7th Grade Course Updates

.The skills of standards being taught are:

What can one generation learn from another?

Unit 1 Family Letter: English & Spanish

The skills of standards being taught are:

• Analyzing theme

• Analyzing central idea, supporting evidence, and author’s purpose

• Writing a short personal narrative with a clear theme

Some learning experiences we’ve been engaging in are:

• Reading and analysing texts that are about how generations influence one another.

• Writing a personal narrative about generations teaching other generations.

Students should be able to:

• Write a personal narrative with a clear theme

• Cite textual evidence

• Summarize and analyze a text

• Identifying central ideas of a text

Here’s what’s coming next:

• Performance Task: Personal Narrative Writing (formative)

• Student facilitated reading groups

Look for this month’s assignments in PowerSchool:

• Selection Test(s) for texts we have read and analyzed

• A variety of Exit Tickets (ET)

The skills of standards being taught are:

• This month we are working on Scale Drawings. Please check out the website below for family information, videos, and activities to complete with your student.

English

Spanish

Students should be able to:

• Identify scale copies and draw scale copies using a given scale factor or scale.

Here’s what’s coming next:

• Introducing Proportional Relationships

English

Spanish

Look for this month’s assignments in PowerSchool:

• Daily Lesson Cool Downs

• Checkpoint A

• Unit 1 Test

We are working on One-Variable Statistics. Please check out this website for family information, helpful video overviews, and activities to complete with your student.

Here’s what’s coming next:

• Unit 2: Linear Equations and Systems

Look for this month’s assignments in PowerSchool:

• Checkpoint A

• Checkpoint B

• 1.12 Cool Down

The skills of standards being taught are:

• Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

• Develop and use a model to describe the function of a cell as a whole and ways the parts of the cell contribute to the function.

• Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

• Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

• Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Some learning experiences we’ve been engaging in are:

• Analyzing evidence of microorganisms to determine scale

• Analyzing Data in Pie Charts

• Writing claims, evidence and reasoning.

Students should be able to:

• Explain the scale of microorganisms.

• Explain how microorganisms keep us healthy

• Write a scientific argumentative with claim, evidence and reasoning.

Here’s what’s coming next:

• Metabolism

Look for this month’s assignments in PowerSchool:

• Understanding the scale of microorganism

• Students’ Initial Ideas and Questions About the Human Microbiome

• Analyzing Data in Pie Charts

• Patient 23 Reflection

• Limited Growth and Competition Among Microorganisms

The skills of standards being taught are:

• SS.Geog1.b.m Interpret patterns in a variety of maps, charts, and graphs to display geographic information (contour, cartogram, population, natural resource, historical maps) and explain relationships among them.

• SS.Geog3.a.m Analyze the relationship between the distribution of resources and patterns of human settlement within states, countries, and regions of the world now and in the past.

• SS.Geog4.a.m Explain how place-based identities can change places over time. Investigate how place-based identity results from the characteristics of a place and can sometimes result in stereotypes of people from a specific place. Describe students’ perceptions of a place that are based on indirect sources (e.g., television, movies), versus on direct sources (e.g., residing in a place, visiting a place).

• INQ2.A Gather Diverse Sources - Explore evidence from multiple reliable sources representing a range of perspectives and media that have been selected through research to guide the inquiry.

Some learning experiences we’ve been engaging in are:

• Geographic Thinking Lab

• Analyzing maps, charts, political cartoons.

• Chapter 5 Test

Students should be able to:

• I can explain the climate of Russia and Central Asia.

• I will analyze the relationship between climate and culture in Russia and the Eurasian republics.

• I can explain the importance of railroad transportation in connecting different parts of Russia.

• I can explain Russia’s art and government past and present.

• I can explain changing energy in Russia and the effects of an environmental disaster.

Here’s what’s coming next:

• Chapter 6 Test

• Russia Inquiry Project

Look for this month’s assignments in PowerSchool:

• Geographic Thinking Lab 5.1

• Chapter 5 Test

• Geographic Thinking Lab 6.1

• Geographic Thinking Lab 6.3

The skills of standards being taught are:

• Perform: I can demonstrate the ability to play on pitch and in rhythm

Some learning experiences we’ve been engaging in are:

• New Music: Ready the Castle, Midnight Madness, Midnight Sky, Taking it all in

Students should be able to:

• Read and perform rhythms in duple (4/4) and triple (6/8) meter

• Accurately perform a Concert Bb scale

• Accurately perform selections from their music

• Perform music in a variety of different styles

Here’s what’s coming next:

• Rehearse and refine skills and knowledge on and about concert pieces

Reminder About First Concert Date:

• Tuesday, November 4th - 6:30pm

Link to Full Concert Schedule

The skills of standards being taught are:

• Perform: I can demonstrate the ability to sing on pitch and in rhythm.

• Connect: I can explain how music relates to self, others, and the world.

Some learning experiences we’ve been engaging in are:

• New Music: ‘Til the Walls Come Down, Be the Change,

Students should be able to:

• Sing in unison and two parts, matching pitch and independent rhythms;

• Sightread basic melodies using solfege (do, re, mi);

• Consistent use of entire vocal range, low and high;

Here’s what’s coming next:

• More complex sight-reading and rhythm work;

• Rehearse and refine skills and knowledge on and about concert pieces.

Reminder About First Concert Date:

• Thursday, October 30th - 6:30 pm

Link to Concert Schedule

The skills of standards being taught are:

• Perform: I can demonstrate the ability to play on pitch and in rhythm

Some learning experiences we’ve been engaging in are:

• New Music: Ready the Castle, Hunters Chorus, Cannon power, Finding Figaro

Students should be able to:

• Read and perform rhythms in duple (4/4) and triple (6/8) meter

• Accurately performing new notes ( C, B, A)

• Identifying parts in their music such as melody or harmony.

Here’s what’s coming next:

• Rehearse and refine skills and knowledge on and about concert pieces

Reminder About First Concert Date:

• Monday, November 3rd, BRMS/CKCS 7th & 8th Grade Orchestra

Link to Concert Schedule

The skills of standards being taught are:

• Understanding and applying the elements of art: line, shape, color, and space
  

• Exploring non-objective art and how it differs from realistic or abstract art
  

• Practicing paper engineering through folding and assembling an explosion book
  

• Reflecting on the creative process using art vocabulary and self-assessment

Some learning experiences we’ve been engaging in are:

• Creating a multi-page explosion book with layered non-objective designs
  

• Exploring how color theory, pattern, and rhythm create visual interest
  

• Experimenting with abstract mark-making techniques using various materials
  

• Discussing artists known for non-objective work, like Kandinsky or Mondrian

Students should be able to:

• ​​Define non-objective art and identify its key characteristics
  

• Design and construct an explosion book with thoughtful compositions
  

• Use art elements intentionally to express movement and balance
  

• Analyze and reflect on their own work and the work of others

Here’s what’s coming next:

• Introduction to observational drawing and proportion
  

• Exploring line variety and the “action” of line
  

• Exploring clay techniques
  

• Continued focus on reflection and developing a personal art style

Look for this month’s assignments in PowerSchool:

• Explosion Book

• Explosion Book Reflection

The skills of standards being taught are:

• Present written information using a mixture of practiced or memorized words, phrases, or sentences.

• Identify relevant details of spoken language

• Provide information by asking and answering questions

Some learning experiences we’ve been engaging in are:

• Writing a paragraph about their summer break in Chinese

• Listening to a short story in Chinese

• Introducing themselves to others

Students should be able to:

• Write a paragraph within 6-8 sentences in Chinese

• Gathering relevant information from listening to a story

• Introduce themselves in Chinese

Here’s what’s coming next:

• Understand polite requests

• State what grade you are in

• Ask other people about their summer vacations

• Moon Festival

Look for this month’s assignments in PowerSchool:

• Daily Note on paper or notebooks

• My Summer Break

The skills of standards being taught are:

• Interpersonal Speaking: Request and provide information by asking and answering questions.

Some learning experiences we’ve been engaging in are:

• Conversational Practice (turn & talk, class interviews, share out)

• Listen & Write (numbers, spelling, vocabulary, etc.)

• Vocabulary building games

Students should be able to:

• Greet someone & Say goodbye

• Introduce themselves

• Ask and answer basic about me questions (age, where from, character traits)

• Identify places where German is spoken

• Count to 20

Here’s what’s coming next:

• Expressing feelings

• My favorite things

• All About Me Slideshow

Look for this month’s assignments in PowerSchool:

• Collage: Where are you from?

• Listening: Ich bin cool

• Speaking: Wie bist du? (What are you like?)

• Numbers Quiz

The skills of standards being taught are:

• 2025.7..WL.ISP.1 Request and provide information by asking and answering questions.

• 2025.7.WL.ISP.2 Communicate basic needs, preferences, and feelings.

Some learning experiences we’ve been engaging in are:

• Asking and answering basic questions about themselves with a partner

• Saying how they are feeling

• Numbers / Alphabet

Students should be able to:

• Answer basic questions about themselves (Age, birthday, where they are from)

Here’s what’s coming next:

• Talking about our school day (classes, school supplies)

Look for this month’s assignments in PowerSchool:

• Numbers/letters Quiz

• Comic Strip

The skills of standards being taught are:

• Proper forehand and backhand skills in tennis

Some learning experiences we’ve been engaging in are:

• Tennis court lines and structure

• Doubles and team play

Students should be able to:

• Play a tennis match

Here’s what’s coming next:

• Fitness Testing

Look for this month’s assignments in PowerSchool:

• Tennis Skills Test

The skills of standards being taught are:

• 2024.678.AFNR.AS.2 - Students will classify, evaluate, select, and manage animals based on anatomical and physiological characteristics

• 2024.678.AFNR.AS.3 - Students will apply principles and practices of effective animal health care.

• 2024.678.AFNR.ALLR.1 - Students will examine the components, applications, historical development, global implications, future trends, and career opportunities related to agricultural literacy.

Some learning experiences we’ve been engaging in are:

• Classifying Animals

• Comparing Cultural Perspectives

• Pet Care Research

• Calculating Pet Costs

• Wisconsin Wildlife Exploration

• Career Exploration

Students should be able to:

• classify animals, explain cultural and agricultural perspectives, and demonstrate responsible pet care, including nutrition, health, handling, and costs. They should also explore careers related to animal science and pet care.

Here’s what’s coming next:

• Livestock and Poultry Unit

Look for this month’s assignments in PowerSchool:

• Notebook Check One

• Pet or Food Poster

• Pet Care Guide

• Companion Animal Test

The skills of standards being taught are:

• 2024.678.AFNR.PS.3.A - Determine influence of environmental factors on plant growth.

• 2024.678.AFNR.PS.2.B - Apply knowledge of plant anatomy and functions of plant structures to activities associated with plant systems.

• 2024.678.AFNR.PS.2.D - Apply knowledge of plant physiology to plant systems.

• 2024.678.AFNR.PS.2.A - Classify agricultural plants according to taxonomy systems.

Some learning experiences we’ve been engaging in are:

• Parts of a Plant

• Parts of a Seed (Monocot vs. Dicot)

• Plant Life Cycle

• Mystery Seed Lab

• Greenhouse Work

Students should be able to:

Students should be able to identify and explain the structures and functions of plants and seeds (including monocots and dicots), describe the plant life cycle, and apply this knowledge through greenhouse work and lab investigations such as the mystery seed lab.

Here’s what’s coming next:

• Mystery Seed Lab Report

Look for this month’s assignments in PowerSchool:

• Notebook Check One

• Mystery Seed Lab Check In

• All About Plants Lab Book

The skills of standards being taught are:

• Demonstrate an ability to persevere through authentic, open-ended problems. ( 2020.8.INF.ID.2)

Some learning experiences we’ve been engaging in are:

• Using google slides to create and share an introductory slide about themselves.

• Learning the basics of creating shapes in computer programs, an initial step to creating characters and animation.

Students should be able to:

• Identify the parts of code for basic shapes that relate to either the shape type, its position on the grid, or its dimension.

Here’s what’s coming next:

• Creating variables and using them to provide some randomness in a program

• Create a Robot Face that has randomized components that might affect colors, shapes, positions, or sizes of parts of the robots face.

• Creating Art using google spreadsheets

Look for this month’s assignments in PowerSchool:

• Robot Face planning assignment

• Robot Face digital design

• Google Art project shared link

• Google Art final project

• Benefits of proper nutrition and the impact they have on your body.

Some learning experiences we’ve been engaging in are:

• Foodborne illness project

• Nutrients and MyPlate

Students should be able to:

• Identify nutrients and explain how they can prevent chronic diseases

• Identify and define the areas of wellness

Here’s what’s coming next:

• Cooking

• Health promotion project

Look for this month’s assignments in PowerSchool:

• Foodborne illness project

• MyPlate reflection

• Wellness wheel exit ticket

The skills of standards being taught are:

• Identify and define the areas of wellness (physical, emotional, social, mental, spiritual, environmental).

• UNDERSTAND AND CONSTRUCT A SEWING PROJECT

Some learning experiences we’ve been engaging in are:

• Created a SMART Goal on wellness.

• Accurately sew a ⅝ seam allowance.

• Create a safety poster on sewing tools and equipment.

Students should be able to:

• I can identify the different areas of wellness.

• I can define what each area of wellness means.

• I can explain how each area of wellness impacts overall health.

• I can give examples of activities or behaviors that support each area of wellness.

• I can identify and select the correct tool for a specific studio task.
  
  

• I can demonstrate safe and effective use of studio tools.
  
  

Here’s what’s coming next: Construct a pillowcase and a phone holder.

Look for this month’s assignments in PowerSchool:

• Wellness SMART Goal

• Tool ID

• Safety Poster

• Sewing Sampler Evaluation

The skills of standards being taught are:

• Organization

• Focused Note Taking

• The AVID Framework

• Costa’s Level of Thinking

Some learning experiences we’ve been engaging in are:

• Community building

• Developing deeper-level questions (Costa’s Level of Thinking)

• Creating one-pagers on what AVID is

• Organizing our binders and planners

Students should be able to:

• Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question

• Build relational capacity with their classmates and teacher.

• Increase awareness of the components of the AVID College and Career Readiness Framework.

• Commit to upholding norms, behaviors, and mindsets to become college- and career-ready.

• Develop efficient, individualized routines related to using organizational tools and planning strategies.

• Apply organizational routines to academic and personal life.

• Create and establish SMART (Specific, Measurable, Achievable, Reasonable, Timely) goals.

• Develop inquiry skills through focused observations and analyses

Here’s what’s coming next:

• Scholar Groups

• College and Career Unit

If you have questions, please reach out to the course teacher.