7.4.1 Understand coordinate graphs and use them to plot simple shapes, find lengths and
areas related to the shapes, and find images under translations (slides), rotations (turns),
and reflections (flips).
7.4.2 Understand that transformations such as slides, turns, and flips preserve the length
of segments, and that figures resulting from slides, turns, and flips are congruent to the
original figures.
7.4.4 Construct two-dimensional patterns (nets) for three-dimensional objects, such as
right prisms, pyramids, cylinders, and cones.
7.6.1 Analyze, interpret, and display data in appropriate bar, line, and circle graphs and
stem-and-leaf plots and justify the choice of display.
7.6.2 Make predictions from statistical data.
7.6.3 Describe how additional data, particularly outliers, added to a data set may affect
the mean, median, and mode.
7.6.4 Analyze data displays, including ways that they can be misleading. Analyze ways
in which the wording of questions can influence survey results.
7.6.5 Know that if P is the probability of an event occurring, the 1 – P is the probability
of that event not occurring.
7.6.6 Understand that the probability of either one or the other of two disjoint events
occurring is the sum of the two individual probabilities.
7.6.7 Find the number of possible arrangements of several objects using a tree diagram.
7.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant
information, identifying missing information, sequencing and prioritizing information,
and observing patterns.
7.7.3 Decide when and how to divide a problem into simpler parts.
7.7.4 Apply strategies and results from simpler problems to solve more complex
problems.
7.7.6 Express solutions clearly and logically by using the appropriate mathematical terms
and notation. Support solutions with evidence in both verbal and symbolic work.
7.7.9 Use graphing to estimate solutions and check the estimates with analytic
approaches.
7.7.11 Decide whether a solution is reasonable in the context of the original situation.
7.7.12 Note the method of finding the solution and show a conceptual understanding of
the method by solving similar problems.
7th Grade Orchestra Curriculum Map
Unit Name
Exploring the instruments – Instrument care
Listening – Music history
Basic music theory
Posture, hand position, bowing, tone production
Concerts and Solo/Ensemble preparation
Grading Period
1-4
1-4
1-4
1-4
1-4
Days
36
36
36
36
36
1st Nine Weeks
Units Covered:
Exploring the instruments – Instrument care
Listening – Music history
Basic music theory
Posture, hand position, bowing, tone production
Concerts and Solo/Ensemble preparation
Essential Elements for Strings 2000 Book 1
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Standards introduced:
Standard 2: PERFORMING MUSIC: Playing an instrument alone
and with others
EX7.2
Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady
tempo, and appropriate style and dynamics. They follow the directions of a conductor.
EX7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
EX7.2.2 Play pitched and non-pitched classroom instruments using correct techniques for producing sound.
EX7.2.3 Play I, IV, and V chord patterns independently or as part of an ensemble.
EX7.2.4 Play melodies and accompaniments of various styles and cultures independently or in ensembles.
EX7.2.5 Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and
dynamics.
EX7.2.6 Maintain an independent part on an instrument in a group while following the cues of a conductor.
Standard 5: RESPONDING TO MUSIC: Reading, notating, and interpreting music
EX7.5 Students read and notate music in the treble clef and play or sing melodies in various keys and meters. They use
appropriate musical terminology relating to dynamics, tempo, articulation, and expression.
EX7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, and eighth notes and
rests in 2/4, 3/4, and 4/4 meters.
EX7.5.2 Identify and notate rhythms and melodies from aural examples.
EX7.5.3 Read and perform simple melodies in a variety of key signatures in the treble clef using solfege, note names,
or numbers.
EX7.5.4 Identify and apply musical terms for dynamics, tempo, articulation, and expression. EX7.5.5 Identify
examples of non-standard notation.
1
Standard 6: RESPONDING TO MUSIC: Listening to, analyzing, and describing
music
EX7.6 Students recognize, identify, and describe musical elements, styles, and works from various periods and
cultures. They distinguish vocal and instrumental timbres.
EX7.6.1 Identify and describe musical elements such as rhythmic and melodic ideas, tonality, form, expressive
qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a
particular emotion or mood.
EX7.6.2 Identify musical forms in aural examples such as AB, ABA, theme and variations, and rondo.
EX7.6.3 Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods.
EX7.6.4 Identify singers by vocal range and distinguish types of vocal ensembles.
EX7.6.5 Visually and aurally identify traditional string, wind, and percussion instruments, folk instruments, electronic
instruments, and those from world cultures.
Standard 7: RESPONDING TO MUSIC: Evaluating music and music
performances
EX7.7 Students determine characteristics of effective musical compositions and performances and evaluate them based
on collaboratively developed rubrics.
EX7.7.1 Define and discuss characteristics of a variety of effective musical works such as repetition and contrast and
rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently.
EX7.7.2 Listen to and compare examples of a particular style or genre using basic music terminology.
EX7.7.3 Identify characteristics of effective performance of various styles of music and create a rubric to evaluate
specific examples.
2nd Nine Weeks
Units Covered:
Exploring the instruments – Instrument care
Listening – Music history
Basic music theory
Posture, hand position, bowing, tone production
Concerts and Solo/Ensemble preparation
Essential Elements for Strings 2000 Book 1
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Standards introduced:
Standard 1: PERFORMING MUSIC: Singing alone and with others
EX7.1 Students sing independently and in groups, applying good vocal technique and exploring the changing voice.
They sing music of various styles and cultures appropriately and expressively. Students sing accompanied and
unaccompanied in unison and parts, from memory, and using a musical score. They follow the directions of a
conductor.
EX7.1.1 Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality, and posture.
EX7.1.2 Explore the changing voice and expanding vocal range.
EX7.1.3 Sing expressively with attention to dynamics, phrasing, and articulation.
EX7.1.4 Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation of
languages, and movement when appropriate.
EX7.1.5 Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a cappella and with varied
accompaniment.
EX7.1.6 Sing using a score and from memory, following the cues of a conductor.
2
Standard 8: RESPONDING TO MUSIC: Understanding relationships between
music, the other arts, and disciplines outside the arts
EX7.8 Students discover elements common to music and disciplines across the curriculum. They explore ways to
enhance understanding of specific topics through interdisciplinary activities.
EX7.8.1 From a list of the elements of music, the elements of art (line, color, shape, value, texture, form, and space),
and the principles of design (unity, variety, emphasis, balance, proportion, pattern, and rhythm), map correlations with
dance, drama, and other curricular areas.
EX7.8.2 Respond to specific writing prompts such as, "How is listening to music different than looking at art or
reading a poem?"
EX7.8.3 Identify music related to a contemporary event or topic such as Black History Month and explore
interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other
potential activities.
Standard 9: RESPONDING TO MUSIC: Understanding music in relation to
history and culture
EX7.9 Students recognize and experience music that influenced cultural trends of the past as well as that of present day
cultures. They examine their own musical experiences and identify career opportunities in music related to
contemporary culture.
EX7.9.1 Investigate past and contemporary uses of music to influence societal change such as the political context of
"Yankee Doodle," or protest songs like "Blowin' in the Wind" or "I Am Woman."
EX7.9.2 Listen to specific examples of program music related to historical events in Europe and the Americas such as
Tchaikovsky's "1812 Overture" and place them on a timeline.
EX7.9.3 Identify performing artists from recent decades that influenced American culture, find examples of their songs,
and discuss how specific songs reflected the culture at a particular time. EX7.9.4 Explore various musical styles and
genres of Europe and the Americas and learn related dances including square dance, folk dance, traditional dance, and
popular dance.
EX7.9.5 Reflect on the way that music is a part of individual experience through activities such as responding to the
writing prompt, "Write your own personal music history, beginning with the first music-making experience that you
remember."
EX7.9.6 Identify various career opportunities related to contemporary American music.
3rd Nine Weeks
Units Covered:
Exploring the instruments – Instrument care
Listening – Music history
Basic music theory
Posture, hand position, bowing, tone production
Concerts and Solo/Ensemble preparation
Essential Elements for Strings 2000 Book 1
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Standards introduced:
Standard 4: CREATING MUSIC: Composing and arranging music within specified
guidelines
EX7.4 Students compose melodic and rhythmic patterns, make simple two-part arrangements, and create sound effects
for literary pieces.
EX7.4.1 Compose short melodic and rhythmic patterns for voice or instruments within established guidelines.
3
EX7.4.2 Create sound effects to accompany a reading or drama.
EX7.4.3 Arrange a given short two-part song by re-assigning voice or instrumentation for each part using traditional or
electronic sources.
4th Nine Weeks
Units Covered:
Exploring the instruments- Proper tone production
Listening – Music history
Basic music theory
Posture, hand position, bowing, tone production
Concerts and Solo/Ensemble preparation
Essential Elements for Strings 2000 Book 1
Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity
Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook.
Standards introduced:
Standard 3: CREATING MUSIC: Improvising melodies, variations, and
accompaniments
EX7.3 Students improvise sung or instrumental responses, melodies, and accompaniments. They create
accompaniments to literary pieces and follow a conductor's directions in improvising short musical compositions. They
improvise movement in response to music.
EX7.3.1 Sing or play extended responses to teacher or student questions.
EX7.3.2 Improvise rhythmic accompaniments to classroom or recorded songs.
EX7.3.3 Improvise independently with voice or instruments to create a short piece as directed by a teacher or student
conductor.
EX7.3.4 Improvise appropriate rhythmic movement to accompany a song or instrumental piece. EX7.3.5 Use voices,
instruments, or computer software to create appropriate sound effects as accompaniments to a poem or short story.
4
7th Grade Physical EducationCurriculum
Map
Unit Name
Football
Soccer
Basketball
Volleyball
Hockey
Fitness games
Softball
Fitness testing
Grading Period
1
1
2
2
3
3-4
4
1-4
Days
10
10
10
10
10
20
10
10
1st Nine Weeks
Units Covered: Football and Soccer
Standards Introduced:
7.1.1 Demonstrate a movement sequence in a physical activity or game.
7.1.2 Demonstrate more complex combinations of movement forms in various sport and
rhythmic activities.
7.2.1 Learn and apply principles necessary for skilled performance.
7.2.2 Recognize the open person concept in team sport activities.
7.2.3 Describe and demonstrate the difference between being on offense and defense in
various activities.
7.2.4 Describe variations of movement skills that occur in sport activities.
7.3.1 Select and participate in activities that will build a repertoire of lifetime physical
activities.
7.3.2 Select and participate in a new sport or physical activity.
7.4.2 Demonstrate the importance of all components of physical fitness in achieving a
desired level of health-enhancing physical fitness.
7.5.1 Contribute to the development of and adherence to rules that provide for safe
participation in physical activities.
7.5.2 Accept responsibilities of being a part of a team and strive to make contributions
toward team success.
7.5.3 Follow the rules of games and activities to ensure a safe environment for
participants.
7.5.4 Identify and participate in sports or activities that are native to a selected country.
7.5.5 Adapt games to allow the participation of individuals of varying abilities.
7.5.6 Participate in cooperative games that require a contribution from all team
members.
7.6.3 Identify and practice a physical activity/exercise or movement that is difficult to
perform in order to increase skill/fitness level.
1
2nd Nine Weeks
Units Covered: Basketball and Volleyball
Standards Introduced:
7.1.1 Demonstrate a movement sequence in a physical activity or game.
7.1.2 Demonstrate more complex combinations of movement forms in various sport and
rhythmic activities.
7.2.1 Learn and apply principles necessary for skilled performance.
7.2.2 Recognize the open person concept in team sport activities.
7.2.3 Describe and demonstrate the difference between being on offense and defense in
various activities.
7.2.4 Describe variations of movement skills that occur in sport activities.
7.3.1 Select and participate in activities that will build a repertoire of lifetime physical
activities.
7.3.2 Select and participate in a new sport or physical activity.
7.4.2 Demonstrate the importance of all components of physical fitness in achieving a
desired level of health-enhancing physical fitness.
7.5.1 Contribute to the development of and adherence to rules that provide for safe
participation in physical activities.
7.5.2 Accept responsibilities of being a part of a team and strive to make contributions
toward team success.
7.5.3 Follow the rules of games and activities to ensure a safe environment for participants.
7.5.4 Identify and participate in sports or activities that are native to a selected country.
7.5.5 Adapt games to allow the participation of individuals of varying abilities.
7.5.6 Participate in cooperative games that require a contribution from all team members.
7.6.3 Identify and practice a physical activity/exercise or movement that is difficult to
perform in order to increase skill/fitness level.
3rd Nine Weeks
Units Covered: Hockey and Fitness games
Standards Introduced:
7.1.1 Demonstrate a movement sequence in a physical activity or game.
7.1.2 Demonstrate more complex combinations of movement forms in various sport and
rhythmic activities.
7.2.1 Learn and apply principles necessary for skilled performance.
7.2.2 Recognize the open person concept in team sport activities.
7.2.3 Describe and demonstrate the difference between being on offense and defense in
various activities.
7.2.4 Describe variations of movement skills that occur in sport activities.
7.3.1 Select and participate in activities that will build a repertoire of lifetime physical
activities.
7.3.2 Select and participate in a new sport or physical activity.
7.4.1 Utilize self-assessment of physical fitness to identify strengths and weaknesses and
use
this information to develop a personal fitness program.
7.4.2 Demonstrate the importance of all components of physical fitness in achieving a
desired level of health-enhancing physical fitness.
7.5.1 Contribute to the development of and adherence to rules that provide for safe
participation in physical activities.
7.5.2 Accept responsibilities of being a part of a team and strive to make contributions toward
team success.
2
7.5.3 Follow the rules of games and activities to ensure a safe environment for participants.
7.5.4 Identify and participate in sports or activities that are native to a selected country.
7.5.5 Adapt games to allow the participation of individuals of varying abilities.
7.5.6 Participate in cooperative games that require a contribution from all team members.
7.6.1 Demonstrate movement patterns that convey various emotions.
7.6.2 Participate in challenge and adventure activities that require the development of
strategies and teamwork.
7.6.3 Identify and practice a physical activity/exercise or movement that is difficult to perform
in order to increase skill/fitness level.
4th Nine Weeks
Units Covered: Fitness games and Softball
Standards Introduced:
7.1.1 Demonstrate a movement sequence in a physical activity or game.
7.1.2 Demonstrate more complex combinations of movement forms in various sport and
rhythmic activities.
7.2.1 Learn and apply principles necessary for skilled performance.
7.2.2 Recognize the open person concept in team sport activities.
7.2.3 Describe and demonstrate the difference between being on offense and defense in
various activities.
7.2.4 Describe variations of movement skills that occur in sport activities.
7.3.1 Select and participate in activities that will build a repertoire of lifetime physical
activities.
7.3.2 Select and participate in a new sport or physical activity.
7.4.1 Utilize self-assessment of physical fitness to identify strengths and weaknesses and
use
this information to develop a personal fitness program.
7.4.2 Demonstrate the importance of all components of physical fitness in achieving a
desired level of health-enhancing physical fitness.
7.5.1 Contribute to the development of and adherence to rules that provide for safe
participation in physical activities.
7.5.2 Accept responsibilities of being a part of a team and strive to make contributions
toward team success.
7.5.3 Follow the rules of games and activities to ensure a safe environment for
participants.
7.5.4 Identify and participate in sports or activities that are native to a selected country.
7.5.5 Adapt games to allow the participation of individuals of varying abilities.
7.5.6 Participate in cooperative games that require a contribution from all team members.
7.6.1 Demonstrate movement patterns that convey various emotions.
7.6.2 Participate in challenge and adventure activities that require the development of
strategies and teamwork.
7.6.3 Identify and practice a physical activity/exercise or movement that is difficult to
perform in order to increase skill/fitness level.
3
7th Grade Reading Curriculum Map
Unit Name
Unit 1 : Informational Media
Unit 2 : Biography
Unit 3 : Short Story
Unit 4 : Persuasive Writing
Unit 5 : Science and Technology Writing
Unit 6 : Folktale
Unit 7 : Poetry
Unit 8 : Historical Documents
Grading Period
1
1
2
2
3
3
4
4
Days
22
22
24
24
21
21
23
23
1st Nine Weeks
Units Covered:
Unit 1 : Informational Media
Unit 2 : Biography
Novel(s) used in Reading 7+
Standards Introduced:
7.1.3 Clarify word meanings through the use of definition, example, restatement, or through the use of
contrast stated in the text.
7.2.4 Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Identify and trace the
development of an author's argument, point of view, or perspective in text.
7.2.5 Understand and explain the use of a simple mechanical device by following directions in a technical
manual.
7.3.1 Structural Features of Literature: Discuss the purposes and characteristics of different forms of
written text, such as the short story, the novel, the novella, and the essay.
7.3.2 Analysis of Grade-Level-Appropriate Literary Text: Identify events that advance the plot and
determine how each event explains past or present action or foreshadows (provides clues to) future
action.
7.3.5 Contrast points of view - such as first person, third person, limited and omniscient, and subjective and
objective - in a literary text and explain how they affect the overall theme of the work.
7.5.2 Write responses to literature that:
• develop interpretations that show careful reading, understanding, and insight.
• organize interpretations around several clear ideas, premises, or images from the literary work.
• support statements with evidence from the text.
7.5.5 Write summaries of reading materials that:
• include the main ideas and most significant details.
• use the student's own words, except for quotations.
• reflect underlying meaning, not just the superficial details.
7.5.6 Use varied word choices to make writing interesting and more precise.
7.5.7 Write for different purposes and to a specific audience or person, adjusting style and tone as
necessary.
7.7.9 Deliver oral summaries of articles and books that:
• include the main ideas and the most significant details.
• state ideas in own words, except for when quoted directly from sources.
• demonstrate a complete understanding of sources, not just superficial details.
1
2nd Nine Weeks
Units Covered:
Unit 3 : Short Story
Unit 4 : Persuasive Writing
Novel(s) used in Reading 7+
Standards Introduced:
7.1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to understand subject-area
vocabulary (science, social studies, and mathematics).
7.1.3 Clarify word meanings through the use of definition, example, restatement, or through the use of
contrast stated in the text.
7.2.2 Locate information by using a variety of consumer and public documents.
7.2.4 Analysis of Grade-Level-Appropriate Nonfiction and Informational Text:
Identify and trace the development of an author's argument, point of view, or perspective in text.
7.2.9 Identify problems with an author's figures of speech and faulty logic or reasoning.
7.2.10 Identify and explain instances of persuasion, propaganda, and faulty reasoning in text, such as
unsupported or invalid premises or inferences and conclusions that do not follow the premise.
7.3.1 Structural Features of Literature: Discuss the purposes and characteristics of different forms of
written text, such as the short story, the novel, the novella, and the essay.
7.3.2 Analysis of Grade-Level-Appropriate Literary Text: Identify events that advance the plot and
determine how each event explains past or present action or foreshadows (provides clues to) future
action.
7.3.3 Analyze characterization as shown through a character's thoughts, words, speech patterns, and
actions; the narrator's description; and the thoughts, words, and actions of other characters.
7.3.8 Analyze the influence of the setting on the problem and its resolution.
7.3.9 Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text.
7.5.2 Write responses to literature that:
• develop interpretations that show careful reading, understanding, and insight.
• organize interpretations around several clear ideas, premises, or images from the literary work.
• support statements with evidence from the text.
7.5.5 Write summaries of reading materials that:
• include the main ideas and most significant details.
• use the student's own words, except for quotations.
• reflect underlying meaning, not just the superficial details.
7.5.6 Use varied word choices to make writing interesting and more precise.
7.5.7 Write for different purposes and to a specific audience or person, adjusting style and tone as
necessary.
7.7.9 Deliver oral summaries of articles and books that:
• include the main ideas and the most significant details.
• state ideas in own words, except for when quoted directly from sources.
• demonstrate a complete understanding of sources, not just superficial details.
2
3rd Nine Weeks
Units Covered:
Unit 5 : Science and Technology Writing
Unit 6 : Folktale
Novel(s) used in Reading 7+
Standards Introduced:
7.1.1 Vocabulary and Concept Development: Identify and understand idioms and comparisons - such as
analogies, metaphors, and similes - in prose and poetry.
7.1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to understand subject-area
vocabulary (science, social studies, and mathematics).
7.1.3 Clarify word meanings through the use of definition, example, restatement, or through the use of
contrast stated in the text.
7.2.1 Structural Features of Informational and Technical Materials: Understand and analyze the differences
in structure and purpose between various categories of informational materials (such as textbooks,
newspapers, and instructional or technical manuals).
7.2.3 Analyze text that uses the cause-and-effect organizational pattern.
7.2.6 Expository (Informational) Critique: Assess the adequacy, accuracy, and appropriateness of the
author's evidence to support claims and assertions, noting instances of bias and stereotyping.
7.2.7 Draw conclusions and make reasonable statements about a text, supporting the conclusions and
statements with evidence from the text.
7.2.8 Identify methods (such as repetition of words, biased or incomplete evidence) an author uses to
persuade the reader.
7.5.2 Write responses to literature that:
• develop interpretations that show careful reading, understanding, and insight.
• organize interpretations around several clear ideas, premises, or images from the literary work.
• support statements with evidence from the text.
7.5.5 Write summaries of reading materials that:
• include the main ideas and most significant details.
• use the student's own words, except for quotations.
• reflect underlying meaning, not just the superficial details.
7.5.6 Use varied word choices to make writing interesting and more precise.
7.5.7 Write for different purposes and to a specific audience or person, adjusting style and tone as
necessary.
7.7.2 Determine the speaker's attitude toward the subject.
7.7.9 Deliver oral summaries of articles and books that:
• include the main ideas and the most significant details.
• state ideas in own words, except for when quoted directly from sources.
• demonstrate a complete understanding of sources, not just superficial details.
3
4th Nine Weeks
Units Covered:
Unit 7 : Poetry
Unit 8 : Historical Documents
Novel(s) used in Reading 7+
Standards Introduced:
7.3.1 Structural Features of Literature: Discuss the purposes and characteristics of different forms of
written text, such as the short story, the novel, the novella, and the essay.
7.3.4 Identify and analyze themes - such as bravery, loyalty, friendship, and loneliness; - which appear in
many different works.
7.3.6 Literary Criticism: Compare reviews of literary works and determine what influenced the reviewer.
7.3.7 Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety
of fictional texts.
7.5.2 Write responses to literature that:
• develop interpretations that show careful reading, understanding, and insight.
• organize interpretations around several clear ideas, premises, or images from the literary work.
• support statements with evidence from the text.
7.5.5 Write summaries of reading materials that:
• include the main ideas and most significant details.
• use the student's own words, except for quotations.
• reflect underlying meaning, not just the superficial details.
7.5.6 Use varied word choices to make writing interesting and more precise.
7.5.7 Write for different purposes and to a specific audience or person, adjusting style and tone as
necessary.
7.7.2 Determine the speaker's attitude toward the subject.
7.7.9 Deliver oral summaries of articles and books that:
• include the main ideas and the most significant details.
• state ideas in own words, except for when quoted directly from sources.
• demonstrate a complete understanding of sources, not just superficial details.
4
7th
Grade Science
Unit Name
Ch2 Scientific Method
Ch1 Metrics/Density
Ch 5 Restless Earth
Ch 6 Volcanoes
Ch 5, Sec. 5 Earthquakes
Ch 2 Rocks
Ch 8 Climate
Ch 9 Astronomy
Ch 15 Light/Ch 16 Sound
Ch 13 Organic Molecules
Ch 16 Its Alive
Ch 17 The Cell in Action
Microscope/Protozoa
ISTEP
Ch 18 Bacteria and Viruses
Ch 22 Understanding Bacteria
Great Scientist Report (Technology, Innovation)
ISTEP
Ch 19 The Interactions of Living Things
Ch 4 Energy
Ch 20 Pollution
Ch 12 Matter
Ch 11 Newton
Curriculum Map
Grading Period
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
4
Days
8
10
7
2
7
10
4
2
6
2
2
22
4
4
5
8
12
3
12
8
5
6
3
1st Nine Weeks
Units Covered:
Scientific Method, Metrics/Density, Earth Science (Volcanoes, Earthquakes , Rocks)
Standards Introduced: 7.1.1, 7.1.2, 7.1.3, 7.1.4, 7.2.1, 7.2.2, 7.2.3, 7.2.4,.7.2.5, 7.2.6,
7.2.7, 7.2.8, 7.3.4, 7.3.6, 7.3.7, 7.3.8, 7.3.9, 7.3.10, 7.5.1, 7.5.2,.7.5.3, 7.5.4, 7.7.2
The Nature of Science and Technology
7.1
Students further their scientific understanding of the natural world through
investigations, experiences, and readings. They design solutions to practical
problems by using a variety of scientific methodologies.
7.1.1 Recognize and explain that when similar investigations give different
results, the scientific challenge is to judge whether the differences are trivial
or significant, which often takes further studies to decide. (Core Standard)
7.1.2
Explain that what people expect to observe often affects what they actually do
observe and provide an example of a solution to this problem. (Core Standard)
1
7.1.3
Explain why it is important in science to keep honest, clear, and accurate
records. (Core Standard)
7.1.4
Describe that different explanations can be given for the same evidence, and it
is not always possible to tell which one is correct without further inquiry.
(Core Standard)
Scientific Thinking
7.2
Students use instruments and tools to measure, calculate, and organize data.
They frame arguments in quantitative terms when possible. They question
claims and understand that findings may be interpreted in more than one
acceptable way.
7.2.1
Find what percentage one number is of another and figure any percentage of
any number.
7.2.2
Use formulas to calculate the circumferences and areas of rectangles,
triangles, and circles, and the volumes of rectangular solids.
7.2.3
Decide what degree of precision is adequate, based on the degree of precision
of the original data, and round off the result of calculator operations to
significant figures that reasonably reflect those of the inputs.
7.2.4
Express numbers like 100, 1,000, and 1,000,000 as powers of 10.
7.2.5
Estimate probabilities of outcomes in familiar situations, on the basis of
history or the number of possible outcomes.
7.2.6
Read analog and digital meters on instruments used to make direct
measurements of length, volume, weight, elapsed time, rates, or temperatures,
and choose appropriate units.
7.2.7
Incorporate circle charts, bar and line graphs, diagrams, scatter plots, and
symbols into writing, such as lab or research reports, to serve as evidence for
claims and/or conclusions. (Core Standard)
7.2.8
Question claims based on vague attributes such as "Leading doctors say?" or
on statements made by celebrities or others outside the area of their particular
expertise. (Core Standard)
The Physical Setting
7.3.4
Explain how heat flow and movement of material within the Earth causes
earthquakes and volcanic eruptions and creates mountains and ocean basins.
2
7.3.6
Describe how gas and dust from large volcanoes can change the atmosphere.
7.3.7
Give examples of some changes in the Earth's surface that are abrupt, such as
earthquakes and volcanic eruptions, and some changes that happen very
slowly, such as uplift and wearing down of mountains, and the action of
glaciers. (Core Standard)
7.3.8
Describe how sediments of sand and smaller particles, sometimes containing
the remains of organisms, are gradually buried and are cemented together by
dissolved minerals to form solid rock again.
7.3.9
Explain that sedimentary rock, when buried deep enough, may be reformed by
pressure and heat, perhaps melting and recrystallizing into different kinds of
rock. Describe that these reformed rock layers may be forced up again to
become land surface and even mountains, and subsequently erode.
7.3.10
Explain how the thousands of layers of sedimentary rock can confirm the long
history of the changing surface of Earth and the changing life forms whose
remains are found in successive layers, although the youngest layers are not
always found on top, because of folding, breaking, and uplifting of layers.
(Core Standard)
The Mathematical World
7.5.1
Demonstrate how a number line can be extended on the other side of zero to
represent negative numbers and give examples of instances where this is
useful.
7.5.2
Illustrate how lines can be parallel, perpendicular, or oblique.
7.5.3
Demonstrate how the scale chosen for a graph or drawing determines its
interpretation.
7.5.4
Describe that the larger the sample, the more accurately it represents the
whole. Understand, however, that any sample can be poorly chosen and this
will make it unrepresentative of the whole.
Common Themes
7.7.2
Use different models to represent the same thing, noting that the kind of
model and its complexity should depend on its purpose.
2nd Nine Weeks
Units Covered:
Climate, Astronomy, Light/Sound, Life (Organic Molecules, Classification, Cell
Biology)
Standards Introduced: 7.1.11, 7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.11, 7.3.14, 7.3.18, 7.3.19,
3
7.3.20, 7.4.1, 7.4.3, 7.4.4, 7.4.5, 7.4.6, 7.4.7, 7.4.8, 7.4.11, 7.7.1, 7.7.3, 7.7.4
Nature of Science and Technology
7.1.11
Illustrate how numbers can be represented by using sequences of only two
symbols, such as 1 and 0 or on and off, and how that affects the storage of
information in our society.
Physical Setting
7.3.1
Recognize and describe that the sun is a medium-sized star located near the
edge of a disk-shaped galaxy of stars and that the universe contains many
billions of galaxies and each galaxy contains many billions of stars.
7.3.2
Recognize and describe that the sun is many thousands of times closer to
Earth than any other star, allowing light from the sun to reach Earth in a few
minutes. Note that this may be compared to time spans of longer than a year
for all other stars.
7.3.3
Describe how climates sometimes have changed abruptly in the past as a
result of changes in the Earth's crust, such as volcanic eruptions or impacts of
huge rocks from space.
7.3.5
Recognize and explain that heat energy carried by ocean currents has a strong
influence on climate around the world. (Core Standard)
7.3.11
Explain that the sun loses energy by emitting light. Note that only a tiny
fraction of that light reaches Earth. Understand that the sun's energy arrives
as light with a wide range of wavelengths, consisting of visible light and
infrared and ultraviolet radiation.
7.3.14
Explain that energy in the form of heat is almost always one of the products
of an energy transformation, such as in the examples of exploding stars,
biological growth, the operation of machines, and the motion of people.
(Core Standard)
7.3.18
Describe that light waves, sound waves, and other waves move at different
speeds in different material.
7.3.19
Explain that human eyes respond to a narrow range of wavelengths of the
electromagnetic spectrum.
7.3.20
Describe that something can be "seen" when light waves emitted or reflected
by it enter the eye just as something can be "heard" when sound waves enter
the ear.
The Living Environment
7.4
Students begin to trace the flow of matter and energy through ecosystems.
4
They recognize the fundamental difference between plants and animals and
understand its basis at the cellular level. Students distinguish species,
particularly through an examination of internal structures and functions. They
use microscopes to observe cells and recognize that cells function in similar
ways in all organisms.
7.4.1
Explain that similarities among organisms are found in external and internal
anatomical features, including specific characteristics at the cellular level,
such as the number of chromosomes. Understand that these similarities are
used to classify organisms since they may be used to infer the degree of
relatedness among organisms. (Core Standard)
7.4.3
Explain how in sexual reproduction, a single specialized cell from a female
merges with a specialized cell from a male and this fertilized egg carries
genetic information from each parent and multiplies to form the complete
organism. (Core Standard)
7.4.4
Explain that cells continually divide to make more cells for growth and repair
and that various organs and tissues function to serve the needs of cells for
food, air, and waste removal. (Core Standard)
7.4.5
Explain that the basic functions of organisms, such as extracting energy from
food and getting rid of wastes, are carried out within the cell and understand
that the way which cells function is similar in all organisms. (Core Standard)
7.4.6
Explain how food provides the fuel and the building material for all
organisms. (Core Standard)
7.4.7
Describe how plants use the energy from light to make sugars from carbon
dioxide and water to produce food that can be used immediately or stored for
later use.
7.4.8
Describe how organisms that eat plants break down the plant structures to
produce the materials and energy that they need to survive, and in turn, how
they are consumed by other organisms.
7.4.11
Explain that the amount of food energy (calories) a person requires varies
with body weight, age, sex, activity level, and natural body efficiency.
Understand that regular exercise is important to maintain a healthy heart/lung
system, good muscle tone, and strong bone structure.
Common Themes
7.7.1
Explain that the output from one part of a system, which can include
material, energy, or information, can become the input to other parts and this
feedback can serve to control what goes on in the system as a whole.
7.7.3
5
Describe how physical and biological systems tend to change until they reach
equilibrium and remain that way unless their surroundings change.
7.7.4
Use symbolic equations to show how the quantity of something changes over
time or in response to changes in other quantities.
3rd Nine Weeks
Units Covered:
Life (Classification, Bacteria & Viruses, Understanding Disease Process, Technology,
History& Innovations)
Standards Introduced: 7.1.5, 7.1.6, 7.1.7, 7.1.9, 7.1.10, 7.4.10, 7.4.12, 7.4.13, 7.6.1, 7.6.2,
7.6.3, 7.6.4
Nature of Science and Technology
7.1.5
Identify some important contributions to the advancement of science,
mathematics, and technology that have been made by different kinds of
people, in different cultures, at different times.
7.1.6
Provide examples of people who overcame bias and/or limited opportunities
in education and employment to excel in the fields of science.
7.1.7
Explain how engineers, architects, and others who engage in design and
technology use scientific knowledge to solve practical problems. (Core
Standard)
7.1.9
Explain how societies influence what types of technology are developed and
used in such fields as agriculture, manufacturing, sanitation, medicine,
warfare, transportation, information processing, and communication. (Core
Standard)
7.1.10
Identify ways that technology has strongly influenced the course of history
and continues to do so. (Core Standard)
The Living Environment
7.4.10
Describe how technologies having to do with food production, sanitation, and
disease prevention have dramatically changed how people live and work and
have resulted in changes in factors that affect the growth of human
population.
7.4.12
Explain that viruses, bacteria, fungi, and parasites may infect the human body
and interfere with normal body functions. Recognize that a person can catch
a cold many times because there are many varieties of cold viruses that cause
similar symptoms.
7.4.13
Explain that white blood cells engulf invaders or produce antibodies that
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attack invaders or mark the invaders for killing by other white blood cells.
Know that the antibodies produced will remain and can fight off subsequent
invaders of the same kind.
Historical Perspectives
7.6.1
Understand and explain that throughout history, people have created
explanations for disease. Note that some held that disease had spiritual
causes, but that the most persistent biological theory over the centuries was
that illness resulted from an imbalance in the body fluids. Realize that the
introduction of germ theory by Louis Pasteur and others in the 19th century
led to the modern understanding of how many diseases are caused by
microorganisms, such as bacteria, viruses, yeasts, and parasites.
7.6.2
Understand and explain that Louis Pasteur wanted to find out what caused
milk and wine to spoil. Note that he demonstrated that spoilage and
fermentation occur when microorganisms enter from the air, multiply
rapidly, and produce waste products, with some desirable results, such as
carbon dioxide in bread dough, and some undesirable, such as acetic acid in
wine. Understand that after showing that spoilage could be avoided by
keeping germs out or by destroying them with heat; Pasteur investigated
animal diseases and showed that microorganisms were involved in many of
them. Also note that other investigators later showed that specific kinds of
germs caused specific diseases.
7.6.3
Understand and explain that Louis Pasteur found that infection by disease
organisms (germs) caused the body to build up immunity against subsequent
infection by the same organisms. Realize that Pasteur then demonstrated
more widely what Edward Jenner had shown for smallpox without
understanding the underlying mechanism: that it was possible to produce
vaccines that would induce the body to build immunity to a disease without
actually causing the disease itself.
7.6.4
Understand and describe those changes in health practices have resulted from
the acceptance of the germ theory of disease. Realize that before germ
theory, illness was treated by appeals to supernatural powers or by trying to
adjust body fluids through induced vomiting or bleeding. Note that the
modern approach emphasizes sanitation, the safe handling of food and water,
the pasteurization of milk, quarantine, and aseptic surgical techniques to keep
germs out of the body; vaccinations to strengthen the body's immune system
against subsequent infection by the same kind of microorganisms; and
antibiotics and other chemicals and processes to destroy microorganisms.
4th Nine Weeks
Units Covered:
Environmental (Interactions in Populations, Energy, Pollution), Matter, Physical
(Newton)
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Standards Introduced: 7.1.8, 7.3.12, 7.3.13, 7.3.15, 7.3.16, 7.3.17, 7.4.2, 7.4.9, 7.4.14
Nature of Science and Technology
7.1.8
Explain that technologies often have drawbacks as well as benefits. Consider a
technology, such as the use of pesticides, which help some organisms but may
hurt others, either deliberately or inadvertently. (Core Standard)
The Physical Setting
7.3.12
Investigate how the temperature and acidity of a solution influences reaction
rates, such as those resulting in food spoilage.
7.3.13
Explain that many substances dissolve in water. Understand that the presence
of these substances often affects the rates of reactions that are occurring in the
water as compared to the same reactions occurring in the water in the absence
of the substances.
7.3.15
Describe how electrical energy can be produced from a variety of energy
sources and can be transformed into almost any other form of energy, such as
light or heat. (Core Standard)
7.3.16
Recognize and explain that different ways of obtaining, transforming, and
distributing energy have different environmental consequences. (Core
Standard)
7.3.17
Investigate that an unbalanced force, acting on an object, changes its speed or
path of motion or both, and know that if the force always acts towards the
same center as the object moves, the object's path may curve into an orbit
around the center.
The Living Environment
7.4.2
Describe that all organisms, including the human species, are part of and
depend on two main interconnected global food webs, the ocean food web
and the land food web.
7.4.9
Understand and explain that as any population of organisms grows, it is held
in check by one or more environmental factors. These factors could result in
depletion of food or nesting sites and/or increased loss to increased numbers
of predators or parasites. Give examples of some consequences of this.
7.4.14
Explain that the environment may contain dangerous levels of substances that
are harmful to human beings. Understand, therefore, that the good health of
individuals require monitoring the soil, air, and water as well as taking steps
to keep them safe.
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7 Grade Social Studies Curriculum Map
Unit Name
Geography Skills
Southwest Asia
Religions
North Africa
West Africa
Central Africa
South Africa
India/Indian Perimeter
China
Japan/Koreas
Southeast Asia
Australia/New Zealand/Oceania
Review Unit
Grading Period
1
1
1
2
2
2
2
3
3
3
4
4
4
Days
20
17
8
13
10
10
12
15
15
15
15
15
15
1st Nine Weeks
Units Covered: Geography Skills & Southwest Asia
Standards Introduced:
7.2.1 Give examples of the routes to independence from colonial rule taken by countries
in Asia, Africa, and the Southwest Pacific.
7.2.4 Identify the functions of the international organizations in Africa, Asia, and
Southwest Pacific.
7.2.5 Define and compare citizenship and citizen’s role in selected countries of Africa,
Asia, and Southwest Pacific.
7.3.1 Locate on maps the countries of Africa, Asia and Southwest Pacific.
7.3.2 Locate capital cities in the Southwest Pacific using latitude and longitude on maps.
7.3.3 Use historical maps to identify changes in Africa, Asia, and Southwest Pacific.
7.3.4 Identify the major physical characteristics of Southwest Pacific.
7.3.5 Explain how ocean currents and winds influence climate differences in Southwest
Pacific.
7.3.6 Compare climate regions of Southwest Pacific and explain why they differ.
7.3.8 Describe ecosystems, deserts, mountain regions and coral reefs of Australia.
7.3.9 Compare and contrast the natural resources of Southwest Pacific.
7.3.10 Describe the limitations that climate and land forms place on land or people of
Southwest Pacific.
7.4.1 Give examples of trade between countries in Southwest Pacific.
7.4.2 Identify economic connections between countries of Southwest Pacific.
7.4.6 Compare and contrast the standard of living of countries in Southwest Pacific.
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2nd Nine Weeks
Units Covered: North Africa, West Africa, Central Africa and South Africa
Standards Introduced:
7.1.1 Identify and compare the rise of early agricultural river valley civilizations in
Africa.
7.1.2 Describe the achievements of ancient Egypt in art, architecture, religion and
government and the development of theocracy.
7.1.3 Trace steps in the development of written language, including the evolution of
Sumerian cuneiform, Egyptian hieroglyphics and Chinese calligraphy.
7.1.5 Describe the development of sub-Sahara civilizations in Africa, including the
kingdoms of Ghana, Mali and Songhai, and the importance of the trade center of
Timbuktu.
7.1.8 Describe the institution of slavery in its various forms in Africa.
7.1.13 Explain the reasons for European colonization of Africa.
7.1.14 Describe the responses of the indigenous people of Africa to European
imperialism.
7.1.17 Describe the impact of industrialization, urbanization, and globalization in postcolonial South Africa.
7.2.5 Define and compare citizenship and the citizen’s role in countries of Africa.
7.3.1 Locate on maps the countries of Africa.
7.3.2 Locate cities of Africa using latitude and longitude.
7.3.3 Use historical maps to identify changes in Africa.
7.3.4 Identify and describe major physical characteristics of regions of Africa.
7.3.5 Explain how ocean currents and winds influence climate differences in Africa.
7.3.6 Compare climate regions of Africa.
7.3.12 Identify current trends and patterns of rural and urban population distribution in
Africa.
7.3.13 Define the term ethnocentrism and give examples of how it affects
relationships.
7.4.1 Give examples of trade between countries in Africa.
7.4.3 Trace the development and change over time of economic systems of various
cultures in Africa.
7.4.6 Compare and contrast the standard of living of various countries of Africa.
3rd Nine Weeks
Units Covered: India, China, and Japan
Standards Introduced:
7.1.6 Explain the importance of the early trade routes in the eastern Mediterranean,
South Asia and China, including the early silk road.
7.1.9 Trace the rise, spread and influence of the Mongols including the Mughal control
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of South Asia.
7.1.10 Describe the development of political institutions, agriculture and environment,
technology, the arts, and commerce of various dynasties in China.
7.1.11 Explain how Japan became increasingly independent of earlier Chinese
influences, developing its own political, religious, social, and artistic traditions.
7.1.12 Describe worldwide voyages of exploration and discovery.
7.1.13 Explain the reasons for European colonization of Africa, Asia, and the Southwest
Pacific.
7.1.14 Describe the responses of the indigenous people of India, South Africa, and
China to European imperialism.
7.1.15 Describe the Japanese imperial period (1868-1945).
7.1.17 Describe the impact of industrialization of South Africa, Indian, Japan, China,
and Kenya.
7.1.19 Compare timelines that identify major people and events in the history of Africa,
Asia, and Southwest Pacific.
7.2.1 Give examples of the different routes to independence from colonial rule taken by
countries in Africa, Asia, and China.
7.2.5 Define and compare citizenship and the citizen’s role in selected countries of
Africa, Asia, and Southwest Pacific.
7.3.1 Locate on maps the countries of Africa, Asia, and the Southwest Pacific.
7.3.2 Locate capital cities in Africa, Asia, and the Southwest Pacific using latitude and
longitude.
7.3.3 Use historical maps to identify changes in Africa, Asia, and the Southwest Pacific.
7.3.4 Identify and describe major physical characteristics of regions in Africa, Asia, and
the Southwest Pacific.
7.3.6 Compare climate regions of Asia, Africa, and the Southwest Pacific and explain
how they differ.
7.3.11 Identify and explain the importance of the early cultural hearths in the Nile River
Valley, Mesopotamia, the Indus River Valley, and the Huang River Valley.
7.4.1 Give examples of trade between countries in Africa, Asia, and the Southwest
Pacific.
7.4.3 Illustrate how international trade requires a system for exchanging currency
between nations.
7.4.6 Compare and contrast the standard of living of various countries in Africa, Asia,
and the Southwest Pacific.
4th Nine Weeks
Units Covered: During the FOUTH NINE WEEKS the units of South East Asia,
Australia/New Zealand, and a review unit will be covered.
Standards Introduced:
7.2.1 Dive examples of the different routes to independence from colonial rule taken by
the countries in Asia, Africa, and the Southwest Pacific.
7.2.5 Define and compare citizenship and the citizen’s role in selected countries of
Africa, Asia, and the Southwest Pacific.
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7.3.1 Locate on maps the countries of Asia and the Southwest Pacific.
7.3.2 Locate capital cities in Asia and the Southwest Pacific using latitude and longitude
on a map.
7.3.3 Use historical maps to identify changes in Asia and the Southwest Pacific over
time.
7.3.4 Identify and describe major physical characteristics of regions of Asia and
Southwest Pacific.
7.3.5 Explain how ocean currents and winds influence climate differences in Asia and
the Southwest Pacific.
7.3.6 Compare climate regions of Asia and Southwest Pacific and explain why they
differ.
7.3.12 Identify current trends and patterns of rural and urban population distribution in
selected countries of Asia and the Southwest Pacific.
7.3.14 Use a variety of information resources to identify current issues and
developments related to the environment in selected countries of Asia and the Southwest
Pacific.
7.4.1 Give examples of trade between countries of Asia and the Southwest Pacific and
explain how countries benefit from this trade.
7.4.3 Illustrate how international trade requires a system for exchanging currency
between nations.
7.4.6 Compare and contrast the standard of living of various countries in Asia and the
Southwest Pacific.
4
7TH Grade Technology Education
Curriculum Map
Unit Name
INTRO TO CONSTRUCTION/PROJECTS
INTRO TO CONSTRUCTION/PROJECTS
INTRO TO CONSTRUCTION/PROJECTS
INTRO TO CONSTRUCTION/PROJECTS
Grading Period
1
2
3
4
Days
44
48
42
46
Units Covered: 2.2 Develop a flow chart of how materials, products, and resources move
around the globe.
1.1 Establish and operate a simple technological system.
1.2 Analyze a technological endeavor for its inputs, processes, outputs, impacts, and
feedback.
3.3 Select a large technological system and identify the communication, construction,
manufacturing, and transportation parts of it (if any).
4.1 Work cooperatively in a group to design and build a model building.
5.1 Collect examples of trends of personal needs and wants from various publications.
5.2 Identify environmental problems created by technological activities and suggest ways
to correct the problem.
6.1 Use brainstorming techniques to generate technological product, structure, and
system ideas.
6.2 Use sketching techniques to develop and refine various design solutions.
7.1 Select evaluation criteria for a product or technological service.
7.2 Select evaluation criteria for a product or technological service.
8.1 Prepare a dimensioned sketch for a product or technological service.
8.2 Prepare a bill of materials for a product or technological service.
8.4 Prepare a layout for a printed product.
9.1 List the materials used to produce a simple product.
10.1 List the major types of technological processes.
10.2 Prepare a simple flow process chart for a technological action.
10.3 Identify the processes used to produce a simple technological product.
11.1 Use tools and machines to produce a product or create a model of a structure.
11.2 Produce a communication product.
12.1 Identify products or service based on performance, value, and cost factors.
12.2 Determine the most appropriate machine for a specific task.
13.2 Use the proper tools to process materials.
14.1 Describe the importance of maintenance for products, systems, and structures.
15.1 Describe the importance of properly disposing of worn out and obsolete products,
systems, and structures.
16.1 Consider the environmental impact of producing and using products.
16.3 Identify possible planned and unplanned personal, social, environmental and
economic impacts of technological systems and devices.
16.4 Evaluate the performance and impacts of a system or consumer product.
17.2 Identify the role of owners, managers, and workers in an enterprise.
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2