Professional Documents
Culture Documents
COMPANION DOCUMENTS
Contains:
- Science Companion Document for 7th Grade Waves and Energy unit
- General Inquiry Questions Assessment questions
- 7th Grade Waves and Energy Assessment questions
- 7th Grade Science Expectations
- 7th Grade ELA Expectations
- 7th Grade Mathematics Expectations
- 7th Grade Social Studies Expectations
- Grade 6-8 Technology Expectations
Introduction to the K-7 Companion Document
An Instructional Framework
Overview
The Michigan K-7 Grade Level Content Expectations for Science establish
what every student is expected to know and be able to do by the end of
Grade Seven as mandated by the legislation in the State of Michigan. The
Science Content Expectations Documents have raised the bar for our
students, teachers and educational systems.
In an effort to support these standards and help our elementary and middle
school teachers develop rigorous and relevant curricula to assist students in
mastery, the Michigan Science Leadership Academy, in collaboration with the
Michigan Mathematics and Science Center Network and the Michigan Science
Teachers Association, worked in partnership with Michigan Department of
Education to develop these companion documents. Our goal is for each
student to master the science content expectations as outlined in each grade
level of the K-7 Grade Level Content Expectations.
These companion documents are an effort to clarify and support the K-7
Science Content Expectations. Each grade level has been organized into four
teachable units- organized around the big ideas and conceptual themes in
earth, life and physical science. The document is similar in format to the
Science Assessment and Item Specifications for the 2009 National
Assessment for Education Progress (NAEP). The companion documents are
intended to provide boundaries to the content expectations. These
boundaries are presented as “notes to teachers”, not comprehensive
descriptions of the full range of science content; they do not stand alone, but
rather, work in conjunction with the content expectations. The boundaries
use seven categories of parameters:
I
within the standard, content statement and content expectation
comprise the assessable vocabulary.
c. Instruments, Measurements and Representations refer to the
instruments students are expected to use and the level of precision
expected to measure, classify and interpret phenomena or
measurement. This section contains assessable information.
d. Inquiry Instructional Examples presented to assist the student in
becoming engaged in the study of science through their natural
curiosity in the subject matter that is of high interest. Students explore
and begin to form ideas and try to make sense of the world around
them. Students are guided in the process of scientific inquiry through
purposeful observations, investigations and demonstrating
understanding through a variety of experiences. Students observe,
classify, predict, measure and identify and control variables while
doing “hands-on” activities.
e. Assessment Examples are presented to help clarify how the teacher
can conduct formative assessments in the classroom to assess student
progress and understanding
f. Enrichment and Intervention is instructional examples that stretch
the thinking beyond the instructional examples and provides ideas for
reinforcement of challenging concepts.
g. Examples, Observations, Phenomena are included as exemplars of
different modes of instruction appropriate to the unit in which they are
listed. These examples include reflection, a link to real world
application, and elaboration beyond the classroom. These examples
are intended for instructional guidance only and are not assessable.
h. Curricular Connections and Integrations are offered to assist the
teacher and curriculum administrator in aligning the science curriculum
with other areas of the school curriculum. Ideas are presented that will
assist the classroom instructor in making appropriate connections of
science with other aspects of the total curriculum.
II
HSSCE Companion Document
SCIENCE
• Big Ideas • Instructional Framework
• Clarifications • Enrichment
• Inquiry • Intervention
• Vocabulary • Real World Context
• Instruments • Literacy Integration
• Measurements • Mathematics Integration
v.1.09
Seventh Grade Companion Document
Vocabulary Page 8
Enrichment Page 13
Intervention Page 13
1
7th Grade Unit 1:
Waves and Energy
2
7 – Unit 1: Waves and Energy
Standard: Energy
Content Expectations
Instructional Clarifications
1. Identify means to recognize the differences between waves, such as
sound waves, seismic waves, and waves on water.
2. A wave is a disturbance that transmits energy through matter and space.
The wave is the motion of a vibration.
3. Sound is created when something vibrates. Sound waves are a vibration
that spreads away from a vibrating object. Sound waves travel through
solids, liquids, and gases.
4. Seismic waves are waves that travel through the Earth.
5. Waves on water are waves that move outward from a disturbance.
Assessment Clarifications
1. A wave is a disturbance that transmits energy through matter and space.
The wave is the motion of a vibration.
2. Sound is created when something vibrates. Sound waves are a vibration
that spreads away from a vibrating object. Sound waves travel through
solids, liquids, and gases.
3. Seismic waves are waves that travel through the Earth.
4. Waves on water are waves that move outward from a disturbance.
3
P.EN.07.32 Describe how waves are produced by vibrations in matter.
Instructional Clarifications
1. Describe is to tell or depict in spoken or written words or with drawings
how waves are produced by vibrations in matter.
2. A wave is a disturbance that transmits energy through matter and space.
The wave is the motion of a vibration.
3. Vibrations are back-and-forth motions.
4. Matter is anything that has mass and volume.
5. When molecules in matter vibrate, they excite other molecules to vibrate
and waves travel outward from the center of the vibration.
6. Waves are characterized by wavelength, frequency, and amplitude.
Assessment Clarifications
1. A wave is a disturbance that transmits energy through matter and space.
The wave is the motion of a vibration.
2. Vibrations are back-and-forth motions.
3. Matter is anything that has mass and takes up space.
4. When molecules in matter vibrate, they excite other molecules to vibrate
and waves travel outward from the center of the vibration.
Instructional Clarifications
1. Demonstrate is to show through manipulation of materials, drawings, and
written and verbal explanations how waves transfer energy.
2. Energy is the ability to do work or cause motion.
3. Matter is anything that has mass and takes up space.
4. A wave is a disturbance that transmits energy through matter and space.
The wave is the motion of a vibration.
5. An energy transfer takes place when molecules transfer the energy of
motion to other molecules then return to their state of rest.
6. When a tuning fork is place in water, ripples (waves) are seen coming
away from the tuning fork in even rings.
7. When waves hit a beach, erosion takes place. Ripples are left in the sand
to show the reaction of the wave.
8. Seismic waves are vibrations that travel through the Earth carrying the
energy of motion released during an earthquake.
9. When seismic waves from an earthquake travel through the Earth,
buildings shake and sometimes crumble, the ground trembles, and the
vibrations are transferred outward from the origin of the quake.
Assessment Clarifications
1. Energy is the ability to do work or cause motion.
2. Matter is anything that has mass and takes up space.
3. A wave is a disturbance that transmits energy through matter and space.
The wave is the motion of a vibration.
4
4. An energy transfer takes place when molecules transfer the energy of
motion to other molecules then return to their state of rest.
5. When a tuning fork is place in water, ripples (waves) are seen coming
away from the tuning fork in even rings.
6. When waves hit a beach, erosion takes place. Ripples are left in the sand
to show the reaction of the wave.
7. Seismic waves are vibrations that travel through the Earth carrying the
energy of motion released during an earthquake.
8. When seismic waves from an earthquake travel through the Earth,
buildings shake and sometimes crumble, the ground trembles, and the
vibrations are transferred outward from the origin of the quake.
Content Expectations
P.EN.07.61 Identify that nuclear reactions take place in the sun, producing
heat and light.
Instructional Clarifications
1. Identify means to recognize that nuclear reactions take place in the sun
and produces heat and light.
2. The sun produces a tremendous amount of light and heat through nuclear
reactions.
3. Nuclear reactions occur when atoms change their structure to become
new atoms. These reactions release large amounts of energy. The
energy from these reactions leaves the sun as light energy.
4. Heat is a form of energy associated with the motion of atoms or
molecules and capable of being transferred through solid and fluid media
by conduction, through fluid media by convection, and through empty
space by radiation.
5. Light is electromagnetic radiation (radiation consisting of electromagnetic
waves, including radio waves, infrared, visible light, ultraviolet, x-rays,
and gamma rays of any wavelength).
Assessment Clarifications
1. Nuclear reactions that take place in the sun produce heat.
2. Nuclear reactions that take place in the sun produce light.
5
P.EN.07.62 Explain how only a tiny fraction of light energy from the sun is
transformed to heat energy on Earth.
Instructional Clarifications
1. Explain is to clearly describe by means of illustrations (drawings),
demonstrations, written reports and/or verbally how only a tiny fraction of
light energy from the sun is transformed to heat energy on Earth.
2. The heating of the Earth at any location is related to the angle of the sun
in the sky.
3. Only a small percentage of light energy from the sun that hits the Earth
produces heat energy on Earth.
4. Light energy from the sun is absorbed by the Earth’s surface and changed
into heat energy. The heat energy radiates out and heats the air above.
Some molecules (e.g., carbon dioxide) in the air absorb this heat energy
and radiate some of it back to the Earth’s surface, making the Earth warm
enough to support life (the greenhouse effect).
5. The color of the Earth’s surface affects the amount of heat that the Earth
absorbs. Many Earth surfaces reflect light energy away from the Earth.
Due to these reflective properties of many Earth surfaces large amounts
of light energy are reflected and cannot be used directly as heat energy.
Assessment Clarifications
1. The heating of the Earth at any location is related to the angle of the sun
in the sky.
2. Only a small percentage of light energy from the sun that hits the Earth
produces heat energy on Earth.
3. Light energy from the sun is absorbed by the Earth’s surface and changed
into heat energy. The heat energy radiates out and heats the air above.
Some molecules (e.g., carbon dioxide) in the air absorb this heat energy
and radiate some of it back to the Earth’s surface, making the Earth warm
enough to support life (the greenhouse effect).
4. The color of the Earth’s surface affects the amount of heat that the Earth
absorbs. Many Earth surfaces reflect light energy away from the Earth.
Due to these reflective properties of many Earth surfaces large amounts
of light energy are reflected and cannot be used directly as heat energy.
6
Inquiry Process, Inquiry Analysis and Communication,
Reflection and Social Implications
Inquiry Process
S.IP.07.11 Generate scientific questions on waves and energy based on
observations, investigations, and research.
S.IP.07.12 Design and conduct scientific investigations on waves and energy.
S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and
tapes, models, hand lens, thermometer, models, sieves, microscopes, hot plates, pH
meters) appropriate to scientific investigations of waves and energy.
S.IP.07.14 Use metric measurement devices in an investigation dealing with waves
and energy.
S.IP.07.15 Construct charts and graphs from data and observations dealing with
waves and energy.
S.IP.07.16 Identify patterns in data regarding waves and energy.
Inquiry Analysis and Communication
S.IA.07.11 Analyze information from data tables and graphs to answer scientific
questions concerning waves and energy.
S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative
science discourse on waves and energy.
S.IA.17.13 Communicate and defend findings of observations and investigations
dealing with waves and energy.
S.IA.07.14 Draw conclusions from sets of data from multiple trials of a scientific
investigation on waves and energy.
S.IA.07.15 Use multiple sources of information on waves and energy to evaluate
strengths and weaknesses of claims, arguments, or data.
Reflection and Social Implication
S.RS.07.11 Evaluate the strengths and weaknesses of claims, arguments, and data
regarding waves and energy.
S.RS.07.12 Describe limitations in personal and scientific knowledge regarding
waves and energy.
S.RS.07.13 Identify the need for evidence in making scientific decisions about
waves and energy.
S.RS.07.14 Evaluate scientific explanations based on current evidence and scientific
principles dealing with waves and energy.
S.RS.07.15 Demonstrate scientific concepts through various illustrations to depict
waves and energy.
S.RS.07.16 Design solutions to problems about waves and energy using technology.
S.RS.07.17 Describe the effect humans and other organisms have on the balance of
the natural world when the amount of pollution in the air affects the amount of light
energy to heat energy the Earth receives.
S.RS.07.18 Describe what science and technology can and cannot reasonably
contribute to society when dealing with waves and energy.
S.RS.07.19 Describe how science and technology concerning waves and energy
have advanced because of the contributions of many people throughout history and
across cultures.
7
Vocabulary
8
Instructional Framework
Instructional Examples
Objectives
• Using sound waves, seismic waves, waves on water, and light waves
demonstrate how waves transfer energy.
• Describe how the sun is the major source of light and heat on Earth.
• Demonstrate how only a tiny fraction of the light energy from the sun
reaches Earth to heat the Earth.
9
• Have students make observations of the vibrations of tuning forks
through their sense of touch, sight, and hearing. Use a shallow pan of
water to demonstrate the transfer of sound waves in the air to waves in
water. (P.EN.07.31, P.EN.07.32, P.EN.07.33)
• Go outside and make observations of the effects of the sun’s warming on
different materials and areas of the schoolyard. Ask students to describe
the effects of the sun on different surfaces, living things, and nonliving
things, in direct sunlight and in the shade. (P.EN.07.61, P.EN.07.62)
• Pose a “what would happen if…question” to the class: What would happen
if there wasn’t any sun? Discuss the importance of sunlight on Earth.
Take this opportunity to review the safety when making sun observations
and explain why it is important not to look directly into the sun.
(P.EN.07.61, P.EN.07.62)
• Visit a greenhouse. Why is glass or plastic used to retain the heat from
the sun? (P.EN.07.61, P.EN.07.62)
• Have students share their observations of the waves they produced with
the Slinky. Explain that when the Slinky is jerked forward the start
moves away from its original position and then returns. The wave motion
is called a pulse, producing a longitudinal wave. Explain that energy is
transferred along the Slinky through motion and ends up in the same
place. Compare the Slinky wave to the “stadium wave.” (P.EN.07.31,
P.EN.07.32, P.EN.07.33)
• Use the Slinky model to demonstrate how seismic waves travel through
the earth. Seismic waves occur in earthquakes and volcanoes.
(P.EN.07.31, P.EN.07.32, P.EN.07.33)
• Explain how sound is created when something vibrates. Sound waves
spread away from a vibrating object. (P.EN.07.31, P.EN.07.32,
P.EN.07.33)
• The atmosphere of the Earth traps heat energy from the sun. Without the
greenhouse effect, the Earth would be too cold to support life.
(P.EN.07.61, P.EN.07.62)
• Have students research the properties of the sun and gather information
regarding the nuclear reactions that occur on the sun that produces heat
and light. Ask students to share their information from their research.
(P.EN.07.61, P.EN.07.62)
• Create a model to show the position and size of the Earth in relation to
the sun to demonstrate the small fraction of the sun’s heat and light that
reaches the Earth. (P.EN.07.61, P.EN.07.62)
• When fingers are snapped, imagine that each finger is a big chunk of rock
deep inside the earth's surface. Like fingers, one rock mass is forced
against another. Think of the increasing amount force placed on the
fingers as pressure caused by movements of the Earth's crust. Now,
10
think of the movement of the fingers to create the snap as the sudden
movement of the earth, an earthquake. Think too, that the sound of the
snap itself as being the seismic energy traveling from the location of the
quake. Using the snapped fingers aids in understanding how earthquakes
are formed and the energy is released in huge waves that shake, rattle
and roll the earth's surface. (P.EN.07.31, P.PE.07.32, P.EN.07.33)
• Make a pan of gelatin. Drop a marble/block at one end and observe the
waves. How is this similar to the seismic waves of an earthquake? Place
a structure of cubes at one end and drop the block at the other end of the
pan, what happened to the cubes when the waves made contact? How is
this similar to the way a building reacts during an earthquake? Vary the
distance of impact from building and compare. (P.EN.07.31, P.EN.07.32,
P.EN.07.33)
• Stretch a rubber band lengthwise over a ruler. Then insert a pencil under
the rubber band at each end of the ruler so that the rubber band is lifted
away from the surface of the ruler. Pluck the rubber band at any point
between the two pencils. Observe what happens as the rubber band is
plucked. Record what is observed and heard. How can the sound be
changed? Does instrument make a difference where the rubber band is
plucked? Describe the sounds that the “banjo” produces. Hypothesize
how the rubber band produces sound. (P.EN.07.31, P.EN.07.32,
P.EN.07.33)
• How did the sound change when the rubber band is pressed at different
points on the ruler? Demonstrate “real” string instruments, like guitars,
fiddles, banjos, and piano. How are these instruments producing sound?
• A greenhouse is usually made of glass. The glass lets in sunlight, which
warms the ground and the other surfaces inside the greenhouse. As the
surfaces warm, they release heat in the air. The glass (or plastic) keeps
the house from escaping. The air inside the greenhouse stays warm
enough for plants to grow throughout the year. (P.EN.07.61, P.EN.07.62)
• Inside a closed up car on a hot summer’s day is similar to the heat in a
greenhouse. The temperature inside a closed up car can easily reach
more that 100 degrees in a short period of time. (P.EN.07.61,
P.EN.07.62)
11
• Discuss the sounds that are heard around the school? How does the
sound reach the ear? How do students react to the sounds around the
school?
• Discuss what is the difference between music and noise? Discuss what
the similarities between music and noise are. What sounds/music are
around everyday life? [Use the video August Rush]
• Students interview people that work at a greenhouse. How are
temperatures controlled in a greenhouse? What kind of plants must be
grown in a greenhouse? Students write a report to present to the class
on the findings.
• Students research the problems of leaving young children in a car on a
hot summer’s day. What happens to these children? What then could
happen to the parents? Students report their findings to the class.
(S.RS.07.16)
Summative Assessment Examples
• Unit test covering waves and energy, especially sound waves, water
waves, seismic waves, and nuclear energy from the sun in the form of
light and heat. (P.EN.07.31, P.EN.07.32, P.EN.07.33, P.EN.07.61,
P.EN.07.62)
• Each student designs a poster, brochure, or Power Point that shows either
movement of sound or water waves or how seismic waves are produced.
Students present the project to the class. (P.EN.07.31, P.EN.07.32,
P.EN.07.33)
• Each student writes a report on solar energy and how solar energy can be
used as a renewable resource. Students present the report to the class.
The class takes notes on the different reports. (P.EN.07.61)
12
Enrichment
• Sound Waves: Have two students go outside the classroom and close the
door. Have students inside the classroom tap on the door, then on the
wall with various objects. Bring the students back into the room and
have the students describe what they heard. Discuss how the sounds
were different from what was heard inside the classroom. (S.IP.07.11)
Intervention
Waves are everywhere in nature, including sound waves, visible light waves,
radio waves, microwaves, water waves, and seismic waves. Sound waves
from popular bass tracks can be heard and felt by motorists in automobiles
surrounding the stereo system making the sound. Sound travels through the
solid automobile and air and transfers sound energy from one car to another.
Loud sounds can cause hearing loss through vibrations to the eardrum.
Sounds are measured in decibels.
Tsunami and tidal waves are caused by large disturbances in the ocean.
Earthquakes on the ocean floor produce tsunami waves. The energy from
the earthquake on the floor of the ocean is transferred to the ocean’s water
and travels in the form of a tsunami wave.
13
Modern society has developed the use of waves for radio signals, television
signals, cellular phones and different communications, wireless Internet, etc.
Sometimes disturbances on the sun, such as sunspots and solar flares cause
disturbances in the radio, television, and/or communication waves. Sunspots
are magnetic regions on the sun with magnetic field strengths thousands of
times stronger than the Earth's magnetic field. Solar flares are tremendous
explosions on the surface of the sun. In a matter of just a few minutes they
heat material to many millions of degrees and release as much energy as a
billion megatons of TNT. They occur near sunspots, usually along the
dividing line (neutral line) between areas of oppositely directed magnetic
fields.
14
Literacy Integration
Students will…
Reading
Read with the class the book, Volcano: The Eruption and Healing of Mount
St. Helens by Patricia Lauber, 1993.
• Discuss the effects of the eruption of Mt. St. Helens. Was the eruption
predicted? How has the land healed? Is there still seismic activity going
on in the area? Have the students research other volcanoes in the
United States, be sure to include Alaska and Hawaii.
Writing
15
W.PR.07.02 apply a variety of pre-writing strategies for both narrative
(e.g., graphically depict roles of antagonist/protagonist, internal/external
conflict) and informational writing (e.g., position statement/supporting
evidence, problem statement/solution, or compare/ contrast).
• Research how people in different cultures and parts of the world have
used different methods and materials for transmitting sound to send
messages. Write a report on one of these methods to present to the
class.
Speaking
Mathematics Integration
16
D.RE.07.01 Represent and interpret data using graphs.
17
Science Grade 7: General Inquiry Questions » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. Geri's class was investigating the effect of 3. Kari's class was investigating how a powdered
temperature on the size of a balloon filled with drink mix dissolves in water of different
air. Which is the BEST way for the students to temperatures. They needed to determine how
determine the size of their balloon in the different much mix would dissolve in a given sample of
situations? water. Which would be the BEST procedure?
A. Draw a diagram of the balloon in each A. Add heaping teaspoons of mix until no more
situation. dissolves. Count the number of heaping
teaspoons used.
B. Put the balloon on a balance to measure the
mass of the balloon and air in grams. B. Measure the mass of mix before and after
shaking small amounts into the water
C. Put your hands around it to see if the size
until no more will dissolve. Calculate the
has changed.
difference.
D. Use a tape measure to measure the
C. Shake a little bit in a time until no more will
circumference of the balloon in centimeters.
dissolve. Count the number of shakes.
ItemID kmorgan.2119
Correct D D. Add three packages of mix to the water. See
Standard(s) SCI.7.S.IP.07.13 ( 7 ) how much of it dissolves.
ItemID kmorgan.2121
Correct B
Standard(s) SCI.7.S.IP.07.12 ( 7 )
2. Mary tried the following experiment. She placed a
drinking glass filled with ice cubes on her kitchen
table and observed the outside of the glass. At the
end of the hour, the outside of the glass was very 4. Juan's class was investigating how fast ice cubes
wet and water had run down the side of the glass melt at different locations in the room. Which
and formed a puddle on the table at the base of would be the BEST way to select ice cubes to use?
the glass. As a result of these observations, which A. Measure the mass of several cubes and
of the following questions is the BEST question that choose the ones that have the greatest
Mary could ask? mass.
A. Is glass made out of water?
B. Take ice cubes from the same bag.
B. Which material, glass or ice, contains the
C. Choose ice cubes that look about the same
most water?
size.
C. Did the water on the outside of the glass
D. Measure the mass of several cubes and
come from the ice inside the glass or the air
choose the ones that are closest in mass.
around the glass?
ItemID kmorgan.2122
D. Does this experiment work better if a bigger Correct D
glass or more ice is used? Standard(s) SCI.7.S.IP.07.12 ( 7 ), SCI.7.S.IP.07.13 ( 7 ),
SCI.7.S.IP.07.14 ( 7 )
ItemID kmorgan.2120
Correct C
Standard(s) SCI.7.S.IP.07.11 ( 7 )
DataDirector Exam ID: 440 Page 1 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 7: General Inquiry Questions » Teacher Version
5. Read the following paragraph and then answer the 6. The diagram below shows the early development
question below. of a vertebrate embryo. According to this
information, how many cells will be present after
the fourth cleavage?
A. 4
B. 16
C. 32
Students in a science class were studying plant D. 64
growth. They filled pots with potting soil and
weighed each pot. They weighed several small ItemID kmorgan.2124
Correct B
bean plants and planted them carefully in separate Standard(s) SCI.7.S.IP.07.16 ( 7 )
pots. The potted plants were placed in a lighted
area and watered for 45 days. After that time,
the students removed each plant carefully from
the pot, shaking the soil from the roots into the 7.
pot. The plants and the pots were again weighed
separately. The beans gained an average mass of
0.5 kg. The soil in the pots weighed the same as in
the beginning. Why did the students measure the
mass of the soil and pots at the beginning of the
experiment?
DataDirector Exam ID: 440 Page 2 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 7: General Inquiry Questions » Teacher Version
8. 9.
DataDirector Exam ID: 440 Page 3 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 7: General Inquiry Questions » Teacher Version
11. The graph shows the results of a restocking 13. One person predicts that it will be a severe
program in which shrimp raised on a shrimp farm winter because oak trees are producing lots of
are released into the wild. If this trend continues, acorns. Which of the following BEST describes
about how many metric tons of shrimp will be this prediction?
released in 1999? A. The prediction is a wild guess, not based on
observation.
B. The prediction follows from careful
scientific observation.
C. The prediction cannot be tested, so it is not
scientific.
D. The prediction is based on observation and
can be tested.
ItemID kmorgan.2133
Correct D
Standard(s) SCI.7.S.RS.07.11 ( 7 )
ItemID kmorgan.2132
Correct C
Standard(s) SCI.7.S.RS.07.18 ( 7 )
DataDirector Exam ID: 440 Page 4 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 7: General Inquiry Questions » Teacher Version
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DataDirector Exam ID: 440 Page 5 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 7, Unit 1: Waves and Energy » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. Sound travels faster through solids than it does 3. What is a mechanical wave with high energy
through either liquids or gases. A student could characterized by?
verify this statement by measuring what? A. a short period
A. The distance that sound travels through a
B. a low amplitude
solid, a iquid, and a gas.
C. a high temperature
B. The pitch or sound when it passes through a
solid, a liquid, and a gas. D. a high amplitude
C. The time required for sound to travel a set ItemID kmorgan.2041
distance through a solid, a liquid, and a gas. Correct D
Standard(s) SCI.7.P.EN.07.32 ( 7 )
D. The distance sound travels through a solid, a
liquid, and a gas at varying temperatures.
ItemID kmorgan.2039 4. When a bottle is struck with a spoon it produces a
Correct C
Standard(s) SCI.7.P.EN.07.33 ( 7 )
sound. The sound waves move in which direction?
A. in all directions from the source
B. in only the direction from which the spoon
2. The depth of Lake Superior can be measured by struck the bottle
sending sound waves to the bottom and measuring C. in only the opposite direction from which the
the period of time it takes for the reflected sound spoon struck the bottle
waves to return to the surface.
Which of the following would indicate a shallow D. any direction away from the bottle, but
depth? cannot move through the bottle.
A. There is no return signal. ItemID kmorgan.2042
Correct A
B. The return signal is very weak. Standard(s) SCI.7.P.EN.07.33 ( 7 )
Stop! You Go
have
onfinished
to the next
thispage
exam.
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DataDirector Exam ID: 421 Page 1 of 1 © 2009 Houghton Mifflin Harcourt. All rights reserved.
7
SEVENTH GRADE SCIENCE
GRADE LEVEL
SCIENCE
CONTENT
EXPECTATIONS v.1.09
Development
In developing these expectations, the K-7 Scholar Work Group depended heavily
on the Science Framework for the 2009 National Assessment of Educational
Progress (National Assessment Governing Board, 2006) which has been the
gold standard for the high school content expectations. Additionally, the
National Science Education Standards (National Research Council, 1996), the
Michigan Curriculum Framework in Science (2000 version), and the Atlas for
Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were
all continually consulted for developmental guidance. As a further resource
for research on learning progressions and curricular designs, Taking Science
to School: Learning and Teaching Science in Grades K-8 (National Research
Council, 2007) was extensively utilized. The following statement from this
resource was a guiding principle:
“The next generation of science standards and curricula at the national and
state levels should be centered on a few core ideas and should expand on
them each year, at increasing levels of complexity, across grades K-8. Today’s
standards are still too broad, resulting in superficial coverage of science that
fails to link concepts or develop them over successive grades.”
Michigan’s K-7 Scholar Work Group executed the intent of this statement
Office of School Improvement in the development of “the core ideas of science...the big picture” in this
document.
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools
and districts can generate conversations among stakeholders concerning current
policies and practices to consider ways to improve and enhance student achievement.
Together, stakeholders can use these expectations to guide curricular and instructional
decisions, identify professional development needs, and assess student achievement.
Assessment
The Science Grade Level Content Expectations document is intended to be a curricular
guide with the expectations written to convey expected performances by students.
Science will continue to be assessed in grades five and eight for the Michigan
Educational Assessment Program (MEAP) and MI-Access.
02-Second Grade
Content statements are written and coded for Elementary and Middle School Grade
Spans. Not all content expectations for the content statement will be found in each
grade.
Reflection and social implications are the application of the students’ new knowledge and
affects their decision making and their perception of the effect humans, scientific discovery, and
technology have on society and the natural world.
Seventh grade students draw upon their knowledge of properties of matter and use
evidence to describe physical and chemical change. They recognize that when a
chemical change occurs, a new substance is produced and that the new substance
has different physical and chemical properties than the original substance. Students
describe evidence of chemical change as a change in color, gas formation, solid
formation, and temperature change.
In the seventh grade content expectations, students expand their knowledge to include
how characteristics of living things are passed on through generations, both asexually
and sexually. Seventh grade students are able to understand that genetic material
carries information. They compare and contrast the advantages of sexual vs. asexual
reproduction, and recognize that reproduction is a characteristic of all living things and
necessary for the continuation of every species.
Properties of Matter
79 SEVENTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION
L.OL.M.2 Cell Functions- All organisms are composed
of cells, from one cell to many cells. In multicellular
organisms, specialized cells perform specialized functions.
Organs and organ systems are composed of cells,
and function to serve the needs of cells for food, air,
and waste removal. The way in which cells function
is similar in all living organisms.
L.OL.07.61 Recognize the need for light to provide energy for the
production of carbohydrates, proteins and fats.
L.OL.07.62 Explain that carbon dioxide and water are used to
produce carbohydrates, proteins, and fats.
L.OL.07.63 Describe evidence that plants make, use and store
food.
Fluid Earth
7
GRADE LEVEL
ELA
CONTENT
EXPECTATIONS v.12.05
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version 12.05
and has incorporated the changes in the construction of test and item specifications for
the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and
to guide program planners in focusing resources and energy.
Office of School Improvement
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools and districts
can generate conversations among stakeholders concerning current policies and practices
to consider ways to improve and enhance student achievement. Together, stakeholders can
use these expectations to guide curricular and instructional decisions, identify professional
development needs, and assess student achievement.
Domains
Word Recognition and Genre (GN) Conventions (CN) Conventions (CN)
Word Study (WS) Process (PR) Discourse (DS) Response (RP)
• Phonemic Awareness Personal Style (PS)
• Phonics Grammar & Usage (GR)
• Word Recognition Spelling (SP)
• Vocabulary Handwriting (HW)
Fluency (FL) Writing Attitude (AT)
Narrative Text (NT)
Informational Text (IT)
Comprehension (CM)
Metacognition (MT)
Critical Standards (CS)
Reading Attitude (AT)
Word Recognition
Students will…
R.WS.07.01 explain and use word structure, sentence structure, and prediction to aid
in decoding and understanding the meanings of words encountered in context.
R.WS.07.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words
in context including idioms, analogies, metaphors, similes, knowledge of roots and affixes,
major word chunks/rimes, and syllabication.
R.WS.07.03 automatically recognize frequently encountered words in print with the
number of words that can be read fluently increasing steadily across the school year.
R.WS.07.04 know the meanings of words encountered frequently in grade-level reading
and oral language contexts.
R.WS.07.05 acquire and apply strategies to identify unknown words and construct meaning.
Fluency
Students will…
R.WS.07.06 fluently read beginning grade-level text and increasingly demanding texts as
the year proceeds.
Vocabulary
Students will…
R.WS.07.07 in context, determine the meaning of words and phrases including cross-
cultural expressions, mathematical expressions, scientific procedures, and literary terms
using strategies and authentic content-related resources.
Narrative Text
Students will…
R.NT.07.01 identify how the tensions among characters, communities, themes, and issues
are related to their own experiences in classic, multicultural, and contemporary literature
recognized for quality and literary merit.
R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including
mystery, poetry, memoir, drama, myths, and legends.
R.NT.07.03 analyze the role of antagonists, protagonists, internal and external conflicts,
and abstract themes.
R.NT.07.04 analyze author’s craft including the use of theme, antagonists, protagonists,
overstatement, understatement, and exaggeration.
Comprehension
Students will…
R.CM.07.01 connect personal knowledge, experiences, and understanding of the world
to themes and perspectives in text through oral and written responses.
R.CM.07.02 retell through concise summarization grade-level narrative and informational text.
R.CM.07.03 analyze global themes, universal truths, and principles within and across
texts to create a deeper understanding by drawing conclusions, making inferences, and
synthesizing.
R.CM.07.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.
Metacognition
Students will…
R.MT.07.01 self-monitor comprehension when reading or listening to text by
automatically applying and discussing the strategies used by mature readers to increase
comprehension including: predicting, constructing mental images, visually representing
ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring,
summarizing, and engaging in interpretive discussions.
R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their
own reading comprehension by applying appropriate metacognitive skills such as SQP3R
and pattern guides.
Critical Standards
Students will…
R.CS.07.01 analyze the appropriateness of shared, individual and expert standards based on
purpose, context, and audience in order to assess their own writing and the writing of others.
Reading Attitude
Students will…
R.AT.07.01 be enthusiastic about reading and do substantial reading and writing on their own.
Writing Process
Students will…
W.PR.07.01 set a purpose, consider audience, and replicate authors’ styles and patterns
when writing a narrative or informational piece.
W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g., graphically
depict roles of antagonist/protagonist, internal/external conflict) and informational writing
(e.g., position statement/supporting evidence, problem statement/solution, or compare/
contrast).
W.PR.07.03 revise drafts to reflect different perspectives for multiple purposes and to
ensure that content, structure, elements of style and voice, literary devices, and text features
are consistent.
W.PR.07.04 draft focused ideas using titles, leads, and endings in a variety of text
structures to achieve a specific purpose for intended audiences when writing compositions.
W.PR.07.05 proofread and edit writing using grade-level checklists and other appropriate
resources both individually and in groups.
Personal Style
Students will…
W.PS.07.01 exhibit personal style and voice to enhance the written message in both
narrative (e.g., personification, humor, element of surprise) and informational writing
(e.g., emotional appeal, strong opinion, credible support).
Spelling
Students will…
W.SP.07.01 in the context of writing, correctly spell the derivatives of bases and affixes.
Handwriting
Students will…
W.HW.07.01 write neat and legible compositions.
Writing Attitude
Students will…
W.AT.07.01 be enthusiastic about writing and learning to write.
Discourse
Students will…
S.DS.07.01 engage in interactive, extended discourse to socially construct meaning in
book clubs, literature circles. partnerships, or other conversation protocols.
S.DS.07.02 respond to multiple text types in order to anticipate and answer questions,
offer opinions and solutions, and to identify personally with a universal theme.
S.DS.07.03 discuss written narratives with a variety of literary and plot devices (e.g.,
clearly described setting, sequenced events, complex major and minor characters, dialogue,
suspense, and specific character actions such as gestures, movements, and expressions).
S.DS.07.04 plan and deliver a focused, coherent informational presentation using an
informational organizational pattern (e.g., theory/evidence, persuasion, sequence) that
incorporates persuasive, non-verbal techniques, and provides explanations and descriptions
supportive of the presentation’s focus and the backgrounds and interests of the audience.
Response
Students will…
L.RP.07.01 listen to or view knowledgeably a variety of genre to identify, state, and
react to a speaker’s point of view and bias.
L.RP.07.02 select, listen to or view knowledgeably, and respond thoughtfully to both
classic and contemporary texts recognized for quality and literary merit.
L.RP.07.03 identify a speaker’s attitude toward a subject expressed through tone,
mood, emotional cues, and depth of content.
L.RP.07.04 ask probing questions of speakers, focusing on claims and conclusions
presented.
L.RP.07.05 respond to multiple text types when listened to or viewed knowledgeably,
by discussing, illustrating, and/or writing in order to anticipate and answer questions;
determine personal and universal themes; and offer opinions or solutions.
L.RP.07.06 evaluate the credibility of a speaker by determining whether the speaker’s
point of view is biased or not.
L.RP.07.07 identify persuasive and propaganda techniques and analyze the effect on
the view of images, text, and sound in the electronic media (e.g., television, movies), and
determine if the techniques used achieved their intended effects.
7
GRADE LEVEL
MATH
CONTENT
EXPECTATIONS v12.05
NUMBER & OPERATIONS Welcome to Michigan’s K-8 Grade Level Content Expectations
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
A L G E B RA Grade Level Content Expectations in response to the federal No Child Left Behind Act
of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
M EA S U R E M E NT In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential
skills defined in Michigan’s Grade Level Content Expectations will increase students’
ability to be successful academically, contribute to the future businesses that employ
G E O M ET RY them and the communities in which they choose to live.
The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
DATA & PROBABILITY research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
and be able to do as they progress through school.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version
12.05 and has incorporated the changes in the construction of test and item specifications
for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and to
guide program planners in focusing resources and energy.
Office of School Improvement
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools and districts can
generate conversations among stakeholders concerning current policies and practices to consider
ways to improve and enhance student achievement. Together, stakeholders can use these
expectations to guide curricular and instructional decisions, identify professional development
needs, and assess student achievement.
Strand 1 Strand 5
Strand 3 Strand 4
Number & Strand 2 Algebra Data and
Measurement Geometry
Operations Probability
Domains
Meaning, notation, Patterns, relations, Units and systems of Geometric shape, Data representation
place value, and functions, and measurement (UN) properties, and (RE)
comparisons (ME) change (PA) mathematical
Techniques and arguments (GS) Data interpretation
Number Representation (RP) formulas for and analysis (AN)
relationships measurement (TE) Location and spatial
and meaning of Formulas, relationships (LO) Probability (PR)
operations (MR) expressions, Problem
equations, and solving involving Spatial reasoning
Fluency with inequalities (RP) measurement (PS) and geometric
operations and modeling (SR)
estimation (FL)
Transformation and
symmetry (TR)
2 SEVENTH GRADE M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
NUMBER AND Understand derived quantities
OPERATIONS N.MR.07.02 Solve problems involving derived quantities such as density, velocity, and weighted
averages.*
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S SEVENTH GRADE 3
ALGEBRA Understand and apply directly proportional relationships and
relate to linear relationships
A.PA.07.01 Recognize when information given in a table, graph, or formula suggests a directly
proportional or linear relationship.*
A.RP.07.02 Represent directly proportional and linear relationships using verbal descriptions,
tables, graphs, and formulas, and translate among these representations.
A.PA.07.03 Given a directly proportional or other linear situation, graph and interpret the slope
and intercept(s) in terms of the original situation; evaluate y = mx + b for specific x values, e.g.,
weight vs. volume of water, base cost plus cost per unit.*
A.PA.07.04 For directly proportional or linear situations, solve applied problems using graphs
and equations, e.g., the heights and volume of a container with uniform cross-section; height of
water in a tank being filled at a constant rate; degrees Celsius and degrees Fahrenheit; distance
and time under constant speed.
A.PA.07.05 Recognize and use directly proportional relationships of the form y = mx, and dis-
tinguish from linear relationships of the form y = mx + b, b non-zero; understand that in a directly
proportional relationship between two quantities one quantity is a constant multiple of the other
quantity.*
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S SEVENTH GRADE 5
Organization of Western and Eastern Hemisphere Studies
in Grades Six and Seven
The study of the Western and Eastern Hemispheres during ancient and modern times, is the content of grades six and seven.
Instruction over these two years includes geography, economics, government, inquiry, public discourse and decision making,
citizen involvement, and World History and Geography - Eras 1, 2, and 3. These components may be arranged over the two
years with the understanding that all grade level content expectations for 6 and 7 must be included in the plan for instruction.
An approach which integrates the study of the ancient world and a present day context for geography, economics, and government
of both hemispheres requires careful planning. As of the writing of this document, grade level testing is not currently planned for
social studies, therefore,districts are afforded flexibility on the organizational delivery models for the content in grades 6 and 7.
The charts below illustrate organizational options for how those studies might be scheduled for delivery to students.
The first chart illustrates options for an integrated course of study, called Western and Eastern Hemisphere Studies, in the sixth
and seventh grades. This model infuses ancient world history into a regional Western and Eastern Hemisphere organization. The
difference between the options shown in this chart is the number of weeks devoted to specific topics. Notice that the shaded
columns show the number of weeks used in the first year to supplement the teaching of Eastern Hemisphere Studies. The
three options shown are only examples. A local school district may adopt another, such as spending 27 weeks on Western
Hemisphere Studies. It should also be noted that a district may wish to offer the Eastern Hemisphere Studies in sixth grade and
Western Hemisphere Studies in seventh grade.
1 year = 7 weeks 19 weeks 5 weeks 5 weeks 0 weeks 1 year = 12 weeks 16 weeks 3 weeks 5 weeks
36 weeks 36 weeks
48 weeks
24 weeks 7 weeks 11 weeks 2 weeks 4 weeks 12 weeks ( 36 weeks 17 weeks 22 weeks 3 weeks 6 weeks
+12 weeks
from Grade 6)
44 weeks
28 weeks 7 weeks 14 weeks 3 weeks 4 weeks 8 weeks ( 36 weeks + 15 weeks 20 weeks 3 weeks 6 weeks
8 weeks
from Grade 6)
This next chart shows an example of how a local district might decide to divide the content by discipline with one year of ancient
world history and one year of world geography. Again, all 6th and 7th Grade Level Content Expectations must be included in this
discipline-based organizational delivery model.
36 weeks 2 weeks 15 weeks 9 weeks 4 weeks 6 weeks 36 weeks 2 weeks 19 weeks 9 weeks 6 weeks
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 43
An Overview of Western and Eastern Hemisphere Studies
The World in Temporal Terms – Historical Habits of Mind
(Included in Grade 6 as a foundation for Grade 7)
Students will identify the conceptual devices to organize their study of the world. They will compare cultural and
historical interpretation. They will use the process of reasoning based on evidence from the past and interpret a
variety of historical documents recognizing fact from opinion and seeking multiple historical perspectives and will
evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical
arguments and perspectives on which informed decisions in contemporary life can be based.
WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples,
4000 to 1000 B.C.E./B.C.
Students will describe and differentiate defining characteristics of early civilizations.
WHG Era 3 – Classical Traditions, World Religions, and Major Empires, 1000 B.C.E./B.C.
to 300 C.E./A.D.
(Grades six and seven includes World History to 300 C.E./A.D.)
Students will analyze the innovations and social, political, and economic changes that occurred through emergence
of classical civilizations in the major regions of the world, including the establishment of five major world religions.
Physical Systems
Students will describe the physical processes that shape the Earth’s surface which, along with plants and animals, are
the basis for both sustaining and modifying ecosystems. They will identify and analyze the patterns and characteristics
of the major ecosystems on Earth.
Human Systems
Students will explain that human activities help shape Earth’s surface, human settlements and structures are part
of Earth’s surface, and humans compete for control of Earth’s surface. They will study human populations, cultural
mosaics, economic interdependence, human settlement, and cooperation.
44 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
An Overview of Western and Eastern Hemisphere Studies – continued
Throughout the school year, the students will be introduced to topics that address global issues that integrate time
and place. The topics are important for understanding contemporary global issues that affect countries and regions.
Regular experiences with those topics and issues are necessary during each grade in order to build the background
students will require to complete in-depth capstone projects.
A capstone project entails the investigation of historical and contemporary global issues that have significance for the
student and are clearly linked to the world outside the classroom. Students use technology and traditional sources
to collect data that they develop into a product or performance that clearly demonstrates their proficiency in apply-
ing content from the core disciplines. They use public discourse, decision making, and citizen involvement in complet-
ing and presenting the capstone. The students demonstrate inquiry methods and compose persuasive civic essays
using reasoned arguments. The capstone project proposes a plan for the future based on the evidence researched. At
least three global issues should be used in capstone projects at each grade level.
Purposes of Government
Students will analyze how people identify, organize, and accomplish the purposes of government.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 45
Eastern Hemisphere Studies Grade Seven
Seventh grade students will review the tools and mental constructs used by historians and geographers. They
will develop an understanding of Ancient World History, Eras 1 – 3, of the Eastern Hemisphere and will study
contemporary geography of the Eastern Hemisphere. Contemporary civics/government and economics content
is integrated throughout the year. As a capstone, the students will conduct investigations about past and present
global issues. Using significant content knowledge, research, and inquiry, they will analyze the issue and propose
a plan for the future. As part of the inquiry, they compose civic, persuasive essays using reasoned argument.
HISTORY
H1 The World in Temporal Terms: Historical Habits of Mind (Foundational Expectations Addressed in Grade 6)
1.1 Temporal Thinking
1.2 Historical Inquiry and Analysis
1.4 Historical Understanding
W1 WHG Era 1 – The Beginnings of Human Society
1.1 Peopling of the Earth
1.2 Agricultural Revolution
W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples
2.1 Early Civilizations and Early Pastoral Societies
W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires
3.1 Classical Traditions in Regions of the Eastern Hemisphere
3.2 Growth and Development of World Religions
GEOGRAPHY
G1 The World in Spatial Terms: Geographical Habits of Mind (Foundational Expectations Addressed in Grade 6)
1.1 Spatial Thinking
1.2 Geographical Inquiry and Analysis
1.3 Geographical Understanding
G2 Places and Regions
2.1 Physical Characteristics of Place
2.2 Human Characteristics of Place
G3 Physical Systems
3.1 Physical Processes
3.2 Ecosystems
G4 Human Systems
4.1 Cultural Mosaic
4.2 Technology Patterns and Networks
4.3 Patterns of Human Settlement
4.4 Forces of Cooperation and Conflict
G5 Environment and Society
5.1 Humans and the Environment
5.2 Physical and Human Systems
G6 Global Issues Past and Present
6.1 Global Topic Investigation and Issue Analysis
CIVICS AND GOVERNMENT
C1 Purposes of Government
1.1 Nature of Civic Life, Politics, and Government
C3 Structure and Functions of Government
3.6 Characteristics of Nation-States
C4 Relationship of United States to Other Nations and World Affairs
4.3 Conflict and Cooperation Between and Among Nations
ECONOMICS
E1 The Market Economy
1.1 Individual, Business, and Government Choices
E2 The National Economy
2.3 Role of Government
E3 International Economy
3.1 Economic Systems
58 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Seven
HISTORY
H1 The World in Temporal Terms: Historical Habits of MinD
(foundational expectations addressed in grade 6)
Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical
arguments and perspectives on which informed decisions in contemporary life can be based.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 59
Social Studies Content Expectations Grade Seven
60 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Seven
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 61
Social Studies Content Expectations Grade Seven
62 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Seven
GEOGRAPHY
G1 The World in Spatial Terms: Geographical Habits of MinD
(foundational expectations addressed in grade 6)
Study the relationships between people, places, and environments by using information that is in a geographic (spatial)
context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both
between and among people, their cultures, and the natural environment. Identify and access information, evaluate
it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain
and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize
information and inform their study of the world.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 63
Social Studies Content Expectations Grade Seven
G3 Physical Systems
Describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis
for both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major
ecosystems on Earth.
G3.2 Ecosystems
Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface.
The characteristics of major ecosystems on Earth’s surface include forests, deserts, grasslands, mountains, high
latitude/polar and the temperature and precipitation patterns that cause them.
7 – G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and
human activities (e.g., effects of latitude on types of vegetation in Africa, proximity to bodies of water
in Europe, and effects of annual river flooding in Southeast Asia and China).
7 – G3.2.2 Identify ecosystems of a continent and explain why some provide greater opportunities (fertile soil,
precipitation) for humans to use than do other ecosystems and how that changes with technology
(e.g., China’s humid east and arid west and the effects of irrigation technology).
G4 Human Systems
Explain that human activities may be seen on Earth’s surface. Human systems include the way people divide the land,
decide where to live, develop communities that are part of the larger cultural mosaic, and engage in the cultural diffusion
of ideas and products within and among groups.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 65
Social Studies Content Expectations Grade Seven
66 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Seven
G6.1 Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
Capstone projects require the student to use geography, history, economics, and government to inquire about
major contemporary and historical issues and events linked to the world outside the classroom. The core
disciplines are used to interpret the past and plan for the future. During the school year the students will
complete at least three capstone projects. (National Geography Standards 17 and 18, p. 179 and 181)
7 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues,
compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)
7 – G6.1.2 Investigations Designed for Ancient World History Eras – Conduct research on global
topics and issues, compose persuasive essays, and develop a plan for action.
(H1.4.3, G1.2.6, See P3 and P4)
Note: Additional global investigation topics have been identified for connections to World
History Eras 1, 2, and 3 studies. Students investigate contemporary topics and issues that they
have studied in an ancient world history context. The investigations may be addressed at the
conclusion of each Era or may be included at the conclusion of the course.
Contemporary Investigation Topics – Related to Content in World History
and Contemporary Geography
WHG Era 1
Population Growth and Resources – Investigate how population growth affects resource availability.
Migration – Investigate the significance of migrations of peoples and the resulting benefits and challenges.
WHG Era 2
Sustainable Agriculture – Investigate the significance of sustainable agriculture and its role in helping societies
produce enough food for people.
WHG Era 3
Development – Investigate economic effects on development in a region and its ecosystems and societies.
Religious Conflict – Investigate conflict that arises from varying religious beliefs.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 67
Social Studies Content Expectations Grade Seven
C1 Purposes of Government
Analyze how people identify, organize, and accomplish the purposes of government.
68 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Seven
7 – C4.3.1 Explain how governments address national issues and form policies, and how the policies may
not be consistent with those of other countries (e.g., population pressures in China compared to
Sweden; international immigration quotas, international aid, energy needs for natural gas and oil
and military aid).
7 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international
issues (e.g., migration and human rights).
7 – C4.3.3 Explain why governments belong to different types of international and regional organizations
(e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), Organization of the
Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8
countries (leading economic/political)).
ECONOMICS
E1 The Market Economy
Describe the market economy in terms of the relevance of limited resources, how individuals and institutions
make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets
allocate resources, and the economic role of government in a market economy.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 69
Social Studies Content Expectations Grade Seven
E3 International Economy
Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across
international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for
consumers, producers, and governments.
70 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Seven
7 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and
synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply
examine policy issues in group discussions and debates to make reasoned and informed
decisions. Write persuasive/argumentative essays expressing and justifying decisions on public
policy issues. Plan and conduct activities intended to advance views on matters of public policy,
report the results, and evaluate effectiveness.
• Identify public policy issues related to global topics and issues studied.
• Clearly state the issue as a question of public policy orally or in written form.
• Use inquiry methods to acquire content knowledge and appropriate data about the issue.
• Identify the causes and consequences and analyze the impact, both positive and negative.
• Share and discuss findings of research and issue analysis in group discussions and debates.
• Compose a persuasive essay justifying the position with a reasoned argument.
• Develop an action plan to address or inform others about the issue at the local to global scales.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 71
Approved by the State Board of Education - October 2009
Grades 6-8
A goal of No Child Left Behind is that schools will “assist every State Board of Education
student in crossing the digital divide by ensuring that every student is
Kathleen N. Straus, President
technologically literate by the time the student finishes the eighth grade,
regardless of the student’s race, ethnicity, gender, family income, John C. Austin, Vice President
The Michigan Educational Technology Standards for Students (METS-S) Marianne Yared McGuire, Treasurer
are aligned with the International Society for Technology in Education’s Nancy Danhof, NASBE Delegate
(ISTE) National Educational Technology Standards for Students (NETS-S)
Elizabeth W. Bauer
and the Framework for 21st Century Learning. The Michigan standards are
intended to provide educators with a specific set of learning expectations Reginald M. Turner
that can be used to drive educational technology literacy assessments. Casandra E. Ulbrich
These standards are best delivered by authentic instruction and assess- Jennifer M. Granholm Governor
ment with direct curricular ties and it is intended that these Standards will
Michael P. Flanagan, Superintendent
be integrated into all content areas. The preparation of our students to
the successful in the 21st Century is the responsibility of all educators.
Technology Literacy
Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and
access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire
lifelong knowledge and skills in the 21st century.
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2009 Michigan Educational Technology Standards—Grades 6-8
6-8.CI. Creativity and Innovation—By the end of grade 8 each student will:
6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to en-
hance communication with an audience and to support creativity
6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of
media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience
6-8.CC. Communication and Collaboration—By the end of grade 8 each student will:
6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to
collaborate with peers, experts, and other audiences
6-8.CC.2. use collaborative digital tools to explore common curriculum content with learners from other cultures
6-8.CC.3. identify effective uses of technology to support communication with peers, family, or school personnel
6-8.RI. Research and Information Literacy—By the end of grade 8 each student will:
6-8.RI.1. use a variety of digital resources to locate information
6-8.RI.2. evaluate information from online information resources for accuracy and bias
6-8.RI.3. understand that using information from a single Internet source might result in the reporting of erroneous
facts and that multiple sources should always be researched
6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)
6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to
gather, view, and analyze the results for a content-related problem
6-8.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 8 each student will:
6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with
solving a problem
6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a specific task
(e, g., word processor, table, outline, spreadsheet, presentation program)
6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital resources
6-8.CT.4. describe strategies for solving routine hardware and software problems
6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright,
plagiarism, viruses, file-sharing)
6-8.DC.3. discuss the consequences related to unethical use of information and communication technologies
6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of technology in
the past
6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources
6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g.,
posting photos of risqué poses or underage drinking, making threats to others)
6-8.DC.7. describe the potential risks and dangers associated with online communications
6-8.TC. Technology Operations and Concepts—By the end of grade 8 each student will:
6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)
6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the
accuracy of technology-produced materials
6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting, charts)
6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide ration-
ales for using a certain device for a specific purpose
6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to science,
technology, engineering, and mathematics
6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning
6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals
For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS