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What your Child will Learn in Grade Seven

Introduction

What Your Child Will Learn is an overview of goals and expectations of students throughout the seventh-grade school year. Specific student programs may differ depending on instructional needs.

Curriculum Areas:

English Language Arts

English Language Arts classes provide instruction based on the rigorous demands of the Common Core College and Career Readiness Standards, which are reflected in HCPSS units that address analysis of genre and theme. Sample units for grade 7 include:

  • Perseverance.
  • Facing injustice.
  • Thrills and chills.

English Language Arts College and Career Readiness (Common Core) Anchor Standards

The Standards address four main categories with sub-topics as outlined below. Specific descriptions of each sub-topic may be found at www.corestandards.org/ELA-Literacy.

Anchor Standards for Reading (literary and informational text)

Students will grow in their ability to comprehend complex text, drawing inferences and making connections between texts.

  • Key ideas and details.
  • Craft and structure.
  • Integration of knowledge and ideas.
  • Range of reading and level of text complexity.

How to Help Your Child with Reading

Anchor Standards for Writing

Students will write in a variety of modes in response to evidence found in their reading and research.

  • Text types and purposes (argument, explanatory, narrative).
  • Production and distribution of writing.
  • Research to build and present knowledge.
  • Range of writing.

How to Help Your Child with Writing

Anchor Standards for Speaking and Listening

Students will grow in their ability to communicate in formal and informal situations while developing the interpersonal skills required for effective collaboration.

  • Comprehension and collaboration.
  • Presentation of knowledge and ideas.

Anchor Standards for Language

Students will use language correctly and effectively and grow in their knowledge of content-specific and general academic vocabulary.

  • Conventions of Standard English.
  • Knowledge of language.
  • Vocabulary acquisition and use.

Writing

Students complete assignments in a variety of modes, such as:

  • Explanatory, including analysis of both print and non-print texts.
  • Argument, using evidence to support a claim.
  • Narration.

All English Language Arts students maintain writing portfolios in order to assess and enhance their growth as writers.

Reading Seminar Classes

Students who require decoding or comprehension support are enrolled in reading seminar classes. Differentiated instruction is provided in a small group setting. These classes are made available to schools based on student need. Reading seminar classes are offered at each grade level.

English Language Arts Seminar

Students have opportunities to learn and apply reading, writing, and language acquisition strategies that connect directly to learning outcomes in English Language Arts 7. The English Language Arts Seminar teacher provides scaffolded instruction in small group settings to ensure students can demonstrate and apply their knowledge of language arts skills and concepts and are successful in the English Language Arts class.

Gifted and Talented

Students address the demands of the English 7 Language Arts Curriculum, as well as specific critical reading, writing, and thinking skills necessary for continued success at the high school level. In addition, curriculum compacting allows motivated students to collapse material and benefit from a more student-facilitated classroom. The teacher provides opportunities for students to respond to tasks similar to those on the College Board English Language and Composition Advanced Placement Examination.

How to Help Your Child with Language Arts

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Innovation and Inquiry Program

The Inquiry and Innovation Program provides cross-curricular opportunities for students to interact with engaging, relevant, credible and diverse resources as they clarify their own thinking considering fact, opinion, credibility and relevance of sources while making real-world connections. Students interact with different media and ask probing and thoughtful questions. Student curiosity is a pathway for considering possibilities, prompting students to see a reason to conduct inquiry and generate a product. In creating a real-world connection, students learn and practice skills, gather and present information, and solve problems. During each nine-week course, students build a deep understanding of the topic in each specific unit.

The Reader’s Cafe

Students build an understanding of the importance of pleasure reading and its ability to promote independent, creative and critical thinking.

Economics in Action

Students develop an understanding of both national and global market economies and how people and nations are directly and indirectly affected by these market systems.

The Creative Habit: Art and the Art of Persuasion

This unit expands student awareness and understanding of the power of art to create change, to persuade, and to challenge societies’ beliefs and accepted norms.

Language of the Media

Students consider how language (via media) influences, manipulates and empowers its audience.

Digital Citizenship

Students examine the impact of informational systems on their lives and the workplace.

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Mathematics

Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Communicate mathematical problems and solutions clearly and accurately using appropriate symbols, definitions and degrees of precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.

The Mathematical Content Standards

The Mathematical Content Standards (Essential Curriculum) that follow are designed to promote a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the mathematical practices to the content. The content standards that set an expectation of understanding are potential points of intersection between the Mathematical Content Standards and the Mathematical Practices.

The Number System

Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers.

  • Add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
    • Describe situations in which opposite quantities combine to make 0.
    • Understand p + q as the number located a distance |q| from p.
    • Understand subtraction of rational numbers as adding the additive inverse.
    • Apply properties of operations as strategies to add and subtract rational numbers.
  • Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
    • Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations.
    • Understand that every quotient of integers (with non-zero divisor) is a rational number.
    • Interpret products and quotients of rational numbers by describing real-world contexts.
  • Solve real-world problems involving the four operations with rational numbers.

Ratios and Proportional Relationships

Analyze proportional relationships and use them to solve real-world and mathematical problems.

  • Compute unit rates associated with ratios of fractions.
  • Recognize and represent proportional relationships between quantities.
    • Decide whether two quantities are in a proportional relationship.
    • Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams and verbal descriptions of proportional relationships.
    • Represent proportional relationships by equations.
    • Explain what a point (x,y) on the graph of a proportional relationship means in terms of the situation.
  • Use the proportional relationships to solve multistep ratio and percent problems.
    • Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent.
    • Use ratio reasoning to convert measurement units.

Draw, construct and describe geometrical figures and describe the relationships between them.

  • Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Expressions and Equations

Use properties of operations to generate equivalent expressions.

  • Apply properties of operations as strategies to add, subtract, factor and expand linear expressions with rational coefficients.
  • Understand that rewriting an expression in different forms in a problem context can shed light on the problem of how the quantities in it are related.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

  • Solve multi-step real-life problems posed with positive and negative rational numbers and assess the reasonableness of answers using mental computation and estimation strategies.
  • Use variables to represent quantities in a real-world problem, and construct simple equations and inequalities to solve problems.
    • Solve word problems leading to two-step equations. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
    • Solve word problems leading to two-step inequalities. Graph the solution set of the inequality and interpret it in the context of the problem.

Solve real-life and mathematical problems involving angle measure, area, surface area and volume.

  • Use facts about angle relationships in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Geometry

Draw, construct and describe geometrical figures and describe the relationships between them.

  • Construct triangles from three measures of angles or sides. Solve real-life and mathematical problems involving angle measure, area, surface area and volume.
  • Know the formulas for the area and circumference of a circle and use them to solve problems.
  • Solve real-world problems involving area, volume and surface area of two-and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.

Statistics and Probability

Use random sampling to draw inferences about a population.

  • Understand that statistics can be used to gain information about a population by examining a sample of the population.
  • Understand that random sampling tends to produce representative samples and support valid inferences.
  • Use data from a random sample to draw inferences about a population with an unknown characteristic of interest.

Draw informal comparative inferences about two populations.

  • Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities.
  • Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

Investigate chance processes and develop, use and evaluate probability models.

  • Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Understand the relationship between the probability and the likelihood that the event may occur.
  • Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency.
  • Develop a probability model and use it to find probabilities of events.

Above Grade Level and Gifted and Talented Seventh Grade

  • Students enrolled in above-grade level mathematics will have a blend of Grade 7 mathematics and Grade 8 mathematics. Students enrolled in G/T mathematics will be taught the curriculum outlined in Algebra I. For more information about the curriculum for these courses, visit http://hcpssfamilymath.weebly.com/.

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Science

Introduction

In a Framework for K–12 Science Education, the overarching goal of science education is that “all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including careers in science, engineering and technology.”

The Howard County Public School System science program is grounded in this vision of science. Throughout the middle school science program, the core ideas and crosscutting concepts of science are taught the practices of science in order to help students develop a deeper and richer scientific literacy. In seventh-grade science, students will use the practices of science to investigate the dynamic nature of living things, their interactions and the results that occur over time, and environmental factors from a local to a global perspective.

Students engage in environmental literacy learning experiences including Meaningful Watershed Educational Experiences throughout the middle school science curriculum.

Practices of Science and Engineering

Throughout middle school, science students will develop their skills in the practices of science. Each year, students will have many opportunities to apply these skills in laboratory and field investigations as well as long-term projects. These practices, as described in A Framework for K–12 Science Education, include:

  • Ask and refine questions that lead to descriptions and explanations of which can be tested based on observation and experimentation.
  • Use and construct models as helpful tools for representing ideas and explanations: diagrams, drawings, physical replicas, mathematical representations, analogies and computer simulations.
  • Plan and carry out investigations in the field or laboratory—working collaboratively as well as individually—that are systematic and require clarifying data and identifying variables and parameters.
  • Produce data that must be analyzed in order to derive meaning using a range of tools to identify the significant features and patterns in the data, identify sources of error in the investigations, and calculate the degree of certainty in the results.
  • Represent physical variables and their relationships using the fundamental tools of mathematics and computation for a range of tasks such as constructing simulations; statistically analyzing data; and recognizing, expressing and applying quantitative relationships.
  • Construct theories that provide explanatory accounts of the world.
  • Reason and argue based on evidence to identify the best explanation for a natural phenomenon or the best solution to a design problem.
  • Communicate verbally and in writing, in a clear and persuasive manner, the ideas and methods generated during experimentation.

Course Content

Science learning equips students to address the following essential questions as identified within the Next Generation Science Standards:

  • How do the structures of organisms contribute to life’s functions?
  • How do organisms grow, develop and reproduce?
  • How do individual organisms obtain and use matter and energy, and how do matter and energy move through an ecosystem?
  • How do organisms interact with other organisms in the physical environment to obtain matter and energy?
  • How does genetic variation among organisms in species affect survival and reproduction?
  • How does the environment influence genetic traits in populations over multiple generations?

In life science, students regularly ask scientific questions that drive their investigations and lead to increasingly sophisticated presentation and evaluation of data. Students also have opportunities to learn and apply engineering-specific practices such as designing solutions to identified problems. Students identify connections to other scientific disciplines with cross-cutting concepts, such as patterns and energy, throughout the year. Experiences for students in middle school blend Disciplinary Core Ideas of science with Scientific and Engineering Practices to support students in developing usable knowledge to explain real-world phenomena in life science.

The learning sequence in science is organized around a series of driving questions that provide the context and motivation for learning. Within each driving question, students engage in a series of unique learning experiences that are carefully designed to immerse them in science and engineering practices as they construct their understanding of important concepts. These experiences are carefully sequenced so that students encounter ideas that are developmentally and cognitively appropriate. By the end of their learning experiences, students will be able to meet the Next Generation Science Standards performance expectations and address the driving questions.

Middle school Life Science Grade 7 is organized around four Driving Questions:

  • How do scientists work together to study animal behavior in their environment?
  • How can scientists use their knowledge to prevent the sharing of illness or disease?
  • How can scientists’ knowledge of genetics help feed the world’s population?
  • How does water quality within a community affect ecology?

Gifted and Talented Science Program

In the G/T science program in seventh grade, students delve more deeply and independently into the content and practices of science by addressing additional learning objectives and completing in-depth research studies using creative problem-solving techniques to create and implement an experiment to investigate a testable hypothesis. The research is embedded within the curriculum and conducted over an extended period of time to allow for authentic data collection and analysis.

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Social Studies

Overview

This is the second part of a two-year program entitled Geography and World Cultures. This program provides opportunities for students to develop an understanding of geographic skills and concepts of world cultures in relation to their own. Students also learn about geographic and cultural issues, and of the cultural heritage and history of the various regions of study. Students are encouraged to gain an understanding and appreciation of other cultures, and to use geographic skills to solve problems. There are countywide local assessments administered quarterly.

Social Studies Skills

These skills and others are embedded throughout the curriculum:

  • Map reading, construction and interpretation.
  • Spatial analysis and interpretation.
  • Historical thinking skills.
  • Problem solving/critical thinking
  • Roles, rights and responsibilities of citizenship.
  • Strategic reading of social studies text.
  • Economic decision making.
  • Explanatory and argument writing.
  • Information literacy.
  • Analysis and evaluation of primary and secondary sources.
  • Data analysis and interpretation.

Course Content

There are four units in seventh grade social studies. What follows is a summary of some of the key content standards.

Unit I: European Geography and Ancient History

  • Identify Europe’s relative location in the world and describe the characteristics that make it a region.
  • Describe the major geographic and climatic features of Europe and Russia.
  • Use geographic tools to describe the location of Ancient Greece.
  • Explain the location of Ancient Greece based on its human and physical characteristics.
  • Give reasons for the rise of Ancient Greece and cite examples of its contributions and major achievements to the world.
  • Compare and contrast the social and political structure of Athens and Sparta.
  • Explain the decline of Ancient Greece.
  • Describe the impact of Alexander of Macedonia’s conquests and the subsequent spread of Hellenistic culture.
  • Use geographic tools to describe the location of Ancient Rome.
  • Explain the location of Ancient Rome based on its human and physical characteristics.
  • Give reasons for the rise of Ancient Rome and cite examples of its contributions and major achievements to the world.
  • Explain the decline of Roman Empire and its impact on the creation of the Byzantine Empire.
  • Examine how the Byzantine Empire became the preserver of Greco-Roman culture.

Unit II: European Geography, Modern History and Contemporary Issues

  • Explain the factors that led to the development of Feudalism.
  • Describe the political, social and economic aspects of life in Medieval Europe.
  • Describe the influences of Slavic, Viking and Byzantine cultures on the development of Russian society.
  • Explain how the Crusades impacted the expansion of Christian Europe.
  • Identify selected countries and major cities of the region.
  • Identify and describe the major regions of modern Europe. Predict settlement patterns of major cities based on available resources including natural physical features (Gifted and Talented).
  • Examine the geographical influence on settlement and population patterns of modern European nations.
  • Explain how location, climate and natural resources influences trade and economic development of modern European nations.
  • Using current data, compare the standard of living of selected countries in modern Europe.
  • Analyze the characteristics and structures of various political and economic systems in modern Europe.
  • Describe why the European Union was formed and examine its successes and failures.
  • Examine contemporary issues such as immigration, ethnic strife, religious conflicts, economic concerns, etc. on modern European society.

Unit III: Latin America

  • Identify the relative location of Latin America in the world and describe the characteristics that make it a region.
  • Describe the major geographic and climatic features of Latin America.
  • Identify selected countries and major cities of the region.
  • Identify and describe the major regions of modern Latin American.
  • Examine the geographical influence on settlement and population patterns of modern Latin American nations.
  • Explain how location, climate and natural resources influence trade and economic development of modern Latin American nations.
  • Examine the emergence, growth, achievements and decline of the Mayan, Aztec and Inca Empires.
  • Analyze the causes and consequences of the Age of Exploration.
  • Examine the causes and effects of the Colombian Exchange on the Eastern and Western Hemispheres.
  • Analyze how both forced and unforced immigration led to diverse populations in Latin American countries.
  • Describe the effect of colonialism on Latin American countries and the process for independence.
  • Explain why the nations of Latin America have had difficulty building stable governments.
  • Assess the impact of population growth and economic factors on the environment.
  • Using a variety of economic and demographic data, identify and justify the development status of selected Latin American countries and compare them to other nations in the world.
  • Examine contemporary issues such as; economic concerns like competing in a global economy, the war on drugs, political corruption, etc. on Latin America society.

Unit IV: United States and Canada

  • Identify the relative location of North America in the world and describe the characteristics that make it a region.
  • Describe the major geographic and climatic features of Canada and the United States.
  • Identify selected states/provinces/territories and major cities of the region.
  • Identify and describe the major regions of Canada and the United States.
  • Examine the geographical influence on settlement and population patterns of Canada and the United States.
  • Explain how location, climate and natural resources influence trade and economic development of Canada and the United States.
  • Identify and locate indigenous populations in North America.
  • Explain how settlement patterns in Canada are linked to colonization by England and France, and how their rivalry resulted in conflict.
  • Examine how Canada became an independent nation.
  • Compare Canada’s and the United States’ federal form of government.
  • Explain how the history of Canada influenced the cultural elements of modern society.
  • Examine the effects on a nation when it moves from being monolingual to bilingual.
  • Describe how immigration to the United States resulted in a pluralistic society consisting of diverse cultures, customs and traditions.
  • Examine contemporary issues such as economic concerns like competing in a global economy, the environment, etc. in Canada and the United States.

Gifted and Talented

Students in G/T complete G/T research investigations during the school years. These investigations are grounded in the content of particular units and may take the form of teacher-developed historical or geographical research, district-developed performance assessment tasks, or district approved Document Based Questions. Optionally, students may participate in the National History Day program.

Special Programs

The Office of Secondary Social Studies supports several special programs available for middle school students. The History Day Competition is a local, state and national competition that promotes historical inquiry, knowledge and understanding among secondary school students. History Day encourages the development of research skills, the analysis and interpretation of primary and secondary source materials, and the opportunity for creative expression. HCPSS sponsors a large regional competition each year that includes up to 300 students from our public and private schools. This program is typically integrated as part of the curricular program, but is dependent upon school interest. The Black Saga Competition is a statewide competition that challenges student knowledge about the African American experience. Middle and elementary schools from across the state compete for prizes and awards. This event is very dependent upon school interest and community support, as it is an extracurricular program.

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Visual Arts

Apply a variety of strategies, concepts and media to:

  • Generate and elaborate on ideas for personal expression in the production of art.
  • Experiment with a variety of tools, materials, processes, techniques and ideas to organize knowledge in the production of art.
  • Give and receive feedback/constructive criticism and persevere in the refinement of personal solutions to artwork.
  • Analyze and defend personal choices and selection of objects or artwork for presentation or exhibition.
  • Examine how and why people collect, present and preserve objects and ideas that have personal, cultural or historical meaning.
  • Perceive, interpret and respond to ideas, experiences and the environment through visual arts.
  • Analyze and interpret influences, intent and meaning in works of art.
  • Evaluate artwork based on select criteria.
  • Connect personal experiences and knowledge to art making.
  • Understand art as an essential aspect of history and human experience.

When exiting middle school, students will be able to:

  • Apply a variety of media, strategies and concepts to generate innovative ideas to solve art problems.
  • Maintain collection of ideas that demonstrate personal engagement and growth.
  • Recognize and apply the complex nature, power and history of art to connect to others, to tell stories, to record what is seen, to relate personal ideas or to make visible what is imagined.
  • Be comfortable with and apply a variety of strategies when there is no clear path or solution to a problem.
  • Work within given limitations to solve complex art problems.
  • Generate personally meaningful solutions.
  • Persevere in problem solving by evaluating work in-progress to identify areas in need of improvement and alternative solutions.
  • Collaborate with peers to arrive at consensus and solutions.

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Family and Consumer Sciences

Food and Nutrition

  • Demonstrate the ability to apply kitchen safety procedures and sanitation techniques at home, at school, and at future work and living environments.
  • Identify the essential nutrients and give examples of nutrient dense foods including raw fruits and vegetables, low-fat dairy, whole grains and lean proteins.
  • Apply knowledge of nutrition to select restaurant items that are more nutrient dense while being lower in fat, sodium and added sugars.
  • Plan healthy meals by reading and interpreting food labels to compare nutritive values of similar foods.
  • Use comparison shopping strategies to plan budgeted meals and snacks.
  • Discuss the relationship between food costs and food choices (e.g., dining out, convenience foods).
  • Identify and demonstrate ways to fit a variety of fruits and vegetables into meals and snacks.
  • Identify chef/French, paring, bread knives, and other cutting tools (e.g., microplane, grater, and peeler) and demonstrate the safe and proper usage of each.
  • Describe and demonstrate dry and moist heat methods for cooking foods including baking, roasting, broiling, steaming, boiling, and simmering.
  • Examine career options with an emphasis on those in the food services and hospitality industries.

Financial Literacy

  • Apply financial literacy reasoning in order to make informed, financially responsible decisions.
  • Relate choices regarding their education and career paths to earning potential.
  • Develop skills to plan and manage money effectively by identifying financial goals and developing spending plans.
  • Develop skills to make informed decisions about incurring debt and maintaining creditworthiness.
  • Develop skills to plan and achieve long-term goals related to saving and investing in order to build financial security and wealth.
  • Develop financial planning skills to minimize financial setbacks.

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Gifted and Talented (G/T)

The G/T Program provides a continuum of services in addition to G/T classes. Middle School G/T Resource Teachers instruct students who participate in the G/T Writers Guild, instructional seminars and research investigations.

Health Education

Disease Prevention and Control

  • Describe how lifestyle, family history, environment and other risk factors are related to the cause or prevention of disease and other health problems.
  • Identify prevention, intervention and treatment methods for common noncommunicable diseases.

Nutrition and Fitness

  • Discover, evaluate and utilize health information, products and services related to healthy weight management.

Social and Emotional Health

  • Describe the role society plays in the perception of normal body image.
  • Identify the causes, symptoms and intervention of eating disorders.
  • Cite prevention and intervention strategies for depression.
  • Examine the impact of bullying on the individual, family and community.
  • Summarize child abuse prevention and intervention strategies.

Human Sexuality

  • Apply personal and interpersonal skills to enhance sexual health.
  • Explain the male and female reproductive systems as they relate to fertilization.
  • Describe changes that occur to the mother and fetus during the stages of pregnancy.
  • Explain the term “abstinence” as it applies to healthy sexuality.

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Instructional Technology

Technology Operations and Concepts

  • Describe technology in appropriate language.
  • Demonstrate fundamental computer operations.
  • Demonstrate proficient use of input and output devices.
  • Manage files by saving them in different formats, organizing files and folders, and saving files to external drives and servers.
  • Explore the nature of assistive technology devices.

Digital Citizenship

  • When researching, list appropriate copyrighted electronic sources.
  • Explain how technology affects the individual and society.
  • Respect information privacy, using and altering information only when authorized.
  • Abide by copyright laws involving software use and Internet files.
  • Practice safe, legal and responsible use of information and technology.

Communication and Collaboration

  • Improve productivity using appropriate keyboarding techniques.
  • Design and develop desktop publishing products, such as newsletters and brochures, that incorporate text and graphics to prepare and present content-related information.
  • Collect, organize, manipulate and analyze data using appropriate software.
  • Create word processing documents using formatting features such as tabs, margin adjustments, page orientation, justification, columns, headers, footers and page numbers to communicate ideas.
  • Collaborate with peers, experts and others by using telecommunications to investigate curriculum-related problems, issues and information.
  • Recognize technology’s role in telecommunication.
  • Use various media and formats for multiple purposes.
  • Communicate curriculum concepts to design, develop, publish and present multimedia products such as web pages, interactive presentations and digital video products.

Research and Information Fluency

  • Identify, obtain and use information from electronic data sources such as databases and the Internet.

Critical Thinking, Problem Solving and Decision Making

  • Solve real world problems using technology as a tool.
  • Make informed decisions using technology as a tool.

Creativity and Innovation

  • Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

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Library Media

Inquiry Process

  • Identify information needs.
  • Create, refine and use criteria to guide the research process.
  • Follow systematic problem-solving steps using the Big6 process.

Locate and Evaluate Resources and Sources

  • Identify and use a wide variety of resources.
  • Use the library media center’s catalog to locate sources to meet the information need.
  • Evaluate potential sources for the information need.
  • Use text features to select appropriate sources.
  • Identify and follow the district’s Policy 8080: Responsible Use of Technology and Social Media policy.
  • Learn to use safe practices online.

Find, Generate, Record and Organize Data/Information

  • Use keywords for finding answers to questions.
  • Utilize effective search strategies for collecting relevant information from sources.
  • Use technology tools to find, record and organize data/information within sources.
  • Differentiate between fact and opinion.
  • Avoid plagiarism by correctly recording relevant information and keeping track of sources used.
  • Use a variety of formats for recording and organizing data/information.
  • Create a source list using an accepted citation style.
  • Match appropriate format with content to be organized.

Interpret Recorded Data/Information

  • Identify the main ideas of recorded information.
  • Apply critical thinking and problem-solving strategies.
  • Create new understandings and knowledge related to the information need.

Share Findings/Conclusions

  • Use a variety of formats to share information learned.
  • Apply fair use, copyright laws, and Creative Commons attributions.
  • Reflect on and provide feedback about the research process and the information product.

Literature Appreciation and Lifelong Learning

  • Read, listen to, view and discuss stories that reflect human experiences.
  • Make literature connections to self, to other literature, to multimedia, and to the world.
  • Use libraries for personal or assigned needs.
  • Utilize library circulation procedures and policies to access reading materials.
  • Locate and select literature and/or multimedia in a variety of genres.
  • Recognize the connection between reading and being a lifelong learner.

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Music

Perceiving, Performing and Responding

Students will demonstrate the ability to perceive, perform and respond to music.

  • Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures.
  • Develop the skills needed in the performance of music in general, vocal and instrumental settings.
  • Respond to music through movement.
  • Read standard notation and apply it to the performance of music.

Historical, Cultural and Social Context

Students will demonstrate an understanding of music as an essential aspect of history and the human experience.

  • Describe how musical expression reflects social, political and ethical issues.
  • Determine factors that influence musicians in specific historical eras and places.
  • Identify and explain the relationship of music to dance, theatre, the visual arts and other disciplines.
  • Identify and distinguish between and among significant styles and genres in music history representative of world cultures.

Creative Expression and Production

Students will demonstrate the ability to organize musical ideas and sounds creatively.

  • Explore musical ideas through simple improvisations.
  • Preserve musical ideas through simple compositions and arrangements.

Aesthetics and Criticism

Students will demonstrate the ability to make aesthetic judgements.

  • Evaluate selected musical compositions using established criteria.
  • Formulate, apply and communicate criteria for evaluating personal performances and the performances of others.

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Physical Education

Motor Skills and Movement Patterns

  • Passes and receives objects while running, changing directions and speeds with competency in a modified invasion game.
  • Dribbles with dominant and non-dominant hands and feet while in a variety of practice tasks.
  • Strikes an object with an implement into open space in a variety of practice tasks.

Concepts and Strategies

  • Executes at least two of the following offensive tactics to create open space: moves to open space without ball, uses a variety of passes and fakes, or uses a give and go with partner.
  • Transitions from offense to defense or defense to offense by recovering quickly and communicating with classmates.
  • Selects the correct defensive play based on the situation (i.e. force outs).

Physical Activity and Fitness

  • Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers.
  • Describes the overload principle (FITT formula) for different types of physical activity.

Personal and Social Behavior

  • Exhibits responsible social behavior by cooperating with classmates, demonstrating inclusive behaviors and supporting classmates.
  • Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts.
  • Demonstrates knowledge of rules and etiquette by following the parameters for physical activities.

Recognizes Value of Physical Activity

  • Generates positive strategies such as offering suggestions or solutions when faced with group challenges.
  • Demonstrates the importance of social interactions by helping and encouraging others, communicating effectively and providing support to classmates.

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School Counseling

Academic Development

  • Identify personal strengths and develop skills necessary to set and achieve academic goals.

Career Development

  • Identify personal strengths, skills, interests and abilities, and relate them to possible career options.

Personal/Social Development

  • Apply knowledge of personal strengths to increase healthy decision making and positive peer interactions.

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Engineering and Technology Education

Students will develop an understanding of engineering design through exploratory experiences. Students participate in activities to understand how criteria, constraints and processes affect designs. Brainstorming, visualizing, modeling, constructing, testing and refining designs provide firsthand opportunities for students to understand the uses and impacts of inventions and innovations. Students will also develop skills in communicating design information and reporting results.

The Nature of Technology

  • Demonstrate an understanding of the nature, characteristics and scope of technology.
  • Demonstrate an understanding of the core concepts of technology.
  • Demonstrate an understanding of the relationships among technologies and the connections between technology and other fields of study.

Impacts of Technology

  • Assess the impacts of products and systems.
  • Demonstrate an understanding of the cultural, social, economic and political effects of technology.
  • Determine the effects of technology on the environment.
  • Demonstrate an understanding of the role of society in the development and use of technology.

The Engineering Design and Development Process

  • Describe the attributes of design.
  • Demonstrate an understanding of engineering design.
  • Select and use tools and equipment correctly and safely.
  • Demonstrate an understanding of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
  • Use and maintain technological products and systems.

The Core Technologies, Building Blocks of the Designed World

  • Describe the functioning and applications of core technologies applied in common technology systems.
  • Describe the functioning and applications of structural systems.

The Major Enterprises that Produce the Goods and Services of the Designed World

  • The students will demonstrate an understanding of manufacturing technologies.
  • Describe manufacturing processes such as designing, development, producing and servicing.
  • Classify mechanical processes that change the form of materials such as separating, forming, combining and conditioning.
  • Describe the role manufacturing plays in the operation of other enterprises.

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World Languages (French or Spanish)

Communicate in French or Spanish

Interpersonal

  • Spell words using the alphabet.
  • Respond to and initiate greetings and farewells.
  • Count from 0 to 100.
  • Talk about school subjects, schedules and the classroom.
  • Talk about the calendar and birthdays.
  • Talk about the weather and seasons.
  • Introduce and talk about self and friends (ages, personality, physical description).
  • Talk about pastimes, leisure activities and sports.
  • Describe family members and pets (French)
  • Discuss meals and elements of a healthy lifestyle (Spanish).

Interpretive

  • Comprehend simple daily conversations on familiar topics by using authentic recordings, broadcasts and videos.
  • Determine meaning of words based on context cues, cognates, word derivatives and use of other resources.
  • Use before, during and after strategies to gain comprehension of both written and spoken language.

Presentational

  • Compose in a variety of writing formats.
  • Deliver formal oral presentations.

Gain Knowledge and Understanding of Other Cultures

Practices

Demonstrate knowledge and understanding of another people’s way of life and the relationship between their patterns of behavior and the underlying beliefs and values that guide their lives.

Products

Demonstrate knowledge and understanding of the relationship between the products and beliefs and values of the cultures that use the target language.

Connect with Other Disciplines and Acquire Information

Cross-curricular

Reinforce and further knowledge of other disciplines through the world language.

Acquire Information

Apply the Big6 process to access and use information from sources in the target language.

Develop Insight Into the Nature of Language and Culture

Language

Examine elements of the target language and comparable elements in English.

Culture

Compare concepts of the cultures studied with one’s own.

Participate in Multilingual Communities

  • Use the language both within and beyond the school setting.
  • Use the language for personal enjoyment and enrichment as a lifelong learner.

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