Globalizing Grade 7 Massachusetts Common Core Standards in Science and Technology 2016
The focus in Grade 7 Science is Systems and Cycles. Our Standards in Science and Technology are being used for the second year now at the Sandwich STEM Academy. I have included four sample standards for Science and added comments on how to globalize the standards. I have also added possible assessments that teachers could use. Globalizing our standards, across interdisciplinary subjects, is essential for teaching our students how to succeed and be global competent in today’s world.
Student using their understanding of structures and functions, connections and relationships in systems, and flow of matter and energy developed in earlier grades. A focus on systems requires students to apply concepts and skills across disciplines, since most natural and designed systems and cycles are complex and interactive. This can easily be globalized, as cycles and systems don’t have specific barriers. These are universal and as such, tie us to people from all parts of our World. Students in Massachusetts gain experience with plate tectonics, interactions of humans and Earth processes, organism systems to support and propagate life, ecosystem dynamics, motion and energy systems, and key technological systems used by society. Since plate tectonics is a fundamental principle in Earth Science, this closely connects us through the underlying structure of the Earth. Interactions of humans and Earth processes can involve research on how different cultures use the Earth’s resources and an examination can be conducted of Earth’s processes and how they are impacted. We have studied ecosystem dynamics throughout the world with 7th Grade students. This is a way to introduce new ecosystems and their abiotic and biotic features to our students. Through grade 7, students begin a process of moving from a more concrete to an abstract perspective, since many of the systems and cycles studied are not directly observable or experienced. This also creates a foundation for exploring cause and effect relationships in more depth in grade 8. In order to globalize these Standards, teachers can look at systems and cycles that unite all nations and people from around the world.
Grade 7 Science and Technology Standards
Earth and Space Sciences
Standard 7.MS-ESS2-2.
The standard states that students should be able to construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. This can be globalized by exploring different countries. Processes involve large global spatial scales and include plate tectonics, the formation of mountains and mountain ranges, ocean basins and how they connect all peoples throughout the world, and historically our global connection through ice ages. Some examples of changes occurring over small local spatial scales but that can have a tremendous impact on many regions of our earth include earthquakes and seasonal weathering and erosion. Students can, through Powerpoints or Prezis as project-based assessments, show the major impacts that shifts in tectonic plates can cause in countries found around the world. Students can develop a model to explain how the energy of the Sun and Earth’s gravity drive the cycling of water around the globe, which includes changes of state, as it moves through multiple pathways throughout our Earth’s hydrosphere. Since the water cycle is a universal cycle, students can analyze water resources and their impact on people in different areas of the world. Students can have a variety of assessments for this standard, to include using virtual interactive posters, Powtoon videos, and Thinklink.
Earth and Human Activity
Standard 7.MS-ESS3-2.
The standard states that students should be able to obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events. Data from geological events can be easily accessed and can include earthquakes, volcanic eruptions, floods, and landslides from all around the World. There are powerful images of the impacts of climate change and sea level rise from around the World. Some global examples of the data analyzed can include the locations, magnitudes, and frequencies of the natural hazards. Assessment includes analysis of global data sets, graphing and lab reports that include a data analysis and conclusion.
7.MS-ESS3-4.
The standard states that students should be able to construct an argument supported by evidence that human activities and technologies can mitigate the impact of increases in human population and per capita consumption of natural resources on the environment. This standard can be globalized by focusing on human activities around the World and analyzed population density around the world. Students should be examining historical data such as population graphs from high density, as well as low density, population regions of the world, and compare this information to natural resource distribution maps, and water quality studies over time. It is relatively easy to find negative impacts from across the World – and this can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies. This can be assessed by using glogster and padlet. Informative assessments for all standards can be Padlet (like an exit ticket), kahoot, socrative and student-created jeopardy board on Google slides.
Life Science
LS1. From Molecules to Organisms: Structures and Processes
Standard 7.MS-LS1-4.
The standard states that students should be able to construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants. Students can analyze an important pollinator species found around the world (such as bees) and examine their importance in producing food. Examples of animal behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalizations and colorful plumage to attract mates for breeding. There are many examples of animal behaviors from around the World that affect the probability of plant reproduction could include (a) transferring pollen or seeds and (b) creating conditions for seed germination and growth. An example of this could be the examination of species and their classification from around the World. Examples of plant structures that affect the probability of plant reproduction could include bright flowers attracting butterflies that transfer pollen, flower nectar, and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury. An examination of the various and diverse plant structures from around the world would be fascinating for students to study. Assessments for this standard could include a Google slide presentation, Prezi or PowerPoint presentations. Another assessment will be posters and models illustrating the complex interaction between animals and plants.