7th Grade 

7th grade is a year of transitions and opportunities. Students will have different teachers with different expectations for almost every subject. They will learn time management skills as they balance a heavier academic workload with optional extracurricular activities. One of the highlights of 7th grade is Outdoor Education Camp where we spend three days and two nights at Camp Roger with the 7th graders from all four feeder schools to South Christian.

7th grade is a time of discovery to try many things and  for students to find their interests and gifts.

In-school opportunities include:

  • Exploratory classes
  • Intramural sports
  • Service projects
  • SAAB (student council)

Extracurricular opportunities include:

  • After school sports teams – soccer, volleyball, basketball, track, and baseball/softball.
  • Academic competitions – Science Olympiad, Math Counts and Trinity Math Triathlon, Geography Bee, and Spelling Bee.
  • Drama – 7th/8th grade play
  • Class trip to Michigan’s Adventure

7th Grade Curriculum


In the seventh grade, students work through grammar units on the eight parts of speech as well as a sentence, capitalization and punctuation, and homophone unit. These skills are then carried over into writing assignments and a speech as well as interdisciplinary projects like explorer interviews using Comic Life and Revolutionary War newspapers. The seventh graders also do a World Beyond my World Project, which are literary theme booklets.


Six Traits of Good Writing

Various types of writing are done throughout the seventh grade year while focusing on the different Six Traits of Writing. The students write a personal letter and do process writing with research paragraphs, a theme paper, a book report, and a school theme paper. They also write explorer interviews and a Revolutionary War article that involves technology and cooperative learning.

Literature (reading)

We begin the year with reading together Goodnight, Mr. Tom as a class. We work on comprehension strategies, vocabulary, writing summaries, literary elements, and a choice project. Next, the students have choices on books that they read independently for the rest of the year. They are required to read books from the different genres of informational, biography, mystery, fiction, poetry, and fantasy. Responding to various writing prompts and studying theme, characters, setting, and figures of speech are all a part of literature this year. The students also read Johnny Tremain and watch a movie where a theme paper is written.

 Social Studies

In seventh grade Social Studies and eighth grade History we study the following areas: History, Civics, and Economics. In History we cover subjects from the Native Americans through World War II. In Civics we learn how our Constitution came to be, the goals and principles of our Constitution, how our government works, and the rights, privileges, and duties of citizens. In Economics we start our own businesses. In seventh grade and in eighth grade we form our own corporations to begin seeing how our economy works.

Our goal in seventh grade Social Studies and eighth grade History is to build a solid foundation of knowledge of our country. In doing so we can learn from our nation’s past successes and failures. To see how the past is part of us so we can better understand why we are the way we are. To know the duties, responsibilities, and privileges of being a citizen of our nation.

When we learn these things with the combination of knowledge of other subjects, life experiences, what we learn from our families, and are churches students can then begin the process of becoming active Christian citizens in our nation, of our world, and of God’s kingdom.


Walking with God and His People  (Christian Schools International)

The seventh grade curriculum has a thematic approach that replaces the chronological approach employed in the preschool-sixth grade curriculum. Seventh grade concentrates on Old Testament themes, the feasts of Israel, a study of Job, Ecclesiastes and Proverbs, a unit on prayer, Intertestamentary times and a final unit on library genres. Each unit is designed to add to the student’s biblical understanding.

Math:  (Transition Mathematics – The University of Chicago School Mathematics Project)

In seventh grade math, students work on content to help provide a smooth transition from arithmetic to algebra and geometry. Students use a scientific calculator to do the computations for more complicated real world applications, but put the calculator aside to reinforce basic arithmetic skills involving fractions, decimals and percents.

  • Recognize, interpret, and understand numbers and numerical expressions in order to understand the world in which we live.
  • Develop students’ mathematical language by using variables to describe patterns, translate English expressions and use formulas to solve problems.
  • Represent, use, and compare numbers as fractions, decimals, and percents.
  • Recognize and distinguish between situations involving addition or subtraction. Use the relationship between addition and subtraction to solve equations and inequalities.
  • Transform figures to produce congruent images.  Reinforce the relationships between angles formed by parallel lines and a transversal.
  • Connect multiplication with the geometrical concepts of area and size change.
  • Understand and apply the two models for multiplication: rate-factor and size-change models. Use multiplication to solve equations and inequalities.
  • Understand the relationship between multiplication and division and when to use division (rate and ratio comparison). Introduce proportions and methods of solving them.
  • Compare quantities that are changing using graphs of linear equations and inequalities. Practice using standard algorithms to solve linear equations and inequalities.
  • Introduce 3-D geometry by studying the two main measures of size: surface area and volume.
  • Use statistical tools to describe how data varies and look for trends over time.



This unit gives students an opportunity to see living things through the lens of systems and interactions. Often we think of life in the context of cells, plants or animal: the boundary of the individual is the cell membrane, cell wall, stem or skin. This unit encourages students to take a higher level view, where a “super-organism” might include hundreds of plant, animal and micro-organism species as well as abiotic factors such as air, water, and soil—all dependent upon one another in order to survive—and to appreciate that the health of an ecosystem depends on its diversity.


Plants and Photosynthesis

This unit too is designed to provide students with additional experiences where they can further develop, connect their understanding of matter (plants, water, and air), energy (chemical/food and radiated energy from the sun) and how matter and energy interact (photosynthesis) in a given system. This unit builds the important conceptual foundation of photosynthesis for upcoming unit 2 about ecosystems and unit 3 about the relationship between nonliving and living things.


Life in Bodies of Water (Cells)

In this unit, students will be able to develop an understanding that cells need water in order to function and survive.  There are various sub-cellular structures in animal and plant cells. This unit is use to introduce students to the concept that life is dependent on water and that membranes regulate what passes into and out of cells (diffusion and osmosis). However, during the unit, students will be able to see some or all of the following cell components the cell.  Using several methods to illustrate that the molecules can travel through the bag in either direction, students will compare plant and animal cells. They will then use the Elodea plant to examine the process of photosynthesis.  The Unit ends with examining how organisms interact with and optimize their environment. Species adapt in order to survive in particular neighborhoods.


Relationships in Life

This unit gives students the opportunity to really look at the difference between living, once living, and non-living things. Students will begin to understand that many of the things we might think of as nonliving were living at one point, which develops the portion of the model that will begin to show relationships between living and nonliving things.  Students will begin to see that CARBON is simply a characteristic of life, not a defining factor. Further developed is the notion that living things contain carbon, and focuses students’ attention on the building blocks of all life. An important part of our model, here, will be to understand that while it is true that all living things or once-living things contain carbon, it is NOT true that all things containing carbon are living or were once-living. It is important for students to understand and view carbon as a fundamental building block for all life. The model that students will develop revolves around three essential elements (carbon, hydrogen and oxygen) and their relationship to living and nonliving things. Students will see the relationship that all things, both living and nonliving, are made of elements and that out of all of the elements, three main elements are carbon, hydrogen, and oxygen. They have explored fossil fuels and have now worked fossil fuels into the relationship among living and nonliving things. They see that fossil fuels, the world’s largest non-renewable energy resource, are formed from once-living organisms that have been smashed and heated by the pressure of rock millions of years ago. These two living and nonliving things create fossil fuels. The last portion of the unit will introduce the fourth essential element, nitrogen.