7th Grade Life Science
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instructional Services7th Grade Life Science7-12 Science Constructing Meaning Functions Scope and SequenceThis chart reflects the dominant and supportive language functions for productionProposition andSupport*Elaboration/Description*Compare andContrast*Sequencing*7Life ScienceIntroducedQ1 & 3, Q2 & 4IntroducedQ 1 & 3, Q2 & 4IntroducedQ1 & 3, Q2 & 4IntroducedQ2 & 4IntroducedQ2 & 48Physical ScienceContinued PracticeQ1, Q2, Q3, Q4Continued PracticeQ1, Q2, Q4Continued PracticeQ1Continued PracticeQ1Continued PracticeQ1, Q2, Q3, Q4BiologyMasteryQ1, Q2, Q3, Q4Continued PracticeQ1, Q2Continued PracticeQ1, Q2, Q3Continued PracticeQ1, Q3Continued PracticeQ1, Q3, Q4Physical Science(Earth)MasteryQ1, Q2, Q3, Q4MasteryQ1, Q2, Q3, Q4MasteryQ2, Q3, Q4Continued PracticeQ2, Q3MasteryQ1, Q2, Q3, Q4ChemistryMasteryQ1, Q2, Q3, Q4MasteryQ1, Q2, Q3, Q4MasteryQ1, Q2, Q3, Q4Continued PracticeQ2, Q3MasteryQ1, Q3, Q4PhysicsMasteryQ1, Q2, Q3, Q4MasteryQ1, Q2, Q3MasteryQ1, Q2, Q3, Q4MasteryQ1, Q2, Q3MasteryQ1, Q2, Q3, Q4* The language function of summarizing is to be used throughout the curriculum in conjunction with the other language functions.6/23/2010Cause and Effect*(Problem/Solution)
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instructional ServicesCM Functions - Year At-A-Glance7th Grade Life ScienceQuarterTopicDominant and Supportive Functions1 and 3Scientific MethodCells-Structure and FunctionCell Processes-Photosynthesis, Respiration,and MitosisElaboration/DescriptionCompare and ContrastSequencingGeneticsEvolutionCause and EffectCompare and ContrastSequencingProposition and Support2 and 46/23/2010
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 1 & 3Standards1a. Students knowcells functionsimilarly in allliving organisms.1c. Students knowthe nucleus is therepository forgeneticinformation inplant andanimal cells.Functions for Production(Bold denotes dominantfunction)Does textbook provide language ofdominant function for production?Elaboration/ DescriptionCompare andContrast9/20/2011 Version 3Sample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us)Sentence Frames Cell Song- Students make up a songincluding a minimum number of organellesand functions to any tune. Flashcard game – Students make flashcardswith name of cell part on one side andfunction on the back. Pair of students use oneset of cards. Place set of flashcards inbetween pair of students with the cell partsside up. Pairs of students race to find thecorrect card after teacher states a function.Student with the most cards at the end wins.Can also play with function side up. Teacherstates the cell part. Group game- Class divided in two teams.Posters of plant and animal cells posted onwhite board. Post-its of cell organelles arealso placed on the whiteboard. Students raceto find the organelle and place it on thecorrect location of the poster when theteacher states a function. Student then usessentence frame to state function. Cell Organelle Analogy Project**–worksheet gives student spaces to writefunction and an analogy for each cell part. Eukaryotic Cell Organelle DialecticalJournal** (uses Biology IR references) Pro vs. Euk Dialectical Journal** (usesBiology text references) Summary Template**-Single paragraphcompare/contrast prokaryotic and eukaryoticcells Cell Dialectical Journal** Summary Template**-Single paragraph oncell organellesElaboration/ Description This (organelle) is called(name of part) and its functionis . This (cell part) is essential forthe because (function). has andis know for . can bedescribed as . Characteristics (components)of includeand .For Cell Analogy Project: The is like abecause . has a similarfunction because .Structured OralLanguage PracticeRoutine(s)(CM Binder Tab 3) Whip AroundTo first survey yourstudents’ prior knowledge. Think (Write)-Pair-Share Give One Get OneStudents write cell part,function and what type ofcell it is found in on a card.Then they need to rotatearound to get all theinformation for each cellpart by exchanginginformation. They need tostate the function orallybefore they record it. Usethe frame below:My selected organelle isthis organelleis found in andits function is .CorrelatingThinkingMap(s)Circle MapWith “nucleus” or anypart that you select in thecenter:has and isknown for .can be describedas.Put “cell” in the center.Characteristics(components) ofinclude and.Bridge MapMake a bridge map as adraft for an original cellanalogy.and sharethe same characteristics.Both andcan be described as .
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 1 & 3Standards1b. Students knowthe characteristicsthat distinguishplant cells fromanimal cells,includingchloroplasts andcell walls.Functions for Production(Bold denotes dominantfunction)Does textbook provide language ofdominant function for production?Compare andContrastSample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us) Double Bubble Foldable – one side plant cell, one sideanimal cell. Summary – students create a summarybased on their thinking map usingcompare contrast language. Samplesummary template:There are main differencesbetween & . Onedifference between is. Another difference ishave , whereas. Lastly, . Summary Template**-Singleparagraph compare/contrast animal andplant cells Summary Template**- Plant cellorganelles9/20/2011 Version 3Sentence FramesCompare and Contrast Although and havesome similar characteristics,they are very different because. The primary distinctionbetween and can bedescribed as . The differences/ similaritiesbetween and are. Characteristics (components)of includeand .Structured OralLanguage PracticeRoutine(s)(CM Binder Tab 3)CorrelatingThinkingMap(s) Think (Write)-Pair-Share Give One Get OneDouble Bubble Mapplant vs. animal cells
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 1 & 3Standards1d. Students knowthat mitochondrialiberate energy forthe work that cellsdo and thatchloroplastscapture sunlightenergy forphotosynthesis.Functions for Production(Bold denotes dominantfunction)Does textbook provide language ofdominant function for production?Elaboration/ DescriptionCompare andContrast9/20/2011 Version 3Sample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us)Sentence Frames Photosynthesis poster – Teacher givesstudents the brick words. In groupsstudents draw photosynthesis labelingall of the brick words in the picture.Ex: CO2 – students use arrows to showwhether it is going into or out of theplant.Elaboration/ DescriptionPhotosynthesis Poster: The way that (brick word)relates to (photosynthesis)is .Summary: is a process usedby that involves. The essentialcomponents needed for(photosynthesis) are .The main outcome of(photosynthesis) is .In closing isimportant because .Possible Brick Words:Plant, water, leaf, roots, glucose,stomata, sunlight, chloroplast, oxygen,chlorophyll, CO2 Multi-Flow MapStudents label what goes in and out ofthe cell during photosynthesis.Another map can be used to show whatgoes in and out during cellularrespiration. Summary Template** Photosynthesis sequencing Summary Template** - Cellularrespiration sequencing Photosynthesis Dialectical Journal(uses Biology Textbook references)** Cellular Respiration DialecticalJournal (uses Biology Textbookreferences)** Gallery walk of posters andsummaries.Structured OralLanguage PracticeRoutine(s)(CM Binder Tab 3) Talking ChipsTo make sure each studentuses a sentence frame whiledialoging during postercreation. Think (Write)-Pair-Share Lines of CommunicationCorrelatingThinkingMap(s)Circle MapMitochondria arefrequently associated withand areassociated with .Double Bubble MapCellular respiration vs.photosynthesis: Whileand are both, there are severalmajor differences betweenthem. One of the keycharacteristics ofis .
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 1 & 3Standards1e. Students knowcells divide toincrease theirnumbers through aprocess of mitosis,which results intwo daughter cellswith identical setsof chromosomes.Functions for Production(Bold denotes dominantfunction)Does textbook provide language ofdominant function for production?Sequencing1f. Students knowthat asmulticellularorganisms develop,their cellsdifferentiate.9/20/2011 Version 3(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us)Sentence FramesStructured OralLanguage PracticeRoutine(s)(CM Binder Tab 3) Mitosis flip book**Students draw steps of mitosis as itprogresses from one phase to anotherto validate understanding of what ishappening phase to phase. Model mitosis using manipulativesStudents use yarn and other materialsto model each phase of mitosis. Human flow map6 students are given pictures of thephases of cell division. They are toorder themselves in the propersequence. Then other students arecalled on to report the events picturedusing the sentence frames. (Studentswill write as well)Sample frame: (name of studentholding picture) is holding (phase).One piece of evidence to support this is. Alternative activityHave two sets of pictures and studentsrace to see who can put them in theproper order first. Mitosis Flow Map ** (cell cycle) hassentence frames for details withinphasesSequencing In the beginning, . Inthe middle, . In theend, . First, happened. Then,occurred and .Eventually, . Think (Write)-Pair-Share Numbered HeadsTogetherTeacher describes an eventin mitosis and the studentsdiscuss what phase it occursin.Sample ProductsCorrelatingThinkingMap(s)Flow MapSteps of MitosisTree MapWith all the differentphases and the details ofeach phase listed below:(phase) is characterizedby (event).is a key event thathappens in (phase).
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 1 & 3Standards7. Scientificprogress is madeby askingmeaningfulquestions andconducting carefulinvestigations. As abasis forunderstanding thisconcept andaddressing thecontentin the other threestrands, studentsshould developtheir ownquestions andperforminvestigations.Functions for Production(Bold denotes dominantfunction)Does textbook provide language ofdominant function for production?Sample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us)Sentence Frames Drops on a penny lab**Variations available on the penny.docSequencing In the beginning, . Inthe middle, . In theend, . First, happened. Then,occurred and .Eventually, ng9/20/2011 Version 3 Advertisement activityStudents in groups write a controlledexperiment testing the claim of anadvertisement from a magazine. Mealworm Lab**Students conduct various experimentson mealworms demonstrating all thesteps of the scientific method. Scientific Method SummaryTemplate** (one version includes arubric), student sampleStructured OralLanguage PracticeRoutine(s)(CM Binder Tab 3) Lines of CommunicationTo share their map Gallery WalkTo share their map. (Not inCM Binder)CorrelatingThinkingMap(s)Flow MapThe steps of the scientificmethod
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 2 & 4StandardsFunctions for Production(Bold denotes dominantfunction)2a.Students knowthe differencesbetween the lifecycles andreproductionmethodsof sexual andasexual organisms.Does textbook provide language ofdominant function for production?2b. Students knowsexualreproductionproduces offspringthat inherit halftheir genes fromeach parent.Does textbook provide language ofdominant function for production?Sample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us)Sentence FramesStructured OralLanguage PracticeRoutine(s)(CM Binder Tab 3)CorrelatingThinkingMap(s) Double Bubble MapSexual vs. Asexual reproduction Summary Template**Based on the double bubble map,compare/contrast using template.Compare and Contrast While and areboth , there are severalmajor differences between them.The most noticeable is. Talking Chips Groupsof four, students shareone of their differences.Double Bubble MapUse the following framesto have students interpretthe map:is different thanbecause . Meiosis CM Lesson** uses Biologytext as referenceSequencing The first step of (Meiosis) iswhich isillustrated by . is characterized byseveral distinct features, suchas . can be identified by. Think (Write)-PairShareUsing the followingprompt and sentenceframe:Prompt At the end ofmeiosis, why does thedaughter cells get onlyhalf of thechromosomes?Between the two of uswe think that thedaughter cells get onlyhalf of the chromosomesbecause . Lines ofCommunication Whatis the difference betweenmitosis and meiosisFlow MapHave students use thesample frames below toexplain the steps ofmeiosis shown in theirmap:First , thennext.The first step of (meiosis)requires .Compare and ContrastSequencingElaboration/ DescriptionCompare andContrast9/20/2011 Version 3 The day in the life of a cell Studentscreate a comic/biography. Each phaseof meiosis is told through theperspective of the cell. Summary Template**Compare/contrast of mitosis/meiosisusing summary template.Compare and Contrast Both andare . However is associatedwith .Whereas involves.Double Bubble MapMitosis vs. Meiosis
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 2 & 4Standards2c. Students know aninherited trait canbe determined byone or more genes.Functions for Production(Bold denotes dominantfunction)Does textbook provide language ofdominant function for production?Elaboration/Description2d. Students knowplant and animalcells contain manythousands ofdifferent genes andtypically have twocopies of everygene. The twocopies (or alleles) ofthe gene may ormay not beidentical, and onemay be dominantin determining thephenotype whilethe other isrecessive.Does textbook provide language ofdominant function for production?Cause and Effect9/20/2011 Version 3Sample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us)Sentence Frames Genes & Alleles DialecticalJournal** Summary Template**-- Genes andAllelesStudents write a summary describinggenes and alleles. Punnett squares Genetic traits labs**http://sciencespot.net/Media/gen smilewkst1.pdf smiley face labElaboration/Description The dominant trait is ,whereas the recessive trait is. One example of is. can be described as. Indicators of aredefined as .Students flip coins to assign traits.Demonstrating understanding ofdominant/recessive traits, polygenictraits (traits controlled by more thanone gene). Students draw theirindividual depicting all their traits.Students can then present their productsusing frames for speaking and writing.Variations online (baby lab,supermodel lab) Summary Template for LabActivity**Generic Summary templateCause and Effect If the genotype is thenthe phenotype is . Due to the fact that ,it will most certainly .Genetic Trait Lab Some dominant traits myoffspring expressed are. Some recessive traits expressedare .Structured OralLanguage PracticeRoutine(s)(CM Binder Tab 3) Numbered HeadsTogetherEach group gets apunnett square to solve.Then one student shareshow they completed theproblem. Give One Get OneTo discuss what theylearned from thisstandard. Then share outusing the sentenceframe: I learned fromthat .CorrelatingThinkingMap(s)Multi-Flow MapGenotypes going into the mapand phenotypes going out ofthe map. Sample frames:If was thegenotype then the result willbe .Because of theis .Due to the fact thatmostly certainly .have/has caused. Which in turn,results/resulted in .
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 2 & 4Standards2e. Students knowDNA(deoxyribonucleicacid) is the geneticmaterial of livingorganisms and islocated in thechromosomes ofeach cell.Functions for Production(Bold denotes dominantfunction)Does textbook provide language ofdominant function for production?Elaboration/ Description9/20/2011 Version 3Sample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us)Sentence Frames DNA model activity** – Students cutout pieces (adenine, guanine, cytosine,thymine, sugar, phosphate) DNA onlygoes together one way since the piecesare like puzzle pieceshttp://www.karenmayes.com/pages/dna.pdf Dog trait activity** – Students pullpieces of DNA that code for specifictraits. They then draw a dog thatcorresponds with their raits/activities/ Summary Template for Dog TraitLab Activity** (using content specificvocab) Summary Template for LabActivity**Generic Summary templateElaboration/ Description Components of include. can be described as.Structured OralLanguage PracticeRoutine(s)(CM Binder Tab 3)CorrelatingThinkingMap(s) Think (Write)-PairShare Talking ChipsTo share their summaryin their groups. Gallery WalkStudents post thepictures of their dogs onthe walls. Studentscheck other student’swork to make sure theDNA matches the dogwith the accompanyingsummary on the bottomof the picture. (Not inCM Binder)Bridge MapRelating factor is “carriesinstructions for” e.g.DNA carries instructionsfor the cell whereas, arecipe carries instructionsfor baking a cake.Sample sentence frames:carriesinstructions forwhereas,carries instructions for.and aresimilar because they areboth .
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 2 & 4StandardsFunctions for Production(Bold denotes dominantfunction)3a.Students knowboth geneticvariation andenvironmentalfactors are causesofevolution anddiversity oforganisms.Does textbook provide language ofdominant function for production?3b. Students knowthe reasoning usedby Charles Darwinin reaching hisconclusionthat naturalselection is themechanism ofevolution.Cause and EffectProposition and Support3e. Students knowthat extinction of aspecies occurswhen theenvironmentchangesand the adaptivecharacteristics of aspecies areinsufficient for itssurvival.9/20/2011 Version 3Sample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us) Multi-Flow Map Poster projectCauses – specific features of the animal(ex whiskers, ears etc.)Effects – how that particular featurehelped it survive in that environment.In center – Adaptation of (animal) Peppered Moth Lab** – Students raceto see how many moths they can collectin a given time. A variety of Moths areused, some that blend in with thebackground and others that do not. Peppered Moth PPT**- teachercreated resource The Natural Selection of StickWormshttp://www.indiana.edu/ ensiweb/lessons/ns.st.wm.html Summary Template for LabActivity**Generic Summary template RAFT- Survival of the Fittest**Sentence FramesCause and Effect Because of , theis . Due to the fact that , it willmost certainly . Without an organism will. I predict that since Iobserved .Structured OralLanguage PracticeRoutine(s)(CM Binder Tab 3) Talking StickStudents share thesentences they created. Give One Get OneStudents share their ideasfrom their multi-flow mapCorrelatingThinkingMap(s)Circle MapIntroduction activityAdaptation of a(choose animal)Students collaborate todiscuss specific characteristicsof the animal and justify whythose characteristics allow itto survive in its environment.Students use the sampleframes to discuss their map:I believe that hasbecause.is evidence that.
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instruction7th Grade Science: English Learner Support Supplement to PacingQuarter 2 & 4StandardsFunctions for Production(Bold denotes dominantfunction)3c. Students knowhow independentlines of evidencefrom geology,fossils, andcomparativeanatomy providethe bases for thetheory of evolution.Does textbook provide language ofdominant function for production?3d. Students knowhow to construct asimple branchingdiagram to classifyliving groups oforganisms byshared derivedcharacteristics andhow to expand thediagram to includefossil organisms.Does textbook provide language ofdominant function for production?Proposition and SupportElaboration/DescriptionSample Products(Items with a double asterisk are accessible onSharePoint with “EL Support.” 7-12 InstructionSharePoint Site http://k12sp.ggusd.us)Sentence Frames Whale flow map - get generic whaleevolution diagram through Googleimages. Students identify the differentcharacteristics from one fossil to thenext. Students predict theenvironmental factors that may havecaused the physical differencesbetween each fossil.Variation – students can cut out whalefossils and attempt to place them in thecorrect order first. Then do the aboveactivity. Summary Template** Sequence ofWhale Evolution Proposition and Support I believe that . I believethis because . The evidence suggests that. Nevertheless, the evidencestrongly suggests that . In support of I would arguethat . Three Step InterviewStudents discuss theirpredictions of the whaleflow map. Fossil/Branching ActivityStudents cut out organisms and placethem in the appropriate spot on thecladogram (branching diagram). Thenstudents can add the commoncharacteristics shared between theorganisms. (See pgs. 347-348 intextbook as an example of the type ofdiagram to use in the activity) Design a Branching DiagramActivity** Elaboration/Description Talking StickThe common characteristicsbetween the two organismsare . Lines of CommunicationStudents ask each other thecommon characteristicsthey shared. They can alsodiscuss the purpose of acladogram or how it isused. What Did T. rex Taste Like?An online simplified version of theprocess used to generate explorations/tours/Trex/index.html9/20/2011 Version 3Structured OralLanguage PracticeRoutine(s)(CM Binder Tab 3) Characteristics shared betweenand include . are characterized byseveral distinct features, such as.CorrelatingThinkingMap(s)Flow MapMulti- Flow MapDouble Bubble MapStudents can compare andcontrast two organisms fromthe double bubble mapverbally and in writing.and aresimilar because they share thecharacteristics of .Although andhave some similarcharacteristics, they aredifferent because .The most noticeable/notableis that the haswhereas, the has.
Garden Grove Unified School DistrictOffice of Secondary EducationDepartment of 7-12 Instructional ServicesConstructing Meaning Functions and Thinking MapsThe chart below shows the alignment between the dominant language functions (Systematic ELD and Constructing Meaning) andthe eight Thinking maps. Aligning the two will support English Learners in their receptive and expressive language acquisition.Language FunctionLanguage FunctionThinking MapElaboration/DescriptionCompare/ ContrastSequencingCause-EffectProposition andSupportSummarizingDefining content and textDescribes attributes, qualities, characteristics and propertiesExplain relationships of objects in spaceComparing whole to partsAnalysis of textCompare and ContrastUnderstand and express how two or more things are similar andhow they are differentUnderstand and express the relationship between two ideas,concepts, or thingsSequencing and orderingRelate steps in a processExpress time relationships and actions within a larger eventCircle MapCause and EffectExplain the cause of an outcomeExplain why something occurredMulti-Flow MapDefend an opinionExplain reasoning, or justify a positionClassifying and sortingMulti-Flow MapExpress main ideas and significant details6/23/2010 12:33 PMDouble-Bubble MapBubble MapBrace MapBridge MapFlow- MapTree MapTree MapBrace MapCircle Map
Garden Grove Unified School District Office of Secondary Education Department of 7-12 Instruction 7th Grade Science: E
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
C. Divisions of Competition – All divisions will be Grade Based as of October 1, 2018. (2nd grade, 3rd grade, 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade, 10th grade, 11th grade and 12th grade). D. Tournament Days – The National Championship
Science Virtual Learning 7th Grade Science Seasons Review April 20, 2020. 7th Grade Science Lesson: April 20, 2020 Objective/Learning Target: I can explain Earth’s seasons. Warm up: What do you remember about how storms form from last week? On a piece of paper, write your answers to the following questions. 1. Thunderstorms form along a cold .
Level 7 Theory Intermediate Theory Leading-tone Diminished 7th Chords 1. Name the key and write the functional chord symbol for each diminished 7th chord. 2. Write diminished 7th chords using the key signature and accidentals. 3. Write diminished 7th chords using accidentals. 4. o7Identify each chord as diminished 7th (vii ) or dominant 7th (V7).
The dominant 7th scale that is created is also known as the mixolydian mode. There are corresponding scales for each of these 7th chords. The major 7th chord generally By lowering the 3rd and the 7th, we create a scale that corresponds to the minor 7th chord. This minor 7th scale is also known as the dorian mode .
