Curriculum Guide Grade 7 & 8

Curriculum Guide

Grade 7 & 8

The American International School of Freetown “Preparing student for success in an ever-changing world”

2019/2020

2

All curriculum is rooted in the Mission and Beliefs of our school

Mission Statement AISF develops students' love of learning in an internationally recognized, safe, student-centered and interactive learning environment. Students develop a global perspective that fosters empathy and prepares them for success in an ever-changing world.

Beliefs We believe that:

Respect for everyone’s progress, and care for their safety and wellbeing, are essential for a successful and interactive learning environment.

The diversity of our community enriches our learning experience, and develops global perspectives.

Each member of our community is both a teacher and a learner, participating in an ongoing process of self-realization.

Collaboration and teamwork are vital for progress in an ever-changing, interconnected world.

3

Preface from the Director

All AISF curriculum is designed and written by the AISF faculty specifically for our student population from Pre-Kindergarten through Grade 8. AISF curriculum references educational standards from the United States. Currently the standards referenced include Common Core in English and Math, Next Generation Science, and McREL Standards for Social Studies. Both Social Studies and Science use TCI blended learning to seamlessly combine technology with traditional classroom learning. Faculty base their curriculum design on three core principles.

1. Know your students, including every student in every class. 2. Plan backwards. Start with the goals. The first step is to create the intended learning outcomes for

every unit planned. 3. Teach for mastery. Teachers offer continuous feedback and coaching ensuring that students master

each new set of new skills and knowledge before moving on to subsequent learning.

The templates used for AISF curriculum writing are grounded in Understanding by Design (UbD).Every Unit Plan opens with the Intended Learning Outcomes (ILO) for the students. The ILOs describe what the students will understand at the end of the unit, whether the unit topic is fractions, the basic anatomy of green plants, or the novel Charlotte’s Web. The Learning Outcomes are taken from the US Standards noted above. After writing the learning outcomes, teachers create the learning activities, the educational resources, and the assessments to reach those outcomes (planning backwards).

Assessment is integrated into teaching and learning from the beginning of every unit to the end. Teachers assess students’ prior knowledge, student progress toward the learning outcomes, and student mastery of the intended learning outcome. Report cards at our school follow this emphasis on assessment according to intended learning outcomes (standards). Your child is rated on the report card according to how she performs relative to the standard (learning outcome): does not meet, meets with assistance, meets, or exceeds the standard.

Our aim is student mastery. AISF is dedicated to making certain that every student can move on to build successfully on their learning at AISF whether that means at the next grade level or in their new school elsewhere. Your child’s growth and success motivate all curriculum development.

4

Academic Scope and Sequence Overview

AISF’s multi-grade classes from PreKindergarten to Grade 8 follow curriculum based on standards and

benchmarks which correspond to each grade level. Differentiation is integral to the learning in each class

from Pre-K to Grade 8. For more details about unit progression, and which standards are covered when

please refer to the AISF Curriculum Guides also available at this link.

Math

Pre-Kindergarten follows an Early Years program of play-based activities to develop early math skills. This

includes exploring patterns, solving puzzles, playing games, counting and sequencing songs and rhymes,

Numberjacks, and Numberblocks, using a range of materials and manipulatives. Students in Kindergarten

through Grade 6 follow the program of Eureka Math, which is based on the Singapore Math paradigm.

Grades 7 and 8 use Holt McDougal textbooks for Pre-Algebra (Grade 7) and Algebra (Grade 8). AISF uses

the US Common Core Math standards and benchmarks to inform all math instruction.

English Language Arts

Pre-Kindergarten are taught phonics and early writing through the Jolly Phonics and Letterland schema,

and through a wide variety of play-based activities. The curriculum in Kindergarten to Grade 8 English

Language Arts is tied to the US Common Core English Language Arts standards and benchmarks. Students

all follow the 6+1 traits of writing model and assessment rubrics for writing. From Kindergarten to Grade 2

phonics, leveled readers, and guided reading are taught. Grades 3 through 8 learn reading through novel

studies, supplemented with informational texts.

Science

Pre-Kindergarten and Kindergarten develop their knowledge and understanding of the world through

topic-based learning through play, enhanced by Discovery kit resources. Assessment for Kindergarten

through Grade 8 is based on Next Generation Science Standards. Grades 1 to 8 follow the TCI science

program.

Social Studies

McREL standards and benchmarks are used to inform instruction for Kindergarten through Grade 8. Pre-

Kindergarten and Kindergarten follow a bespoke child-led curriculum created by our in-house Early Years

specialist teachers. Topics include the history of toys/transport; important people and people who help us

in our community, ourselves, our families, our environment and celebrations. These topics flow smoothly

into the TCI program, which delves more deeply into the topics of family and community. Social Studies

from Grade 1 through 8 follow the full TCI program.

5

Grade 7&8

6

Trimester 1

Subject: English Language Arts

Grade Level: 7 & 8

Unit Topic: Communication (Grade 7) / Justice and Injustice (Grade 8)

Unit Length: 12 weeks

Stage 1 – Desired Results

Common Core Domains

▪ Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text (R1)

▪ Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas (R2)

▪ Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3)

▪ Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone (R4)

▪ Assess how point of view or purpose shapes the content and style of a text (R6)

▪ Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take (R9)

▪ Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence (W1)

▪ Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content (W2)

▪ Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences (W3)

▪ Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience (W4)

▪ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

(W5)

▪ Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others (W6)

▪ Draw evidence from literary or informational texts to support analysis, reflection, and research (W9)

▪ Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively (SL1)

▪ Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally (SL2)

▪ Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and

the organization, development, and style are appropriate to task, purpose, and audience (SL4)

▪ Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations (SL5)

7

▪ Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate (SL6)

▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

(L1)

▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing (L2)

▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate

(L4)

▪ Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence

in gathering vocabulary knowledge when considering a word or phrase important to comprehension or

expression (L6)

Student Outcomes (the numbers refer to Common Core Standards)

Grade 7

Students should be able to:

▪ Analyze and compare fiction and

nonfiction pieces of writing, including

poems and dramas (RL7.1) (RL7.2) (RL7.3)

(RL7.4) (RI7.1) (RI7.4)

▪ Produce clear, organized and reasoned

informative writing (W7.2)(W7.10)

▪ Use technology for research and to

publish writing (W7.6) (W7.9)

▪ Prepare for, and participate in,

discussions and oral presentations, and

incorporate visual aids (SL7.1) (SL7.4)

(SL7.5) (SL7.6)

▪ Demonstrate a command of formal

English in writing and speaking, including

a varied vocabulary (L7.1) (L7.2) (L7.4)

(L7.6)

Grade 8

Students should be able to:

▪ Analyze and compare fiction and nonfiction pieces of

writing, including poems and dramas, and identify author

bias (RL8.1) (RL8.2) (RL8.3) (RL8.4) (RI8.1) (RI8.4)

▪ Produce clear, organized, engaging and reasoned

informative writing (W8.2)

▪ Use technology for research, collaboration and to publish

writing (W8.6) (W8.9)

▪ Prepare for, and participate in, discussions and oral

presentations, and incorporate visual aids, using evidence

to back up arguments (SL8.1) (SL8.2) (SL8.4) (SL8.5) (SL8.6)

▪ Demonstrate a command of formal English in writing and

speaking, including a varied vocabulary (L8.1) (L8.2) (L8.4)

(L8.6)

Essential Questions

▪ How can inferences and interpretation of a text be supported by evidence?

▪ How can the theme of a novel/short story be identified and analyzed through the course of the story?

▪ How can a piece of writing be interpreted in another form, such as a movie, and what is the purpose of

producing writing in different forms?

▪ How can a piece of informative writing convey ideas and analysis?

▪ How can the writing process improve my writing?

▪ How do conventions in writing improve communication?

8

▪ How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately

in speaking and writing?

Stage 2 – Assessment Evidence

Assessment Tasks

Grade 7

▪ Read and analyze two novels

determining the themes and using

contextual evidence to support

conclusions

▪ Produce a piece of informative writing

examining how the lack of

communication in Walkabout and The

Giver affects the characters.

o In this piece, construct a well-

developed thesis statement that

is supported in the body

paragraphs with direct evidence

(with scaffolded support)

▪ Create a presentation explaining the

theme of communication, and

comparing the two novels, present using

appropriate voice, eye contact and

pronunciation

▪ Understand and use grade appropriate

vocabulary

▪ Additional tests/quizzes as needed

▪ Self-assessment on completion of unit

Grade 8

▪ Read and analyze two novels determining the themes, how

they develop through the text, and using strong contextual

evidence to support conclusions

▪ Produce a piece of informative writing examining how the

two novels would respond to the question, “Is the criminal

justice system fair?”

o In this piece, construct a well-developed thesis

statement that is supported in the body paragraphs

with direct evidence.

o Conclusion directly refers back to the thesis

statement, and has a satisfying and complete end.

▪ Create a presentation explaining the theme of justice and

injustice and comparing the two novels, present using

appropriate voice, eye contact and pronunciation

▪ Film scenes from Monster following the screenplay, make

minor adaptations of needed

▪ Understand and use grade appropriate vocabulary

▪ Additional tests/quizzes as needed

▪ Self-assessment on completion of unit

Stage 3 – Learning Plan

Learning Activities

▪ Understand learning objectives for the unit and each lesson

▪ Research the authors of our novels and what other novels they have written

▪ After looking at the novel cover, blurb and author make predictions about the novel

▪ Read, discuss and analyze the class novels as we read them

▪ - Grade 7: The Giver & Walkabout

▪ - Grade 8: Monster & Roll of Thunder, Hear My Cry

▪ Create diagrams and concept maps, as well as written answers to analysis and comprehension questions

▪ Make predictions as we read about what you think will happen and why

▪ Summarize the novel after we have finished and identify conflict in the story

9

▪ Group work to discuss themes, explore characters and their interactions, and to create a character analysis

▪ Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing

▪ Play vocabulary games and spelling games

▪ Explore 6+1 traits of writing through activities covering each trait

▪ Discuss the writing process and use peer editing before submitting draft writing

▪ Use Microsoft word to publish assessed writing pieces

▪ Read nonfiction texts to explore the rough historical inspiration for the class novels

▪ Read informational text about the novel’s subject matter and discuss

▪ Use storyboard to create scenes from the novel

▪ Act of parts of the novel using skits

▪ Practice grammar and conventions using IXL and workbooks

▪ Go over expectations and practice giving presentations

▪ Read independently using the class and school libraries

▪ Watch the movie of the novel, if available

Resources

▪ The Giver, Lois Lowry (1993)

▪ Walkabout, James Vance Marshall (1957)

▪ Monster, Walter Dean Myers (1999)

▪ Roll of Thunder, Hear My Cry, Mildred D. Taylor (1976)

▪ Newsela.com

▪ IXL.com

▪ Daily Language 6 Traits Writing Review (7 and 8), Evan-Moor (2010)

▪ Traits of Writing, Ruth Culham (2003)

▪ Expository Writing, Meeting Writing Standards (2001)

▪ Thinking Critically About…, New Path Learning Graphic Organizers (2009)

▪ Dictionary and Thesaurus for Students, Webster’s Second Edition (2011)

▪ Selected other resources from the classroom and school libraries as needed

10

Trimester 2


Grade Level: 7 & 8

Unit Topic: Persecution (Grade 7) / Power (Grade 8)



Common Core Domains ▪ Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text (R1) ▪ Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas (R2) ▪ Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3) ▪ Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone (R4) ▪ Assess how point of view or purpose shapes the content and style of a text (R6) ▪ Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take (R9) ▪ Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence (W1) ▪ Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience (W4) ▪ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

(W5) ▪ Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others (W6) ▪ Draw evidence from literary or informational texts to support analysis, reflection, and research (W9) ▪ Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively (SL1) ▪ Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally (SL2) ▪ Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and

the organization, development, and style are appropriate to task, purpose, and audience (SL4) ▪ Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations (SL5) ▪ Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate (SL6) ▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

(L1) ▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing (L2) ▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate (L4)

▪ Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (L6)


Grade 7 Students should be able to:

▪ Analyze and compare fiction and nonfiction pieces of writing, including


▪ Analyze and compare fiction and nonfiction pieces of writing, including poems and dramas, and identify author bias (RL8.1) (RL8.2) (RL8.3) (RL8.4) (RI8.1) (RI8.4)

11

poems and dramas (RL7.1) (RL7.2) (RL7.3) (RL7.4) (RI7.1) (RI7.4)

▪ Produce clear, organized and reasoned argumentative writing (W7.1)

▪ Identify and avoid fallacious arguments (SL7.3)

▪ Use technology for research and to publish writing (W7.6) (W7.9)

▪ Prepare for, and participate in, discussions and oral presentations, and incorporate visual aids (SL7.1) (SL7.4) (SL7.5) (SL7.6)

▪ Demonstrate a command of formal English in writing and speaking, including a varied vocabulary (L7.1) (L7.2) (L7.4) (L7.6)

▪ Produce clear, organized, engaging and reasoned argumentative writing (W8.1)

▪ Use technology for research, collaboration and to publish writing (W8.6) (W8.9)

▪ Prepare for, and participate in, discussions and oral presentations, and incorporate visual aids, using evidence to back up arguments (SL8.1) (SL8.2) (SL8.4) (SL8.5) (SL8.6)


Essential Questions ▪ How can inferences and interpretation of a text be supported by evidence? ▪ How can the theme of a novel/short story be identified and analyzed through the course of the story? ▪ How can a piece of writing be interpreted in another form, such as a movie, and what is the purpose of

producing writing in different forms? ▪ How can a piece of informative writing convey ideas and analysis? ▪ How can the writing process improve my writing? ▪ How do conventions in writing improve communication? ▪ How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately



Assessment Tasks

Grade 7 ▪ Read and analyze two novels

determining the themes and using contextual evidence to support conclusions

▪ Produce a piece of argumentative writing on a topic related to the two novels read in class.(6-8 paragraphs)

o Uses an engaging hook in first sentence.

o Claim(s), evidence, and reasons are organized logically

o Acknowledge alternative views. o Support claim(s) with logical

reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

o Uses transitional words or phrases that clarify the relationship between the claim, evidence, and the interpretation.

Grade 8 ▪ Read and analyze two novels determining the themes, how

they develop through the text, and using strong contextual evidence to support conclusions

▪ Produce a piece of argumentative writing on a topic related to the two novels read in class.(6-8 paragraphs)

o Uses an engaging hook in first sentence. o Introduce claim(s), acknowledge and distinguish the

claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

o Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

o Uses transitional words or phrases that clarify the relationship between the claim, counterclaim, evidence, and the interpretation.

o Provides a concluding paragraph that supports the argument presented.

▪ Participate in a class debate related to the theme of power. o Uses relevant anecdotal and statistical evidence to

support claims. o Has appropriate eye contact, adequate volume, and

clear pronunciation. o Identifies and avoids fallacious arguments such as

ad hominem, slippery slope, circular argument,

12

o Provides a concluding paragraph that supports the argument presented.

▪ Participate in a class debate related to the theme of persecution.

o Uses relevant anecdotal and statistical evidence to support claims.

o Has appropriate eye contact, adequate volume, and clear pronunciation.

o Identifies and avoids fallacious arguments such as ad hominem, slippery slope, circular argument, hasty generalization, and post hoc ergo propter hoc


▪ Additional tests/quizzes as needed ▪ Self-assessment on completion of unit

hasty generalization, post hoc ergo propter hoc, and straw man.

o Identifies irrelevant evidence when introduced. o Does opposition research in order to better

understand opponent’s argument. ▪ Understand and use grade appropriate vocabulary ▪ Additional tests/quizzes as needed ▪ Self-assessment on completion of unit


Learning Activities ▪ Understand learning objectives for the unit and each lesson ▪ Research the authors of our novels and what other novels they have written ▪ After looking at the novel cover, blurb and author make predictions about the novel ▪ Read, discuss and analyze the class novels as we read them ▪ - Grade 7: Letters From Rifka & Anne Frank’s Diary ▪ - Grade 8: Animal Farm & Fahrenheit 451 ▪ Create diagrams and concept maps, as well as written answers to analysis and comprehension questions ▪ Make predictions as we read about what you think will happen and why ▪ Summarize the novel after we have finished and identify conflict in the story ▪ Group work to discuss themes, explore characters and their interactions, and to create a character analysis ▪ Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing ▪ Play vocabulary games and spelling games ▪ Explore 6+1 traits of writing through activities covering each trait ▪ Discuss the writing process and use peer editing before submitting draft writing ▪ Use Microsoft word to publish assessed writing pieces ▪ Read nonfiction texts to explore the rough historical inspiration for the class novels ▪ Read informational text about the novel’s subject matter and discuss ▪ Use storyboard to create scenes from the novel ▪ Act of parts of the novel using skits ▪ Practice grammar and conventions using IXL and workbooks ▪ Go over expectations and practice giving presentations ▪ Read independently using the class and school libraries ▪ Watch the movie of the novel, if available

Resources ▪ Letters from Rifka, Karen Hesse (1992) ▪ Anne Frank: The Diary of a Young Girl, Anne Frank (1947) ▪ Animal Farm, George Orwell (1946) ▪ Fahrenheit 451, Ray Bradbury (1953) ▪ Anne Frank Fonds, http://www.annefrank.ch/contemporary-historical-context.html ▪ Newsela.com ▪ IXL.com ▪ Daily Language 6 Traits Writing Review (7 and 8), Evan-Moor (2010) ▪ Traits of Writing, Ruth Culham (2003)

13

▪ Expository Writing, Meeting Writing Standards (2001) ▪ Thinking Critically About…, New Path Learning Graphic Organizers (2009) ▪ Dictionary and Thesaurus for Students, Webster’s Second Edition (2011) ▪ Selected other resources from the classroom and school libraries as needed

Trimester 3


Grade Level: 7 & 8

Unit Topic: Dreams, Hopes and Plans (Grade 7) / Shakespeare (Grade 8)



Common Core Domains ▪ Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text (R1) ▪ Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas (R2) ▪ Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3) ▪ Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone (R4) ▪ Assess how point of view or purpose shapes the content and style of a text (R6) ▪ Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take (R9) ▪ Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences (W3) ▪ Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience (W4) ▪ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

(W5) ▪ Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others (W6) ▪ Draw evidence from literary or informational texts to support analysis, reflection, and research (W9) ▪ Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively (SL1) ▪ Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally (SL2) ▪ Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and

the organization, development, and style are appropriate to task, purpose, and audience (SL4) ▪ Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations (SL5) ▪ Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate (SL6) ▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

(L1) ▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing (L2) ▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate (L4)

▪ Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (L6)

14



▪ Analyze and compare fiction and nonfiction pieces of writing, including poems and dramas (RL7.1) (RL7.2) (RL7.3) (RL7.4) (RI7.1) (RI7.4)

▪ Produce clear, organized and reasoned fictional writing (W7.1) (W7.2) (W7.3) (W7.4) (W7.5) (W7.10)

▪ Use technology for research and to publish writing (W7.6) (W7.9)

▪ Prepare for, and participate in, discussions and oral presentations, and incorporate visual aids (SL7.1) (SL7.4) (SL7.5) (SL7.6)



▪ Analyze and compare fiction and nonfiction pieces of writing, including poems and dramas, and identify author bias (RL8.1) (RL8.2) (RL8.3) (RL8.4) (RL8.7) (RI8.1) (RI8.4)

▪ Produce clear, organized, engaging and reasoned fictional writing (W8.1) (W8.2) (W8.3) (W8.4) (W8.5) (W8.10)

▪ Use technology for research, collaboration and to publish writing (W8.6) (W8.9)

▪ Prepare for, and participate in, discussions and oral presentations, and incorporate visual aids, using evidence to back up arguments (SL8.1) (SL8.2) (SL8.4) (SL8.5) (SL8.6)


Essential Questions ▪ How can inferences and interpretation of a text be supported by evidence? ▪ How can the theme of a novel/short story be identified and analyzed through the course of the story? ▪ How can a piece of writing be interpreted in another form, such as a movie, and what is the purpose of

producing writing in different forms? ▪ How can a piece of informative writing convey ideas and analysis? ▪ How can the writing process improve my writing? ▪ How do conventions in writing improve communication? ▪ How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately



Assessment Tasks

Grade 7 ▪ Read and analyze two novels

determining the themes and using contextual evidence to support conclusions

▪ Create a presentation explaining the theme of hopes, dreams and plans, and comparing the two novels, present using appropriate voice, eye contact and pronunciation

▪ Create a piece of memoir writing based on a real experience that engages the reader and uses narrative techniques

o Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

o Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Grade 8 ▪ Read and analyze two plays determining the themes,

character interactions, and use strong contextual evidence to support conclusions

▪ Act out both plays using dramatic techniques to make the play come to life, present using appropriate voice, eye contact and pronunciation

▪ Read some of Shakespeare’s poems, participate in a group discussion about how these poems help you understand the writer, and the time period in which he was writing

▪ Create a piece of fictional writing that addresses the supernatural, uses narrative techniques and provides a reflective conclusion

o Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

o Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

o Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

15

o Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.


▪ Additional tests/quizzes as needed ▪ Self-assessment on completion of unit

▪ Understand and use grade appropriate vocabulary ▪ Additional tests/quizzes as needed ▪ Self-assessment on completion of unit


Learning Activities ▪ Understand learning objectives for the unit and each lesson ▪ Research the authors of our novels and what other novels they have written ▪ After looking at the novel cover, blurb and author make predictions about the novel ▪ Read, discuss and analyze the class novels as we read them ▪ - Grade 7: Red Scarf Girl & Dragonwings ▪ - Grade 8: A Midsummer Night’s Dream & Julius Caesar ▪ Create diagrams and concept maps, as well as written answers to analysis and comprehension questions ▪ Make predictions as we read about what you think will happen and why ▪ Summarize the novel after we have finished and identify conflict in the story ▪ Group work to discuss themes, explore characters and their interactions, and to create a character analysis ▪ Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing ▪ Play vocabulary games and spelling games ▪ Explore 6+1 traits of writing through activities covering each trait ▪ Discuss the writing process and use peer editing before submitting draft writing ▪ Use Microsoft word to publish assessed writing pieces ▪ Read as write poetry as part of the celebration of poetry month ▪ Read nonfiction texts to explore the rough historical inspiration for the class novels ▪ Read informational text about the novel’s subject matter and discuss ▪ Use storyboard to create scenes from the novel ▪ Act of parts of the novel using skits ▪ Practice grammar and conventions using IXL and workbooks ▪ Go over expectations and practice giving presentations ▪ Read independently using the class and school libraries ▪ Watch the movie of the novel, if available

Resources ▪ Red Scarf Girl, Ji-Li Jiang (1997) ▪ Dragonwings, Laurence Yep (1975) ▪ A Midsummer Night’s Dream, William Shakespeare (2008, by the Royal Shakespeare Company) ▪ Julius Caesar, William Shakespeare (2007, by the Royal Shakespeare Company) ▪ Complete Works of William Shakespeare, http://shakespeare.mit.edu/ ▪ Teaching Shakespeare, Rex Gibson (1998) ▪ Shakespeare Set Free, Peggy O’Brian (1993) ▪ Newsela.com ▪ IXL.com ▪ Daily Language 6 Traits Writing Review (7 and 8), Evan-Moor (2010) ▪ Traits of Writing, Ruth Culham (2003) ▪ Expository Writing, Meeting Writing Standards (2001) ▪ Thinking Critically About…, New Path Learning Graphic Organizers (2009) ▪ Dictionary and Thesaurus for Students, Webster’s Second Edition (2011) ▪ Selected other resources from the classroom and school libraries as needed

16

Trimester 1

Year 1

Subject: Social Studies

Grade Level: Grades 7 & 8

Unit Topic: China

Unit Length: 12 Weeks


MCREL Domains History (H) Geography (G) Civics (C) Economics (E)

Student Outcomes (numbers refer to MCREL Standards)

Grade 7 Students should be able to: Understand how major empires arose and

were transformed by global trade (H9.3, H28.1, H28.2, H28.5, H33.4, H34.5)

Understand major global trends from 1000 BC to the present day (H11.2, H18.2, H25.2, H31.4, H42.3)

Understand reform, revolution, and social change in the early 20th century (H38.3)

Understand the challenges of resource distribution, and how this affects development and environmental issues (G16.1, G16.2, G16.5, G16.7, G.18.1 G18.2)

Understand the idea of nation-states and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understand different economic systems, and the basis of international trade (E2.2, E2.3, E10.3)

Grade 8 Students should be able to: Understand how major empires arose and were transformed

by global trade (H9.3, H28.1, H28.2, H28.5, H33.4, H34.5) Understand major global trends 1000 BC to the present day

(H11.2, H18.2, H25.2, H31.4, H42.3, H45.3) Understand reform, revolution, and social change in the

early 20th century (H38.3) Understand the challenges of resource distribution, and how

this affects development and environmental issues (G16.1, G16.2, G16.5, G16.7, G.18.1 G18.2)

Understand the idea of nation-states, trade relations and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understands different economic systems, and the basis of international trade (E2.2, E2.3, E10.3, E10.8)

Essential Questions How has geography influenced the course of human history? How did early Chinese inventions and discoveries affect their economy and development? How did early Chinese philosophers influence China’s government? How can China meet the demands of its large, and growing, population? How has pollution affected China, and what efforts are being made towards clean energy? How has communism affected China in the last century?


Assessment Tasks

Grade 7 Create a physical map of Monsoon Asia Create a case study of the Terracotta

Warriors or the Great Wall of China, and what these can tell us about ancient China

Create a detailed storyboard to show the invention of a major Chinese

Grade 8 Create a physical map of Monsoon Asia Analyze the successes and failures of one major dynasty

and present these in a PowerPoint or prezi Create a detailed storyboard to show the invention of a

major Chinese achievement, such as gunpowder or paper money

17

achievement, such as gunpowder or paper money

Analyze the challenge of China’s growing population and present on how China’s experiences can help other rapidly growing populations such as Nigeria or Indonesia

Chapter tests and quizzes Self-assessment at end of unit

Analyze the challenge of China’s growing population and present on how China’s experiences can help other rapidly growing populations such as Nigeria or Indonesia

Create a case study of the One Child Policy, including personal stories

Discuss communism and how it has affected China (come prepared to a class discussion on the topic)



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Create an introductory fact sheet about China Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event in history Case Study: Terracotta Warriors or Great Wall of China (Grade 7 only) Case Study: One Child Policy (Grade 8 only) Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons: Ancient World Lessons 19 – 24 Medieval World Lessons 15 – 18 Geography Lesson 30, Mapping Lab Monsoon Asia

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Geography Alive: Regions and People, TCI (2008) Geography Alive: Regions and People Interactive Notebook, TCI (2008) History Alive: The Ancient World, TCI (2016) History Alive: The Ancient World Interactive Notebook, TCI (2016) History Alive: The Medieval World, TCI (2017) History Alive: The Medieval World Interactive Notebook, TCI (2017) Newsela.com IXL.com Prezi.com Infographics, www.pictochart.com Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed

http://www.teachtci.com/

http://www.pictochart.com/

http://www.storyboardthat.com/

18

Trimester 1

Year 2



Unit Topic: Africa



















Essential Questions How has geography influenced the course of human history? What were the major achievements of ancient Egypt and Kush? In what ways did colonialism affect Africa, now and in the past? How might ethnic group differences affect who controls resources and power in a society? How successful are development initiatives in Africa?


Assessment Tasks

Grade 7 Create a physical map of Africa Analyze the successes and failures of one

kingdom in ancient Egypt Create a case study about Great

Zimbabwe Create a detailed storyboard about the

slave trade

Grade 8 Create a physical map Africa Analyze the successes and failures of two kingdoms in

ancient Egypt Create a case study about Great Zimbabwe Create a detailed storyboard to show the arrival of

Europeans and their impact on Africa Discuss colonization and decolonization, come prepared

to, and participate in, the class discussion

19

Discuss colonization and decolonization, come prepared to, and participate in, the class discussion

Analyze the successes and failures of a development initiative in Africa


Analyze two different types of development initiatives in Africa (micro-finance, IGO-led, grass roots, foreign-direct investment etc.)



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Create an introductory fact sheet about a country in Africa Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event, or events, in history Create a case study about Great Zimbabwe Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons: Ancient World Lessons 7 – 10 Medieval World Lessons 11 – 14 Geography Mapping Lab Africa





20

Trimester 2

Year 1



Unit Topic: Japan, the Koreas, Oceania & Antarctica

Unit Length: 12 Week













(H11.2, H18.2, H25.2, H31.4, H42.3, H45.3) Understand reform, revolution, and social change in the early

20th century (H38.3) Understand the challenges of resource distribution, and how




Essential Questions How has geography influenced the course of human history? How did having a military society affect Japan’s history? How can population density affect how people live? What is globalization and how does it affect people and places? How do people adapt to life on an island?


Assessment Tasks

Grade 7 Write a diary entry as a samurai during

Japan’s militaristic age Create a case study of either North or

South Korea including political, economic, geographic and historical information

Create a detailed physical map of an island in Oceania

Create a detailed storyboard to show the European exploration and colonization of Australia or New Zealand

Grade 8 Write a diary entry as an aristocrat during Japan’s golden

age Create a project comparing North and South Korea

including political, economic, geographic and historical information, present this information to the class

Discussion about the Korean war, students will come prepared to a class ready to share research

Create a detailed physical map of an island in Oceania Create a detailed storyboard to show the European

exploration and colonization of Australia or New Zealand

21

Research what types of work scientists are doing in Antarctica, and create an infographic


Create a handout about the history of Aborigines and their treatment at the hands of European settlers



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Create an introductory fact sheet about China Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event in history Case Study: Scientists in Antarctica (Grade 7 only) Case Study: Compare North and South Korea (Grade 8 only) Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons: Medieval World Lessons 19 – 21 Geography Lessons 31 – 35, Mapping Lab Oceania & Antarctica





22

Trimester 2

Year 2



Unit Topic: Ancient Europe













(H11.2, H18.2, H25.2, H31.4, H42.3, H45.3) Understand the challenges of resource distribution, and how




Essential Questions How has geography influenced the course of human history? How did democracy develop in ancient Greece? How did the form of government in ancient Rome change over time? How has ancient Greece and ancient Rome contributed to the modern world? How did Christianity originate and spread?


Assessment Tasks

Grade 7 Create a physical map of Europe Examine the major differences between

Athens and Sparta, then create a visual display explaining these

Create a skit about democracy in ancient Greece

Create a case study about at least one Greek philosopher (Socrates, Plato and Aristotle)

Write a speech describing Athens during its Golden Age

Grade 8 Create a physical map Europe Examine the major differences between Athens and

Sparta, then create a visual display explaining these Come prepared to, and participate in, a class discussion

about the development of democracy Create a case study about the three major Greek

philosophers (Socrates, Plato and Aristotle) Create a prezi about Athens during its Golden Age Create a detailed storyboard about the Roman Empire Chapter tests and quizzes Self-assessment at end of unit

23

Create a detailed storyboard about the Roman Empire



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event, or events, in history Create a case study about the Greek philosophers Socrates, Plato and Aristotle Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons: Ancient World Lessons 25 – 38 Medieval World Lesson 1 Geography Mapping Lab Europe & Russia





24

Trimester 3

Year 1



Unit Topic: The Americas (Grades 7 & 8)





Grade 7 Understands how major empires arose and


Understands major global trends from 1000 BC to the present day (H11.2, H18.2, H25.2, H31.4, H42.3)

Understands reform, revolution, and social change in the early 20th century (H38.3)

Understands the challenges of resource distribution, and how this affects development and environmental issues (G16.1, G16.2, G16.5, G16.7, G.18.1 G18.2)

Understands the idea of nation-states and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understands different economic systems, and the basis of international trade (E2.2, E2.3, E10.3)

Grade 8 Understands how major empires arose and were

transformed by global trade (H9.3, H28.1, H28.2, H28.5, H33.4, H34.5)

Understands major global trends 1000 BC to the present day (H11.2, H18.2, H25.2, H31.4, H42.3, H45.3)

Understands reform, revolution, and social change in the early 20th century (H38.3)

Understands the challenges of resource distribution, and how this affects development and environmental issues (G16.1, G16.2, G16.5, G16.7, G.18.1 G18.2)

Understands the idea of nation-states, trade relations and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)


Essential Questions What were the significant achievements of the Mayans, Aztecs and Incas? How did the Columbian Exchange affect the Americas? Why does spatial inequality exist in urban areas, and how can it be addressed? How does where you live

impact how you live? How can natural resources be used and preserved?


Assessment Tasks

Grade 7 Create a physical map of North and South

America Write diary entries as an Aztec working

on building Tenochtitlan Identify and categorize Mayan, Aztec and

Inca artifacts, then create a museum Come prepared to, and participate in, a

debate about which policies should be implemented to address urban sprawl in North America

Grade 8 Create a physical map of North and South America Write diary entries as an Aztec working on building

Tenochtitlan Identify and categorize Mayan, Aztec and Inca artifacts,

then create a museum Come prepared to, and participate in, a debate about

which policies should be implemented to address urban sprawl in North America, refer to case studies

Study four social classes in Mexico City and create a project describing inequality in Mexico City

25

Study four social classes in Mexico City and create a project describing inequality in Mexico City

Create a project about how to protect and preserve the Amazon Rainforest


As a group create a magazine feature about the environment and way of life in the Andean Mountains



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Create an introductory fact sheet about one country in the region Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event in history Create case studies using various formats Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons: Medieval World Lessons 22 – 26 Geography Lesson 3 – 13, Mapping Lab Canada & USA, Mapping Lab Latin America





26

Trimester 3

Year 2



Unit Topic: The Age of Discovery & Modern Europe



















Essential Questions How did events in Europe contribute to the decline of feudalism and the rise of democratic thought?

In what ways have various leading figures of the Renaissance affected modern society? How did the Scientific Revolution change the way people understood the world?

How did the Age of Exploration change the way Europeans viewed the world? What factors contribute to the success or failure of new nation-states?


Assessment Tasks

Grade 7 Create a skit about the different roles in

feudal Europe Create a case study about the life and

achievements of one important Renaissance figure

Create a cause and effect diagram to show how the reformation changed Europe and the world

Grade 8 Create a skit about the different roles in feudal Europe Create a case study about the life and achievements of

two important Renaissance figures Create a cause and effect diagram to show how the

reformation changed Europe and the world Compare the experiences of different European explorers

in a prezi, PowerPoint or infographic Create a detailed storyboard about how pollution in one

part of the world affects other regions

27

Compare the experiences of different European explorers in a prezi, PowerPoint or infographic

Create a detailed storyboard about how pollution in one part of the world affects other regions

Create a fact sheet about one of the former Soviet Republics, share this information with the class in a handout


Gather information from maps, charts, and reading to determine which of the nation-states formed after the breakup of the Soviet Union are most likely to be politically and economically successful, then come prepared to a class discussion about the topic



Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Read information and discuss together, explain to one another what we understood by the information Create visual representations of material including flow diagrams, Venn diagrams and concept maps Create maps to explain political and physical geography, as well as data such as population and pollution Use the tools of geography to draw conclusions about the relationship between geography and history Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Research using the library, classroom resources, interviews and the internet Present homework research to the group in an informal manner and answer/ask questions Use a storyboard to show a dialogue representative of an event, or events, in history Create a case study about important Renaissance figures Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips Use TCI interactive website to explore further reading and knowledge check assignments

o TCI Lessons: Medieval World Lessons 2 – 6, 27 – 34 Geography Lessons 14 – 18





28

Trimester 1

Subject: Mathematics

Units: Number Theory

Unit Lengths: 1 Trimester

Stage 1 – Learning Outcomes

Grade 7 ● (7.NS.A.1) Add and subtract positive and

negative numbers. ● (7.EE.A) Generate equivalent expressions. ● (7.EE.B) express real world problems as

algebraic expressions.

Grade 8 ● (8.NS.A) Explain how rational numbers are

different than irrational numbers. o Prove that the decimals repeat in rational numbers

● (8.EE.A) Solve equations with radicals and exponents.

● (8.EE.B) Show relationships between proportional relationships and linear equations.

Essential Questions ● How can algebra represent real life situations? ● What is a rational number?


Assessment Tasks Grade 7 ● Holt McDougal (grade 8) Chapter 1 Test ● Holt McDougal (grade 8) Chapter 2 Test ● Holt McDougal (grade 8) Chapter 7 Test

Assessment Tasks Grade 8 ● Grade 8 Holt McDougal (Algebra 1)

Chapter 4 Test ● Holt McDougal (Algebra 1) Chapter 6 Test


Learning Activities ● Holt McDougal Grade 8 Chapter 1 ● Holt McDougal Grade 8 Chapter 2 ● Holt McDougal Grade 8 Chapter 7 ● Holt McDougal Algebra Chapter 4 ● Holt McDougal Algebra Chapter 6

Resources

● Holt McDougal Algebra I ● Holt McDougal Grade 8 ● IXL

29

Trimester 2


Units: Geometry



Grade 7 ● Draw to scale (7.G.A.1, 7.G.A.2)

● Find volume and area of real world objects

(7.G.A.3, 7.G.B.4, 7.G.B.5, 7.G.B.6, 8.G.C.9)

Grade 8 ● Show rotation, reflection, translation, and

dilation in the real world and on a coordinate plane. (8.G.A.1, 8.G.A.2, 8.G.A.3, 8.G.A.4)

● Prove facts about the sum of angles in triangles and transected parallel lines. (8.G.A.5)

● Use the Pythagorean Theorem. (8.G.B.6, 8.G.B.7, 8.G.B.8)

Essential Questions ● How can the size of an object be measured and communicated? ● How can a shape be made bigger, smaller, flipped or rotated? ● What is a plane? ● What is the relationship between angles in a shape?


Assessment Tasks Grade 7 ● Scale shapes up and down using a

protractor and ruler. ● Identify (from a model or drawing) the two

dimensional shapes made by a plane bisecting a three dimensional shape.

● Calculate area and volume of two and three dimensional figures

● Holt McDougal (grade 8) Chapter 5 Test ● Holt McDougal (grade 8) Chapter 6 Test

Assessment Tasks Grade 8 ● Describe the results of manipulating a

shape through rotation, reflection, translation, and dilation.

● Calculate the sum of the angles within a regular polygon.

● Apply the Pythagorean Theorem. ● Grade 8 Holt McDougal (Algebra 1)

Chapter 5 Test ● Holt McDougal (grade 8) Chapter 6 Test


Learning Activities ● Measure shapes. ● Model shapes. ● Explore rotation, flip, reflection, and dilation. ● Scale shapes up and down. ● Calculate surface area, volume. ● Calculate the measure of angles and distances based on opposite adjacent and congruent angles

as well as the Pythagorean Theorem and basic trigonometry. ● Holt McDougal Grade 8 Chapter 5 ● Holt McDougal Grade 8 Chapter 6

30

Resources ● Holt McDougal Algebra I ● Holt McDougal Grade 8 ● IXL

Trimester 3


Units: Ratios and Statistics



Grade 7 ● (7.RP.A.) Analyze proportional

relationships and use them to solve real world and mathematical problems.

● (7.SP.A&B) Draw inferences about populations and make comparisons.

● (7.SP.C) Investigate chance processes and develop, use, and evaluate probability models

Grade 8 ● (8.SP.A) Investigate patterns of association

in bivariate data. ● (8.F.A) Define, evaluate, and compare

functions. ‘ ● (8.F.B) Use functions to model relationships

between quantities.

Essential Questions ● How can a relationship be represented as a function? ● How can related information be presented mathematically?


Assessment Tasks Grade 7 ● Holt McDougal (grade 8) Chapter 4 Test ● Holt McDougal (grade 8) Chapter 9 Test

Assessment Tasks Grade 8 ● Holt McDougal (Algebra 1) Chapter 3 Test

Holt McDougal (Algebra 1) Chapter 10 Test


Learning Activities ● Holt McDougal Grade 8 Chapter 4 ● Holt McDougal Grade 8 Chapter 9 ● Holt McDougal Algebra Chapter 3 ● Holt McDougal Algebra Chapter 10

Resources ● Holt McDougal Algebra I ● Holt McDougal Grade 8 ● IXL

31

Year A

Subject: Science Trimester: 1

Theme: Waves

Stage 1 – General Learning Outcomes (Next Generation Science Standards)

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Essential Questions What are waves? How are the repeating patterns in waves described? How can we measure the energy carried by waves? What happens when waves move from one medium to another? What evidence is there that light is a wave? How can the properties of mechanical waves describe light waves? Why are wave pulses useful for transmitting information? Why are digital waves more reliable than analog waves for transmitting information?


Assessment Tasks Engineering Challenge: Preventing Coastal Erosion

Description: Help the residents of Beach Town by researching, designing, testing, and optimizing a structure to prevent erosion of the coast and save the local highway from suffering major damage.

Performance Assessment: Saving the Las Olas Hermosas Restaurant

32

Description: Write a proposal for an engineering solution to prevent the erosion of the cliffs near Las Olas Hermosas restaurant. Use your understanding of wave properties to explain why your proposed design will be effective.

Performance Assessment: Designing a Light Art Piece

Description: Design a light art piece, and write the script for an audio tour explaining each part of the piece. Then, present your piece to the class, explaining a variety of the properties of light.

Engineering Challenge: Designing a Multi-frequency Communication System

Description: Design a communication system that encodes letters, numbers, and symbols using multiple different frequencies of light. Evaluate your system by using it to send a variety of messages, and make improvements to the system based on your results.

Performance Assessment: Selling Digital

Description: Design a TV commercial, radio ad, or billboard which explains to consumers why the digital version of a product is more reliable than the analog version of the product. Your advertisement should include an explanation of the differences between the digital and analog products, as well as information from reliable scientific sources supporting your claims.


Learning Activities Make waves with a variety of materials and collaboratively develop a scientific definition of waves, which will serve as the beginning of your model of waves. Then, apply your definition to a variety of phenomena, and use it to determine whether or not those phenomena are waves.

Measure the amplitude, wavelength, frequency, and wave speed of a variety of waves. Graph your measurements, and use the graphs to determine the relationships between different properties of waves.

Build and optimize simple wave power generators. Then, analyze data about the energy carried by waves around the Las Olas Hermosas restaurant, and determine how the energy in the wave is related to the amplitude and frequency of the waves approaching the shore.

Use a variety of models to investigate the way that waves behave when they reach the boundary between two different media.

Write a proposal for an engineering solution to prevent the erosion of the cliffs near Las Olas Hermosas restaurant. Use your understanding of wave properties to explain why your proposed design will be effective.

Develop a model that shows the relationship between light and vision. Then, visit a series of stations, where you will identify evidence of the wave-like nature of light.

Identify and explain examples of reflection, absorption, transmission, and refraction of light.Deepen your understanding of the wave model of light by applying the properties of mechanical waves to light.

Explore frequency and amplitude of light waves by visiting stations focused on color and brightness. Then, determine how the structure of a prism allows it to create a rainbow, using both physical prisms and a simulation of a prism.

Learn to use Morse code to use wave pulses to encode messages. Then participate in the Great Message Race to compare the effectiveness, speed, and reliability of different methods of sending messages over a distance.Compare a variety of analog and digital technologies with similar functions.

33

Evaluate the reliability of recording measurements with the technologies, the reliability of retrieving stored information, and the reliability of messages sent over long distances. Then, explore methods that engineers have developed for encoding information digitally, including simple methods to encode text, sound, and images.

Resources ▪ TCI Science textbooks and student interactive notebooks

34

Year A


Theme: Adaptations


MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

35

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time

Essential Questions How do scientists learn about Earth’s history, and what have they learned? What do fossils reveal about the history of life on Earth? How can the traits of a population of living things change over time? Where can scientists see natural selection happening? Where does the variation needed for evolution through natural selection come from? What kinds of evidence help scientists figure out how Earth’s organisms are related to one another? How can humans influence the evolution of living things? How can genetic engineering change human lives? How do human activities affect Earth’s systems?


Assessment Tasks Engineering Challenge: Designing a Fossil Extraction Toolset Advanced preparation icon Description: Design a tool set based on criteria and constraints, then use it to extract a plaster model of a fossil. Performance Assessment: Analyzing a Fossil Dig Site Description: Students act as paleontologists. They obtain and organize information from a fossil dig site. They present their findings and then compare the patterns they found at their dig site to patterns found at other dig sites. Performance Assessment: Evolutionary History of Whales Description: You are an evolutionary biologist. You will explore real fossil data, the embryological data on whales, the physical structures of whales and other organisms, and genetic data on whales to support an argument about which organism alive today is most like a whale. Engineering Challenge: Redesigning "Trash" to Reduce Environmental Impact Description: Design a solution for a local environmental problem using second hand materials. Performance Assessment: Bioethics Debate Description: As part of a bioethics committee your job is to research and debate ideas using evidence. In this committee session you will debate if and how humans should deal with problems around a changing environment.


Learning Activities Students will learn about rock strata and how fossils are formed and found within the rock strata. They will analyze data and construct explanations for patterns found in the fossil record. Explore the skeletons of modern organisms along with fossils found in different strata to identify similarities and differences across organisms and make arguments based on evidence. Students act as paleontologists. They obtain and organize information from a fossil dig site. They present their findings and then compare the patterns they found at their dig site to patterns found at other dig sites.

Explore how trait variation relates to survival by acting as birds to find food and competing for resources in different conditions.

Model natural selection by "hunting" for beans in different environments, then explore how species have adapted to changes in their environments.

Model genes, proteins, and genetic mutations that affect proteins by making paper airplanes. Then, explore how mutations impact antibiotic resistance.

36

Match fossils with their closest modern day organisms and explore multiple ways to tell that two organisms may have common ancestry. Then, use data to produce an argument to support a theory of evolution.

Play a game comparing natural selection and artificial selection on a population of aurochs. Then, research and present information on organisms bred using artificial selection.

Groups discuss the ideas behind transferring one organism's genes to another and then research and present on a GMO.

lay a game to model how humans impact their environment and how populations are affected by resource competition. Then, use case studies on strange animal occurrences related to human impacts to develop an argument.

Resources ▪ TCI Science textbooks and student interactive notebooks ▪ Petri dishes and agar

37

Year A


Theme: Space


MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Essential Questions How are lunar and solar eclipses different? How is the solar system held together? How did the solar system form? What are the scales of objects in the universe?


Assessment Tasks Performance Assessment: Presenting a Model of the Earth-Sun-Moon System Description: Create your own video models of cyclic patterns in the Earth-sun-moon system. Engineering Challenge: Landing on Mars Description: Work in groups to design a vehicle that can land on Mars. Performance Assessment: Classifying Planets Description: Prepare a memo recommending a planet classification system and present it to your mentor at the International Astronomical Union. Engineering Challenge: Engineering a Damping Device Description: Design and test a "space capsule" that will protect a camera from being smashed upon its return from space. Performance Assessment: Writing a Gravity Adventure Scene

38

Description: Write a script for a movie’s climax using a gravitationally correct scenario. The script will present an exciting drama that results from gravity’s force on celestial objects, and then you’ll explain exactly how gravity is responsible for the event.


Learning Activities Build a classroom planetarium and model the patterns that are caused by Earth’s rotation and revolution. Use a classroom planetarium to model how the Earth’s tilted axis leads to seasonal patterns.

Use a classroom planetarium to model how the moon goes through phases.

Use a classroom planetarium to model how the orientation of Earth, the sun, and the moon causes eclipses.

Build scale models of the Earth-sun-moon system and the solar system, then ‘visit’ the planets.

Research Pluto's classification and then gather data comparing the features of the planets.

Organize and analyze data about the planets and present arguments about planet classification.

Model gravity’s role in the formation of the solar system and evaluate videos of solar system formation for pattern consistency.

Produce scale maps of the distances between celestial objects and design models of stars in the Milky Way galaxy.


39

Grade Level: 7-8

Year B


Theme: Matter


MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

Essential Questions What are the smallest particles of matter? How are atoms combined to form different molecules and extended structures? How can you tell one substance from another? How do atoms and molecules move in solids, liquids, and gases? How does energy affect state changes? How do you know when a new substance forms? What happens to atoms during chemical reactions?

40

What role does energy play in chemical reactions? Why are chemicals and chemical reactions important to society?


Assessment Tasks Performance Assessment: Determining the Best Material for a Makeup Pen Base Performance Assessment: Writing to Your Alien Pen Pal Performance Assessment: Modifying and Explaining Survival Gear


Learning Activities Explore how everything is made of matter. Then, use your understanding of how the periodic table was developed to create your own periodic table of an object. Use different tools to model simple molecules and more complex extended structures. Learn about different properties that can be used to identify a substance. Then, perform experiments to identify an unknown substance from other ones that look similar but have different properties. Develop a model that shows the relationship between particle motion and states of matter. Then, learn about the effect of pressure and temperature on particle motion and predict state changes as a result of pressure and temperature changes. Deepen your understanding of how state changes occur by first comparing the difference between heat, temperature, and thermal energy. Then, explore six different types of state changes with videos and hands-on experiments to apply your understanding of how thermal energy affects state changes. Test the properties of reactants and products to determine whether or not a chemical reaction has occurred. Model the atoms before and after a chemical reaction to observe the changes to substances. Investigate exothermic and endothermic reactions that can be used for a chemical hand warmer or a cold pack. Research and investigate different substances that have had profound impacts on society. Engineering Challenge: Designing a Hot Pack


41

Grade Level: 7-8

Year B


Theme: Cells and Genetics


MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

42

MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

Essential Questions How do organisms meet their needs and respond to threats in their environment? What physical and behavioral traits help organisms reproduce? How do your body systems work together? How do organs, tissues, and cells work together to make up your body systems? How does your body sense and respond to a constantly changing environment? What do living things have in common? How do the parts of a cell function to keep the cell alive? How do genes determine traits? Why do people that are related look similar, but not exactly alike? Which affects an organism’s traits more, its genes or its environment? Are mutations harmful or beneficial to living things? How can society use technology to influence the traits of organisms?


Assessment Tasks Engineering Challenge: Designing a Seed Dispersal Device Description: Design, build, test, and modify a structure for dispersing seeds that mimic the traits that plants have to disperse seeds in nature. Performance Assessment: Planning a Trait Trek to Madagascar Description: Plan a Trait Trek to Madagascar and create a brochure describing what travelers will see on the trip. The brochure will explain how each organism’s unique traits help it survive and reproduce. Engineering Challenge: Designing a Prosthetic Hand Description: Design, build, test, and modify a prosthetic hand to serve a specific function. Performance Assessment: Diagnosing JJ Description: Use your knowledge of body systems and information processing to argue for a diagnosis of your fourth patient, JJ. Performance Assessment: Modeling Synthetic Cells Description: Make a model of a plant or animal cell to be used as a prototype for the development of a synthetic cell. Plan an investigation that can be used to determine if a synthetic cell is a living thing. Performance Assessment: Conserving Coral Reefs Using Genetics Description: Use your knowledge of coral reproduction, allele combinations, and genetic inheritance to design a management plan to save coral reefs in a marine park. Engineering Challenge: Designing a Dog Breeding Process Description: Design criteria for how to breed a new type of dog using artificial selection techniques. Performance Assessment: Investigating Genetic Engineering Description: Research story leads and present a news story on genetic engineering techniques and their potential consequences.

43


Learning Activities Gather evidence from a variety of sources (videos, placards, independent research) about specialized plant and animal traits and explain how the traits increase the chances that the organisms will survive. Gather information about traits that increase the chances that an organism will reproduce and its offspring will survive. Then use evidence and reasoning to compare arguments explaining why one species (the elephant bird) did not survive.

Dissect a frog (or watch a series of videos demonstrating a dissection) to learn about body systems and how they interact. Then, create a lifesize model of the human body to post in your doctor’s office. You will also diagnose your first patient, Mr. T.

Learn about microscopes and look at tissues to identify structure and function relationships. Then, interpret tissue samples to help diagnose another patient, Ms. B.

Learn about and add the nervous system to your lifesize human body models. Then, act out a play on how information is processed in the body. Use your knowledge of the nervous system and how it functions to diagnose Ms. K.

Analyze pictures and microscope slides to discover that all living things are made of cells. Learn about the unicellular organisms living in your environment.

Play a series of games to discover and remember the parts of different kinds of cells. Act out the different mechanisms that allow cells to take in nutrients and get rid of waste.

Model the relationship between DNA, genes, and chromosomes and learn how to visualize these materials. By modeling the gene to protein to trait relationship, you will understand how genes actually lead to traits.

Predict how asexual and sexual reproduction lead to different inherited trait combinations, and model how alleles and traits are inherited with Punnett Squares.

Design experiments to test the roles of genes and the environment in determining plant growth, and analyze several factors that influence human height.

Model how mutations can change the structure and thus function of a protein. Explore examples of mutations and how each affects the organism's survival.

Learn about genetically modified organisms and gene therapy. Then, engage in a debate about the pros and cons of different genetic engineering techniques.


44

Year B


Theme: Ecosystems


MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Essential Questions How do living things get the resources they need to grow and survive? How do organisms interact in ecosystems? How do ecosystems change over time? How do producers capture energy and matter? How do organisms use energy and matter? How do energy and matter move through ecosystems?

45

How does matter move through ecosystems on earth? Why is biodiversity important in ecosystems? How do humans rely on healthy ecosystems? How do humans affect coral reefs and other ecosystems?


Assessment Tasks Performance Assessment: People and Ecosystems

Description: Using what you know about human impact on populations, you and your investigative team will research a local story of population growth impacting resources. You’ll present your investigative report to the class.

Performance Assessment: Animating Global Pathways

Description: Use science animator skills to visualize the invisible global pathways of matter and energy by creating claymation videos. Understand how matter and energy can move between nonliving and living things, causing changes like forest growth in a local park.

Engineering Challenge: Preserving Frog-Bat Interactions

Description: Build a sound shield to protect acoustic interactions from highway noise.

Engineering Challenge: Designing a Fishing Net

Description: Design a fishing net that will help preserve biodiversity by targeting certain species rather than all species.


Learning Activities Learn how resource availability impacts living things by analyzing data from case studies and playing a game of matching species with biomes and ecosystems to understand competition and species distributions. Finally, construct a model ecosystem and track resources needed by the living things within it. Explore the impact of interactions between living things. Focus on the relationship between predators and their prey, and then learn to classify interactions by their positive and negative impacts. Study how the many interactions of an ecosystem cause even small changes to lead to other large changes. Observe this in your own model ecosystems, and then study the impact of biological and physical changes that can occur in some specific natural ecosystems. Explore the process of photosynthesis and experiment to test whether plants in the sun truly remove carbon dioxide from their environment. Model the interactions of atoms, molecules, and cell structures to craft an explanation of the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Learn how organisms use food and oxygen to get energy through cellular respiration. Use a color indicator to show that both plants and animals use cellular respiration. Track matter and energy moving through a food web and model energy transfer through trophic pyramids.Learn how three types of matter cycle on a global scale: water, carbon, and nitrogen. Apply these concepts to the aquarium, and play a game to determine what steps could be taken by an atom or molecule along the path of its global cycle.

46

Calculate the biodiversity of different ecosystems and examine the impacts of changes to biodiversity over time.Calculate the value of a variety of ecosystem services, then develop solutions to compromise on the use of ecosystem services in a variety of situations. Play a game that models impacts to ecosystems as populations change at different rates. Then, create solutions to ecological problems based on economic, social, and scientific factors.


Documents

Curriculum Guide Grade 7 & 8