7th Grade Waves and Energy

CURRICULUM STANDARDS AND
COMPANION DOCUMENTS
7th Grade - Waves and Energy
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.
This instructional framework is an effort to clarify possible units within the K-

7 Science Grade Level Content Expectations. The Instructional Framework
provides descriptions of instructional activities that are appropriate for
inquiry science in the classroom and meet the instructional goals. Included
are brief descriptions of multiple activities that provide the learner with
opportunities for exploration and observation, planning and conducting
investigations, presenting findings and expanding thinking beyond the
classroom.
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:
a. Clarifications refer to the restatement of the “key idea” or specific

intent or elaboration of the content statements. They are not intended
to denote a sense of content priority. The clarifications guide
assessment.
b. Vocabulary refers to the vocabulary for use and application of the
science topics and principles that appear in the content statements
and expectations. The terms in this section along with those presented
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.
This Instructional Framework is NOT a step-by-step instructional manual but

a guide developed to help teachers and curriculum developers design their
own lesson plans, select useful portions of text, and create assessments that
are aligned with the grade level science curriculum for the State of Michigan.
It is not intended to be a curriculum, but ideas and suggestions for
generating and implementing high quality K-7 instruction and inquiry
activities to assist the classroom teacher in implementing these science
content expectations in the classroom.
II
HSSCE Companion Document
Seventh Grade GLCE

Companion Document
Unit 1:
Waves and Energy
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
7-Unit 1: Waves and Energy
Table of Contents Page 1
Curriculum Cross Reference Guide Page 2
Unit 1: Waves and Energy Page 3
Big Ideas (Key Concepts) Page 3
Clarification of Content Expectations Page 3
Inquiry Process, Inquiry Analysis and Communication,

Reflection and Social Implications Page 7
Vocabulary Page 8
Instruments, Measurements, and Representations Page 8
Instructional Framework Page 9
Enrichment Page 13
Intervention Page 13
Examples, Observations and Phenomena

(Real World Context) Page 13
Literacy Integration Page 15
Mathematics Integration Page 16
1
7th Grade Unit 1:
Waves and Energy
Content Statements and Expectations
Code Statements & Expectations Page

P.EN.M.3 Waves and Energy – Waves have energy and transfer 3
energy when they interact with matter. Examples of
waves include sound waves, seismic waves, waves on
water, and light waves.
P.EN.07.31 Identify examples of waves, including sound waves, seismic 3
waves, and waves on water.
P.EN.07.32 Describe how waves are produced by vibrations in matter. 3
P.EN.07.33 Demonstrate how waves transfer energy when they interact 4

with matter (for example: tuning fork in water, waves
hitting a beach, earthquake knocking over buildings).
P.EN.M.6 Solar Energy Effects – Nuclear reactions take place in 5
the sun producing heat and light. Only a tiny fraction
of the light energy from the sun reaches Earth,
providing energy to heat the Earth.
P.EN.07.61 Identify that nuclear reactions take place in the sun, 5
producing heat and light.
P.EN.07.62 Explain how only a tiny fraction of light energy from the sun 6
is transformed to heat energy on Earth.
2
7 – Unit 1: Waves and Energy
Big Ideas (Key Concepts)
• Waves are produced through vibrations.

• Waves transfer energy when they interact with matter.
• Nuclear reactions that take place in the sun produce heat and light.
• A fraction of the light energy from the sun provides energy to heat the
Earth.
Clarification of Content Expectations
Standard: Energy
Content Statement – P.EN.M.3
Waves and Energy-Waves have energy and transfer energy

when they interact with matter. Examples of waves include
sound waves, seismic waves, waves on water, and light waves.
Content Expectations
P.EN.07.31 Identify examples of waves, including sound waves, seismic

waves, and waves on water.
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
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.
1. Describe is to tell or depict in spoken or written words or with drawings
how waves are produced by vibrations in matter.
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.
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.
P.EN.07.33 Demonstrate how waves transfer energy when they interact

with matter (for example: tuning fork in water, waves hitting a beach,
earthquake knocking over buildings).
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.
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.
1. Energy is the ability to do work or cause motion.
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 Statement – P.EN.M.6
Solar Energy Effects - Nuclear reactions take place in the sun

producing heat and light. Only a tiny fraction of the light
energy from the sun reaches Earth, providing energy to heat
the Earth.
Content Expectations
P.EN.07.61 Identify that nuclear reactions take place in the sun, producing
heat and light.
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).
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.
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.
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
Critically Important – State Assessable Instructionally Useful

wavelength solar energy
sun’s radiation transform waves
seismic wave transverse waves
water wave transfer
light energy crest
sound wave trough
energy amplitude
vibration frequency
matter erosion
waves greenhouse effect
energy transfer medium
nuclear reactions
Instruments, Measurements, Representations
Measurements Instruments Representations

length meter stick, measuring tape meter, centimeter,
millimeter
waves tuning fork, coils, springs, millimeter/second,
stop watch centimeter/second,
meter/second
8
Instructional Framework
The following Instructional Framework is an effort to clarify possible units

within the K-7 Science Grade Level Content Expectations. The Instructional
Framework provides descriptions of instructional activities that are
appropriate for inquiry science in the classroom and meet the instructional
goals. Included are brief descriptions of multiple activities that provide the
learner with opportunities for exploration and observation, planning and
conducting investigations, presenting findings, and expanding thinking
beyond the classroom. The Instructional Framework is NOT a step-by-step
instructional manual, but a guide intended to help teachers and curriculum
developers design their own lesson plans, select useful and appropriate
resources and create assessments that are aligned with the grade level
science curriculum for the State of Michigan.
Instructional Examples
Waves and Energy: P.EN.07.31, P.EN.07.32, P.EN.07.33

Solar Energy Effects: P.EN.07.61, P.EN.07.62
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.
Engage and Explore
• Have the students demonstrate a “stadium wave.” Explain that the

“stadium wave” is a model of how sound waves, seismic waves, and
waves on water are produced. (P.EN.07.31, P.EN.07.32, P.EN.07.33)
• Explore waves due to vibrations using a Slinky or coil as a model. Have
students work in pairs to first cause a disturbance in a Slinky at rest and
make observations of the movement along the coil of the Slinky. Have the
students jerk the slinky forward and make observations. As a class,
discuss student initial ideas about waves. (P.EN.07.31, P.EN.07.32,
P.EN.07.33)
• What happens when students snap fingers to simulate seismic waves? Try
it and observe and record what is happening. (P.EN.07.31, P.EN.07.32,
P.EN.07.33)
• Brainstorm ideas of how sounds produced. Construct a simple banjo and
use it to find out how sound is produced. (P.EN.07.31, P.EN.07.32,
P.EN.07.33)
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)
Explain and Define
• 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)
Elaborate and Apply
• 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)
Evaluate Student Understanding
Formative Assessment Examples

• Design different instruments that produce sound. How can the sound be
changed; example – use a collection of pop bottles that are all the same –
put water in the bottle at different heights – how can sound be produced
and changed? Describe.
• How might a hearing-impaired person keep perfect time to music from a
piano he or she cannot hear? [Use the video, Mr. Holland’s Opus]
• Describe why a motorboat would sound closer when you are under water
than it actually is when you come to the surface.
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
• Students work in small groups to create instruments and “band” to share

with the class. Each group will present its “band” and then each person
in the group will share about his/her instrument. How was sound
produced? Discuss the amplitude and wave patterns each instrument
produces. (P.EN.07.31, P.EN.07.32, P.EN.07.33)
• Pairs of students measure the distance from one end of the sports field to
the other. One student stands at one end of the field holding two
wooden blocks, while the other student is at the other end holding a
stopwatch. The student with the blocks strikes them together sharply.
When the other sees the blocks hit, the stopwatch is started. When the
sound reaches the student, the stopwatch is stopped and the time
recorded to the nearest tenth of a second. Repeat the experiment two or
three times and calculate the average. How would this apply to a race
when the starter shoots off the starting gun? (S.IA.07.14)
Examples, Observations, and Phenomena (Real World Context)
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.
Catastrophic events, such as volcanic eruptions and earthquakes show

evidence of how waves travel and can cause great destruction in the path of
the waves.
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
R.IT.07.01 analyze the structure, elements, features, style, and purpose of

informational genre including persuasive essay, research report, brochure,
personal correspondence, autobiography and biography.
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.07.04 apply significant knowledge from grade-level science, social

studies, and mathematics texts.
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
W.GN.07.02 write a research report using a wide variety of resources that

includes appropriate organizational patterns (e.g., position
statement/supporting evidence, problem statement/solution, or
compare/contrast), descriptive language, and informational text features.
W.GN.07.03 formulate research questions using multiple resources,

perspectives, and arguments/counter-arguments to develop a thesis
statement that culminates in a final presented project using the writing
process.
W.PR.07.01 set a purpose, consider audience, and replicate authors’ styles

and patterns when writing a narrative or informational piece.
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).
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.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).
• 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
S.CN.07.01 adjust their use of language to communicate effectively with a

variety of audiences and for different purposes by using specialized language
related to a topic and selecting words carefully to achieve precise meaning
when presenting.
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.
• Choose a method that people in different cultures used to transmit and

send messages. Demonstrate by examples or pictorially how the method
is used.
Mathematics Integration
N.MR.07.04 Convert ratio quantities between different systems of units.
N.MR.07.02 Solve problems involving derived quantities such as density,

velocity, and weighted averages.
A.PA.07.01 Recognize when information given in a table, graph, or formula

suggests a directly proportional or linear relationship.
A.PA.07.11 Understand and use basic properties of real numbers.
16
D.RE.07.01 Represent and interpret data using graphs.
D.AN.07.03 Calculate and interpret relative frequencies and cumulative

frequencies for data sets.
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 )
Go on to the next page »
DataDirector Exam ID: 440 Page 1 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.

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?
A. They expected the soil to grow along with

the bean plants.
B. They wanted to see if there was enough soil
for the bean plants.
Male collard lizards are larger that females.
C. They wanted to see if the bean plants got
According to the pictures above, what is the
their mass from the soil.
approximate difference in length between the
D. They needed to check the scales to make male and the female collard lizard when measured
sure that they worked. from the tip of the nose to the tip of the tail?
ItemID kmorgan.2123 A. 3 cm
Correct C
Standard(s) SCI.7.S.IP.07.12 ( 7 ), SCI.7.S.IP.07.13 ( 7 ),
B. 8 cm
SCI.7.S.IP.07.14 ( 7 ) C. 12 cm
D. 15 cm
ItemID kmorgan.2125
Correct D
Standard(s) SCI.7.S.IA.07.11 ( 7 )

8. 9.
This is a diagram showing three of the stages

involved in mining. First, valuable ores are
removed from the mine. Next, trucks transport the
ore to a factory. Finally, the ore is processed in the
factory so it can be used by humans for a variety
of needs.
According to the graph, when was the population

An environmental organization wants to of moose highest?
investigate the effects of this mine on the local A. 1940
wildlife. Which one of the following tests will be
MOST useful in its investigation? B. 1910
C. 1935
A. Measure the heights of the largest trees in
D. 1925
the area.
ItemID kmorgan.2127
B. Calculate the amount of pollution produced Correct D
by the factory in one day. Standard(s) SCI.7.S.IA.07.11 ( 7 )
C. Determine what the population of local

animals was before the mine was created.
D. Compare the change in population of local 10.
animals before and after the mine was
created.
What
ItemID kmorgan.2126 is the average length of these snail shells?
Correct D
Standard(s) SCI.7.S.IP.07.12 ( 7 ) A. 2.1 cm
B. 2.3 cm
C. 2.5 cm
D. 2.7 cm
ItemID kmorgan.2130
Correct B
Standard(s) SCI.7.S.IP.07.13 ( 7 ), SCI.7.S.IP.07.14 ( 7 )

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 )
A. 12 14. Mary's claim was that water in solid form at one

place on the earth could end up in liquid form at
B. 13 another place on the earth. If you were Mary's
C. 14 friend and heard her make this claim, how would
you react to it?
D. 15
A. Deny that this could happen because Mary
ItemID kmorgan.2131 had performed no test to show that this
Correct B was possible.
Standard(s) SCI.7.S.IA.07.11 ( 7 )
B. Deny Mary's statement until you could
check on a current weather report.
12. Our everyday life has been improved by the C. Accept Mary's statement as possible since
development of low-density, high-strength just about anything is possible with the
materials. These materials are useful for all of the weather in the United States.
following items EXCEPT for these? D. Accept Mary's statement as possible
A. car parts because it agrees with what we know about
B. life jackets wind and precipitation.
ItemID kmorgan.2134
C. boat anchors Correct D
D. bicycle frames Standard(s) SCI.7.S.RS.07.11 ( 7 )
ItemID kmorgan.2132
Correct C

15. Read the passage below and then answer 16.

the question.
Archaeopteryx (ar-kay-op-ter-icks) is the name
given to a creature that lived about 145 million
years ago. This creature had feathered wings
that enabled it to fly, but its skeleton resembled
that of a small carnivorous dinosaur. It is believed
to have been cold-blooded. This creature was
first discovered in Germany in a layer of ground
associated with the Jurassic period.
Based on the information in the passage, what is
MOST LIKELY true of Archaeopteryx's place in the
ecosystem?
A. It was a predator.
B. It was parasitic.
C. It was a plant-eating dinosaur. Surface mining can have negative effects on
the environment around the mine. Which one
D. It spent most of its time underwater. of the following is MOST LIKELY to be a negative
ItemID kmorgan.2135 environmental effect of surface mining?
Correct A
A. increase in gasoline prices
B. increase in local economy
C. destruction of animal habitat
D. destruction of mining equipment
ItemID kmorgan.2136
Correct C
Stop! You Go
have
onfinished
to the next
thispage
exam.
»

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
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 )
C. The return signal appears almost

instantaneously.
D. The return signal comes back at a different 5. When astronauts are outside of the space shuttle,
speed. they use microphones and headphones to
communicate with each other. The astronauts
ItemID kmorgan.2040 need microphones and headphones because sound
Correct C
will NOT travel through which of the following?
A. a solid
B. a vacuum
C. a gas
D. a liquid
ItemID kmorgan.2043
Correct B
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onfinished
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7
SEVENTH GRADE SCIENCE
GRADE LEVEL
SCIENCE
CONTENT
EXPECTATIONS v.1.09
Welcome to Michigan’s K-7 Grade Level Content Expectations
SCIENCE PROCESSES Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of
creating 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
PHYSICAL SCIENCE
comprehensive state grade level assessments in mathematics and English
language arts that are designed based on rigorous grade level content. In
addition, assessments for science in elementary, middle, and high school
LIFE SCIENCE were required. To provide greater clarity for what students are expected to
know and be able to do by the end of each grade, expectations for each grade
level have been developed for science.
In this global economy, it is essential that Michigan students possess
EARTH SCIENCE 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, and
contribute to the future businesses that employ them and the communities in
which they choose to live.
Reflecting best practices and current research, the Grade Level Content
Expectations 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.
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.
Preparing Students for Academic Success

In the hands of teachers, the Grade Level Content Expectations are converted into
exciting and engaging learning for Michigan’s students. As educators use these
expectations, it is critical to keep in mind that content knowledge alone is not
sufficient for academic success. Students must also generate questions, conduct
investigations, and develop solutions to problems through reasoning and observation.
They need to analyze and present their findings which lead to future questions,
research, and investigations. Students apply knowledge in new situations, to solve
problems by generating new ideas, and to make connections between what they learn
in class to the world around them.
Through the collaborative efforts of Michigan educators and creation of professional
learning communities, we can enable our young people to attain the highest
standards, and thereby open doors for them to have fulfilling and successful lives.
Understanding the Organizational Structure

The science expectations in this document are organized into disciplines, standards,
content statements, and specific content expectations. The content statements in
each science standard are broader, more conceptual groupings. The skills and content
addressed in these expectations will, in practice, be woven together into a coherent,
science curriculum.
To allow for ease in referencing expectations, each expectation has been coded with a
discipline, standard, grade-level, and content statement/expectation number.
For example, P.FM.02.34 indicates:
P - Physical Science Discipline
FM-Force and Motion Standard
02-Second Grade
34-Fourth Expectation in the Third Content Statement
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.
Why Create a 1.09 Version of the Expectations?

The Office of School Improvement is committed to creating the best possible product
for educators. This committment served as the impetus for revision of the 12.07
edition. This new version, v.1.09, refines and clarifies the original expectations, while
preserving their essence and original intent and reflects the feedback from educators
across the state during the past year.
72 SEVENTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION

Middle School (5-7) Science Organizational Structure
Discipline 1 Discipline 2 Discipline 3 Discipline 4

Science Processes Physical Science Life Science Earth Science
Standards and Statements (and number of Content Expectations in each Statement)

Inquiry Process (IP) Force and Motion (FM) Organization of Earth Systems (ES)
Inquiry Analysis Force Interactions (2) Living Things (OL) Solar Energy (3)
and Communication Force (4) Cell Functions (4) Human
(IA) Speed (3) Growth and Consequences (2)
Reflection and Social Energy (EN) Development (2) Seasons (2)
Implications (RS) Kinetic and Potential Animal Systems (2) Weather and Climate
Energy (2) Producers, (4)
Waves and Energy (3) Consumers, and Water Cycle (2)
Energy Transfer (3) Decomposers (2) Solid Earth (SE)
Solar Energy Effects Photosynthesis (3) Soil (4)
(2) Heredity (HE) Rock Formation (1)
Properties of Matter Inherited and Plate Tectonics (3)
(PM) Acquired Traits (2) Magnetic Field of
Chemical Properties Reproduction (2) Earth (2)
(1) Evolution (EV) Fluid Earth (FE)
Elements and Species Adaptation Atmosphere (2)
Compounds (4) and Survival (4) Earth in Space and
Changes in Matter Relationships Among Time (ST)
(CM) Organisms (1) Solar System (1)
Changes in State (2) Ecosystems (EC) Solar System Motion
Chemical Changes (3) Interactions of (5)
Organisms (1) Fossils (1)
Relationships of Geologic Time (2)
Organisms (3)
Biotic and Abiotic
Factors (2)
Environmental
Impact of Organisms
(2)
Science Processes: Inquiry Process, Inquiry Analysis and Communication,

Reflection, and Social Implications
The seventh grade content expectations present the final opportunity for the middle school
learners to refine and develop their inquiry skills prior to the introduction of the high school
curriculum. Students should be able to recognize that different kinds of questions suggest
different approaches for scientific investigation. Students should be able to generate a variety
of questions through observation, sets of data, manipulation of variables, investigations, and
research. They further develop and sharpen their skills in measurement and the use of tools and
scientific equipment. They collect and organize their own sets of data into charts and graphs,
make sense of their findings, evaluate and analyze their own data as well as the data of others,
and evaluate the strengths and weaknesses of their findings and the claims of others. Students
recognize the importance of collaborative science discourse. Learners understand that science
investigations and advances may result in new ideas and areas of study generating new methods
and possibly resulting in new investigations.
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.

Physical Science: Energy, Properties of Matter, Changes in Matter
Seventh grade students continue their exploration into the concept of energy through
the exploration of light energy and solar energy effects. Students gain a greater
understanding of the role of the sun’s warming and lighting of the Earth, and how
light energy is transferred to chemical energy through photosynthesis. The transfer
of energy is studied through examples of waves (sound, seismic, and water) and how
waves transfer energy when they interact with matter.
Their earlier studies of properties of matter emphasized observable physical

properties. Seventh grade students explore a more in-depth study of physical
properties (boiling point, density, and color) and chemical properties of matter
(flammability, pH, acid-base indicators, and reactivity). Students are introduced to
organization of the Periodic Table of the Elements and recognize the atom as the
smallest component that makes up an element.
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.
Life Science: Organization of Living Things and Heredity

Seventh grade students expand their investigations of living things to include the study
of cells. They demonstrate that all organisms are composed of cells and that multi-
cellular organisms and single cellular organisms exist in ecosystems. The seventh
grade study of cells includes how cells make up different body tissues, organs, and
organ systems and are specialized in their functions. Cell division is explored to help
the students describe growth and development. Seventh grade students have the fine
motor skills and conceptual development to use a light microscope and accurately
interpret what they see. This enhances their introduction to cells and microorganisms,
establishing a foundation for molecular biology at the high school level.
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.
Earth Science: Earth Systems and Fluid Earth

The primary focus of the Earth science content expectations is understanding the
relationship between the sun’s warming of the Earth, the water cycle, and weather
and climate. In the sixth grade Earth science curriculum, students studied the rock
cycle and physical and chemical weathering. The seventh grade units of study explore
another Earth cycle in the context of the water cycle and the composition of the
atmosphere. Students investigate the sun’s warming of the atmosphere, land, and
water, and how it affects the movement of water through the atmosphere, weather,
and climate. Their knowledge of weather goes beyond the more basic observations of
weather from the elementary curriculum to include the frontal boundaries, major air
masses, and the jet stream. The reflection of their knowledge is applied to how human
activities have changed the land, oceans, and atmosphere, and the implications of
pollution, climate change, and threatening or endangering species.

Seventh Grade Science Standards, Statements, and Expectations
Note: The number in parentheses represents the number of expectations.
Discipline 1: Science Processes (S)

Standard: Inquiry Process (IP)
1 Statement (6)
Standard: Inquiry Analysis and Communication (IA)
1 Statement (5)
Standard: Reflection and Social Implications (RS)
1 Statement (9)
Discipline 2: Physical Science (P)

Standard: Energy (EN)
Waves and Energy (3)
Energy Transfer (1)
Solar Energy Effects (2)
Standard: Properties of Matter (PM)
Chemical Properties (1)
Elements and Compounds (4)
Standard: Changes in Matter (CM)
Chemical Changes (3)
Discipline 3: Life Science (L)

Standard: Organization of Living Things (OL)
Cell Functions (4)
Growth and Development (2)
Photosynthesis (3)
Standard: Heredity (HE)
Reproduction (2)
Discipline 4: Earth Science (E)

Standard: Earth Systems (ES)
Solar Energy (3)
Human Consequences (2)
Weather and Climate (4)
Water Cycle (2)
Standard: Fluid Earth (FE)
Atmosphere (2)

SCIENCE PROCESSES Inquiry Process
K-7 Standard S.IP: Develop an understanding that scientific inquiry and

reasoning involves observing, questioning, investigating, recording, and
developing solutions to problems.
S.IP.M.1 Inquiry involves generating questions, conducting

investigations, and developing solutions to problems through
reasoning and observation.
S.IP.07.11 Generate scientific questions based on observations,

investigations, and research.
S.IP.07.12 Design and conduct scientific investigations.
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.
S.IP.07.14 Use metric measurement devices in an investigation.
S.IP.07.15 Construct charts and graphs from data and observations.
S.IP.07.16 Identify patterns in data.
Inquiry Analysis and Communication
K-7 Standard S.IA: Develop an understanding that scientific inquiry and

investigations require analysis and communication of findings, using
appropriate technology.

S.IA.M.1 Inquiry includes an analysis and presentation of findings
that lead to future questions, research, and investigations.
S.IA.07.11 Analyze information from data tables and graphs to answer

scientific questions.
S.IA.07.12 Evaluate data, claims, and personal knowledge through
collaborative science discourse.
S.IA.17.13 Communicate and defend findings of observations and
investigations.
S.IA.07.14 Draw conclusions from sets of data from multiple trials of a
scientific investigation to draw conclusions.
S.IA.07.15 Use multiple sources of information to evaluate strengths and
weaknesses of claims, arguments, or data.

Reflection and Social Implications
K-7 Standard S.RS: Develop an understanding that claims and evidence

for their scientific merit should be analyzed. Understand how scientists decide
what constitutes scientific knowledge. Develop an understanding of the
importance of reflection on scientific knowledge and its application to new
situations to better understand the role of science in society and technology.

S.RS.M.1 Reflecting on knowledge is the application of scientific
knowledge to new and different situations. Reflecting on knowledge
requires careful analysis of evidence that guides decision-making
and the application of science throughout history and within society.

S.RS.07.11 Evaluate the strengths and weaknesses of claims,
arguments, and data.
S.RS.07.12 Describe limitations in personal and scientific
knowledge.
S.RS.07.13 Identify the need for evidence in making scientific
decisions.
S.RS.07.14 Evaluate scientific explanations based on current
evidence and scientific principles.
S.RS.07.15 Demonstrate scientific concepts through various
illustrations, performances, models, exhibits, and
activities.
S.RS.07.16 Design solutions to problems using technology.
S.RS.07.17 Describe the effect humans and other organisms have
on the balance of the natural world.
S.RS.07.18 Describe what science and technology can and cannot
reasonably contribute to society.
S.RS.07.19 Describe how science and technology have advanced
because of the contributions of many people
throughout history and across cultures.
PHYSICAL SCIENCE Energy
K-7 Standard P.EN: Develop an understanding that there

are many forms of energy (such as heat, light, sound,
and electrical) and that energy is transferable by convection,
conduction, or radiation. Understand energy can be in motion,
called kinetic; or it can be stored, called potential. Develop an
understanding that as temperature increases, more energy
is added to a system. Understand nuclear reactions in the
sun produce light and heat for the Earth.
P.EN.M.3 Waves and Energy-Waves have energy and

transfer energy when they interact with matter. Examples
of waves include sound waves, seismic waves, waves on
water, and light waves.
P.EN.07.31 Identify examples of waves, including sound waves,

seismic waves, and waves on water.
P.EN.07.32 Describe how waves are produced by vibrations in
matter.
P.EN.07.33 Demonstrate how waves transfer energy when they
interact with matter (for example: tuning fork in
water, waves hitting a beach, earthquake knocking
over buildings).
P.EN.M.4 Energy Transfer- Energy is transferred from a

source to a receiver by radiation, conduction, and
convection. When energy is transferred from one system to
another, the quantity of energy before the transfer is equal
to the quantity of energy after the transfer. *
P.EN.07.43 Explain how light energy is transferred to chemical

energy through the process of photosynthesis.
* Revised expectations marked by an asterisk.

P.EN.M.6 Solar Energy Effects- Nuclear reactions take place
in the sun producing heat and light. Only a tiny fraction of
the light energy from the sun reaches Earth, providing
energy to heat the Earth.
P.EN.07.61 Identify that nuclear reactions take place in the sun,

producing heat and light.
P.EN.07.62 Explain how only a tiny fraction of light energy from
the sun is transformed to heat energy on Earth.
Properties of Matter
K-7 Standard P.PM: Develop an understanding that all matter has

observable attributes with physical and chemical properties that are
described, measured, and compared. Understand that states of
matter exist as solid, liquid, or gas; and have physical and chemical
properties. Understand all matter is composed of combinations of
elements, which are organized by common attributes and
characteristics on the Periodic Table. Understand that substances can
be classified as mixtures or compounds and according to their
physical and chemical properties.

P.PM.M.1 Chemical Properties- Matter has chemical
properties. The understanding of chemical properties helps
to explain how new substances are formed.
P.PM.07.11 Classify substances by their chemical properties

(flammability, pH, and reactivity). *
P.PM.M.2 Elements and Compounds- Elements are composed

of a single kind of atom that are grouped into families with
similar properties on the periodic table. Compounds are
composed of two or more different elements. Each element
and compound has a unique set of physical and chemical
properties such as boiling point, density, color, conductivity,
and reactivity.
P.PM.07.21 Identify the smallest component that makes up an

element.
P.PM.07.22 Describe how the elements within the Periodic Table
are organized by similar properties into families
(highly reactive metals, less reactive metals, highly
reactive nonmetals, and some almost completely
non-reactive gases).
P.PM.07.23 Illustrate the structure of molecules using models or
drawings (water, carbon dioxide, table salt). *
P.PM.07.24 Describe examples of physical and chemical properties
of elements and compounds (boiling point, density,
color, conductivity, reactivity). *

Changes in Matter

K-7 Standard P.CM: Develop an understanding of changes in
the state of matter in terms of heating and cooling, and in terms of
arrangement and relative motion of atoms and molecules.
Understand the differences between physical and chemical
changes. Develop an understanding of the conservation of mass.
Develop an understanding of products and reactants in a chemical
change.
P.CM.M.2 Chemical Changes- Chemical changes occur

when two elements and/or compounds react (including
decomposing) to produce new substances. These new
substances have different physical and chemical properties
than the original elements and/or compounds. During the
chemical change, the number and kind of atoms in the
reactants are the same as the number and kind of atoms in
the products. Mass is conserved during chemical changes.
The mass of the reactants is the same as the mass of the
products. *
P.CM.07.21 Identify evidence of chemical change through color,

gas formation, solid formation, and temperature
change.
P.CM.07.22 Compare and contrast the chemical properties of a
new substance with the original after a chemical
change.
P.CM.07.23 Describe the physical properties and chemical
properties of the products and reactants in a chemical
change.
LIFE SCIENCE Organization of Living Things

K-7 Standard L.OL: Develop an understanding that plants and
animals (including humans) have basic requirements for
maintaining life which include the need for air, water, and a source
of energy. Understand that all life forms can be classified as
producers, consumers, or decomposers as they are all part of a
global food chain where food/energy is supplied by plants which
need light to produce food/energy. Develop an understanding that
plants and animals can be classified by observable traits and
physical characteristics. Understand that all living organisms are
composed of cells and they exhibit cell growth and division.
Understand that all plants and animals have a definite life cycle,
body parts, and systems to perform specific life functions.

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.07.21 Recognize that all organisms are composed of cells

(single cell organisms, multicellular organisms).
L.OL.07.22 Explain how cells make up different body tissues,
organs, and organ systems.
L.OL.07.23 Describe how cells in all multicellular organisms are
specialized to take in nutrients, which they use to
provide energy for the work that cells do and to make
the materials that a cell or organism needs.
L.OL.07.24 Recognize that cells function in a similar way in all
organisms.
L.OL.M.3- Growth and Development- Following fertilization,

cell division produces a small cluster of cells that then
differentiate by appearance and function to form the basic
tissue of multicellular organisms. *
L.OL.07.31 Describe growth and development in terms of increase

of cell number and/or cell size.
L.OL.07.32 Examine how through cell division, cells can become
specialized for specific functions.

L.OL.M.6 Photosynthesis- Plants are producers; they use
the energy from light to make sugar molecules from the
atoms of carbon dioxide and water. Plants use these
sugars along with minerals from the soil to form fats,
proteins, and carbohydrates. These products can be used
immediately, incorporated into the cells of a plant as the
plant grows, or stored for later use.
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.


Heredity

K-7 Standard L.HE: Develop an understanding that all life forms
must reproduce to survive. Understand that characteristics of
mature plants and animals may be inherited or acquired
and that only inherited traits are passed on to their young.
Understand that inherited traits can be influenced by changes in
the environment and by genetics.
L.HE.M.2 Reproduction- Reproduction is a characteristic of

all living systems; because no individual organism
lives forever, reproduction is essential to the continuation
of every species. Some organisms reproduce asexually.
Other organisms reproduce sexually.
L.HE.07.21 Compare how characteristics of living things are

passed on through generations, both asexually and
sexually.
L.HE.07.22 Compare and contrast the advantages and
disadvantages of sexual vs. asexual reproduction.
EARTH SCIENCE Earth Systems
K-7 Standard E.ES: Develop an understanding of the warming of

the Earth by the sun as the major source of energy for
phenomenon on Earth and how the sun’s warming relates to
weather, climate, seasons, and the water cycle. Understand how
human interaction and use of natural resources affects the
environment.
E.ES.M.1 Solar Energy- The sun is the major source of

energy for phenomena on the surface of the Earth.
E.ES.07.11 Demonstrate, using a model or drawing, the

relationship between the warming by the sun of the
Earth and the water cycle as it applies to the
atmosphere (evaporation, water vapor, warm air
rising, cooling, condensation, clouds).
E.ES.07.12 Describe the relationship between the warming of the
atmosphere of the Earth by the sun and convection
within the atmosphere and oceans.
E.ES.07.13 Describe how the warming of the Earth by the sun
produces winds and ocean currents.

E.ES.M.4 Human Consequences- Human activities have
changed the land, oceans, and atmosphere of the Earth
resulting in the reduction of the number and variety of wild
plants and animals, sometimes causing extinction of species.
E.ES.07.41 Explain how human activities (surface mining,

deforestation, overpopulation, construction and urban
development, farming, dams, landfills, and restoring
natural areas) change the surface of the Earth and
affect the survival of organisms.
E.ES.07.42 Describe the origins of pollution in the atmosphere,
geosphere, and hydrosphere, (car exhaust, industrial
emissions, acid rain, and natural sources), and how
pollution impacts habitats, climatic change, threatens
or endangers species.

E.ES.M.7 Weather and Climate- Global patterns of
atmospheric and oceanic movement influence weather and
climate.
E.ES.07.71 Compare and contrast the difference and relationship

between climate and weather.
E.ES.07.72 Describe how different weather occurs due to the
constant motion of the atmosphere from the energy
of the sun reaching the surface of the Earth.
E.ES.07.73 Explain how the temperature of the oceans affects
the different climates on Earth because water in the
oceans holds a large amount of heat.
E.ES.07.74 Describe weather conditions associated with frontal
boundaries (cold, warm, stationary, and occluded) and
the movement of major air masses and the jet stream
across North America using a weather map.
E.ES.M.8 Water Cycle- Water circulates through the four spheres

of the Earth in what is known as the “water cycle.”
E.ES.07.81 Explain the water cycle and describe how evaporation,

transpiration, condensation, cloud formation,
precipitation, infiltration, surface runoff, ground water,
and absorption occur within the cycle.
E.ES.07.82 Analyze the flow of water between the components
of a watershed, including surface features (lakes,
streams, rivers, wetlands) and groundwater.

Fluid Earth
K-7 Standard E.FE: Develop an understanding that Earth is a planet

nearly covered with water and that water on Earth can be found in three
states, solid, liquid, and gas. Understand how water on Earth moves in
predictable patterns. Understand Earth’s atmosphere as a mixture of
gases and water vapor.

E.FE.M.1 Atmosphere- The atmosphere is a mixture of
nitrogen, oxygen, and trace gases that include water vapor.
The atmosphere has different physical and chemical
composition at different elevations.
E.FE.07.11 Describe the atmosphere as a mixture of gases.

E.FE.07.12 Compare and contrast the composition of the
atmosphere at different elevations.

S EV E NT H G R A D E E N G L I S H L A N G U A G E A R T S
7
GRADE LEVEL
ELA
CONTENT
EXPECTATIONS v.12.05
Welcome to Michigan’s K-8 Grade Level Content Expectations

R EA D I N G Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
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
W R IT I N G
assessments that are designed based on rigorous grade level content.
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
S P EA K I N G defined in Michigan’s Grade Level Content Expectations will increase students’ ability to
be successful academically, contribute to the future businesses that employ them and the
communities in which they choose to live.
L I ST E N I N G The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
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
V I EW I N G and be able to do as they progress through school.

The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04 edition
that was previously released in June of 2004. This new version, v.12.05, refines and
clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page at
www.michigan.gov/glce.
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
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.

The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, English language arts curriculum. Beyond the English language arts
curriculum, students will use the skills and processes to support learning in all content areas.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:
R - Reading Strand
NT - Narrative Text Domain
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level Narrative Text Domain
Strand 1 Strand 2 Strand 3 Strand 4

Reading Writing Speaking Listening & Viewing
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)

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby
open doors for them to have fulfilling and successful lives.
2 SEVENTH GRADE E N G L I S H L A N G U A G E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION

R EA D I N G Word Recognition and Word Study
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.
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G U A G E A RT S SEVENTH GRADE 3

Informational Text
Students will…
R.IT.07.01 analyze the structure, elements, features, style, and purpose of informational
genre including persuasive essay, research report, brochure, personal correspondence,
autobiography and biography.
R.IT.07.02 analyze organizational text patterns including sequential, compare/contrast,
and cause/effect.
R.IT.07.03 explain how authors use writer’s craft and text features including metaphors,
similes, captions, diagrams, and appendices to enhance the understanding of central, key, and
supporting ideas.
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.

W R IT I N G Writing Genre
Students will…
W.GN.07.01 write a cohesive narrative piece such as a memoir, drama, legend,
mystery, poetry, or myth that includes appropriate conventions to the genre employing
literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists,
personification).
W.GN.07.02 write a research report using a wide variety of resources that includes
appropriate organizational patterns (e.g., position statement/supporting evidence, problem
statement/solution, or compare/contrast), descriptive language, and informational text
features.
W.GN.07.03 formulate research questions using multiple resources, perspectives, and
arguments/counter-arguments to develop a thesis statement that culminates in a final
presented project using the writing process.
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).

Grammar and Usage
Students will…
W.GR.07.01 in the context of writing, correctly use style conventions (e.g., Modern
Language Association Handbook) and a variety of grammatical structures including
participial phrases; adverbial subordinate clauses; superlative adjectives and adverbs; present,
past, future, continuous verb tenses; parentheses; singular and plural possessive forms; and
indefinite pronoun referents.
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.

SPEAKING Conventions
Students will…
S.CN.07.01 adjust their use of language to communicate effectively with a variety of
audiences and for different purposes by using specialized language related to a topic and
selecting words carefully to achieve precise meaning when presenting.
S.CN.07.02 speak effectively using slang, dialect, and colloquial language suitably to create
interest and drama in narrative and informational presentations.
S.CN.07.03 present in standard American English if it is their first language. (Students
whose first language is not English will present in their developing version of standard
American English.)
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.

LISTENING Conventions
& VIEWING Students will…
L.CN.07.01 distinguish facts from opinions and question their validity when listening to
or viewing a variety of speeches and presentations.
L.CN.07.02 listen to or view critically while demonstrating appropriate social skills of
audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal
and non-verbal strategies during speeches and presentations.
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.

S EV E NT H G R A D E M A T H E M A T I C S
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.

The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04
edition that was previously released in June of 2004. This new version, v.12.05, refines
and clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page
at www.michigan.gov/glce.
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
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.

The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, Mathematics curriculum. The domains in each mathematics strand are
broader, more conceptual groupings. In several of the strands, the “domains” are similar to the
“standards” in Principles and Standards for School Mathematics from the National Council of
Teachers of Mathematics.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, M.UN.00.01 indicates:
M - Measurement strand
UN - Units & systems of measurement domain of the Measurement strand
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level view of the Measurement strand
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)

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby open
doors for them to have fulfilling and successful lives.
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.*
Understand and solve problems involving rates, ratios,

and proportions
N.FL.07.03 Calculate rates of change including speed.
N.MR.07.04 Convert ratio quantities between different systems of units, such as feet per
second to miles per hour.
N.FL.07.05 Solve proportion problems using such methods as unit rate, scaling, finding equivalent
fractions, and solving the proportion equation a/b = c/d; know how to see patterns about proportional
situations in tables.*
Recognize irrational numbers

N.MR.07.06 Understand the concept of square root and cube root, and estimate using
calculators.
Compute with rational numbers

N.FL.07.07 Solve problems involving operations with integers.
N.FL.07.08 Add, subtract, multiply, and divide positive and negative rational numbers fluently.*
N.FL.07.09 Estimate results of computations with rational numbers.
* revised expectations in italics
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.*
Understand and represent linear functions

A.PA.07.06 Calculate the slope from the graph of a linear function as the ratio of “rise/run”
for a pair of points on the graph, and express the answer as a fraction and a decimal; under-
stand that linear functions have slope that is a constant rate of change.
A.PA.07.07 Represent linear functions in the form y = x + b, y = mx, and y = mx + b, and
graph, interpreting slope and y-intercept.
A.FO.07.08 Find and interpret the x and/or y intercepts of a linear equation or function. Know
that the solution to a linear equation of the form ax+b=0 corresponds to the point at which the
graph of y=ax+b crosses the x axis.*
Understand and solve problems about inversely

proportional relationships
A.PA.07.09 Recognize inversely proportional relationships in contextual situations; know
that quantities are inversely proportional if their product is constant, e.g., the length and
width of a rectangle with fixed area, and that an inversely proportional relationship is
of the form y = k/x where k is some non-zero number.
A.RP.07.10 Know that the graph of y = k/x is not a line, know its shape, and know that it
crosses neither the x nor the y-axis.
Apply basic properties of real numbers in algebraic contexts

A.PA.07.11 Understand and use basic properties of real numbers: additive and multiplicative
identities, additive and multiplicative inverses, commutativity, associativity, and the distributive
property of multiplication over addition.
Combine algebraic expressions and solve equations

A.FO.07.12 Add, subtract, and multiply simple algebraic expressions of the first degree,
e.g., (92x + 8y) – 5x + y, or x(x+2) and justify using properties of real numbers.*
A.FO.07.13 From applied situations, generate and solve linear equations of the form
ax + b = c and ax + b = cx + d, and interpret solutions.
* revised expectations in italics
4 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
GEOMETRY Draw and construct geometric objects
G.SR.07.01 Use a ruler and other tools to draw squares, rectangles, triangles, and
parallelograms with specified dimensions.
G.SR.07.02 Use compass and straightedge to perform basic geometric constructions:
the perpendicular bisector of a segment, an equilateral triangle, and the bisector of an angle;
understand informal justifications.
Understand the concept of similar polygons, and

solve related problems
G.TR.07.03 Understand that in similar polygons, corresponding angles are congruent and the
ratios of corresponding sides are equal; understand the concepts of similar figures and scale factor.
G.TR.07.04 Solve problems about similar figures and scale drawings.
G.TR.07.05 Show that two triangles are similar using the criteria: corresponding angles are
congruent (AAA similarity); the ratios of two pairs of corresponding sides are equal and the
included angles are congruent (SAS similarity); ratios of all pairs of corresponding sides are
equal (SSS similarity); use these criteria to solve problems and to justify arguments.
G.TR.07.06 Understand and use the fact that when two triangles are similar with scale factor
of r, their areas are related by a factor of r 2.
DATA AND Represent and interpret data

PROBABILITY D.RE.07.01 Represent and interpret data using circle graphs, stem and leaf plots, histograms,
and box-and-whisker plots, and select appropriate representation to address specific questions.
D.AN.07.02 Create and interpret scatter plots and find line of best fit; use an estimated
line of best fit to answer questions about the data.
Compute statistics about data sets

D.AN.07.03 Calculate and interpret relative frequencies and cumulative frequencies for given
data sets.
D.AN.07.04 Find and interpret the median, quartiles, and interquartile range of a given set of
data.
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.
Examples of Organization for Grades Six and Seven by Hemisphere
Western Hemisphere Studies Eastern Hemisphere Studies

Number The World The World in Contemporary Global Number Number The World The World in Contemporary Global
of Weeks in Temporal Spatial Terms Civics and Issues Past of Weeks of Weeks in Temporal Spatial Terms Civics and Issues Past
of Study Terms Overview and Economics of and Present Remaining to of Study Terms Overview and Economics of and Present
Overview and Geography the Western Begin Teaching Overview and Geography the Eastern
History of of Western Hemisphere the Eastern History of of Eastern Hemisphere
Ancient Hemisphere Hemisphere Ancient Hemisphere
Civilizations Civilizations
of Western of Eastern
Hemisphere Hemisphere
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.
Example of Organization for Grades Six and Seven by Content Discipline
Ancient World Studies World Geography Studies

Number The World Ancient Ancient Contemporary Global Number The World in Geography of Geography of Global
of Weeks in Temporal History History Civics/ Issues Past of Weeks Spatial Terms the Eastern the Western Issues Past
of Study Terms of Eastern of Western Government and Present of Study Hemisphere Hemisphere and Present
Hemisphere Hemisphere and Economics
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 1 – The Beginnings of Human Society: Beginnings to 4000 B.C.E./B.C.

Students will explain the basic features and differences between hunter-gatherer societies and pastoral nomads.
Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of
the earliest human communities, the migration and spread of people throughout the world, and the causes and
consequences of the growth of agriculture.
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.
The World in Spatial Terms – Geographical Habits of Mind

(Included in Grade 6 as a foundation for Grade 7)
Students will study the relationships between people, places, and environments by using information that is in a
geographic (spatial) context. They will 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. They
will identify and access information, evaluate it using criteria based on concepts and themes, and use geography in
problem solving and decision making. Students will 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.
Places and Regions

Students will describe the cultural groups and diversities among people that are rooted in particular places and in
human constructs called regions. They will analyze the physical and human characteristics of places and regions.
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.
Environment and Society

Students will explain that the physical environment is modified by human activities, which are influenced by the ways
in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. They
will explain how human action modifies the physical environment and how physical systems affect human systems.
44 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
An Overview of Western and Eastern Hemisphere Studies – continued
Global Issues Past and Present (Capstone Projects, G6)

The challenges of the 21st century require students to be globally literate regarding major global issues and the
processes necessary to inquire about issues, gather information, and make decisions that arise during their lifetimes.
They will need to practice responsible citizenship and make informed and reasoned decisions for the public good in a
pluralistic, democratic society and an interdependent world.
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.
Structure and Functions of Government

Students will describe the major activities of government including making and enforcing laws, providing services and
benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing
national security.
Relationship of United States to Other Nations and World Affairs

Students will explain that the world is organized politically into nation-states, and how nation-states interact with
one another.
The Market Economy

Students will describe the market economy in terms of 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.
The National Economy

Students will use economic concepts, terminology, and data to identify and describe how a national economy
functions. They will study the role of government as a provider of goods and services within a national economy.
The International Economy

Students will 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.
Public Discourse, Decision Making, Citizen Involvement

Students will identify and analyze public policy issues, express and justify decisions, and develop an action plan to
inform others.
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

3.3 Economic Interdependence

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT

Social Studies Content Expectations Grade Seven
7th Grade Eastern Hemisphere Studies

Seventh Grade includes Europe, Africa, Asia, and Australia. Europe and Russia are listed in the document for 7th grade,
but may be included with either Western or Eastern Hemisphere Studies. World History Eras 1, 2, and 3 and The
World in Temporal Terms and The World in Spatial Terms are included in Grades 6 and 7 as a foundation for World
History and Geography in the high school. Capstone projects of historical and contemporary global issues that have
significance for the student and clearly linked to the world outside the classroom are included.
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.
H1.1 Temporal Thinking

Use historical conceptual devices to organize and study the past.
Historians use conceptual devices (eras, periods, calendars, time lines) to organize their study of the world.
Chronology is based on time and reflects cultural and historical interpretations, including major starting points,
and calendars based on different criteria (religious, seasonal, Earth-sun-and-moon relationships). Historians use
eras and periods to organize the study of broad developments that have involved large segments of world’s
population and have lasting significance for future generations and to explain change and continuity.
7 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain
human activities over time.
7 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and
their cultural significance (e.g., Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular
– B.C.E./C.E.; Chinese, Hebrew, and Islamic/Hijri calendars).
H1.2 Historical Inquiry and Analysis

Use historical inquiry and analysis to study the past.
History is a process of reasoning based on evidence from the past. Historians use and interpret a variety of
historical documents (including narratives), recognize the difference between fact and opinion, appreciate multiple
historical perspectives while avoiding present mindedness (judging the past solely in term of norms and values of
today), and explain that historical events often are the result of multiple causation. Students will conduct their
own inquiry and analysis in their studies about the ancient history of the Eastern Hemisphere.
7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary
and secondary sources including narratives, technology, historical maps, visual/mathematical
quantitative data, radiocarbon dating, DNA analysis).
7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal
meaning by indicating who was involved, what happened, where it happened, what events led to
the development, and what consequences or outcomes followed.
7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing
primary and secondary sources.
7 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.
7 – H1.2.5 Describe how historians use methods of inquiry to identify cause effect relationships in history
noting that many have multiple causes.
7 – H1.2.6 Identify the role of the individual in history and the significance of one person’s ideas.
H1.4 Historical Understanding

Use historical concepts, patterns, and themes to study the past.
Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to construct
knowledge as historical understandings. These understandings are drawn from the record of human history and
include human aspirations, strivings, accomplishments, and failures in spheres of human activity.
7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/
belief, science/technology, written language, education, family).
7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.
7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today.
W1 WHG Era 1 – The Beginnings of Human Society:

Beginnings to 4000 B.C.E./B.C.
Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and
explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest
human communities, the migration and spread of people throughout the world, and the causes and consequences of
the growth of agriculture.
W1.1 Peopling of the Earth
Describe the spread of people in the Eastern Hemisphere in Era 1.
In the first era of human history, people spread throughout the world. As communities of hunters, foragers,
or fishers, they adapted creatively and continually to a variety of contrasting, changing environments in Africa,
Eurasia, and Australia.
7 – W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere
(Africa, Australia, Europe, Asia) and adapted to a variety of environments.
7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in
Africa, Western Europe, and Asia.
W1.2 Agricultural Revolution

Describe the Agricultural Revolution and explain why it was a turning point in history.
The Agricultural Revolution was a major turning point in history that resulted in people and civilizations viewing
and using the land in a systematic manner to grow food crops, raise animals, produce food surpluses, and the
development of sedentary settlement.
7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural
settlements in different locations (e.g., available water for irrigation, adequate precipitation, and
suitable growth season).
7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth,
trade, division of labor, development of settlements).
7 – W1.2.3 Compare and contrast the environmental, economic, and social institutions of two early
civilizations from different world regions (e.g.,Yangtse, Indus River Valley, Tigris/Euphrates, and Nile).
W2 WHG Era 2 – Early Civilizations and Cultures and the

Emergence of Pastoral Peoples, 4000 to 1000 B.C.E./B.C.
Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and
how they spread.
W2.1 Early Civilizations and Early Pastoral Societies

Analyze early Eastern Hemisphere civilizations and pastoral societies.
During this era early civilizations and pastoral societies emerged. Many of the world’s most fundamental
institutions, discoveries, inventions, and techniques appeared. Pastoral societies developed the herding of
animals as a primary food source that enabled them to inhabit the semi-arid steppes of Eurasia and Africa. This
era introduces students to one of the most enduring themes in history: the dynamic interplay, between herding
and agrarian societies involving both conflict and mutual dependence.
7 – W2.1.1 Describe the importance of the development of human language, oral and written, and its
relationship to the development of culture
• verbal vocalizations
• standardization of physical (rock, bird) and abstract (love, fear) words
• pictographs to abstract writing (governmental administration, laws, codes, history and
artistic expressions)
7 – W2.1.2 Use historical and modern maps and other sources to locate, describe, and analyze major river
systems and discuss the ways these physical settings supported permanent settlements, and
development of early civilizations (Tigris and Euphrates Rivers,Yangtze River, Nile River, Indus River).
7 – W2.1.3 Examine early civilizations to describe their common features (ways of governing, stable food
supply, economic and social structures, use of resources and technology, division of labor and
forms of communication).
7 – W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and
technology from one region to another (e.g., plants, crops, plow, wheel, bronze metallurgy).
7 – W2.1.5 Describe pastoralism and explain how the climate and geography of Central Asia were linked to
the rise of pastoral societies on the steppes.
W3 WHG Era 3 – Classical Traditions, World Religions, and

Major Empires, 1000 B.C.E./B.C. to 300 C.E./A.D.
Analyze classical civilizations and empires and the emergence of major world religions and large-scale empires.
During this era, innovations and social, political, and economic changes occurred through emergence of
classical civilizations in Africa and Eurasia. Africa and Eurasia moved in the direction of forming a single world
of human interchange as a result of trade, empire building, and the diffusion of skills and ideas. Six of the
world’s major faiths and ethical systems emerged and classical civilizations established institutions, systems of
thought, and cultural styles that would influence neighboring peoples and endure for centuries.
W3.1 Classical Traditions in Regions of the Eastern Hemisphere

Analyze classical civilizations and empires and their lasting impact on institutions, political thought, structures, technology
and art forms that grew in India, China, the Mediterranean basin, Africa, and Southwest and Central Asia during this era.
7 – W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems
of thought that influenced neighboring peoples and have endured for several centuries).
7 – W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their
geographic characteristics including physical features and climates, and propose a generalization
about the relationship between geographic characteristics and the development of early empires.
7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire.
7 – W3.1.4 Assess the importance of Greek ideas about democracy and citizenship in the development of
Western political thought and institutions.
7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and
Central Asian civilizations in the areas of art, architecture and culture; science, technology and
mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.
7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the
classical era.
7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within
empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or
Phoenician and Greek networks).
7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced
labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire,
Egypt, Greek city-states and the Roman Empire).
7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in
the development of large regional empires.
7 – W3.1.10 Create a time line that illustrates the rise and fall of classical empires during the classical period.
W3.2 Growth and Development of World Religions

Explain how world religions or belief systems of Hinduism, Judaism, Buddhism, Christianity, Confucianism and Islam grew
and their significance. (Islam is included here even though it came after 300 C.E./A.D.)
Six of the world’s major faiths and ethical systems emerged establishing institutions, systems of thought, and
cultural styles that would influence neighboring peoples and endure for centuries.
7 – W3.2.1 Identify and describe the beliefs of the five major world religions.
7 – W3.2.2 Locate the geographical center of major religions and map the spread through the
3rd century C.E./A.D.
7 – W3.2.3 Identify and describe the ways that religions unified people’s perceptions of the world and
contributed to cultural integration of large regions of Afro-Eurasia.
(National Geography Standard 6, p. 73)
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.
G1.1 Spatial Thinking

Use maps and other geographic tools to acquire and process information from a spatial perspective.
Geographers use published maps, sketch (mental) maps, and other geographic representations, tools, and
technologies to acquire, organize, process, and report information from a spatial perspective. World maps made
for specific purposes (population distribution, climate patterns, vegetation patterns) are used to explain the
importance of maps in presenting information that can be compared, contrasted, and examined to answer the
questions “Where is something located?” and “Why is it located there?” Students will begin with global scale
and then refocus the scale to study the region of the Eastern Hemisphere, and, finally, focus on a specific place.
7 – G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the
world, including global, interregional, regional, and local scales.
7 – G1.1.2 Draw an accurate sketch map from memory of the Eastern Hemisphere showing the major
regions (Africa, Asia, Europe, Australia/Oceania, Antarctica).
G1.2 Geographical Inquiry and Analysis

Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their
environment, and relations within the larger world context.
Geographers use information and skills to reach conclusions about significant questions regarding the
relationships between people, their cultures, the environments in which they live, and the relationships
within the larger world context. Students will reach their own conclusions using this information and make a
reasoned judgment about the most justifiable conclusion based on the authenticity of the information, their
skill at critically analyzing and synthesizing the information, and presenting the results of the inquiry.
7 – G1.2.1 Locate the major landforms, rivers and climate regions of the Eastern Hemisphere.
7 – G1.2.2 Explain why maps of the same place may vary as a result of the cultural or historical background
of the cartographer.
7 – G1.2.3 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the
basis for answering geographic questions about the human and physical characteristics of places
and regions.
7 – G1.2.4 Draw the general population distribution of the Eastern Hemisphere on a map, analyze the
patterns, and propose two generalizations about the location and density of the population.
7 – G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS),
Geographic Information System (GIS), and satellite remote sensing to locate information
and process maps and data to analyze spatial patterns of the Eastern Hemisphere to answer
geographic questions.
7 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic
information, organizing geographic information, analyzing geographic information, and answering
geographic questions) to analyze a problem or issue of importance to a region of the Eastern
Hemisphere.
G1.3 Geographical Understanding

Use geographic themes, knowledge about processes and concepts to study the Earth.
The nature and uses of geography as a discipline and the spatial perspective require that students observe,
interpret, assess, and apply geographic information and skills. The uses of the subject and content of geography
are essential in the development of geographical understanding. A spatial perspective enables students to
observe, describe, and analyze the organizations of people, places, and environments at different scales and is
central to geographic literacy.
7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction,
movement, region) to describe regions or places on earth.
7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using
knowledge of spatial patterns.
7 – G1.3.3 Explain the different ways in which places are connected and how those connections
demonstrate interdependence and accessibility.
G2 Places and Regions

Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs
called regions. Analyze the physical and human characteristics of places and regions.
G2.1 Physical Characteristics of Place

Describe the physical characteristics of places.
7 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern
Hemispheres) under study.
7 – G2.1.2 Use information from GIS, remote sensing and the World Wide Web to compare and contrast
the surface features and vegetation of the continents of the Eastern Hemisphere.
G2.2 Human Characteristics of Place

Describe the human characteristics of places.
7 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion,
economic system, governmental system, cultural traditions).
7 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology
(e.g., increased manufacturing resulting in rural to urban migration in China, increased farming
of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased
manufacturing and automobiles).
7 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., that
beaches are places where tourists travel, cities have historic buildings, northern places are cold,
equatorial places are very warm).
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.
G3.1 Physical Processes

Describe the physical processes that shape the patterns of the Earth’s surface.
7 – G3.1.1 Construct and analyze climate graphs for locations at different latitudes and elevations in the
region to answer geographic questions and make predictions based on patterns (e.g., compare and
contrast Norway and France; Nairobi and Kilimanjaro; Mumbai and New Delhi).
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.
G4.1 Cultural Mosaic

Describe the characteristics, distribution and complexity of Earth’s cultural mosaic.
People are central to the study of geography. The characteristics, distribution, and complexity of human cultures
create a cultural mosaic.
7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of
sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe).
7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern
micro-entrepreneurs in current economies.
G4.2 Technology Patterns and Networks

Describe how technology creates patterns and networks that connect people, products and ideas.
Technology affects the patterns and networks that develop on Earth and that enable people, products, and ideas
to be exchanged.
7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people,
products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial
and educational opportunities using the Internet; the effects of technology on reducing the
time necessary for communications and travel; the uses and effects of wireless technology in
developing countries; and the spread of group and individual’s ideas as voice and image messages
on electronic networks such as the Internet).
G4.3 Patterns of Human Settlement

Describe patterns, processes and functions of human settlement.
Human settlements have a powerful influence in shaping the world’s different cultural mosaics and political and
economic systems. Patterns of settlement are shaped by trade, the movement of raw materials, finished products,
people, and ideas (scientific, technological, religious).
7 – G4.3.1 Identify places in the Eastern Hemisphere that have been modified to be suitable for settlement by
describing the modifications that were necessary (e.g., Nile River irrigation, reclamation of land along
the North Sea, planting trees in areas that have become desertified in Africa).
7 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., the location of
the world’s mega cities, other cities located near coasts and navigable rivers, regions under
environmental stress such as the Sahel).
G4.4 Forces of Cooperation and Conflict

Explain how forces of conflict and cooperation among people influence the division and control of the Earth’s surface.
Forces of cooperation and conflict divide Earth’s space and involve the control of land, resources, strategic
routes, and domination of other peoples.
7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among
cultural groups (e.g., natural resources, power, culture, wealth).
7 – G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g., European Parliament,
Euro as currency in some countries but not others, open migration within the European Union, free
trade, and cultural impacts such as a multi-lingual population).
G5 Environment and Society

Explain that the physical environment is modified by human activities, which are influenced by the ways in which human
societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human
action modifies the physical environment and how physical systems affect human systems.
G5.1 Humans and the Environment

Describe how human actions modify the environment.
7 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people,
animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., desertification in the Sahel
Region of North Africa, deforestation in the Congo Basin, air pollution in urban center, and
chemical spills in European Rivers).
7 – G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing
of agricultural land in Southeast Asia, fish factories in North Atlantic and Western Pacific Ocean,
and damming rivers to meet needs for electricity).
7 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can
cause changes in other places (e.g., cutting forests in one region may result in river basin flooding
elsewhere as has happened historically in China; building dams floods land upstream and permits
irrigation downstream as in Southern Africa, the Aswan Dam flooded the upper Nile Valley and
permitted irrigation downstream).
G5.2 Physical and Human Systems

Describe how physical and human systems shape patterns on the Earth’s surface.
7 – G5.2.1 Describe the effects that a change in the physical environment could have on human activities and
the choices people would have to make in adjusting to the change (e.g., drought in Africa, pollution
from volcanic eruptions in Indonesia, earthquakes in Turkey, and flooding in Bangladesh).
G6 Global Issues Past and Present (H1.4.3, G1.2.6)

Throughout the school year the students are introduced to topics that address global issues that integrate time and
place. Included are capstone projects that entail the investigation of historical and contemporary global issues that
have significance for the student and are clearly linked to the world outside the classroom.The topics and issues are
developed as capstone projects within units and at the end of the course. 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.
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)
Contemporary Investigation Topics

Conflict, Stability, and Change – Investigate the significance of conflict, stability, and change in governmental
systems within the region.
Diversity and Nationalism – Investigate the tensions that may develop between cultural diversity and
nationalism within a country and their consequences.
Urbanization – Investigate urbanization and its consequences for the world’s population.
Oil and Society – Investigate the significance of how oil has changed nations as both consumers and producers
of this natural resource.
Children in the World – Investigate issues affecting children such as health, labor, and war.
Regional Cooperation – Explain the significance of and barriers to regional cooperation.
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.
CIVICS AND GOVERNMENT
C1 Purposes of Government
Analyze how people identify, organize, and accomplish the purposes of government.
C1.1 Nature of Civic Life, Politics, and Government

Describe civic life, politics and government and explain their relationships.
Political scientists analyze why people engage in the political process; the role citizens play in civic life; the
concepts of power, authority, sovereignty, and legitimacy; and competing arguments about the purpose and
necessity of government.
7 – C1.1.1 Explain how the purposes served by government affect relationships between the individual,
government, and society as a whole and the differences that occur in monarchies, theocracies,
dictatorships, and representative governments.
C3 Structure and Functions of Government

Explain that governments are structured to serve the people. Describe the major activities of government, including
making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective
responsibilities, generating revenue, and providing national security.
C3.6 Characteristics of Nation-States

Describe the characteristics of nation-states and how nation-states may interact.
The world is organized politically into nation-states; each nation-state claims sovereignty over a defined
territory and jurisdiction and everyone in it; these nation-states interact with one another using formal
agreements and sanctions, which may be peaceful or may involve the use of force.
7 – C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries,
citizens, and jurisdiction over people who reside there, laws, and government) and how Eastern
Hemisphere nations interact.
C4 Relationship of United States to Other Nations

and World Affairs
Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid,
economic sanctions and incentives, and military force and threat of force.
C4.3 Conflict and Cooperation Between and Among Nations

Explain the various ways that nations interact both positively and negatively.
Governmental and nongovernmental organizations provide avenues through which nation-states can interact
and attempt to manage their affairs and conflicts peacefully.
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.
E1.1 Individual, Business, and Government Choices

Describe how individuals, businesses, and governments make economic decisions when confronting scarcity in the market
economy.
Individuals, businesses, industries, and governments confront scarcity and choice when organizing, producing and
using productive resources (land, labor, capital) to supply the market place.
7 – E1.1.1 Explain the role of incentives in different economic systems (acquiring money, profit, goods,
wanting to avoid loss, position in society, job placement).
7 – E1.1.2 Describe the circular flow model (that businesses get money from households in exchange
for goods and services and return that money to households by paying for the factors of
production that households have to sell) and apply it to a public service (e.g., education, health
care, military protection).
E2 The National Economy

Use economic concepts, terminology, and data to identify and describe how a national economy functions.
They study the role of government as a provider of goods and services within a national economy.
E2.3 Role of Government

Describe how national governments make decisions that affect the national economy.
Governmental decisions on taxation, spending, protections, and regulation affect the national economy.
7 – E2.3.1 Explain how national governments make decisions that impact both that country and other
countries that use its resources (e.g., sanctions and tariffs enacted by a national government
to prevent imports, most favored trade agreements, the impact China is having on the global
economy and the U.S. economy in particular).
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.
E3.1 Economic Interdependence

Describe patterns and networks of economic interdependence, including trade.
Economic interdependence (trade) and economic development result in challenges and benefits for individuals,
producers, and governments.
7 – E3.1.1 Explain the importance of trade (imports and exports) on national economies in the Eastern
Hemisphere (e.g., natural gas in North Africa, petroleum Africa, mineral resources in Asia).
7 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where
it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for
computers, athletic shoes, and clothing).
7 – E3.1.3 Determine the impact of trade on a region of the Eastern Hemisphere by graphing and analyzing
the gross Domestic Product of the region for the past decade and comparing the data with
trend data on the total value of imports and exports over the same period.
7 – E3.1.4 Explain how communications innovations have affected economic interactions and where
and how people work (e.g., internet home offices, international work teams, international
companies).
E3.3 Economic Systems

Describe how societies organize to allocate resources to produce and distribute goods and services.
An economic system is the institutional framework that a society uses to allocate its resources to produce and
distribute goods and services. Every modern economy is a “mixed system,” having some features characteristic
of traditional, command, and market economies. The “mix” varies from one economy to another.
7 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four
basic questions: What should be produced? How will it be produced? How will it be distributed?
Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command
economy in North Korea; and the transition to market economies in Vietnam and China).
Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication

About a Public Issue, and Citizen Involvement
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.
P4.2 Citizen Involvement

Act constructively to further the public good.
7 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct
activities intended to advance views in matters of public policy, report the results, and evaluate
effectiveness.
7 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.
7 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).
Approved by the State Board of Education - October 2009
2009 Michigan Educational Technology Standards for Students
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
geographic location, or disability.” Carolyn L. Curtin, Secretary
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.
Universal Design for Learning (UDL)

CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of
representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts
that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in
designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of
all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For
additional information on UDL, visit the CAST website: www.cast.org.
Page 1 of 2
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.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software
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. Digital Citizenship—By the end of grade 8 each student will:

6-8.DC.1. provide accurate citations when referencing information sources
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
Page 2 of 3 Approved by the Michigan State Board of Education—October 2009

2009 Michigan Educational Technology Standards—Grades 6-8
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.3. perform queries on existing databases
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.6. use accurate technology terminology
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
6-8.TC.10. discuss security issues related to e-commerce
For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS
Page 3 of 3 Approved by the Michigan State Board of Education—October 2009

7th Grade Waves and Energy

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7th Grade Waves and Energy

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CURRICULUM STANDARDS AND

7th Grade - Waves and Energy

This instructional framework is an effort to clarify possible units within the K-

a. Clarifications refer to the restatement of the “key idea” or specific

This Instructional Framework is NOT a step-by-step instructional manual but

Seventh Grade GLCE

7-Unit 1: Waves and Energy

Table of Contents Page 1

Curriculum Cross Reference Guide Page 2

Unit 1: Waves and Energy Page 3

Big Ideas (Key Concepts) Page 3

Clarification of Content Expectations Page 3

Inquiry Process, Inquiry Analysis and Communication,

Instruments, Measurements, and Representations Page 8

Instructional Framework Page 9

Examples, Observations and Phenomena

Literacy Integration Page 15

Mathematics Integration Page 16

Content Statements and Expectations

Code Statements & Expectations Page

P.EN.07.32 Describe how waves are produced by vibrations in matter. 3

P.EN.07.33 Demonstrate how waves transfer energy when they interact 4

Big Ideas (Key Concepts)

• Waves are produced through vibrations.

Clarification of Content Expectations

Content Statement – P.EN.M.3

Waves and Energy-Waves have energy and transfer energy

P.EN.07.31 Identify examples of waves, including sound waves, seismic

P.EN.07.33 Demonstrate how waves transfer energy when they interact

Content Statement – P.EN.M.6

Solar Energy Effects - Nuclear reactions take place in the sun

Critically Important – State Assessable Instructionally Useful

Instruments, Measurements, Representations

Measurements Instruments Representations

The following Instructional Framework is an effort to clarify possible units

Waves and Energy: P.EN.07.31, P.EN.07.32, P.EN.07.33

Engage and Explore

• Have the students demonstrate a “stadium wave.” Explain that the

Explain and Define

Elaborate and Apply

Evaluate Student Understanding

Formative Assessment Examples

• Students work in small groups to create instruments and “band” to share

Examples, Observations, and Phenomena (Real World Context)

Catastrophic events, such as volcanic eruptions and earthquakes show

R.IT.07.01 analyze the structure, elements, features, style, and purpose of

R.CM.07.01 connect personal knowledge, experiences, and understanding of

R.CM.07.02 retell through concise summarization, grade-level narrative and

R.CM.07.04 apply significant knowledge from grade-level science, social

W.GN.07.02 write a research report using a wide variety of resources that

W.GN.07.03 formulate research questions using multiple resources,

W.PR.07.01 set a purpose, consider audience, and replicate authors’ styles

W.PR.07.03 revise drafts to reflect different perspectives for multiple

W.PS.07.01 exhibit personal style and voice to enhance the written

S.CN.07.01 adjust their use of language to communicate effectively with a

S.DS.07.02 respond to multiple text types in order to anticipate and answer

• Choose a method that people in different cultures used to transmit and

N.MR.07.04 Convert ratio quantities between different systems of units.

N.MR.07.02 Solve problems involving derived quantities such as density,

A.PA.07.01 Recognize when information given in a table, graph, or formula

A.PA.07.11 Understand and use basic properties of real numbers.

D.AN.07.03 Calculate and interpret relative frequencies and cumulative

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A. They expected the soil to grow along with