A Model Unit for Grade 7: Diversity and Interdependence
Ways of Life in Asia, Africa, and Australasia; Global Quality of Life; Particle Theory of Matter
Jennifer Katz
Tools for InsTrUcTIon AnD reADInG AssessMenT
TtD_Gr7_Model.indd 1 10/1/13 1:31 PM
© 2013 by Jennifer Katz
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Contents
Plan for School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Unit Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Theme: Diversity and Interdependence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Instructional Planner: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Suggested Materials for Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Plan for Integrating Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assessment Rubric for Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment Rubric for Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Preparations for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Inquiry Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Project 1 (Group) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Project 2 (Individual) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
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4 Grade 7: Diversity and Interdependence
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4
Gra
de 7
Scho
ol Y
ear
Sept
embe
r to
Dec
embe
r Te
rm/U
nit O
neJa
nuar
y to
Mar
ch
Term
/Uni
t Tw
oA
pril
to J
une
Term
/Uni
t Thr
ee
ThEM
ES C
hO
SEn
TO
In
TEG
RATE
DIS
CIPL
InES
Div
ersi
ty a
nd In
terd
epen
denc
eCa
nada
and
the
Arc
ticEa
rth:
Abo
ve a
nd B
elow
RATI
On
ALE
An
D
COn
nEC
TIO
nS
PTO
M s
how
s up
in th
e en
viro
nmen
t in
proc
esse
s su
ch a
s th
e m
eltin
g of
gla
cier
s an
d ris
ing
of s
ea le
vels,
des
ertifi
catio
n,
and
so o
n, a
nd a
ffect
s th
e da
ily li
fe
of th
ose
livin
g in
regi
ons
whe
re th
ese
proc
esse
s oc
cur.
A u
nit a
bout
glo
bal w
arm
ing
(follo
ws
natu
rally
on
the
PTO
M).
Wha
t goe
s on
bel
ow E
arth
’s cr
ust,
and
the
forc
es th
at c
ause
cha
nges
in th
e cr
ust (
i.e.,
mov
emen
t of t
ecto
nic
plat
es),
affe
cts
wha
t w
e se
e ab
ove
Earth
’s cr
ust.
As
wel
l, bo
th
man
ufac
ture
d an
d na
tura
l stru
ctur
es a
re
affe
cted
by
or e
ngin
eere
d to
resi
st th
ese
forc
es (e
.g.,
earth
quak
e pr
oofin
g), w
hich
co
nnec
ts to
“sa
fety
” in
PE.
SOCI
AL
STU
DIE
S
Way
s of
Life
in A
fric
a, A
sia,
and
A
ustr
alas
ia; G
loba
l Qua
lity
of L
ifeh
uman
Impa
ct in
the
Am
eric
asW
orld
Geo
grap
hy
Skill
s, K
now
ledg
e, V
alue
s –
App
licat
ions
all
year
SCIE
nCE
Part
icle
The
ory
of M
atte
rIn
tera
ctio
ns in
Eco
syst
ems
Eart
h’s
Crus
t, Fo
rces
, and
Str
uctu
res
Skill
s, K
now
ledg
e, V
alue
s –
App
licat
ions
all
year
MAT
hEM
ATIC
S
Mea
sure
men
tSt
atis
tics
and
Prob
abili
tySh
ape
and
Spac
e
Num
ber c
once
pts
and
num
eric
al o
pera
tions
all
year
PhYS
ICA
L A
nD
h
EALT
h E
DU
CATI
On
Mov
emen
tH
ealth
y Lif
esty
leSa
fety
/Fitn
ess
Man
agem
ent
Pers
onal
and
soc
ial m
anag
emen
t all
year
LAn
GU
AG
E A
RTS
ACT
IvIT
IES
Inte
grat
ed a
ll ye
ar
FIn
E A
RTS
ACT
IvIT
IES
Inte
grat
ed a
ll ye
ar
Plan
for
Scho
ol Y
ear
TtD_Gr7_Model.indd 4 10/1/13 1:31 PM
Grade 7: Diversity and Interdependence 5
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4
Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools:
1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii) a full set of activities drawing on the concept of multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.
2. A Reading Assessment Program Guide, also in two parts: (i) the guide with templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for assessment throughout the school year.
In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units for a full academic year. I also included an overview of “how-to” procedures. In this book, I include a working plan for the school year (see chart, opposite page). The plan integrates major themes from Manitoba’s curricula into manageable units of study that correspond to three terms in one school year.
In this model unit for the first term of grade 7, teachers will find planners that outline the essential understandings, essential questions, and final inquiry projects for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.
Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means students can provide supporting detail. Explain, assess, and analyze require students to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, place a value on the analysis. For young children, this might simply mean explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students may tell us how their families’ cultures have aspects that the students like and enjoy because they are their favourite ___. These same students may tell us aspects that make them feel ___. These students are meeting the criterion for “Evaluates how his or her family’s culture influences who he or she is.”
The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on page 18, are chosen to inspire diverse students and accommodate their individual learning styles. The MI activity cards that flesh out the topics for such centre-based activities follow the list on page 23.
As implied by the title, A Model Unit for Grade 7, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also to apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second and third terms.
TtD: pp. 74–85
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6 Grade 7: Diversity and Interdependence
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4
Throughout this model unit, you will see the acronym TtD with page numbers from Teaching to Diversity. Refer to these pages to find fuller explanations, descriptions, or examples of strategies and procedures.
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Grade 7: Diversity and Interdependence 23
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4
Activity Cards for MI Work Centres
Money and “The Good Life”
Creating Problems
Life Abroad
A Good Life
Poetic Expression
Snail Mail home
Artistic Expression
Landscapes
Gender Roles
Scientific Classification
Proton Symphony
Musical Expression
Interpersonal Connections
Equality
Global vision
Culture, Environment, and the Good Life
3-D Mapping
PTOM in Deserts and the Arctic
TtD_Gr7_Model.indd 23 10/1/13 1:31 PM
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4
INTR
APE
RSO
NA
LLi
fe A
broa
d
Imag
ine
you
and
your
fam
ily a
re m
ovin
g to
the
cou
ntry
you
are
stu
dyin
g.
How
will
you
r lif
e be
the
sam
e as
it is
now
? H
ow w
ill it
be
diff
eren
t?
Cre
ate
a V
enn
diag
ram
, wri
te, o
r dr
aw t
o sh
ow t
he c
ompa
riso
n.
TtD_Gr7_Model.indd 27 10/1/13 1:32 PM
© Portage & Main Press, 2013, A Model Unit for Grade 7: Diversity and Interdependence, ISBN: 978-1-55379-413-4
NATU
RALIST
PTOM
in Deserts and the A
rctic
Particle Theory of M
atter (PTO
M) refers to m
atter existing in states as solids, liquids, and gases and about how
matter can change from
one state to another. H
ow is PT
OM
evident in deserts? How
is PTO
M evident in the A
rctic?
Draw
, sing, or write to show
your thinking.
TtD_Gr7_Model.indd 42 10/1/13 1:32 PM
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