The 7th grade poetry unit gives an in depth approach to poetry involving the four strands within the core. I've included worksheets, rubrics, and answers keys where applicable. I have also used literature examples from the core.

It's time women find limitless financial freedom from anywhere and on their schedule. Financially literate women can enjoy higher empowerment.
The challenges of millenial generation are even more complex than their earlier generation. Hence understanding personal finances and managing them becomes equally necessary.

A microcontroller (MCU for microcontroller unit) is a small computer on a single integrated circuit. In modern terminology, it is similar to, but less sophisticated than, a system on a chip (SoC); an SoC may include a microcontroller as one of its components. A microcontroller contains one or more CPUs (processor cores) along with memory and programmable input/output peripherals. Program memory in the form of ferroelectric RAM, NOR flash or OTP ROM is also often included on chip, as well as a small amount of RAM. Microcontrollers are designed for embedded applications, in contrast to the microprocessors used in personal computers or other general purpose applications consisting of various discrete chips.

Segment 80g of the Income Tax Act, 1961 licenses benefactors to Societies Registered U/s 80g profits of pay task exemption on their Donation. All NGO ought to attempt and get enlistment under section 80g.

This is a set of documents intended to teach 80% of the Qur'an to learners. The philosophy is that since many of the words in the Qur'an are repeated, 80% of it can be learned quickly and easily by knowing what to focus on. Included are lists of vocabulary separated into genre, such as pronouns and ways to say 'no', verbs and verb conjugation charts, grammar charts detailing active and passive participles, and more. Many of the documents are in PDF as well as in Excel so that changes can be made to the templates, i.e. translation into other languages if desired.

Oh, no! I’ve dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We’ve experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, “Why do things sometimes get damaged when they hit each other?”

Student questions about the factors that result in a shattered cell phone screen lead them to investigate what is really happening to any object during a collision. They make their thinking visible with free-body diagrams, mathematical models, and system models to explain the effects of relative forces, mass, speed, and energy in collisions. Students then use what they have learned about collisions to engineer something that will protect a fragile object from damage in a collision. They investigate which materials to use, gather design input from stakeholders to refine the criteria and constraints, develop micro and macro models of how their solution is working, and optimize their solution based on data from investigations. Finally, students apply what they have learned from the investigation and design to a related design problem.

In this unit, students develop ideas related to how sounds are produced, how they travel through media, and how they affect objects at a distance. Their investigations are motivated by trying to account for a perplexing anchoring phenomenon — a truck is playing loud music in a parking lot and the windows of a building across the parking lot visibly shake in response to the music.

Unit Summary
In this unit, students develop ideas related to how sounds are produced, how they travel through media, and how they affect objects at a distance. Their investigations are motivated by trying to account for a perplexing anchoring phenomenon — a truck is playing loud music in a parking lot and the windows of a building across the parking lot visibly shake in response to the music.
They make observations of sound sources to revisit the K–5 idea that objects vibrate when they make sounds. They figure out that patterns of differences in those vibrations are tied to differences in characteristics of the sounds being made. They gather data on how objects vibrate when making different sounds to characterize how a vibrating object’s motion is tied to the loudness and pitch of the sounds they make. Students also conduct experiments to support the idea that sound needs matter to travel through, and they will use models and simulations to explain how sound travels through matter at the particle level.
This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-PS4-1, MS-PS4-2. The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

This unit launches with a slow-motion video of a speaker as it plays music. Students dissect speakers to explore the inner workings, and engineer homemade cup speakers to manipulate the parts of the speaker. They identify that most speakers have the same parts–a magnet, a coil of wire, and a membrane. Students investigate each of these parts to figure out how they work together in the speaker system.

This unit launches with a slow-motion video of a speaker as it plays music. In the previous unit, students developed a model of sound. This unit allows students to investigate the cause of a speaker’s vibration in addition to the effect.

Students dissect speakers to explore the inner workings, and engineer homemade cup speakers to manipulate the parts of the speaker. They identify that most speakers have the same parts–a magnet, a coil of wire, and a membrane. Students investigate each of these parts to figure out how they work together in the speaker system. Along the way, students manipulate the components (e.g. changing the strength of the magnet, number of coils, direction of current) to see how this technology can be modified and applied to a variety of contexts, like MagLev trains, junkyard magnets, and electric motors.

How are we connected to the patterns we see in the sky and space? Students develop models for the Earth-Sun and Earth-Sun-Moon systems that explain some of the patterns in the sky that they have identified, including seasons, eclipses, and lunar phases. They investigate a series of related phenomena motivated by their questions and ideas for investigations.

This unit is part of the OpenSciEd core instructional materials for middle school.

Why are living things different from one another? This unit on genetics starts out with students noticing and wondering about photos of two cattle, one of whom has significantly more muscle than the other. Students figure out how muscles typically develop as a result of environmental factors such as exercise and diet. Then, they work with cattle pedigrees, including data about chromosomes and proteins, to figure out genetic factors that influence the heavily muscled phenotype and explore selective breeding in cattle.

This unit is part of the OpenSciEd core instructional materials for middle school.

This collection is intended to provide instructors with a wide variety of nonfiction examples of good writing that they can use to teach composition.

Coders use a variety of blocks and sprites to create their own interactive diorama about animals on a farm. The purpose of this project is to introduce coders to the sound blocks.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Suppose we take a square piece of paper and fold it in half vertically and diagonally, leaving the creases shown below: Next we make a fold that joins ...