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WE ARE THE WORLD

GRADE 7

7

Texas Performance Standards Project MIDDLE SCHOOL TASKSSC

IENC

E

We Are the World (Grade 7)

Texas Performance Standards Project © 2017 Texas Education Agency 1

This guide links the We Are the World unit to the Texas Essential Knowledge and Skills (TEKS) for seventh

graders. We Are the World is a unit in which groups of students work together to explore the

relationship between natural events (i.e., natural disasters) and human activities that affect the

environment. This includes how human activities can sometimes magnify the impact of events on biotic

and abiotic components. The students will research disasters (human and natural) and develop a

presentation on the impacts that these events have on the community. The presentations will include

how to prepare, preventative measures, and what to do in the aftermath of a detrimental event. The

TEKS from multiple content areas are covered in the We Are the World unit. For instance, students will

use writing as a tool for learning in research, as described in the English Language Arts and Reading

TEKS. They will also learn about parts-per-million calculations, as covered in the Mathematics TEKS. The

following document includes the applicable TEKS and the details of the We Are the World unit. The final

section of this document presents the applicable Texas College and Career Readiness Standards adopted

by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Description of Unit In this task, seventh-grade science students will study natural events (e.g., hurricanes, tornados, flooding, wild fires caused by lightning, hail damage) and human activities (e.g., oil spills, pollution from runoff, land clearing, housing developments, industrial developments, pipe breakages, trash buildup). Students will explore the differences between natural events and human activities, the relationships between the two, and how these interactions can impact biotic and abiotic factors. Student learning will culminate with the development of a product that details a natural disaster, assesses potential impact on biotic and abiotic factors, and offers preventative measures or possible means of addressing the impact.

HIGH SCHOOL/EXIT TASKSTexas Performance Standards Project MIDDLE SCHOOL TASKS



Goals Students will meet these goals during their explorations:

• Identify a variety of natural events and human activities that affect communities

• Research natural events and human activities and understand the difference between them

• Explore biotic and abiotic factors and how they are impacted by natural events and humanactivities

• Learn about pollutants

• Research, analyze, and design promotional awareness media to inform the public aboutimpacts, preventative measures, and resources to address the aftermath of an event

• Develop and produce an educational multimedia campaign (e.g., website, fact sheet, PSA) toprovide the general public with information

• Use scientific observation, measurement skills, graphical representations, research skills,analysis, and appropriate vocabulary

• Develop the essential skills of communication, analysis, prediction, problem solving, and logicalthinking

Phase I. Learning Experiences 1. Students will begin the unit by discussing any natural disasters they have been involved in, have

witnessed, or have seen on television. They will describe the impacts of the natural disaster andnote any role that human activity may have played in the event.

To help drive the discussion, the teacher will pose the following questions:

• What are some different kinds of natural disasters?

• What impacts do humans have on the environment?

• Is there a relationship between natural disasters and human activities?

• What things can we do to address natural disasters and their potential human influences?

The students will discuss the forces involved in various natural disasters (e.g., wind, rain, flood, snow, lightning). The teacher may choose to search online for appropriate videos that depict the damage that natural events can inflict (e.g., https://vimeo.com/34293247).

2. Students will work in pairs to find answers to the following questions. They will record theinformation that they find in a research log:

• What are biotic and abiotic factors?

• What are the different kinds of natural events that can impact an ecosystem (biotic orabiotic)?

• What natural events can be predicted (based on the time of year and location) and how dothey impact biotic and abiotic factors?

• What can be done in advance to prepare for predictable natural events?

• What kinds of natural events occur that are not as predictable?

• Do humans play a role in the severity of natural events?

https://vimeo.com/34293247




3. Students will brainstorm various ways that humans impact the environment, both locally andglobally. They will discuss their ideas as a class and record their findings on an anchor chart.After a list of human influences has been compiled, students will form small groups, findanswers to the following questions, and record the information in the research log:

• What are pollutants?

• Are there varying degrees of toxicity in pollutants?

• How does toxicity affect the environment?

• What happens to heavy metals in the food chain?

• Why do bodies of water that are used in the cooling of coal and nuclear reactors have signsthat warn against consuming large quantities of the water’s fish?

• What parts of the environment do humans impact?

• How do humans impact biotic and abiotic factors?

4. The students will conduct research and start a glossary of terms and concepts that relate to thisunit, including the following: weathering, erosion, deposition, decomposition, contamination,ecoregion, ecosystem, population, environment, biotic, abiotic, disasters, impact, catastrophic,force, energy, flow of energy, biomass, food chains, food webs, energy pyramids, stimuli,hurricanes, wildfires, mudslides, volcanoes, tsunami, oil spill, runoff, and toxicity.

The teacher should make sure that students have background knowledge of various important scientific concepts, including the following:

• Scientific processes

• Safety and lab procedures

• Collection and documentation of data

• Analysis of data

• Science vocabulary

• Proper use of the Internet

• Technology applications

5. Students will conduct a series of explorations/labs in order to develop an understanding ofvarious natural disasters, the human influences, and the forces involved as they relate toecosystems and the Earth as a whole. Additional activities and information related to the forcesof nature can be found on Brain Pop https://www.brainpop.com/science/forcesofnature/.

The teacher will set up lab activities at four stations and the students can rotate in small groups to each activity. Students will use the “Information Chart” handout to compile information about the human impacts and influences, biotic factors, abiotic factors, forces involved, preventative measures, and aftermath responses for the following scenarios.

Activity: Erosion Use a stream table or a painter’s pan and cover it in soil along the top half. Dig out trails in the soil so students can pour water down at varying speeds and in varying amounts (this will be determined by the container holding the soil). The students will document the outcomes.

https://www.brainpop.com/science/forcesofnature/


We Are the World (Grade 7) Texas Performance Standards Project © 2017 Texas Education Agency

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Students will repeat the activity with items in and on the soil (e.g., rocks, grass, sand, sticks) and document the outcomes. The student groups will share and compare their findings. Activity: Tsunami Take a long container and fill one end tightly with soil and items representing a populated area (e.g., blocks, sticks). Place about one inch of water in the open end. Tilt the water away from the mock community by raising the soil side of the container by one or two inches. Students should take note of the water moving away from the populated area. Quickly lower the raised end of the container and observe what happens to the water and the populated area. Activity: Volcano Set up a mock volcano in a safe area (http://www.wikihow.com/Make-a-Volcano). Make sure you have a container and area big enough to hold the volcano and construct some small communities from simple classroom supplies in the valleys below. Follow the instructions and use enough baking soda and vinegar to create an eruption that sends lava flowing into at least one valley community. Activity: Earthquake Make a mock tectonic plate using a shoe box, a paper plate, and strong rubber bands. Secure a paper plate with the rubber bands so that it is hanging halfway off the edge of the shoe box. Place small blocks on the suspended paper plate to represent buildings. Gently pull the paper plate toward the edge in one inch increments, stretching the rubber bands, and release. Repeat a few times, pulling the plate to different distances.

Phase II. Independent Research A. Research process

1. Selecting a topic. Each student will choose and research a type of natural event (e.g., hurricane, tornado, flood, wildfire caused by lightning, hail damage, earthquake) or event caused by human activities (e.g., oil spill, pollution from runoff, land clearing, housing development, industrial development, wildfire caused by human, pipe breakage, fuel spill) that affects the community. The student will study the impact of that event and the human response in the aftermath.

2. Asking guiding questions. Once the student has selected an event that impacts the

community, he or she will create three to five guiding questions to explore. Examples include the following:

• What impact does your selected type of event have on the community?

• What is the history behind your type of event?

• How frequently does it occur?

• How has your chosen event impacted other communities?

• What would happen to your community if no preparations or preventative actions were taken?

http://www.wikihow.com/Make-a-Volcano


We Are the World (Grade 7) Texas Performance Standards Project © 2017 Texas Education Agency

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3. Designing a research proposal. The student will include numerous components in the

research proposal, including the following:

• The natural event or human activity he or she will study

• Three to five guiding questions he or she will explore

• Primary and secondary sources that he or she will use to find answers to guiding questions (e.g., experts in the field, data from past events in the community, preparatory materials for future occurrences).

In the process of writing the research proposal, the student may refine the guiding questions. The following questions can be used to guide student identification of resources in the community:

• What libraries, research centers, archival institutions, museums, or organizations will have information on the selected natural event or human activity?

• What are some key words, events, or people related to the selected topic?

• What types of primary sources might exist?

• Who might you interview to gather information?

• What letters, diaries, or other first-person narratives are available on the subject?

• What photographs, governmental records, original newspaper articles, or oral histories are available?

• Are there local areas that have been affected by the type of event that you could visit to take pictures, collect soil and water samples, or take measurements?

4. Conducting the research. After the teacher has approved the proposal, the student can

begin using the resources he or she has identified and others he or she may encounter. It may be helpful to plan a trip to a local area that has been impacted by a natural event or human activity. If possible, the student could contact an expert in the local community and conduct an interview. The resulting information will be recorded in the research log.

5. Sharing findings. The student will create a small exhibit about his or her focus of study that communicates all the information he or she has gathered. The student exhibits will be displayed at a classroom showcase.

B. The product The student will show what he or she has learned through one of the following products: 1. A community service project. As a class, in small groups, or individually, students may

develop a service project that promotes ways to prepare for and respond to the chosen event if it were to strike the community. For example, students could develop an emergency preparedness kit that contains crucial items that would support a family in the immediate aftermath of a catastrophic event in the community. Alternatively, the students could coordinate the cleanup of trash in the community, helping to minimize detrimental human influences on the environment. If done as a group, each individual student should document his or her contributions and reflections on the project.




2. A website or newsletter for the community. In order to promote awareness, the student willcreate a website or newsletter for the community. The website or newsletter could provideadvice, preparedness tips, disaster information, and emergency contacts for if a disasterwere to occur. The website or newsletter could also shed light on human activity that ishaving a negative impact on the community. Whichever route the student decides to go, theproduct would also provide vital information on cleanup opportunities, communitypreparation meetings, and ways for people to get involved and help.

3. A documentary or awareness video. Based on the selected natural event or detrimentalhuman activity, the student will create a documentary or awareness video to educatemembers of the community about the important issues and how they can help.

The student will complete a Works Cited page that includes at least 10 references. The references should include a mix of primary and secondary sources.

C. CommunicationThe student will give a 15-minute presentation on his or her selected natural event or humanactivity. The presentation will feature the product that the student chose to communicate his orher research and findings, and it will engage other students in the content of the work. Audiencemembers should ask unscripted questions for the student to answer after the presentation.

D. A completed project consists of:1. The research proposal2. Guiding questions to drive research3. A research log, note cards, or resource process sheet4. Evidence of participation in the classroom information awareness event (e.g., a small

exhibit, presentation notes)5. One of the final product options:

• A community service project—submit documentation and reflections

• A website or newsletter the community—submit the URL or paper copy

• A documentary or awareness video—submit digital video6. A Works Cited page with at least 10 references7. A videotape or audiotape of the presentation, including the unscripted Q&A session

Additional Resources:: Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

https://www.brainpop.com/science/forcesofnature/

https://vimeo.com/34293247




Texas Essential Knowledge and Skills The unit may address the following TEKS:

English Language Arts and Reading:

§110.19. English Language Arts and Reading, Grade 7

(1) Reading/Fluency. Students read grade-level text with fluency and comprehension.Students are expected to adjust fluency when reading aloud grade-level text based on thereading purpose and the nature of the text.

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it whenreading and writing.

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, makeinferences and draw conclusions about the varied structural patterns and features ofliterary nonfiction and provide evidence from text to support their understanding.Students are expected to describe the structural and substantive differences between anautobiography or a diary and a fictional adaptation of it.

(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understandhow to glean and use information in procedural texts and documents.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images,graphics, and sounds work together in various forms to impact meaning. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts.

(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting,revising, editing, and publishing) to compose text.

(15) Writing/Literary Texts. Students write literary texts to express their ideas and feelingsabout real or imagined people, events, and ideas.

(17) Writing/Expository and Procedural Texts. Students write expository and procedural orwork-related texts to communicate ideas and information to specific audiences forspecific purposes.

(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes oractions of a specific audience on specific issues.

(19) Oral and Written Conventions/Conventions. Students understand the function of and usethe conventions of academic language when speaking and writing. Students will continueto apply earlier standards with greater complexity.

(20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Studentswrite legibly and use appropriate capitalization and punctuation conventions in theircompositions.

(21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected tospell correctly, including using various resources to determine and check correct spellings.

(22) Research/Research Plan. Students ask open-ended research questions and develop a planfor answering them.




(23) Research/Gathering Sources. Students determine, locate, and explore the full range ofrelevant sources addressing a research question and systematically record the informationthey gather.

(24) Research/Synthesizing Information. Students clarify research questions and evaluate andsynthesize collected information.

(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas andinformation according to the purpose of the research and their audience.

(26) Listening and Speaking/Listening. Students will use comprehension skills to listenattentively to others in formal and informal settings. Students will continue to applyearlier standards with greater complexity.

(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using theconventions of language. Students will continue to apply earlier standards with greatercomplexity. Students are expected to present a critique of a literary work, film, ordramatic production, employing eye contact, speaking rate, volume, enunciation, a varietyof natural gestures, and conventions of language to communicate ideas effectively.

(28) Listening and Speaking/Teamwork. Students work productively with others in teams.Students will continue to apply earlier standards with greater complexity. Students areexpected to participate productively in discussions, plan agendas with clear goals anddeadlines, set time limits for speakers, take notes, and vote on key issues.

Science:

§112.19. Science, Grade 7

(1) Scientific investigation and reasoning. The student, for at least 40% of the instructionaltime, conducts laboratory and field investigations following safety procedures andenvironmentally appropriate and ethical practices.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods duringlaboratory and field investigations.

(3) Scientific investigation and reasoning. The student uses critical thinking, scientificreasoning, and problem solving to make informed decisions and knows the contributionsof relevant scientists.

(4) Science investigation and reasoning. The student knows how to use a variety of tools andsafety equipment to conduct science inquiry.

(5) Matter and energy. The student knows that interactions occur between matter andenergy.

(7) Force, motion, and energy. The student knows that there is a relationship among force,motion, and energy.

(8) Earth and space. The student knows that natural events and human activity can impactEarth systems.

(10) Organisms and environments. The student knows that there is a relationship betweenorganisms and the environment.

(13) Organisms and environments. The student knows that a living organism must be able tomaintain balance in stable internal conditions in response to external and internal stimuli.




Mathematics:

§111.27. Mathematics, Grade 7

(1) Mathematical process standards. The student uses mathematical processes to acquire anddemonstrate mathematical understanding.

(3) Number and operations. The student applies mathematical process standards to add,subtract, multiply, and divide while solving problems and justifying solutions.

(6) Proportionality. The student applies mathematical process standards to use probabilityand statistics to describe or solve problems involving proportional relationships.

Social Studies:

§113.19. Social Studies, Grade 7

(7) History. The student understands how individuals, events, and issues shaped the history ofTexas during the 20th and early 21st centuries.

(8) Geography. The student uses geographic tools to collect, analyze, and interpret data.

(9) Geography. The student understands the location and characteristics of places andregions of Texas.

(10) Geography. The student understands the effects of the interaction between humans andthe environment in Texas during the 19th, 20th, and 21st centuries.

(20) Science, technology, and society. The student understands the impact of scientificdiscoveries and technological innovations on the political, economic, and socialdevelopment of Texas.

(21) Social studies skills. The student applies critical-thinking skills to organize and useinformation acquired through established research methodologies from a variety of validsources, including electronic technology.

(22) Social studies skills. The student communicates in written, oral, and visual forms.

(23) Social studies skills. The student uses problem-solving and decision-making skills, workingindependently and with others, in a variety of settings.

Technology Applications:§126.15. Technology Applications, Grade 7

(1) Creativity and innovation. The student uses creative thinking and innovative processes toconstruct knowledge, generate new ideas, and create products.

(2) Communication and collaboration. The student collaborates and communicates bothlocally and globally to reinforce and promote learning.

(3) Research and information fluency. The student acquires, analyzes, and manages contentfrom digital resources.

(4) Critical thinking, problem solving, and decision making. The student makes informeddecisions by applying critical-thinking and problem-solving skills.

(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behaviorwhile using technology tools and resources.




Texas College and Career Readiness Standards This unit may address the following Texas College and Career Readiness Standards:

English Language Arts:

I.A.1 Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience.

I.A.2 Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.

I.A.3 Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize material generated, and formulate a thesis.

II.A.1 Use effective reading strategies to determine a written work’s purpose and intended audience.

II.A.2 Use text features and graphics to form an overview of informational texts and to determine where to locate information.

II.A.3 Identify explicit and implicit textual information including main ideas and author’s purpose.

II.A.8 Compare and analyze how generic features are used across texts.

II.A.9 Identify and analyze the audience, purpose, and message of an informational or persuasive text.

II.B.1 Identify new words and concepts acquired through study of their relationships to other words and concepts.

III.A.1 Understand how style and content of spoken language varies in different contexts and influences the listener’s understanding.

III.A.2 Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes.

III.B.1 Participate actively and effectively in one-on-one oral communication situations.

III.B.2 Participate actively and effectively in group discussions.

III.B.3 Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

IV.A.1 Analyze and evaluate the effectiveness of a public presentation.

IV.A.2 Interpret a speaker’s message; identify the position taken and the evidence in support of that position.

IV.A.3 Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide verbal and nonverbal feedback, note cues such as change of pace or particular words that indicate a new point is about to be made, select and organize key information).

IV.B.1 Listen critically and respond appropriately to presentations.

IV.B.2 Listen actively and effectively in one-on-one communication situations.

IV.B.3 Listen actively and effectively in group discussions.

V.A.1 Formulate research questions.

V.A.2 Explore a research topic.




V.A.3 Refine research topic and devise a timeline for completing work.

V.B.1 Gather relevant sources.

V.B.2 Evaluate the validity and reliability of sources.

V.B.3 Synthesize and organize information effectively.

V.C.1 Design and present an effective product.

V.C.2 Use source material ethically.

Mathematics:IV.D.2 Apply probabilistic measures to practical situations to make an informed decision.

VI.B.1 Determine types of data.

VI.B.2 Select and apply appropriate visual representations of data.

VI.B.4 Describe patterns and departure from patterns in a set of data.

VIII.A.1 Analyze given information.

VIII.A.2 Formulate a plan or strategy.

VIII.A.3 Determine a solution.

VIII.A.4 Justify the solution.

VIII.A.5 Evaluate the problem-solving process.

Science:

I.A.2 Use creativity and insight to recognize and describe patterns in natural phenomena.

I.A.3 Formulate appropriate questions to test understanding of natural phenomena.

I.A.4 Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.

I.B.1 Design and conduct scientific investigations in which hypotheses are formulated and tested.

I.C.1 Collaborate on joint projects.

I.C.2 Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.

I.C.3 Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.

I.D.3 Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.

I.E.1 Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.

I.E.2 Use essential vocabulary of the discipline being studied.

Social Studies:

I.B.2 Identify and evaluate sources and patterns of change and continuity across time and place.

I.B.3 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.




I.F.1 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.

II.B.6 Analyze how individual and group identities are established and change over time.

III.A.2 Connect regional or local developments to global ones.

III.B.1 Apply social science methodologies to compare societies and cultures.

IV.A.1 Identify and analyze the main idea(s) and point(s) of view in sources.

IV.A.2 Situate an informational source in its appropriate contexts.

IV.A.3 Evaluate sources from multiple perspectives.

IV.A.4 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.

IV.A.5 Read narrative texts critically.

IV.A.6 Read research data critically.

IV.B.1 Use established research methodologies.

IV.B.2 Explain how historians and other social scientists develop new and competing views of past phenomena.

IV.B.3 Gather, organize, and display the results of data and research.

IV.B.4 Identify and collect sources.

IV.C.1 Understand and interpret presentations critically.

IV.D.1 Construct a thesis that is supported by evidence.

V.A.1 Use appropriate oral communication techniques, depending on the context or nature of the interaction.

V.A.2 Use conventions of standard written English.

V.B.1 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

I.A.1 Engage in scholarly inquiry and dialogue.

I.A.2 Accept constructive criticism and revise personal views when valid evidence warrants.

I.B.1 Consider arguments and conclusions of self and others.

I.B.2 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.

I.B.3 Gather evidence to support arguments, findings, or lines of reasoning.

I.B.4 Support or modify claims based on the results of an inquiry.

I.D.1 Self-monitor learning needs and seek assistance when needed.

I.D.2 Use study habits necessary to manage academic pursuits and requirements.

I.D.3 Strive for accuracy and precision.

I.D.4 Persevere to complete and master tasks.

I.E.1 Work independently.

I.E.2 Work collaboratively.

I.F.1 Attribute ideas and information to source materials and people.




I.F.2 Evaluate sources for quality of content, validity, credibility, and relevance.

I.F.3 Include the ideas of others and the complexities of the debate, issue, or problem.

I.F.4 Understand and adhere to ethical codes of conduct.

II.A.1 Use effective prereading strategies.

II.A.2 Use a variety of strategies to understand the meanings of new words.

II.A.3 Identify the intended purpose and audience of the text.

II.A.4 Identify the key information and supporting details.

II.A.5 Analyze textual information critically.

II.A.6 Annotate, summarize, paraphrase, and outline texts when appropriate.

II.A.7 Adapt reading strategies according to structure of texts.

II.A.8 Connect reading to historical and current events and personal interest.

II.B.1 Write clearly and coherently using standard writing conventions.

II.B.2 Write in a variety of forms for various audiences and purposes.

II.B.3 Compose and revise drafts.

II.C.1 Understand which topics or questions are to be investigated.

II.C.2 Explore a research topic.



Texas Performance Standards Project © 2017 Texas Education Agency

Information Chart

Depending on the natural disaster researched, the following types of information could be collected and used during the student presentations.

Class Chart Natural Disaster

Human Impacts

Human Influences

Biotic Factors

Abiotic Factors

Forces Involved

Prevent-ative

Measures

Aftermath Responses

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Texas Performance Standards Project © 2017 Texas Education Agency

Student/Group Chart

Natural Disaster

Human Impacts

Human Influences

Biotic Factors

Abiotic Factors

Forces Involved

Preventative Measures

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