Seventh Grade Curriculum

	Mathematics
	The overall math goal for Barnesville is that each student will have the opportunity to earn a high school math credit in algebra by the end of eighth grade. In seventh grade, students will take either Beginning Algebra (the equivalent of an Algebra I course) or Pre-Algebra in preparation for the full algebra course in eighth grade. Both seventh grade math courses will introduce basic algebraic concepts such as simplifying and combining terms, solving both simple and more complicated equations, number theory and mathematic properties (such as the associative and distributive properties), and using algebra to set up and solve real-world applications. Fractions, percents, positive and negative numbers, ratios and proportions will be reviewed and then applied to algebraic reasoning. Students will learn to graph linear equations and will also explore the relationship between equations and graphs, learning how to display the same information in both forms. Students will also learn how to solve inequalities and systems of equations, both numerically and through graphing. Beginning algebra students will also learn about rational expressions, roots and radicals, and quadratic equations. Calculators will not be needed in seventh grade math classes. Resources: Pre-Algebra Prentice Hall Mathematics Series, 2006 Beginning Algebra Elayn Martin-Gay, Prentice Hall, 2001 (3rd Edition)

	Social Studies
	In seventh grade Social studies we look to build our reading, writing, and critical thinking skills, by looking at particular time periods in history, different geographical locations, and important individuals. When looking at different time periods we focus on, the government, the major events, and the major individuals of that time period. When looking at the past we have open discussion and debate on what affect that particular time period has on us today. For example, when we explore the Vikings in the beginning of the year we discuss whether or not their form of government or lack there of had any affect on our government today. Not only do we look at middle Ages (Dark Ages), we look at specific locations such as Latin America and Asia. When looking at Latin America we focus on geography, government and current events that affect not only their country but also the United States. In addition to looking at the current events of Latin America, an integrative “hands-on” project is developed to further enhance learning. For example, students create a 3-D map of Latin America in conjunction with the study of government. A map is created that encompasses major landforms, waterways, and countries of Latin America. Maps can be made from the use of any material a student wishes to use. For example, students in the past have used sand to represent deserts while other students have used Hershey kisses to represent particular mountains. Not only are students involved in hands on activities they also build upon their critical thinking skills through a variety of activities and projects. Identifying central issues, cause and effect, debates, and writing essays are all skills that we develop throughout the year. Writing skills are strengthened by the students writing essays on topics covered in class. For example, students may be asked the question, have the actions of the American government been a hindrance to Latin America? As mentioned before students take an in-depth look into particular individuals in history. An example of this would be our exploration into the life and times of Mahatma Gandhi, where we take a critical look at how he was able to galvanize a country to fight for their independence in a non-violent way. We also look at the age old question of whether or not non-violent tactics can be used today in world conflict. Social Studies, for a seventh grader, is not only learning about World history, but also about thinking outside the box, and becoming aware about world cultures and world geography. Objectives: to improve oral and written communication skills to improve reading skills to improve critical thinking to improve note taking skills to improve study skills to learn how to research topics to make connections with reading and writing to improve in making inferences with support to improve knowledge of current events/world events Resources: Africa (Prentice Hall) Asia and Pacific (Prentice Hall) Latin America (Prentice Hall) No Turning Back (Harper Collins)

	Science
	The 7th grade science curriculum focuses on the study of life. The year begins with a review of the scientific method by having students determine the identity of four mystery powers through scientific experimentation. Our study of life begins with the traits of living organisms and they study of cells and viruses. During this study they will use microscopes to view different viruses. Their investigation of cells will continue through the study of cellular processes such as osmosis, photosynthesis, and respiration. They will also learn about cell growth, reproduction, and DNA. This study of DNA leads directly to the study of heredity, including genes, Mendelian genetics, and human genetics. During this study, students may work with Punnett squares, DNA testing, and creating and evaluating arguments for and against genetic engineering. The last unit of the year involves classifying living organisms into the biological kingdoms. Seventh Grade Science students are assessed through tests, quizzes, labs, classroom discussions, and projects. One long-term project is the science fair project where the three winners will go on to compete in the Montgomery County Science Fair. Objectives: to understand how living things are organized to identify all kingdoms and classifications of life to create an original science fair project to comprehend the process of heredity Resources: Life Science Glencoe Publishers, 2003

	Spanish
	Seventh Grade gradually continues the program of language acquisition. This process will give students the opportunity to expand their vocabulary and to further their understanding of grammar. From now on students are expected to analyze, understand, and apply these rules. Communication skills will be promoted through topics related to their personal and group interest. At this stage students complete the Paso a Paso "A" learning system. Once they finish with this textbook, they will start with Paso a Paso "B" learning system. This system includes a text, a workbook, and additional materials provided by the teacher. Assessment is based upon oral presentations, performing mini-dialogues and projects besides quizzes and tests. This provides flexibility and opportunities for every student. Students continue to learn, compare, and contrast Spanish-speaking countries cultures and the U.S. By understanding that different cultures have different customs; students learn to appreciate and accept difference becoming more tolerant citizens. Objectives: to describe family members and friends. to tell what someone’s age is. to say what other people like and do not like to do. to explain how names are formed in Spanish-speaking countries. to describe the color, fit and price of clothes. to ask about and buy clothes. to tell where and when they bought clothes and how much they paid for them. to compare where people shop for clothes in Spanish-speaking countries and the U.S. to talk about how young people spend their vacation. to talk about vacations and planning a vacation. to talk about places to visit and things to do on vacation. to say where someone went and when events occur. to ask about or describe weather. to compare leisure and vacation time and seasons in Chile and in the U.S. Resources: Paso a Paso B Student Book. Prentice Hall Paso a Paso 1 Workbook. Prentice Hall Spanish/English Dictionary

	Physical Education
	Sixth grade focuses on demonstrating motor efficiency in many movement forms and proficiency in a few movement forms. Concentration is on life long recreational activities and demonstrating skills and safety per the units of field hockey, soccer, cooperative games, basketball, rhythms, fitness, softball, floor hockey, dance, volleyball, outdoor games, indoor games, ultimate frisbee, gymnastics, and flag football. Each unit begins with fundamental skills, then lead ups, small games, and then large games. Technically correct skill acquisition and working cooperatively with others are the two main goals per unit. Detecting, analyzing, and correcting errors in personal movement patterns is demonstrated. Learning the rules and scoring of the game, along with recognizing fundamental components and strategies is necessary. Maintaining a target heart rate in endurance, along with warm-ups, conditioning and cooling down is essential. Formulating one's own personal fitness program is encouraged. Each student is responsible for goal-setting (short, mid and long term setting) to evaluate one's own performance. AAPHER fitness tests are completed twice a year and demonstrating a personal functional level of physical fitness creates personal enjoyment and benefit. Sixth graders show respect for all persons and appreciate differences and similarities in other's physical ability regardless of gender, race, ethnicity, and skill level. Physical education class is a venue of self-awareness and knowledge about others.Demonstrating friendliness, mutual respect and concern for others whether winning or losing is highly encouraged. Sixth graders celebrate personal successes and achievement of others. Making responsible decisions about using time, following procedures, applying rules and implementing those decisions are components of every unit and are vital. Sixth graders should demonstrate an experiential knowledge of the healthy benefits of exercise, games, sports, and dance. Students are encouraged to consciously note the risks of each physical activity and understand what constitutes playing by the rules and what is fair play in sport or recreational activity. Understanding and applying interrelated concepts connects (e.g. math, science, social studies, reading/language arts, music and art) to the learning of movement skills. Most importantly physical education will help the learner to utilize optimal effort on all tasks for personal best. Objectives: to demonstrate perceptual motor efficiency in many movement forms and proficiency in a few movement forms. to apply knowledge, etiquette, skills and strategies to group, team, and recreational activities. to attain knowledge, skills and strategies that better enable participation in individual, dual, and team activities. to create and demonstrate rhythmical patterns and dance. to increase muscular strength, cardiorespiratory endurance, flexibility, body awareness and agility through physical activity. to achieve and maintain a health-enhancing level of physical fitness. to demonstrate responsible personal and social behavior in physical activity settings. to develop awareness that physical activity provides opportunities for challenge, enjoyment, and self-expression. to develop a positive self-concept, respect for self and others, and positive social and interpersonal skills. to demonstrate an understanding of interdisciplinary approach to movement science and its application

	Art
	In seventh grade art we study universal symbols and language characters different from our alphabet. This in preparation for a study of great religions and their artifacts. As part of this curriculum seventh graders visit a synagogue, mosque, cathedral and Buddhist meditation center. They learn the basic tenets of the great religions and recognize symbols and artifacts pertinent to those religions. Two-dimensional design is a major focus of this curriculum. Formalized art training is 50 minutes per week. Students may also do structured art assignments during Arts Rotation and Exploratory periods. Objectives: to encourage the development of imagination, creativity, and personal styles and sensibilities. to develop an appreciation for the artistic styles and artifacts of the great religions. to learn how to create art specific to a culture or artist’s style after seeing examples. to be able to verbally explain art using, cultural and artistic terminology. to explore a plentiful variety of materials and methods when making personal art or learning about the art of great religions. to do research as part of developing an art project. to learn drawing through demonstration, copying and observation to make two and three-dimensional art. to learn the difference between symmetry and asymmetry in design. to make unified designs using the basic elements of art: line, shape, color, texture, pattern and balance. to demonstrate skillful technical ability.

	Music
	The content skills which constitute the basis of 7th grade music class are: Expressive Qualities Dynamics/Tempo/Articulation Vocal/Instrumental Tone Color Beat/Meter Rhythm Melody/Harmony Tonality Major/Minor Texture/Form/Structure Style/Background Instructional strategies include imitation, repetition, demonstration, listening and student participation/creativity. Objectives: to read music. to hear a variety of tempos to compare pitch instruments from different cultures to tap to the beat to recognize syncopated rhythms to echo-pat rhythms to sing in a call-and-response style to sing music from differing cultures, countries and musical styles. Resources: Share the Music – MacMillan, McGraw-Hill – 7th grade edition

	Library
	The Seventh Grade student is an independent library user who uses the full range of print and electronic resources available at Barnesville and is encouraged to read for pleasure or for class assignments. The Seventh Grade student meets with the librarian once a week for six weeks through the rotating Middle School Exploratory class. The focus of this session is the research for and completion of a brochure on a notable person with a disability. The class is conducted with the seventh grade teacher in support of the Seventh Grade Language Arts curriculum. Students are instructed in using note-taking sheets or note cards to record and summarize information. They learn to distinguish between material that is relevant or irrelevant to educate the reader on the life of a notable person with a disability. They learn to evaluate Internet sites to find associations that support people with a particular disability. They use print and electronic resources to learn about the medical condition. Objectives: to locate information to create the brochure on a notable with a disability to evaluate the appropriateness of the material to record the information on note cards or note taking sheets to integrate material into a concise document that educates the reader to be a responsible user of information by providing a work cited list on the back of their brochure