Grade 7 Exemplars - Calgary Board of Education

1221 – 8 Street S.W., Calgary, AB T2R OL4Grade 7 Exemplars of Integrated Curricular MappingCompiled by Dr. DeeAnne VondeContributors: Keith Christensen, Ross Howe, Laurence Marks, Sanimar SarpalPlease use the following links to access this document: Overall Essential Question General and Specific Curriculum Learning Outcomes Overview Teacher Handouts Learning Styles Student Handouts Student Design Brief Supporting Documents CTF Holistic Rubrics Extensions and Adaptations References1 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4There are 2 challenges included in this example.Challenge 1. Original design created by Ross Howe.Challenge 2. Original design created by Laurence Marks.Overall Essential Questions.1. Given that ecosystems exist in both urban and rural settings; how better can we explore andunderstand our ecosystems? In what ways are ecosystems threatened? In what ways areecosystems thriving in a time of change, population growth, and environmentalmismanagement?2. If other living organisms, plants, and animals could really communicate so we couldunderstand what would their opinion be about the state of the world? Who is right, us or them?Do you need to understand the world as a living systems differently in order to understandhow to be better for it? Laurence Marks, AISI Learning Leader, Area II2 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4General and Specific OutcomesMath with EssentialUnderstandingsScience with EssentialUnderstandingsEnglish LanguageArts with EssentialUnderstandingsPatterns and Relations (Patterns)S.0.2. Graph relations, analyze the results and raw a conclusion from a pattern.Shape and Space (Measurement)G.O. Solve problems involving the properties of circles and their connectionswith angles and time zonesS.O. 1. Measure the diameters, radii and circumferences of circles, and establishthe relationships among themS.O. 2. Solve problems involving the radii, diameters and circumferences ofcirclesStatistics and Probability (Data Analysis)G.O. Develop and implement a plan for the collection, display and analysis ofdata, using measures of variability and central tendency.Unit A, B, C, E.G.O. 1Discover and Explore.1.1 Express ideas and develop understanding extend understanding of ideas and information by funding andexploring oral, print and other media texts on related topics and themesClarify and ExtendConsider the ideas of others listen and respond constructively to alternative ideas or opinionsCombine ideasuse talk, writing and representing to examine, clarify and assessunderstanding of ideas, information and experiencesG.O. 22.1 Use Strategies and CuesUse prior knowledgeselect and focus relevant ideas from personal experiences and priorknowledge to understand new ideas and informationG.O.33.1. Plan and FocusFocus attentionconsider audience, purpose, point of view and form when focusingtopics for investigationPlan and gather informationplan and organize data collection based on instructions, explanationsand pre-established parameters3.2 Select and ProcessUse a variety of sourcesobtain information from a variety of sources, such as adults, peers,advertisements, magazines, lyrics, formal interviews, almanacs,broadcasts and videos, to explore research questions3.3 Organize, Record and EvaluateOrganize information organize ideas and information by selecting or developing categories3 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4Social Studies withEssentialUnderstandingsCTF with EssentialUnderstandingsArt with EssentialUnderstandingsPE with EssentialUnderstandingsMusic with EssentialUnderstandingsappropriate to a particular topic and purposeRecord information reflect on ideas and information to form own opinions with evidence tosupport them compare, contrast and combine ideas and information from severalsourcesEvaluate information assess if the amount and quality of gathered information is appropriateto purpose and audience, address information gaps connect new information with prior knowledge to build newunderstandings3.3 Organize, Record and EvaluateOrganize informationRecord informationEvaluate information3.4 Share and ReviewShare ideas and informationReview research process4.1 Enhance and ImproveAppraise own and others workRevise and edit4.2 Attention to ConventionsAttend to capitalization and punctuation4.3 Present and Share5.2 Work with a GroupDesign, Create, Appraise, Articulate. See rubrics on pages 10-134 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4OverviewTeacher HandoutTheme: Cross curricular project based learning. This project will integrate outcomes from: Math, Science, Social Studies, Language Arts and CTS.Outcomes: General and specific outcomes from the program of studiesRole of Student: The student will act as the designer, builder, and seller of their device.Whole School Involvement: Students can showcase their work using ePortfolio which would represent a cross section of theclasses they are taking. ePortfolio presentations or collections could be used as a form of summative assessment. Students could openly share their work in D2L as a discussion item where other students couldprovide peer assessment on the project. D2L could also be used as5 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4Student HandoutChallenge #1: Given access to actual (or photographed) tree, shrub, and/or plant species within a forest regionof Canada; prepare a leaf or twig collection.Students will examine and learn to identify native species in an urban or rural setting.Leaf or twig collection: 20 native species. Each species identified using common and scientificnames. (At least 50% of the species identified and collected to be trees.) If photographs are usedin place of actual specimens, collection to include both close-up and full-view photos of eachspecies. Share information using Power Point presentation, collage, brochure or poster.7 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4Student HandoutChallenge #2:8 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4Learning Styles – Based on the Learning Styles Inventory that you prefer to use, consider addressingeach of the strategies listed below.Learning Styles Strategies to address Learning Styles Strategies to engage andpersonalize learningVisualView models of fire trucks withextensions.Read and take notes.Write out, identify, and recordintended learning.Communicate a design idea.View graphs.Watch instructional videos.View picturesUse D2L, CADAuditoryVerbalize strategies.Verbal directions from teacher or projectmanager.Engages in discussions that lead toproblem solving.Watch/listen to instructional videos.D2LDiscuss the intended learning.KinaestheticField trips to fire station to see how firetrucks and extensions on fire trucks work.(or having a truck come by the school forstudents to see)Set up equipment.Work directly with wood and othermaterials to develop a concept plan.Sketch, and build models.Use CAD software to see the model as youdesign it.Use SMART board to help with the designprocess.View templates that students havedone in the past.Work with the templates andexperiment.9 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4CTF Holistic RubricDesign1.1Identifypossibilities,opportunities, andconsequences of adesigned solutionto a specified task1.2Apply informationin the designedsolution to aspecific taskDistinguished Proficient Competent Apprentice Not quitethere yetEngage ineffectivebrainstorming.Choose a clearand concisecourse of action.Engages inbrainstormingand is beginningto see value inother member’sideas.Choose ageneral courseof action.Engages inbrainstormingbut finds itdifficult toaccept othersideas.Choose apossible courseof action.Withencouragementengages inbrainstormingBeginning tochoose someideas that wouldbe incorporatedinto a course ofaction.1.3Apply digitaltechnology skills totransfer andexchangeinformation1.4Use strategies thatfoster creativityGeneratedynamic workplan.Uses technologyin a professionalmannerDemonstratescompleteunderstanding oftask and how itrelates to broaderapplication.Generate acomplete workplan.Uses technologyto integratedata, graphicsand text.Demonstratespartialunderstanding oftask.Generates abasic workplan.Usestechnology forits intendedpurpose.Is beginning toshow anindependentunderstandingof the task.With assistancecompletes a basicwork plan.With help has abasicunderstandingof how to usetechnology.With assistancedemonstrates abasicunderstanding ofthe task.A specific example of how I demonstrated this learning:10 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4Create2.1.Utilize materials,technology, andprocesses tocreate a product,performance, orservice in selectedoccupation areas2.2Identify needs,resolve concerns,and recommendimprovementsDistinguished Proficient Competent Apprentice Not quitethere yet.Efficiently uses all Competent use of Simplistic use of Needs toskills, tools,all skills, tools, some skills, tools, striveequipment and equipment and equipment and towardsmaterials available materials available materials available using skills,for the project. for the project. for the project. tools andequipmentwith care.Consistentlyapplies/transfersknowledge to newprojects focusingon effective clientservice.Usuallyapplies/transfersknowledge to newprojects whileassessing personalclient service.Sometimesapplies/transfersknowledge to newprojects whiletrying to focus onclient serviceNeeds towork onapplying andtransferringknowledgeto newprojects andbegin tothink aboutclientservice.A specific example of how I demonstrated this learning:11 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4Appraise3.1Assess the qualityof their skills andcontributions tothe process ofcompleting aspecific taskDistinguished Proficient Competent Apprentice Not quitethere yetThe project plan and The project plan The project plan The projectprocedures are highly and procedures and procedures plan andorganized and carried are accurately are reasonable procedures stillout in an efficient organized and well organized need to bemannercarried out in an and carried out organized so iteffective manner. in a practical can be carriedmanner.out.3.2Use strategies todeal with change,identify and accessresources to dealwith changeThe quality andaccuracy of design,construction, andsafety was excellent.The quality andaccuracy ofdesign,construction, andsafety wasstrong.The quality andaccuracy ofdesign,construction,and safety wasreasonable.The quality andaccuracy ofdesign,construction,and safety wasbasic.3.3Identify anddescribe safety asit relates to healthand wellness3.4Assess personalgrowth, physicalwell-being, andethical conduct,and gain anunderstanding oftheir own abilitiesandresponsibilitiesA complete list of risksis identified and acomplete safety planis shown.Demonstrates theability to consistentlyassess own work andhow this workcontributed to thecompletion of thespecified task.A strong list ofthe risks isidentified, and astrong safety planis shownDemonstrates theability togenerally assessown work andhow this workcontributed tothe completion ofthe task.A practical list ofrisks is identifiedand a practicalsafety plan isshown.Demonstratesthe ability tosometimesassess own workand how one’seffortcontributed tothe completionof the specifiedtask.A partial list ofrisks isidentified and amore completesafety plan isneeded.Need to workon ownperformanceand how thiscontributed tothe completionof the task.3.5Describe futurecareer possibilitiesrelated to thecompletion of aspecified taskA comprehensiveunderstanding ofthe careeropportunitiesboth now and inthe futureCompleteunderstanding ofcareeropportunitiesavailable at thepresent time.Sometimes canidentify somecareeropportunitiesavailable at thepresent time.With assistancebeginning toidentify some ofthe careeropportunitiesavailable.A specific example of how I demonstrated this learning:12 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4Articulate4.1Strengthencommunicationskills4.2Develop anunderstanding forothers and theenvironment4.3Develop an abilityto work as part of ateam4.4 Enhance anddevelop the use ofessential academiccompetenciesDistinguished Proficient Competent Apprentice Not quitethere yetEffectivelyUsuallyGenerallyCould begin toparticipates in the participates in the participates in participate in theteam, sharing team, sharing the team, sharing team, share ideas,ideas, supporting ideas, supporting ideas, supporting support others,others, andothers, respecting others,respect others,working to build a others, andrespecting and work to buildsense ofworking to build a others, and a sense ofcommunity within sense ofworking to build communitythe group.community within a sense ofwithin the group.the group.community withthe group.Demonstrates theability toconsistently listento others, andprovide relevantfeedback duringthe project.Deliberately tookthe time toengage inactivities whichfostered open,collaborative ideadevelopmentConsistentlytransfersunderstanding toother situationspresented in thecurriculum and inreal life situations.Skilfully usestechnology tomake predictionsand solveproblems.Demonstrates theability to generallylisten to others,and provide somewhat relevantfeedback duringthe projectGenerally took thetime to engage inactivities whichfostered open,collaborative ideadevelopmentGenerally cananalyze and modifyunderstanding toother situationspresented in thecurriculum and inreal life situations.Generally usestechnology tomake predictionsand solveproblems.Demonstratesthe ability tosometimes listento others, andprovideappropriatefeedback duringthe project.Usually took thetime to engage inactivities whichfostered open,collaborative ideadevelopment.Can analyze andmodify most oftheirunderstanding toother situationspresented in thecurriculum and inreal lifesituations.Occasionally canuse technologyto makepredictions andsolve problems.With assistanceis beginning tolisten to othersand providesome relevantfeedback.Need to taketime to engagein activities whichfoster open,collaborative ideadevelopment.With assistanceis beginning tounderstandsituationspresented in thecurriculum and inreal lifesituations.With help isbeginning to usetechnology tomake predictionsand solveproblems.A specific example of how I demonstrated this learning:13 | 14

1221 – 8 Street S.W., Calgary, AB T2R OL4References:Christensen, Keith. Unpublished discussions, 2009.Gronlund, N. E., Waugh, C.K., Assessment of Student Achievement. 2009. Pearson, Upper Saddle RiverN.J. Columbus, OhioHowe, Ross. Unpublished discussions, 2009.Marks, Laurence. Unpublished discussions, 2009.Sarpal, Sanimar. Unpublished discussions, 2009.14 | 14