Parents’ Guide

Bath Local Schools

Seventh Grade

Ohio Academic Content

Standards

Grade Level Indicator

Checklists

Acknowledgements:

Robert Fogler, Superintendent

Arline Mase, Assistant Superintendent

John Evanosky, Conotton Valley Curriculum Coordinator

Deb Haglock, Strasburg Curriculum Coordinator

Janis Hunter, Indian Valley Curriculum Coordinator

Elaine Karp, Garaway Curriculum Coordinator

Jeff Raynor, Tuscarawas Valley Curriculum Coordinator

Jerry Rippeth, Brown Local Curriculum Coordinator

Karen Jenkins, Special Projects

Vikki Horrisberger, Layout and Design

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing.

Curriculum Department

834 East High Avenue

New Philadelphia, Ohio 44663

Phone: 330.308.9939

Fax: 330.308.0964

www.tchesc.k12.oh.us

Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Acquisition of Vocabulary

Indicator

1. Define the meaning of unknown words through context clues and the author’s use of comparison, contrast, definition, restatement and example.

2. Apply knowledge of connotation and denotation to determine the meaning of words.

3. Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms.

4. Interpret metaphors and similes to understand new uses of words and phrases in text.

5. Recognize and use words from other languages that have been adopted into the English language.

6. Use knowledge of Greek, Latin and Anglo-Saxon roots and affixes to understand vocabulary.

7. Use knowledge of symbols and acronyms to identify whole words.

8. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Indicator

1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.

2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.

3. Make critical comparisons across text, noting author’s style as well as literal and implied content of text.

4. Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions.

5. Select, create and use graphic organizers to interpret textual information.

6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

7. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

8. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

9. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1. Use text features, such as chapter titles, headings and subheadings; parts of books including index, appendix, table of contents and online tools (search engines) to locate information.

2. Analyze examples of cause and effect and fact and opinion.

3. Compare and contrast different sources of information, including books, magazines, newspapers and online resources, to draw conclusions about a topic.

4. Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas, critical details and underlying meaning of the original text.

English Language Arts

5. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

6. Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques and examples of bias and stereotyping.

7. Identify an author’s purpose for writing and explain an author’s argument, perspective or viewpoint in text.

8. Compare the treatment, scope and organization of ideas from different texts on the same topic.

Reading Applications: Literary Text

Indicator

1. Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot.

2. Analyze the features of the setting and their importance in a text.

3. Identify the main and minor events of the plot, and explain how each incident gives rise to the next.

4. Identify and compare subjective and objective points of view and how they affect the overall body of a work.

5. Identify recurring themes, patterns and symbols found in literature from different eras and cultures.

6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, science fiction, fiction and non-fiction.

7. Interpret how mood or meaning is conveyed through word choice, figurative language and syntax.

Writing Processes

Indicator

1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

2. Conduct background reading, interviews or surveys when appropriate.

3. Establish a thesis statement for informational writing or a plan for narrative writing.

4. Determine a purpose and audience.

5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.

6. Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing.

7. Vary simple, compound and complex sentence structures.

8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.

9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose.

10. Use available technology to compose text.

11. Reread and analyze clarity of writing.

12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose.

13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.

Indicators continued on next page

English Language Arts

14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.

15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

Writing Applications

Indicator

1. Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, character and a specific setting.

2. Write responses to novels, stories, poems and plays that provide an interpretation, a critique or a reflection and support judgments with specific references to the text.

3. Write business letters that are formatted to convey ideas, state problems, make requests or give compliments.

4. Write informational essays or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources, and create an organizing structure appropriate to the purpose, audience and context.

5. Write persuasive essays that establish a clear position and include relevant information to support ideas.

6. Produce informal writings (e.g., journals, notes and poems) for various purposes.

Writing Conventions

Indicator

1. Spell high-frequency words correctly.

2. Use commas, end marks, apostrophes and quotation marks correctly.

3. Use semicolons, colons, hyphens, dashes and brackets correctly.

4. Use correct capitalization.

5. Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

6. Use dependent and independent clauses.

7. Use subject-verb agreement with collective nouns, indefinite pronouns, compound subjects and prepositional phrases.

8. Conjugate regular and irregular verbs in all tenses correctly.

English Language Arts

Research

Indicator

1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.

2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

3. Identify and explain the importance of validity in sources, including publication date, coverage, language, points of view, and describe primary and secondary sources.

4. Select an appropriate structure for organizing information in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers).

5. Analyze and organize important information, and select appropriate sources to support central ideas, concepts and themes.

6. Integrate quotations and citations into written text to maintain a flow of ideas.

7. Use an appropriate form of documentation, with teacher assistance, to acknowledge sources (e.g., bibliography, works cited).

8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question.

Communication: Oral and Visual

Indicator

1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

2. Draw logical inferences from presentations and visual media.

3. Interpret the speaker’s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade).

4. Identify and explain the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages.

5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

7. Vary language choices as appropriate to the context of the speech.

8. Deliver informational presentations (e.g., expository, research) that:

a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;

b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;

c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);

d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and

e. draw from multiple sources and identify sources used.

Indicators continued on next page

English Language Arts

9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10. Deliver persuasive presentations that:

a. establish a clear position;

b. include relevant evidence to support position and to address counter-arguments; and

c. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast).

COMMENTS

Mathematics

Number, Number Sense and Operations

Indicator

1. Demonstrate an understanding of place value using powers of 10 and write large numbers in scientific notation.

2. Explain the meaning of exponents that are negative or 0.

3. Describe differences between rational and irrational numbers; e.g., use technology to show that some numbers (rational) can be expressed as terminating or repeating decimals and others (irrational) as non-terminating and non-repeating decimals.

4. Use order of operations and properties to simplify numerical expressions involving integers, fractions and decimals.

5. Explain the meaning and effect of adding, subtracting, multiplying and dividing integers; e.g., how adding two integers can result in a lesser value.

6. Simplify numerical expressions involving integers and use integers to solve real-life problems.

7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).

8. Develop and analyze algorithms for computing with percents and integers, and demonstrate fluency in their use.

9. Represent and solve problem situations that can be modeled by and solved using concepts of absolute value, exponents and square roots (for perfect squares).

Measurement

Indicator

1. Select appropriate units for measuring derived measurements; e.g., miles per hour, revolutions per minute.

2. Convert units of area and volume within the same measurement system using proportional reasoning and a reference table when appropriate; e.g., square feet to square yards, cubic meters to cubic centimeters.

3. Estimate a measurement to a greater degree of precision than the tool provides.

4. Solve problems involving proportional relationships and scale factors; e.g., scale models that require unit conversions within the same measurement system.

5. Analyze problem situations involving measurement concepts, select appropriate strategies, and use an organized approach to solve narrative and increasingly complex problems.

6. Use strategies to develop formulas for finding area of trapezoids and volume of cylinders and prisms.

7. Develop strategies to find the area of composite shapes using the areas of triangles, parallelograms, circles and sectors.

8. Understand the difference between surface area and volume and demonstrate that two objects may have the same surface area, but different volumes or may have the same volume, but different surface areas.

9. Describe what happens to the surface area and volume of a three-dimensional object when the measurements of the object are changed; e.g., length of sides are doubled.

Mathematics

Geometry and Spatial Sense

Indicator

1. Use proportional reasoning to describe and express relationships between parts and attributes of similar and congruent figures.

2. Determine sufficient (not necessarily minimal) properties that define a specific two-dimensional figure or three-dimensional object. For example:

a. determine when one set of figures is a subset of another; e.g., all squares are rectangles; and

b. develop a set of properties that eliminates all but the desired figure; e.g., only squares are quadrilaterals with all sides congruent and all angles congruent.

3. Use and demonstrate understanding of the properties of triangles. For example:

a. use Pythagorean Theorem to solve problems involving right triangles; and

b. use triangle angle sum relationships to solve problems.

4. Determine necessary conditions for congruence of triangles.

5. Apply properties of congruent or similar triangles to solve problems involving missing lengths and angle measures.

6. Determine and use scale factors for similar figures to solve problems using proportional reasoning.

7. Identify the line and rotation symmetries of two-dimensional figures to solve problems.

8. Perform translations, reflections, rotations and dilations of two-dimensional figures using a variety of methods (paper folding, tracing, graph paper).

9. Draw representations of three-dimensional geometric objects from different views.

Patterns, Functions and Algebra

Indicator

1. Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable expressions.

2. Generalize patterns by describing in words how to find the next term.

3. Recognize and explain when numerical patterns are linear or nonlinear progressions; e.g., 1, 3, 5, 7... is linear and 1, 3, 4, 8, 16... is nonlinear.

4. Create visual representations of equation-solving processes that model the use of inverse operations.

5. Represent linear equations by plotting points in the coordinate plane.

6. Represent inequalities on a number line or a coordinate plane.

7. Justify that two forms of an algebraic expression are equivalent, and recognize when an expression is simplified; e.g., 4m = m + m + m + m or a · 5 + 4 = 5a + 4.

8. Use formulas in problem-solving situations.

9. Recognize a variety of uses for variables; e.g., placeholder for an unknown quantity in an equation, generalization for a pattern, formula.

10. Analyze linear and simple nonlinear relationships to explain how a change in one variable results in the change of another.

11. Use graphing calculators or computers to analyze change; e.g., distance-time relationships.

Mathematics

Data Analysis and Probability

Indicator

1. Read, create and interpret box-and-whisker plots, stem-and-leaf plots, and other types of graphs, when appropriate.

2. Analyze how decisions about graphing affect the graphical representation; e.g., scale, size of classes in a histogram, number of categories in a circle graph.

3. Analyze a set of data by using and comparing combinations of measures of center (mean, mode, median) and measures of spread (range, quartile, interquartile range), and describe how the inclusion or exclusion of outliers affects those measures.

4. Construct opposing arguments based on analysis of the same data, using different graphical representations.

5. Compare data from two or more samples to determine how sample selection can influence results.

6. Identify misuses of statistical data in articles, advertisements, and other media.

7. Compute probabilities of compound events; e.g., multiple coin tosses or multiple rolls of number cubes, using such methods as organized lists, tree diagrams and area models.

8. Make predictions based on theoretical probabilities, design and conduct an experiment to test the predictions, compare actual results to predicted results, and explain differences.

COMMENTS

Social Studies

History

Indicator

1. Group events by broadly defined historical eras and enter onto multiple-tier time lines.

2. Describe the enduring impact of early civilizations in India, China, Egypt, Greece and Rome after 1000 BC including:

a. the development of concepts of government and citizenship;

b. scientific and cultural advancements;

c. the spread of religions; and

d. slavery and systems of labor.

3. Describe the conditions that gave rise to feudalism, as well as political, economic and social characteristics of feudalism, in Asia and Europe.

4. Explain the lasting effects of military conquests during the Middle Ages including:

a. Muslim conquests;

b. the Crusades; and

c. the Mongol invasions.

5. Describe the impact of new ideas and institutions on European life including:

a. the significance of printing with movable type;

b. major achievements in art, architecture and literature during the Renaissance; and

c. the Reformation.

6. Describe the importance of the West African empires of Ghana, Mali and Songhay including:

a. trade routes;

b. products;

c. spread of the Arabic language; and

d. spread of Islam;

7. Describe the causes and effects of European exploration after 1400 including:

a. imperialism, colonialism and mercantilism; and

b. impact on the peoples of sub-Saharan Africa, Asia and the Americas.

People in Societies

Indicator

1. Analyze the relationships among cultural practices, products and perspectives of early civilizations.

2. Explain how the Silk Road trade and the Crusades affected the cultures of the people involved.

3. Give examples of contacts among different cultures that led to the changes in belief systems, art, science, technology, language or systems of government.

4. Describe the cultural and scientific legacies of African, Greek, Roman, Chinese, Arab and European civilizations.

Geography

Indicator

1. For each of the societies studied, identify the location of significant physical and human characteristics on a map of the relevant region.

2. On a map, identify places related to the historical events being studied and explain their significance.

3. Describe changes in the physical and human characteristics of regions that occur over time and identify the consequences of such changes.

Social Studies

4. Use physical and historical maps to analyze the reasons that human features are located in particular places.

5. Describe the geographic factors and processes that contribute to and impede the diffusion of people, products and ideas from place to place including:

a. physical features;

b. culture;

c. war;

d. trade; and

e. technological innovations.

Economics

Indicator

1. Compare the endowment of productive resources in world regions and explain how this endowment contributed to specialization, trade and interdependence in ancient times.

2. Describe the growth of cities and the establishment of trade routes in Asia, Africa and Europe; the products and inventions that traveled along these routes (e.g., spices, textiles, paper, precious metals and new crops); and the role of merchants.

Government

Indicator

1. Compare direct and representative democracy using examples of ancient Athens, the Roman republic and the United States today.

2. Describe the essential characteristics of the systems of government found in city-states, kingdoms and empires from ancient times through the Middle Ages.

Citizenship Rights and Responsibilities

Indicator

1. Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy.

2. Describe the rights found in the Magna Carta and show connections to rights Americans have today.

Social Studies Skills and Methods

Indicator

1. Describe historical events and issues from the perspectives of people living at the time in order to avoid evaluating the past in terms of today’s norms and values.

2. Compare multiple viewpoints and frames of reference related to important events in world history.

3. Establish guidelines, rules and time lines for group work.

4. Reflect on the performance of a classroom group in which one has participated including the contribution of each member in reaching group goals.

Science

Earth and Space Sciences

Indicator

1. Explain the biogeochemical cycles which move materials between the lithosphere (land), hydrosphere (water) and atmosphere (air).

2. Explain that Earth’s capacity to absorb and recycle materials naturally (e.g., smoke, smog, sewage) can change the environmental quality depending on the length of time involved (e.g. global warming).

3. Describe the water cycle and explain the transfer of energy between the atmosphere and hydrosphere.

4. Analyze data on the availability of fresh water that is essential for life and for most industrial and agricultural processes. Describe how rivers, lakes and groundwater can be depleted or polluted becoming less hospitable to life and even becoming unavailable or unsuitable for life.

5. Make simple weather predictions based on the changing cloud types associated with frontal systems.

6. Determine how weather observations and measurements are combined to produce weather maps and that data for a specific location at one point in time can be displayed in a station model.

7. Read a weather map to interpret local, regional and national weather.

8. Describe how temperature and precipitation determine climatic zones (biomes) (e.g., desert, grasslands, forests, tundra, alpine).

9. Describe the connection between the water cycle and weather-related phenomenon (e.g., tornadoes, floods, droughts, hurricanes).

Life Sciences

Indicator

1. Investigate the great variety of body plans and internal structures found in multicellular organisms.

2. Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator–prey, parasitism, mutualistism, commensalism).

3. Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water, soil).

4. Investigate how overpopulation impacts an ecosystem.

5. Explain that some environmental changes occur slowly while others occur rapidly (e.g., forest and pond succession, fires and decomposition).

6. Summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth’s ecosystems (e.g., fire, hurricanes, roads, oil spills).

7. Explain that photosynthetic cells convert solar energy into chemical energy that is used to carry on life functions or is transferred to consumers and used to carry on their life functions.

8. Investigate the great diversity among organisms.

Physical Sciences

Indicator

1. I