Middle School Curriculum Guide Year "B"

1 Year "B"

ABIQUA MIDDLE SCHOOL CURRICULUM GUIDE Abiqua Academy Middle School offers a unique instructional model guided by principles of HEART designed to highlight the unique capabilities of adolescent aged students. Beginning on day one of a child’s Abiqua middle school experience, students are inducted into a guide group. Students will stay in their same guide group, characterized by one of eight well known animals; Buffalo, Elk, Eagle, Salmon, Otter, Orca, Wolf, Hawk, throughout their time as a middle school student. Guide groups emphasize HEART, focus on team building and the creation HEART of a cohesive, safe middle school environment for every child, beginning Honor with the overnight trip at the beginning of the year and guide group Empathy discussion and challenges. Guide groups are typically between 6-8 Accountability students and allow students a safe zone for personal discussions in which Respect every voice can be heard. Teamwork Abiqua’s grade 5 – 8 middle school program is split between two groups of students, with grades 5 – 6 working together as they travel from class to class, known as the MAC (Mature Adolescent Class) group. Grades 7 – 8 are assembled together and work with each other in each of their core classes of science, social studies, and language arts – the seventh and eighth grade students are affectionately referred to as the YAC (Young Adolescent Class) group. Each day is broken into nine class periods. All middle school students begin each day with their guide group, discussing a myriad of issues from social behavior to appropriate technology use. At this point, students head to their next class, math. Program design allows for math to occur at the same time for each middle school student, therefore allowing us to level math by ability, rather than by age or grade. Your child will be in the math class that is the most appropriate based on your child’s ability. After the math class hour, students will move between their core classes (science, language arts, and social studies) as well as specialist classes (P.E., Music, Spanish, and Art) for the remainder of the school day (8:15 – 3:30 pm). All Classes will use RenWeb as our online Letter Percentage Letter Percentage Grade of Mastery Grade of Mastery gradebook and primary homework communication tool. You and your child will A 100-92% C+ 78-79% receive login credentials to access Abiqua’s A- 90-92% C 73-77% RenWeb portal. You may use this tool to view B+ 89-88% C- 70-72% upcoming assignments, current graded tasks, as B 83-87% D 60-69% well as an overview of your child’s academic B- 80-82% F <59% progress. At back to school curriculum night, each middle school teacher will distribute class specific syllabi which will detail the types of assignments in each class and how they will be graded, among other specifics.

2 Year "B"

Middle School Students have a couple of elective classes from which to choose for their courses each Fall. Students may choose between three music classes; band, guitar, or choir. The six instruments Abiqua will offer in the band program are the clarinet, saxophone, flute, trumpet, trombone, and snare drum. Students in 5th grade will have the opportunity to take a 5th grade only seminar class which will focus on organization, digital literacy, and study skills. Students in grades 6-8 may choose between a STEM elective or a Creative Art option. These classes are ungraded, enrichment for middle school students. STEM Class (science, technology, engineering, and mathematics) STEM class will meet twice a week during the school year. It will prepare students for competing in MATHCOUNTS and the regional Intel Science Fair.

 MATHCOUNTS is a middle school math competition which takes place in January for students throughout the Willamette Valley.

 Students will prepare a science fair project for the regional Intel Science Fair competition, which occurs in March/April. This requires a parent & child commitment to participating in the science fair on a Saturday and funding the costs of this project. Toward the end of the year, students will participate in an engineering class. This class will be taught by Mr. Dittman and Mr. French and will span the duration of the school year, occurring twice a week. Creative Art Classes Creative Art Classes will consist of two courses, each for one semester.

 The student spends one semester with Ms. Thomas in a Dramatic Storytelling class. In this course, students will explore the power of dramatic performance through the art of storytelling. Students will study the history of storytelling, the elements of stories, components of characterization, and methods for dramatizing stories. As a culminating activity, students will prepare and present a dramatic piece for an audience.

 The alternate semester is with Mrs. Moyano in a Mixed Media course. This class investigates a variety of art-making genres and technical applications that challenge form and content. Multi-media applications may range from mixed media assemblage and digital processes to alternative modes such as Collaboration or Installation Art. Students as individuals will adopt these ideas and methods for their own work, continuing the development of formal and technical skills in relation to a personal evolution. Historical and contemporary precedents will be introduced. Possibilities for collaboration with other disciplines will be encouraged throughout the course.

The middle school master schedule and the curriculum for each of your child’s classes follows.

3 Year "B"

4 Year "B"

Middle School Thematic Curriculum Year "B"

Grades 5/6 – Mature Adolescent Class (MAC) Page 8 Theme: We the People

5 Year "B"

Middle School Thematic Curriculum Year "B"

Grades 7/8 – Young Adolescent Class (YAC) Page 22 Theme: Power of One

6 Year "B"

Middle School Team

David Dittman – Middle School Science ([email protected]) Dan Gordon - 7/8th Grade Social Studies ([email protected]) Kristen Free - Middle School Spanish ([email protected]) Janice James - 5/6 Language Arts ([email protected]) Josh Hannah - 5/6 Social Studies ([email protected])

Madison Hall - Choir ([email protected])

Tara Heikila - Middle School Math ([email protected])

Coach Fraser - Middle School Physical Education ([email protected]) Monica Moyano - Middle School Art ([email protected]) Andrew Norman – Middle School Music: Band & Guitar ([email protected]) Olivia Thomas - 7/8th Grade Language Arts ([email protected])

Communication You can reach teachers via e-mail or phone before or after school or during prep hours. We are also available by appointment if the need arises. We appreciate all communication regarding anything that may affect your child’s abilities to learn in class.

Your child's teachers will communicate with you through email and phone as needed throughout the year. Please keep in mind that emails sent over the weekend may not be received until the next school day.

7 Year "B"

Fifth and Sixth Grade Social Studies – Mr. Josh Hannah

Fifth & Sixth Grade Social Studies

We the People Social Studies at Abiqua is an inclusive study of culture; people, places and environments; individual development and identity; groups and institutions; power authority and governance; production, distribution and consumption; science, technology and society; global connections and civic ideals and practices. Social studies are multidisciplinary and interdisciplinary integrating students’ knowledge, skills and attitudes across those disciplines. Social Studies also emphasize civic competence. It combines these social study subjects, but offers a humanities approach which integrates reading, writing, and history. Essential Questions How do the decisions of past Americans influence our lives and our cultural identities today? How do disparate human cultures act and react when they come into contact?

How do humans act upon and react to physical environments? What does it mean to be an ethical person when beliefs change over time? What forms can oppression take, and how do peoples resist it? Which, if any, persons from American history demonstrate HEART?

Content Students will demonstrate knowledge and understanding of the topics of study:

American History

• Pre-Colonial: migration of humans into North America, lifestyles of indigenous peoples. • Colonial: Impact and legacy of explorers, systems of oppression and cross-cultural responses to them, formation, political structure, and economy of British colonies in North America • American Revolution/War for Independence: battles of the War for Independence, applications of Enlightenment political philosophy/political revolution, limits to early American democracy. • Government: political structure of US government, interactions between branches of government, the Bill of Rights, politics of founding fathers including Federalist and Republican ideologies

8 Year "B"

• The Presidents: an overview of Washington through Polk including wars (Quasi-War, 1812, Mexican American War), the birth and death of political movements, and the gradual expansion of democracy and executive power. • Division: addressing social and political issues as a society, including slavery, limits to states’ rights, Westward invasion, and the work of reformers in realigning the country’s beliefs

Document Analysis and Close Reading

• Pre-Colonial: records kept by indigenous peoples including myths and legends • Colonial: Writings of Columbus, Bartolome de las Casas, William Penn, and John Smith • American Revolution/War for Independence: Writings of founding fathers, including Franklin, Paine, Jay, Hamilton, Lafayette, Washington, Sam and John Adams, Jefferson, and Madison • Government: Founding documents, including multiple drafts of the Declaration of Independence, the Articles of Confederation, the Constitution, and the Bill of Rights • The Presidents: Washington’s farewell address, the Alien and Sedition Acts, letters by Jefferson, the Monroe Doctrine, and misc. writings by Jackson • Division: Writings by Frederick Douglas, Susan B. Anthony, Harriet Beecher Stowe, John Brown, and Elizabeth Cady Stanton

Skills Students will be able to: American History • Describe important cultural contributions and events in American history • Evaluate ways human beings view themselves in and over time • Analyze interactions of individuals, groups, and institutions over time • Analyze the development of political structures over time • Analyze the geographic, economic, religious, and social structure of early America

Document Analysis and Close Reading

• Develop close reading skills • Evaluate primary sources for evidence of historic actions • Dispel apocryphal stories of American history based on evidence • Determine the ethicality of past actions by their motivations and the changes they effect • Identify when interactions between people are equitable and when they serve the interests of one group over the other

9 Year "B"

Fifth and Sixth Grade Language Arts – Ms. Janice James

Fifth & Sixth Grade Language Arts We the People

Our reading program is built around the view that students grow to be strong readers by learning specific reading skills and spending time reading literature that varies in level of complexity. We use a combination of weekly Reading Workshop meetings—which provide specific skills-based reading instruction and practice—and small-group Literature Circles, where students explore and share understanding of class literature from various perspectives. Students make cross-curricular connections between their reading and other core classes through the lens of each year’s theme.

The vocabulary program Wordly Wise is our system for vocabulary development and studies in etymology. Students improve their vocabulary by furthering their understanding of new words, roots and concepts by interacting with words several times a week in class and at home. The research based program Sitton Spelling and Word Skills is used to help students discover the complexities of words and language. Sitton emphasizes words for reading, writing, speaking, thinking, and spelling using an integrated communications approach.

Constructed around the Six Traits of Writing model, our Writing Workshop program guides students to use the writing process for developing written work. Students learn to craft their writing for specific audiences and purposes, and create work in expository, narrative, persuasive, and imaginative/creative modes. In addition, the Write Source Skills Book and hand book provide students with opportunities to practice editing and proofreading skills.

Content Literature The student will:  Demonstrate proficiency in literary  Apply approaches to literary analysis: theme, character, plot, thinking skills: analysis, point of view, purpose, compare/contrast, research, critical organizational structure, word thinking, and others. choice and tone, figurative and connotative language, social and  Identify and evaluate core literary cultural context, and others. elements: metaphor, allusion, personification, foreshadowing,  Apply effective reading techniques: irony, satire, and others. make predictions, analyze author's purpose, compare and contrast,  Practice literary comprehension make inferences, fact vs. opinion, techniques (literal, interpretive, context clues, paraphrase, draw applied): cause/effect, predicting, conclusions, cause and effect, inference, plot development, summarize, purpose for reading. thematic development.

10 Year "B"

 Compare & contrast literary works with film adaptations.

Vocabulary & Conventions The student will:  Understand and use key vocabulary: target words, definitions, applications.

 Identify and use punctuation: comma, end punctuation, semicolons, ellipses, dashes, apostrophes, hyphens, and others.

 Understand that English borrows words from other languages (French, Greek, Spanish, Italian, Russian, German, etc.), and examine common Latin and Greek prefixes, suffixes, and roots.

Writing & Communication The student will:

 Evaluate and generate writing in a variety of modes: poetry, letters, essays, play scripts, journal entries, technical writing, and others.

 Identify and use grammar concepts: subjects and predicates, sentence fragments, subject-verb agreement, rambling sentences, sentence variety, parts of speech: noun types and function, types of pronouns, types of verbs, irregular verbs, adjectives, types of adverbs, prepositions and prepositional phrases, types of conjunctions, interjections, and others.

 Apply listening and speaking techniques: formal speech, oral reports, discussions, presentations, and others.

Writing, Grammar, and Usage Students are given many opportunities for writing with teacher guidance that strikes a balance between encouraging creativity and requiring correct use of conventions. Students continue imaginative writing but place a stronger emphasis than in previous grades on expository writing, including, for example, summaries, book reports, essays that explain a process, and descriptive essays, persuasive essays, a research essay, and a standard business letter. Greater emphasis is placed on revision, with the expectation that students will revise and edit to produce (in some cases) a finished product that is thoughtful, well-organized, and reasonably correct in grammar, mechanics, and spelling. Students receive regular practice in vocabulary enrichment. As the 5th/6th grade Language Arts course seeks to integrate with Social Studies the following topics from a literary perspective: World History – Ancient Greece, Ancient Rome, Medieval Period, Renaissance, French Revolution, and futuristic utopian societies.

11 Year "B"

Essential Questions What does it mean to be an effective reader/writer/speaker/listener? How has reading and writing empowered the individual and transformed the world? What is a literary hero? How do challenges/conflict/difficulties spark change in an individual and the world?

Skills The student will be able to:  Demonstrate the writing process including: Development of a strong APA & MLA formatting thesis statement Journal writing/reader Persuasive, expository, and responses narrative essays Journalism – fact finding, Peer editing reporting Self-editing Research papers Writing workshop Speeches Six Traits of Writing

 Identify elements of poetry/sound devices  Analyze poetry  Identify and apply literary elements in reading and writing  Practice reading/comprehension:

. Summarizing . Author’s . Finding facts and intention/audience main points . Evaluating/assessing . Interpreting . Discover common . Predicting themes . Making inferences . Formulate literal, . Making connections interpretive, and . Drawing conclusions universal question . Visualizing

Spell and apply new vocabulary  Identify elements of Shakespeare drama  Examine effective research methods and create formal research papers  Practice and apply technology skills and research  Understand how to access information and recognize valid sources  Analyze visual material  Practice effective, active, respectful listening skills

12 Year "B"

 Practice speaking skills: discussion, Reader’s Theater, presentations, formal persuasive speech  Practice and apply note-taking skills from lecture  Demonstrate higher-order thinking skills: before, during, and after reading; while disseminating information; during discussion; while listening; in writing  Complete reading response projects  Examine cross-curricular connections  Demonstrate cooperative learning  Demonstrate reflective thinking: journal writing, reading responses, discussion, essay writing, making connections to self, world, history  Demonstrate effective communication in both written and oral modes  Practice creative skills, using:

 Newspapers  Film  Time-lines  Power Point  Posters Presentations  Prezi  Practice reflective thinking using:  synthesis and analysis

Textbooks/Resources Write Source Wordly Wise Word Roots Rebecca Sitton Spelling Grammar for Middle School: A Sentence-Composing Approach Reading Workshop (Muschla) Novel Units & Literature Units resource books Six Traits of Writing Model Poetry, essays, articles, and speeches Short stories, plays, and films Multi-media sources Literary selections encompass a variety of classical and modern works, including: The Odyssey, Crispin: Cross of Lead, Robin Hood, A Midsummer Night’s Dream, Twelfth Night, Morning Girl, Open Court Reading Selections and others

13 Year "B"

Fifth and Sixth Grade Science – Mr. David Dittman

Fifth and Sixth Grade Science We the People

Fifth and sixth grade science curriculum adheres to our We the People theme. Students will focus on physical science and life science inquiry studies. Students will have the opportunity to dissect mammalian body systems as well as marine animals. A scientific research question will concentrate our laboratory task time with the goal of understanding and explaining rationale behind scientific phenomena. Students will work in class throughout the year to enhance and add to their science interactive notebook. Thematic studies for fifth and sixth grade students in year two (of two) includes our We the People theme. In science, students begin by studying physics, electricity and magnets with our The First People component. Next, our theme year continues with A People Far From Home which includes in depth studies of the properties of matter. As the year concludes, our theme year moves to The People’s Nation and By the People, For the People in which we study ecosystems & habitats in which organisms co-exist. The curriculum We the People is designed to move students through higher order thinking as well as concrete and abstract knowledge. Students will learn to identify and organize information, compare, contrast, and analyze, interpret and illustrate, hypothesize, synthesize, judge and justify using inquiry focused techniques emphasized through science laboratory tasks, accurate 3D model building (multi-step), digital presentation tool use (Prezi, iMovie, PPT, etc.), academic research, iPad animation, quantitative observations, qualitative observations, compare & contrast, kinesthetic movement modeling, academic review competitions (jeopardy style, knockouts, etc.), foldable graphic organizers, Cornell notes, informational brochure or poster as well as additional learning tools and objectives. Essential Questions:  Raw Materials – What is the composition? o Where are these materials sourced? o How has material collection changed? Community Impacts?  Working Together – How are the pieces connected? o How is the scientific content connected?  End Result – What can we accomplish? o How can we apply scientific principles to new areas of study?  Rationale: When students understand the events that shaped the past, they are able to put the present in perspective and learn from the mistakes and successes of their predecessors. Textbook Resources: Prentice Hall: Science Explorer Series: Motion, Forces, & Energy; Electricity & Magnetism; Chemical Building Blocks; Weather & Climate; From Bacteria to Plants; Animals; Environmental Science

14 Year "B"

The First People Physics/Electricity/Magnetism

The Student Will:  Investigate motion, stability, forces and interactions.  Investigate waves and their applications in technologies for information transfer  Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.  Know forces that act at a distance (electric and magnetic) can be explained by fields that extend through space and can be mapped by their effect on a test object (a ball, a charged object, or a magnet, respectively).  Understand basic terms and concepts of electricity. o Electricity is the charge of electrons in a conductor. o Electric potential is measured in volts. o Electric flow or current is measured in amperes: 1 ampere = flow of 1 coulomb of charge per second (1 coulomb = the charge of 6.25 billion billion electrons). o The total power of an electric flow over time is measured in watts. Watts = amps x volts; amps = watts/volts; volts = watts/amps. o The unit of electrical resistance is the ohm. o Opposite charges attract, like charges repel; open and closed circuits. o Short circuit: sudden surge of amperage due to the reduction of resistance in a circuit; protection from short circuits is achieved by fuses and circuit breakers. o Conductors: materials like metals that easily give up electrons. o Insulators: materials like glass that does not easily give up electrons. o Static electricity is a static charge (excess or deficiency) creates an electric field. o Electric energy can be stored in capacitors (typically two metal plates, one charged positive and one charged negative, separated by an insulating barrier). o Grounding drains an excess or makes up a deficiency of electrons, because the earth is a huge reservoir of electrons. Your body is a ground when you get a shock of static electricity. o Lightning is a grounding of static electricity from clouds.  Understand the relationship of magnetism and electricity. o Earth’s magnetism is believed to be caused by movements of charged atoms in the molten interior of the planet. o Spinning electrons in an atom create a magnetic field around the atom. o Navigation by magnetic compass is made possible because the earth is a magnet with north and south magnetic poles. Unlike magnetic poles attract, like magnetic poles repel. o Connection between electricity and magnetism, Example: move a magnet back and forth in front of wire connected to a meter, and electricity flows in the wire. The reverse: electric current flowing through a wire exerts magnetic attraction.

15 Year "B"

o Practical applications of the connection between electricity and magnetism, for example: . An electric generator creates alternating current by turning a magnet and a coil of wire in relation to each other; an electric motor works on the reverse principle. . A step-up transformer sends alternating current through a smaller coil of wire with just a few turns next to a larger coil with many turns. This induces a higher voltage in the larger coil. A step-down transformer does the reverse, sending current through the larger coil and creating a lower voltage in the smaller one. A People Far From Home Structure & Properties of Matter The Student Will:  Know substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms  Define each pure substance from its characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.  Know gases and liquids are made of molecules or inert atoms that are moving about relative to each other. o In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. o Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). o The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.  Understand Atoms, Molecules, and Compounds. o Basics of atomic structure: nucleus, protons (positive charge), neutrons (neutral), electrons (negative charge). o Atoms are constantly in motion, electrons move around the nucleus in paths called shells (or energy levels). o Atoms may join together to form molecules and compounds. o Common compounds and their formulas: . water - H2O, salt - NaCl, carbon dioxide - CO2.  Become familiar with Earth Elements o Elements have atoms of only one kind, having the same number of protons. There are a little more than 100 different elements. o The Periodic Table: organizes elements with common properties. . Atomic symbol, atomic number, mass, isotopes . Two important categories of elements: metals and non-metals. . Metals comprise about ⅔ of the known elements. . Properties of metals: most are shiny, ductile, malleable, and conductive.

16 Year "B"

o Some well-known elements and their symbols: Hydrogen H, Helium He, Carbon C, Nitrogen N, Oxygen O, Sodium Na, Aluminum Al, Silicon Si, Chlorine Cl, Iron Fe, Copper Cu, Silver Ag, Gold Au  Identify chemical and physical change. o Chemical change changes what a molecule is made up of and results in a new substance with a new molecular structure. Examples of chemical change: rusting of iron, burning of wood, milk turning sour o Physical change changes only the properties or appearance of the substance, but does not change what the substance is made up of. Examples of physical change: cutting wood or paper, breaking glass, freezing water The People’s Nation Ecosystems The Student Will:  Define food webs as models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interacting within an ecosystem.  Understand transfers of matter into and out of the physical environment occur at every level. o Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. o The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.  Understand most deep water life depends on rain of organic matter from above. The densest concentration of marine life is found in surface waters, such as those off Chile, where nutrient-rich water wells up to the bright surface.  Understand organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. o In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. o Growth of organisms and population increases are limited by access to resources. o Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

17 Year "B"

Classifying Living Things  Know scientists have divided living things into five large groups called kingdoms: o Plant, Animal, Fungus (mushrooms, yeast, mold, mildew), Protist (algae, protozoans, amoeba, euglena), Moneran, also called Prokaryote (bacteria, blue- green algae/cyano bacteria). o Each kingdom is divided into smaller groupings as follows: Kingdom, Phylum, Class, Order, Family, Genus, Species, (Variety) o When classifying living things, scientists use special names made up of Latin words (or words made to sound like Latin words), which help scientists around the world understand each other and ensure that they are using the same names for the same living things. Taxonomists: biologists who specialize in classification. o Homo sapiens: the scientific name for the species to which human beings belong (genus Homo, species sapiens)  Understand the guiding principles of classification: Introduce an example of how an animal is classified, in order for students to become familiar with the system of classification, not to memorize specific names. For example, a collie dog is classified as follows: o Kingdom: Animalia; Phylum: Chordata (Subphylum: Vertebrata); Class: Mammalia (mammal); Order: Carnivora (eats meat); Family: Canidae (a group with doglike characteristics); Genus: Canis (a coyote, wolf, or dog); Species: familiaris (a domestic dog); Variety: Collie  Sea Ecosystems o Sea ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. o Describe biodiversity, the variety of species found in Earth’s terrestrial and oceanic ecosystems.  Classify Marine Life o Bottom-living (benthic) such as kelp and mollusks. o Free-swimming (nekton) such as fish and whales. o Small drifting plants and animals (plankton), which are the dominant life and food source of the ocean. o The basis for most marine life is phytoplankton (plant-plankton), which carry on photosynthesis near surface; contrast zooplankton (animal plankton).  Know different classes of vertebrates and major characteristics: fish, amphibians, reptiles, birds, mammals.

18 Year "B"

By the People, For the People Life Cycles and Reproduction The Student Will:  Know the life cycle is the development of an organism from birth to growth, reproduction, death.  Know all living things reproduce themselves. Reproduction may be asexual or sexual. Examples of asexual reproduction: fission (splitting) of bacteria, spores from mildews, molds, and mushrooms, budding of yeast cells, regeneration and cloning  Know sexual reproduction requires the joining of special male and female cells, called gametes, to form a fertilized egg.  Learn sexual reproduction in animals. o Reproductive organs: testes (sperm) and ovaries (eggs) o External fertilization: spawning o Internal fertilization: birds, mammals o Development of the embryo: egg, zygote, embryo, growth in uterus, fetus, newborn Plant Structures and Processes  Know plant structure: non-vascular and vascular plants. o Non-vascular plants (for example, algae) o Vascular plants have tube-like structures that allow water and dissolved nutrients to move through the plant. (Parts and functions of vascular plants: roots, stems and buds, leaves.)  Understand photosynthesis is an important life process that occurs in plant cells, but not animal cells (photo = light; synthesis = putting together). Unlike animals, plants make their own food, through the process of photosynthesis. o Role in photosynthesis of: energy from sunlight, chlorophyll, carbon dioxide and water, xylem and phloem, stomata, oxygen, sugar (glucose)  Understand vegetative reproduction: runners (for example, strawberries) and bulbs (for example, onions), growing plants from eyes, buds, leaves, roots, and stems o Sexual reproduction by spore-bearing plants (for example, mosses and ferns) o Sexual reproduction of non-flowering seed plants: conifers (for example, pines), male and female cones, wind pollination o Sexual reproduction of flowering plants (for example, peas) o Functions of sepals and petals, stamen (male), anther, pistil (female), ovary (or ovule) o Process of seed and fruit production: pollen, wind, insect and bird pollination, fertilization, growth of ovary, mature fruit o Seed germination and plant growth: seed coat, embryo and endosperm, germination (sprouting of new plant), monocots (for example, corn) and dicots (for example, beans)

19 Year "B"

Science Biographies  Learn the contributions of scientists. o Ernest Just (biologist and medical pioneer who specialized in studying cells and reproduction in marine animals) o Carl Linnaeus (botanist and “Father of taxonomy” who standardized the classification system) o Lewis Howard Latimer (worked with Alexander Graham Bell on drawings of Bell’s invention, the telephone; improved Thomas Edison’s light bulb) o Charles Steinmetz (scientist who made key advances in electric power) Science Skills  Understand science as inquiry  Apply the scientific inquiry method o Research Question o Background Information o Hypothesis o Investigation o Collect & Represent Data o Analyze and Conclude  Understand technological design  Understand personal and social perspectives of science  Gain understanding of the history and nature of science.  Understanding that science is a human endeavor, that science is evaluated by results of scientific investigation and theory  Develop and evaluate possible solutions with respect to how well they meet the criteria and constraints of a problem Developing Possible Solutions • Use systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. • Understand a solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem  Demonstrate that a solution needs to be tested, and then modified on the basis of the test results, in order to improve it.  Optimize the Design Solution o Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design. o The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

20 Year "B"

Defining and Delimiting an Engineering Problem  Understand the more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

21 Year "B"

Seventh/Eighth Grade Social Studies – Mr. Dan Gordon Abiqua Middle School Social Studies The Power of One

Abiqua YAC (7th-8th) Social Studies is an integral part of an integrated curriculum that includes Language Arts, Music, Mathematics, Science, Spanish and other classes. It incorporates many different strands of social studies, including history, geography, economics, political science, international relations and current events. It is taught as a “pre-Advanced Placement/International Baccalaureate” class, preparing students for the rigors of honors level high school programs. Essential Questions: What does it mean to be an effective reader/writer/researcher? How can reading and writing empower the individual and transform the world? How do you build and write an effective persuasive essay? How can persuasive speaking or writing promote change in our world? How is effective debate used in our political institutions and government? How does the study of U.S. History lead to an understanding of today’s world?

A) Individuals 1. Social Studies Skills The students will be able to demonstrate the ability to do the following: a. Computer Research b. Hard Copy Research c. 1st person Research d. Source Removed Research e. Interpreting Political Cartoons f. Reading Charts, Graphs, and Maps g. Synthesis and Analysis of data h. Writing Research Based Essays i. Interpreting History j. Taking/Using notes from lectures and A/V sources k. Creating Chronologies l. Identifying/Distinguishing Cause and Effect m. Identifying Varying Viewpoints

22 Year "B"

Textbooks/Resources Simulations Multiple Social Studies Textbooks Historical Novels: Fiction and Non-Fiction Films, plays, interviews, lectures, graphics, art, music, cartoons and posters Primary Documents 1. Social Studies Content a. Colonization b. English colonial policies c. Roots of colonial conflict with the Mother Country d. Role of Mercantilism, the Navigation Acts, and distance e. Wars for Empire – 1689 – 1763 f. Causes for colonial discontent and the road to independence g. The American Revolution h. The Articles of Confederation i. The Constitution and Bill of Rights j. Interpreting the Constitution 2. Geography – Maps a. Using an Atlas b. General Map Skills c. Reading map keys and legends d. Finding latitude and longitude e. Identifying topographical, political, and physical maps f. Geographical vocabulary 3. Geography – Identification a. Physical features of the U.S. b. Physical features of North America c. Physical features of Oregon d. Westward progression during years 1650 – 1800 B. Ideas 1. Social Studies Skills The students will be able to demonstrate the ability to do the following: a. Computer Research b. Hard Copy Research c. 1st person Research d. Source Removed Research

23 Year "B"

e. Reading Charts, Graphs, and Maps f. Interpreting Political Cartoons g. Synthesis and Analysis of data h. Writing Research Based Essays i. Interpreting History j. Taking/Using notes from lectures and A/V sources k. Creating Chronologies l. Identifying/Distinguishing Cause and Effect m. Identifying Varying Viewpoints

2. Social Studies Content a. Root Causes of the Civil War b. History of Slavery in the U.S. c. Immigration patterns that shaped the U.S. d. Religion, Reform, and Radicalism e. Role of Westward Expansion in Civil War f. Why the Constitution failed to hold the U.S. as one g. The Civil War h. Assassination and Reconstruction i. Constitutional Amendments j. Failure of Reconstruction 3. Geography – Maps a. Using an Atlas b. General Map Skills c. Reading map keys and legends d. Finding latitude and longitude e. Identifying topographical, political, and physical maps f. Geographical vocabulary 4. Geography – Identification a. Physical features of the U.S. b. Physical features of North America c. Physical features of Oregon d. Westward progression during years 1800 – 1865 e. Civil War geography C. Decisions 1. Social Studies Skills The students will be able to demonstrate the ability to do the following: a. Computer Research b. Hard Copy Research c. 1st person Research d. Source Removed Research

24 Year "B"

e. Reading Charts, Graphs, and Maps f. Interpreting Political Cartoons g. Synthesis and Analysis of data h. Writing Research Based Essays i. Interpreting History j. Taking/Using notes from lectures and A/V sources k. Creating Chronologies l. Identifying/Distinguishing Cause and Effect m. Identifying Varying Viewpoints 2. Social Studies Content a. History of Segregation b. Supreme Court Decisions c. Presidential/Party Decisions d. African American Roles in the Military e. The Harlem Renaissance f. The role of sports and entertainment in breaking barriers g. War as a catalyst for social change h. Race and roles in the 40’s, 50’s, and 60’s i. “We’re Not Going To Take It Anymore” j. The Great Society and Vietnam k. How 2010-11 relates to the 50’s and 60’s 3. Geography – Maps a. Using an Atlas b. General Map Skills c. Reading map keys and legends d. Finding latitude and longitude e. Identifying topographical, political, and physical maps f. Geographical vocabulary 4. Geography – Identification a. Physical features of the U.S. b. Physical features of North America c. Physical features of Oregon d. U.S. expansion during years 1865 – 1960 Assessments:  Tests/Quizzes  Presentations  Projects  Speeches  Writing  Group activities  Teacher assessment and  Debates anecdotal notes  Maps

25 Year "B"

Seventh & Eighth Grade Language Arts – Ms. Olivia Thomas Abiqua Middle School Language Arts The Power of One A) Individual 1. Reading: Literature Circles + Double-Entry Diaries a. The 7 Habits of Highly Effective Teens –Examine and implement a model for developing habits that expand individual potential. b. Rotation: Code Orange –Explore the idea of heroism; link to Health’s topic of diseases; main character learns his own power to act. Elijah of Buxton –Non-traditional view of pre-Civil War North America; leads into Stowe’s novel; main character overcomes his insecurities and makes a difference. Seedfolks –A neighborhood is transformed by a garden when individuals take responsibility for their actions and give others hope. The Old Man and the Sea –Main character faces an ultimate challenge on his own, leading him to question his life views and motives. 2. Writing a. Writing process + study of writing origins: ancient epics b. Narrative & descriptive writing i. Personal narratives: hero story (focus on transitions) ii. Historical episodes (linked to Social Studies) c. Expository writing: process essay linked to historical episodes d. Class writing: journals, freewrites, responses to literature, note-taking, reading reflections, online discussions, response to prompts, drafts based on 6 Traits, blogs 3. Grammar a. Parts of speech: words i. Opening & delayed adjectives & adverbs ii. Types of nouns—subject, predicate, possessive, object iii. Types of pronouns—personal, relative, interrogative, demonstrative, intensive, reflexive, indefinite b. Sentences i. Simple, complete, compound subjects & predicates ii. Direct & indirect objects; modifiers c. Mechanics i. Capitalization & rules for plurals ii. Punctuation review: ending punctuation 4. Language Arts Skills

26 Year "B"

a. Assessments: writing, spelling, grammar, reading; memory exercises; penmanship b. Spelling practice, tests, skills/rules c. Etymology: Word Roots d. Vocabulary: Wordly Wise + literature connections exercises e. Literature response and analysis exercises; literature discussions; reading quizzes f. Weekly “Author Study,” Editor-in-Chief practice, poetry analysis B) Idea 1. Reading: Literature Circles + Double-Entry Diaries a. Book choice –Plot mountain analysis & representation project. b. Uncle Tom’s Cabin –Incorporates all three subthemes—individuals, ideas, decisions. Characters dare to make a difference in their own and in others’ lives; connects to Social Studies topics in a personal way. c. The Red Badge of Courage –Connects to Social Studies themes; main character learns about his limits and grows beyond them, learning what it means to be a “hero.” 2. Writing a. Plot mountain project: use Freytag’s Pyramid to complete a detailed book analysis b. Persuasive writing i. Editorial—considering different viewpoints; structural strategies ii. Persuasive speech project with research & citations: ideas, audience, organization, language choices, methods, reasoning c. Response to literature: Uncle Tom’s Cabin character/theme analysis paper d. Class writing: journals, freewrites, responses to literature, note-taking, reading reflections, online discussions, response to prompts, drafts based on 6 Traits, blogs 3. Grammar a. Parts of speech: phrases i. Absolute, appositive, prepositional ii. Participial, gerund, infinitive iii. Dangling modifiers b. Sentences i. Compound, complex, & compound-complex sentences ii. Review sentence problems (fragments, run-ons, comma splices) c. Mechanics i. Abbreviations

27 Year "B"

ii. Numbers in writing iii. Punctuation review: markers (quotes, commas, semicolons, colons) 4. Language Arts Skills a. Spelling practice, tests, skills/rules b. Etymology: Word Roots c. Vocabulary: Wordly Wise + literature connections exercises d. Literature response and analysis exercises; literature discussions; reading quizzes e. Weekly “Author Study,” Editor-in-Chief practice, poetry analysis f. Oral book reviews g. Speech presentations—techniques for delivery h. Listening/evaluating skills i. Research & citation skills C) Decision & Plan 1. Reading: Literature Circles + Double-Entry Diaries a. Romeo & Juliet –Examine the larger consequences of personal decisions. b. To Kill a Mockingbird –One decision to help and make a difference forces a community to confront their prejudices. 2. Writing a. Creative writing: playwriting—study dramatic genre and write plays for a class book b. Response to literature: To Kill a Mockingbird mini newspapers i. Expository article ii. Narrative article iii. Persuasive article c. Timed essay practice d. Class writing: journals, freewrites, responses to literature, note-taking, reading reflections, online discussions, response to prompts, drafts based on 6 Traits, blogs 3. Grammar a. Parts of speech: clauses i. Independent & dependent clauses ii. Adjective, adverb, & noun clauses iii. Verb tenses: simple, perfect, progressive, perfect-progressive b. Sentences i. Understood subjects & predicates; delayed subjects ii. Review sentence style c. Mechanics

28 Year "B"

i. Diction ii. Homophones & homographs iii. Punctuation review: special indicators (apostrophes, hyphens, dashes, parentheses, & ellipses) 4. Language Arts Skills a. Spelling practice, tests, skills/rules b. Etymology: Word Roots c. Vocabulary: Wordly Wise + literature connections exercises d. Literature response and analysis exercises; literature discussions; reading quizzes e. Weekly “Author Study,” Editor-in-Chief practice, poetry analysis f. Computer-based skills assessments g. Reader’s Theatre h. Visual element for play project i. Newspaper layout for collaborative project j. To Kill a Mockingbird: compare/contrast movie with book, analyzing how the film version portrays the story differently than the text version k. Watch plays when available: Shakespeare, To Kill a Mockingbird

29 Year "B"

Seventh & Eighth Grade Science & Health – Mr. David Dittman

Seventh and Eighth Grade Science Power of One

The seventh and eighth grade curriculum is the Power of One for year two (of two). This year is focused on life science discoveries and understanding the power of one at the cellular level. Science studies focus students on topics such as cell structure, processes and division as well as touching on genetics. Throughout the year students will build realistic models to demonstrate understanding as well as work toward multiple dissection studies of different organisms. Students work with their science interactive notebook to contain much of their written work as well creative displays of important life processes. Students focus on the ways in which the power of one individual, one idea, or one decision can impact our world. Thematic studies for the seventh and eighth grade students are centered on three revolving topics that we visit with each unit of study. The Power of One Individual, idea, and decision are relevant as every action or inaction brings about change in our world. Guiding students to consider the power of their decisions empowers them to become contributing citizens. We begin the year studying the Power of One Individual and study cell biology and photosynthesis and respiration. Next, the students will study the Power of One Idea investigating heredity and animal behavior and interdependence. Students will end the year studying the Power of One Decision with a hands on look at body systems from various organism families while evaluating the human impacts on earth systems. The curriculum Power of One is designed to move students through higher order thinking as well as concrete and abstract knowledge. Students will learn to identify and organize information, compare, contrast, and analyze, interpret and illustrate, hypothesize, synthesize, judge and justify using techniques such science laboratory tasks, accurate 3D model building (multi-step), digital presentation tool use (Prezi, iMovie, PPT, etc.), academic research, iPad animation, quantitative observations, qualitative observations, compare & contrast, kinesthetic movement modeling, academic review competitions (jeopardy style, knockouts, etc.), foldable graphic organizers, Cornell notes, informational brochure or poster as well as additional learning tools and objectives.

Essential Questions:  What major scientists contributed to our current understanding? How has our understanding changed over time?  What evidence do we have that supports current scientific theory?  Explain how the science behind the concept works (in your own words).  How can we create a product that represents scientific principles?  How can we apply our understanding of scientific principles in a different context?

30 Year "B"

 Rationale: Every action or inaction brings about change in our world. Guiding students to consider the power of their decisions empowers them to become contributing citizens. o Power of One Individual, Idea, and Decision Textbook Resources Prentice Hall: Science Explorer Series: Cells & Heredity; Human Biology & Health; Environmental Science; Chemical Interactions; Animals

Individual Cell Biology The Student Will:  Understand all living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).  Understand in multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.  Understand within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Cell Division and Genetics  Understand cell division, the basic process for growth and reproduction.  Understand two types of cell division: mitosis (growth and asexual reproduction), meiosis (sexual reproduction).  Understand asexual reproduction: mitosis; diploid cells (as in amoeba).  Understand sexual reproduction: meiosis: haploid cells; combinations of traits.  Understand how change occurs from one generation to another: either mutation or mixing of traits through sexual reproduction.  Understand Gregor Mendel’s experiments with purebred and hybrid peas. o Understand dominant and recessive genes. o Mendel’s statistical analysis led to understanding that inherited traits are controlled by genes (now known to be DNA).  Understand modern understanding of chromosomes and genes o Double helix (twisted ladder) of DNA coding; how DNA makes new DNA o How DNA sequence makes proteins o Modern researchers in genetics: Francis Crick, James Watson, Severo Ochoa, Barbara McClintock Cells: Structures and Processes  Know that all living things are made up of cells.  Understand structure of cells (both plant and animal) o Cell membrane: selectively allows substances in and out

31 Year "B"

o Nucleus: surrounded by nuclear membrane, contains genetic material, divides for reproduction o Cytoplasm contains organelles, small structures that carry out the chemical activities of the cell, including mitochondria (which produce the cell’s energy) and vacuoles (which store food, water, or wastes). o Plant cells, unlike animal cells, have cell walls and chloroplasts. . Cells without nuclei: monerans (bacteria) . Some organisms consist of only a single cell: for example, amoeba, protozoans, and some algae. o Cells are shaped differently in order to perform different functions. . Organization of cells into tissues, organs, and systems: . In complex organisms, groups of cells form tissues (for example, in animals, skin tissue or muscle tissue; in plants, the skin of an onion or the bark of a tree). . Tissues with similar functions form organs (for example, in some animals, the heart, stomach, or brain; in some plants, the root or flower). . In complex organisms, organs work together in a system (recall, for example, from earlier studies of the human body, the digestive, circulatory, and respiratory systems). Chemistry of Food and Respiration  Understand energy for most life on earth comes from the sun; typically from sun, to plants, to animals, back to plants. o Living cells get most of their energy through chemical reactions. o All living cells make and use carbohydrates (carbon and water), the simplest of these being sugars.  Understand all living cells make and use proteins, often very complex compounds containing carbon, hydrogen, oxygen, and many other elements. o Making these compounds involves chemical reactions which need water, and take place in and between cells, across cell walls. The reactions also need catalysts called “enzymes.”  Understand many cells also make fats, which store energy and food. o Energy in plants: photosynthesis . Main nutrients of plants: the chemical elements nitrogen, phosphorus, potassium, calcium, carbon, oxygen, hydrogen (some from soil or the sea, others from the air). o Photosynthesis, using chlorophyll, converts these elements into more plant cells and stored food using energy from sunlight.  Understand leafy plants mainly get their oxygen dissolved in water from their roots, and their carbon mainly from the gas CO2.  Understand energy in animals: respiration. o Animal chemical reactions do the opposite of plants—they use up oxygen and release CO2.

32 Year "B"

o In animals the chief process is not photosynthesis but respiration, that is, the creation of new compounds through oxidation. o Animals cannot make carbohydrates, proteins, and fats from elements. They must eat these organic compounds from plants or other animals, and create them through respiration. o Respiration uses oxygen and releases CO2, creating an interdependence and balance between plant and animal life.  Understand human nutrition and respiration. o Human respiration, through breathing, gets oxygen to the cells through the lungs and the blood. The importance of hemoglobin in the blood. o While many other animals can make their own vitamins, humans must get them from outside. o A balanced diet: the food pyramid or “My Plate” for humans (review); identification of the food groups in terms of fats, carbohydrates, proteins, vitamins, and trace elements  Understand plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. Idea Behavior & Interdependence The Student Will: • Understand organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. • Understand genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits • Understand variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. • Understand in sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. • Understand in addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. • Know changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.

33 Year "B"

The Human Body  Become familiar with changes in human adolescence: puberty, glands and hormones (see below, Endocrine System), growth spurt, hair growth, breasts, and voice change.  Understand the Endocrine system o The human body has two types of glands: duct glands (such as the salivary glands), and ductless glands, also known as endocrine glands. o Endocrine glands secrete (give off) chemicals called hormones. Different hormones control different body processes. o Pituitary gland: located at the bottom of the brain; secretes hormones that control other glands, and hormones that regulate growth o Thyroid gland: located below the voice box; secretes a hormone that controls the rate at which the body burns and uses food o Pancreas: both a duct and ductless gland; secretes a hormone called insulin that regulates how the body uses and stores sugar; when the pancreas does not produce enough insulin, a person has a sickness called diabetes (which can be controlled) o Adrenal glands: secrete a hormone called adrenaline, especially when a person is frightened or angry, causing rapid heartbeat and breathing  Know the Reproductive system o Females: ovaries, fallopian tubes, uterus, vagina, menstruation o Males: testes, scrotum, penis, urethra, semen o Sexual reproduction: intercourse, fertilization, zygote, implantation of zygote in the uterus, pregnancy, embryo, fetus, newborn Decision Evidence of Common Ancestry and Diversity

The student will • Understand the collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. • Understand anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. • Understand comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. Evolution  Understand evolution is the change in a population of organisms over time caused by both genetic change and environmental factors.  Know Charles Darwin: voyages of the Beagle; Origin of Species (1859)  Understand Natural Selection

34 Year "B"

o Natural selection as the mechanism of evolution: Darwin’s theory that life forms better adapted to their current environment have a better chance of surviving and will pass on their traits to their offspring o Trait variation and change from generation to generation o Evidence for the theory of evolution includes comparative anatomy, geology, fossils, and DNA research. o Extinction occurs when an environment changes and a species is no longer adapted to it. o New species can develop when part of the population becomes separated and evolves in isolation. o Life forms have evolved from simple organisms in oceans through amphibians to higher forms such as primates. o Natural selection leads to the predominance of certain traits in a population, and the suppression of others. o In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring  Understand adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. Human Impacts on Earth Systems

• Understand mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.  Understand human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.  Understand typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.  Understand human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

35 Year "B"

Science Biographies The student will  Learn the contributions of scientists. o Charles Darwin (scientist known for theory of natural selection) o Antoine Lavoisier (chemist who discovered the process of oxidation) o Lise Meitner (physicist who helped discover nuclear fission) o Dmitri Mendeleev (scientist who devised the periodic table) Science Skills  Understand science as inquiry  Apply the scientific inquiry method o Research Question o Background Information o Hypothesis o Investigation o Collect & Represent Data o Analyze and Conclude  Understand technological design  Understand personal and social perspectives of science  Gain understanding of the history and nature of science.  Understanding that science is a human endeavor, that science is evaluated by results of scientific investigation and theory  Develop and evaluate possible solutions with respect to how well they meet the criteria and constraints of a problem Developing Possible Solutions • Use systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. • Understand a solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem  Demonstrate that a solution needs to be tested, and then modified on the basis of the test results, in order to improve it.  Optimize the Design Solution o Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design. o The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

36 Year "B"

Defining and Delimiting an Engineering Problem  Understand the more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

37 Year "B"

Fifth through Eighth Grade Spanish – Mrs. Kristen Free Middle School Spanish Course Overview From kindergarten through eighth grade, Abiqua provides experiences that prepare students to be active members of the global community. We know that the world of their future will be expansive and diverse; demanding empathetic and creative citizens who seek to problem solve through finding collaborative answers to challenging questions.

We believe that learning a language is more than grammar and vocabulary. The vision of Abiqua’s Spanish studies is to enable students to communicate in a language other than English, gain knowledge and understanding of another culture, connect with other disciplines and acquire new information, develop insight into the nature of language and culture, and participate in multilingual communities at home and around the world. Studying other cultures enables children to learn responsible citizenship by understanding that there are different approaches to life and perspectives on the world.

Middle School students participate in a high school-level Spanish curriculum in which they complete Spanish 1 and Spanish 2 over the course of four years. Students who complete these courses leave prepared and confident to enter Spanish 3 as freshmen in high school. Additionally, students participate in the National Spanish Exams, the most widely used tests of Spanish in the United States. These exams are online standardized assessment tools that measure proficiency and achievement of students who are studying Spanish as a second language. Abiqua provides a challenging yet comfortable atmosphere in which students can explore the possibilities that arise from communicating with and understanding the language and cultures of Spanish-speaking communities.

Spanish 1 and Spanish 1.5 Students in Spanish 1and Spanish 1.5 begin to develop their ability to understand simple spoken and written Spanish. At the same time, they learn to communicate orally and in writing in a culturally appropriate manner about familiar topics that include self, school, food, pastimes, family, house, clothing, and stores. Vocabulary and basic grammatical structures are taught within the context of everyday topics. Culture is embedded throughout the course and relates directly to the topics studied.

Spanish 1 Content Students will learn: 1. Greetings and basic phrases

38 Year "B"

2. Infinitives 3. Negatives 4. Expressing agreement and disagreement 5. Concordance of adjectives 6. Definite and indefinite articles 7. Word order 8. Subject pronouns 9. Present tense conjugations of regular –ar, -er, and –ir verbs 10. The verb estar 11. Plurals of nouns, articles, and adjectives 12. Using the words gusta and encanta 13. The verb ser Spanish 1 Skills Students will be able to: 1. Greet and introduce each other in Spanish 2. Follow simple classroom directions 3. Spell words in Spanish 4. Tell time and the date 5. Talk about weather and seasons 6. Communicate about things they like to do 7. Discuss their personalities and those of others 8. Talk about the school day 9. Discuss basic foods and beverages 10. Talk about activities they engage in to maintain good health

Spanish 1.5 Content Students will learn: 1. Vocabulary about leisure activities and places in the community 2. The verb ir 3. Asking and answering questions 4. Vocabulary about sports and activities outside of school 5. Extending, accepting, and declining invitations 6. Using ir + a + infinitive to discuss future plans 7. Stem-changing verbs 8. Using the verb tener for various expressions 9. Possessive adjectives 10. “Yo-Go” verbs 11. Distinguishing between the verbs ser and estar

39 Year "B"

12. Describing, comparing, and contrasting 13. The superlative 14. Affirmative tú commands 15. The present progressive 16. Demonstrative adjectives

Spanish 1.5 Skills Students will be able to: 1. Read, talk, and write about leisure activities, schedules, and places to go 2. Exchange information about weekend plans 3. Understand, discuss, and exchange information about invitations and responses 4. Discuss descriptions and relationships of family members and celebrations 5. Talk about write about, and compare bedrooms 6. Discuss chores, houses, and apartments 7. Exchange information while giving advice

Spanish 2 and Spanish 2.5 Students in Spanish 2 and Spanish 2.5 continue to hone their skills as they further explore the language and culture of Spanish speaking people. Students continue to develop their ability to understand spoken and written Spanish. At the same time, they learn to communicate orally and in writing in a culturally appropriate manner about a variety of familiar topics that include self, school, daily routines, shopping, community, and emergencies. Vocabulary and grammatical structures are taught within the context of everyday topics. Culture is embedded throughout the course and relates directly to the topics studied. Spanish 2 Content Students will learn: 1. Adjectives of nationality 2. Vocabulary about their classes, rules, and extracurricular activities 3. Stem-changing verbs in present tense 4. Affirmative and negative words 5. Hay que/Se prohíbe + infinitive 6. Vocabulary about shopping, clothing, and daily routines 7. Comparisons of equality 8. saber and conocer 9. Hace + time expressions 10. Reflexive verbs in present tense 11. Uses of ser and estar 12. Possessive adjectives - long form

40 Year "B"

13. Preterite of regular -ar,-er, -ir verbs 14. Preterite of irregular -car, -gar, -zar verbs 15. Demonstrative adjectives 16. Use of adjectives as nouns 17. Direct object pronouns

Spanish 2 Skills Students will be able to: 1. Locate Spanish-speaking countries on a map and produce their capitals 2. Communicate about classes and classroom rules, activities, and school work 3. Communicate about after-school activities 4. Identify some famous Spanish-speaking people 5. Identify customs and school rules in Spanish-speaking countries and compare them to those in the U.S. 6. Identify after-school activities in Spanish-speaking countries and compare them to those in the U.S. 7. Communicate about daily routines 8. Communicate about getting ready for a special event 9. Identify special events in Spanish-speaking countries and compare them to those in the U.S. 1. Communicate about shopping for clothing

Spanish 2.5 Content Students will learn: 1. Vocabulary about community and navigating using directions 2. Preterite of ir, ser 3. Preterite of hacer, tener, estar, poder 4. Present tense of salir, decir 5. Irregular affirmative tú commands 6. Vocabulary about childhood and family celebrations 7. The imperfect tense: regular and irregular verbs 8. Indirect object pronouns 9. Verbs that use indirect object pronouns 10. Reciprocal verbs 11. Use of preterite and imperfect 12. Vocabulary about natural disasters and medical accidents 13. Preterite of oír, leer, creer, and destruir 14. Preterite of venir, poner, decir, and traer

41 Year "B"

Spanish 2.5 Skills Students will be able to: 1. Communicate about what they did in places in the community 2. Ask for and give directions for getting to places 3. Discuss what they did when they were children 4. Communicate about what they were like as children 5. Communicate about past family celebrations and holidays 6. Discuss disasters, rescues, and emergencies (past and present) 7. Communicate about accidents, injuries, and medical treatments (past and present)

42 Year "B" Fifth through Eighth Grade Music -- Mr. Andrew Norman Middle School Music: Guitar Overview

Abiqua’s Middle School Guitar class is driven to produce competent, professional musicians. The Guitar class is working out of the Hal Leonard guitar curriculum, the method developed and standardized by Guitar Center Lessons nationwide. This program is designed to train professional, competent guitar players through an understanding of theory, technique, and music history. Active Listening is the other huge component of the guitar class, training students to listen intently and intentionally to music, analyzing, comprehending, and appreciating music from an informed position. Students will leave this class with an ability to read and perform music in any genre that interests them, using the practice techniques discussed in class to further their playing career on their own.

Guitar Content Students will learn:

1. How to read both Treble Clef and Tab 2. Music Theory 1. Time Signature 2. Note Values 3. Open Chords 4. Barre Chords 5. Major, Minor, and Pentatonic Scales 3. Active Listening 4. Individual and Group Rehearsal Techniques

Guitar Skills Students will be able to:

1. Sight-read and perform 2. Practice competently and effectively 3. Analyze music that they listen to 4. Improvise using basic blues-rock concepts

43 Year "B"

Middle School Music: Band Overview

Abiqua’s Middle School Band Program is driven to produce competent, professional musicians. The Band is working from two books: Essential Elements 2000, and Bach and Before for Band. Essential Elements is a pedagogically structured band method book, introducing students to basic elements of theory and practice techniques, as well as instrument care and maintenance. Again, the focus is to produce competent and professional musicianship. Bach and Before is a series of chorale pieces written as exercises to be performed as a group or smaller combos, allowing students to put what they've taken from Essential Elements into practice. I hope to add the use of Rubanks Scale and Technique in the spring, a book that hammers home the importance of scales and warm-up techniques, particularly for woodwind players. This class is also engaged with the active listening assignments and discussion that the guitar class participates in.

Band Content Students will learn:

5. How to read the clef specific to their instrument 6. Theory 1. Time Signature 2. Note Values 3. Concert and relative pitch 4. Basic Transposition 5. Major and Minor scales 6. The Circle of Fifths 7. Active Listening 8. Individual and Group Rehearsal Techniques

Band Skills Students will be able to:

5. Sight-read and perform 6. Practice competently and effectively 7. Analyze music that they listen to

44 Year "B"

Fifth through Eighth Grade Art – Mrs. Monica Moyano ABIQUA VISUAL ARTS CURRICULUM

This visual arts curriculum reflects the 2000 Visual Arts Standards of Learning and identifies the content and skills that are essential components of a high quality visual arts program for each grade level. Objectives are identified for kindergarten through grade eight and for four secondary visual arts courses, and are designed to be cumulative. They progress in complexity by grade level from kindergarten through the sequence of secondary courses.

Throughout a student’s visual arts education, specific content strands or topics are included. These strands are visual communication and production, cultural context and art history, judgment and criticism and aesthetics. It is through the acquisition of these concepts, content, and skills that the goals for the visual arts can be accomplished. A comprehensive visual arts education program provides students with multiple means of expression as well as analytical skills to evaluate information conveyed by images and symbols.

The curriculum for a given grade level or course includes comprehensive instructional objectives. The objectives work at an instructional strategy and assessment method. Lesson often go beyond the stated objectives and are tailored to the students learning needs.

GOALS The visual arts objectives are intended to support the following goals that will enable students to:

• Select and use art media, subject matter, and symbols for expression and communication; • Know the elements of art and the principles of design and how they are used in the visual arts; • Solve visual arts problems with originality, flexibility, fluency, and imagination; • Understand the relationship of the visual arts to history, culture, and other fields of knowledge; • Use materials, methods, information, and technology in a safe and ethical manner; • Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others; • Identify, analyze, and apply criteria for making visual aesthetic judgments; and • Develop an aesthetic awareness and personal philosophy regarding nature, meaning, and value in the visual arts.

STRANDS

Visual Communication and Production

This strand is divided into four interrelated areas: Elements of Art, Principles of Design, Processes and Skills, and Activities. Each area reflects the knowledge and concepts required to meet the cognitive and psychomotor needs of students at each grade level or course of study. Through careful articulation and ordering of the objectives, students are provided a high level integrated curriculum of study in visual communication and production.

45 Year "B" Students will develop and communicate ideas by choosing and evaluating subject matter and symbols. They will develop fluency in visual, oral, and written communication using art vocabulary and concepts. Through art production, students will express ideas and feelings in two-dimensional and three- dimensional art forms and gain respect for their own work and the work of others. Students also will demonstrate safe and ethical practices in the use of art materials, tools, techniques, and processes.

Cultural Context and Art History

Students will see the visual arts in relation to history and culture through the investigation of works of art from different times and different places. Through the study of works of art and the artists who produced them, students will learn to appreciate the role the visual arts play in communicating historical and cultural beliefs and ideals.

Judgment and Criticism

Students will examine works of art and make informed judgments about the works of art based on established visual arts criteria. Through the understanding of visual arts principles and processes, they will be able to use a variety of thinking frames to analyze the visual qualities and interpret the meaning of works of art. They will also employ critical evaluation skills in the production of their works of art.

Aesthetics Students will reflect on and analyze their personal responses to the expressive and communicative qualities of works of art. They will understand that their background, knowledge, and experiences influence their feelings and emotions. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art based on their dual roles as both creator and viewer of art.

Visual Literacy

Students will develop visual perception skills through the study, interpretation, production, and comprehension of visual imagery. Through viewing selected works of art and other graphic images, students will develop and produce a visual language to facilitate the communication of ideas and to accompany written and oral communication. Each noted work of art in this strand is followed by a list of questions to guide student discussion, interpretation and study of the work.

Assessment

Assessment provides useful and accurate information about student learning. It employs practices and methods that are consistent with learning goals, curriculum, instruction, and current knowledge of how students learn in the visual arts education environment. Visual arts educators assess and document student learning using methods that could include structured and informal observations and interviews, projects and tasks, exhibitions, portfolio development, journals, and multiple-choice and short-answer methods.

Classroom assessment measures and increases learning. It is integrated with curriculum and instruction so that teaching, learning, and assessment constitute a continuous process. By documenting and evaluating student work, teachers obtain information for understanding student progress and can guide future instruction. Also, assessment provides opportunities for self-reflection and evaluation by the student. 46 Year "B"

Vocabulary

Terms for selected media, styles, art movements, and art expressions reflect the concepts, techniques, and skills for each grade level and course of study. Students will use these terms in oral, written, and visual communication.

Safety

Safety is given the highest priority in implementing the pre K-8 instructional program for visual arts. Correct and safe techniques, as well as wise selection of resources, materials, and equipment appropriate to age levels, are carefully considered with regard to the safety precautions for every instructional activity. Safe visual arts classrooms require thorough planning, careful management, and constant monitoring of student activities.

Grade 5

I. Art of the Renaissance • The shift in world view from medieval to Renaissance art, a new emphasis on humanity and the natural world • The influence of Greek and Roman art on Renaissance artists (classical subject matter, idealization of human form, balance and proportion) • The development of linear perspective during the Italian Renaissance The vantage point or point-of-view of the viewer Convergence of lines toward a vanishing point, the horizon line • Observe and discuss works in different genres—such as portrait, fresco, Madonna—by Italian Renaissance artists, including i. Sandro Botticelli, The Birth of Venus ii. Leonardo da Vinci: The Proportions of Man, Mona Lisa, The Last Supper iii. Michelangelo, Ceiling of the Sistine Chapel, especially the detail known as The creation of Adam iv. Raphael: The Marriage of the Virgin, examples of his Madonnas (such as Madonna and Child with the Infant St. John, The Alba Madonna, or The Small Cowper Madonna)

• Become familiar with Renaissance sculpture, including Donatello, Saint George Michelangelo, David • Become familiar with Renaissance architecture, including The Florence Cathedral, dome designed by Filippo Brunelleschi St. Peter’s in Rome • Observe and discuss paintings of the Northern Renaissance, including i. Pieter Bruegel, Peasant Wedding ii. Albrecht Dürer, Self-Portrait (such as from 1498 or 1500) iii. Jan van Eyck, Giovanni Arnolfini and His Wife (also known as Arnolfini Wedding)

47 Year "B" II. American Art: Nineteenth-Century United States • Become familiar with the Hudson River School of landscape painting, including Thomas Cole, The Oxbow (The Connecticut River Near Northampton) (also known as View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm)Albert Bierstadt, Rocky Mountains, Lander’s Peak • Become familiar with genre paintings, including George Caleb Bingham, Fur Traders Descending the Missouri William Sidney Mount, Eel Spearing at Setauket

Note: perspective, review from grade 3 foreground, middleground, and background; and, for contrast, examine paintings that do not attempt to create an illusion of depth, for example, Madonna and Child on a Curved Throne (see Visual Arts 4: Art of the Middle Ages). Visual Arts

III. Art of Japan • Become familiar with The Great Buddha (also known as the Kamakura Buddha) Landscape gardens

Grade 6

I. Art History: Periods and Schools

The focus here is intended to combine art history with analysis of specific illustrative works. Introduce the idea of classifying Western art by periods and schools, with major characteristics of each period and school. Timelines may help students situate the periods and schools. Note that the periods and characteristics are not absolute distinctions but generally helpful categories (to which there are always exceptions) often used in discussions of art. The following topics extend to the mid-nineteenth century. In later grades, students will examine late-nineteenth and twentieth-century art movements.

A. Classical Art: The Art of Ancient Greece and Rome • Observe characteristics considered “classic”—emphasis on balance and proportion, idealization of human form—inThe Parthenon and the Pantheon The Discus Thrower and Apollo Belvedere B. Gothic Art (ca. 12th - 15th centuries) • Briefly review the religious inspiration and characteristic features of Gothic cathedrals. C. The Renaissance (ca. 1350-1600) • Briefly review main features of Renaissance art (revival of classical subjects and techniques, emphasis on humanity, discovery of perspective) and examine representative works, including Raphael, The School of Athens Michelangelo, David (review from grade 5) D. Baroque (ca. 17th century) • Note the dramatic use of light and shade, turbulent compositions, and vivid emotional expression in El Greco, View of Toledo (also known as Toledo in a Storm) Rembrandt: a self-portrait, such as Self-Portrait, 1659 E. Rococo (ca. mid- to late-1700’s) • Note the decorative and “pretty” nature of Rococo art, the use of soft pastel colors, and the 48 Year "B" refined, sentimental, or playful subjects in Jean Honoré Fragonard, The Swing F. Neoclassical (ca. late 18th - early 19th century) • Note as characteristic of Neoclassical art the reaction against Baroque and Rococo, the revival of classical forms and subjects, belief in high moral purpose of art, and balanced, clearly articulated forms in Jacques Louis David, Oath of the Horatii G. Romantic (ca. late 18th - 19th century) • Note how Romantic art is in part a reaction against Neoclassicism, with a bold, expressive, emotional style, and a characteristic interest in the exotic or in powerful forces in nature, in Francisco Goya, The Bullfight Eugene Delacroix, Liberty Leading the People Caspar David Friedrich, The Chalk Cliffs on Rugen H. Realism (ca. mid- to late-19th century) • Note the Realist’s characteristic belief that art should represent ordinary people and activities, that art does not have to be uplifting, edifying, or beautiful, in Jean Millet, The Gleaners Gustave Courbet, The Stone Breakers • Become familiar with examples of American realism, including i. Winslow Homer, Northeaster ii. Thomas Eakins, The Gross Clinic iii. Henry O. Tanner, The Banjo Lesson

Grade 7 I. Art History: Periods and Schools The guidelines here continue the organizational scheme established in sixth grade, which combined art history with analysis of specific illustrative works. Timelines may help students situate the artists, periods, and schools. Note that the periods and characteristics are not absolute distinctions but generally helpful categories (to which there are always exceptions) often used in discussions of art.

A. Impressionism • Examine characteristics of Impressionism in Claude Monet: Impression: Sunrise, Bridge Over a Pool of Lilies Pierre Auguste Renoir, Luncheon of the Boating Party Edgar Degas, a ballet painting such as Dancing Class Mary Cassatt, The Boating Party B. Post-Impressionism • Examine characteristics of Post-Impressionism in Paul Cezanne: a still life such as Apples and Oranges, a version of Mont Sainte Victoire, The Card Players Georges Seurat and pointillism: Sunday Afternoon on the Island of the Grande Jatte Vincent van Gogh: The Starry Night, one of his Sunflowers, a self-portrait such as Self- Portrait [1889] Paul Gauguin: Vision After the Sermon, Hail Mary (Ia Orana Maria) Henri Toulouse-Lautrec, At the Moulin Rouge Art Nouveau as a pervasive style of decoration C. Expressionism and Abstraction • Examine representative artists and works, including i. Henri Matisse: Madame ii. Matisse, The Red Room iii. cutouts such as Beasts of the Sea iv. Edvard Munch, The Scream v. Marc Chagall, I and the Village vi. Pablo Picasso’s early works, including Family of Saltimbanques

49 Year "B" • Cubism i. Pablo Picasso, Les Demoiselles d’Avignon ii. Marcel Duchamp, Nude Descending a Staircase • Picasso after Cubism: Girl Before a Mirror, Guernica

Grade 8

I. Art History: Periods and Schools

The guidelines here continue the organizational scheme established in sixth and seventh grades, which combined art history with analysis of specific illustrative works. Timelines may help students situate the artists, periods, and schools. Note that the periods and characteristics are not absolute distinctions but generally helpful categories (to which there are always exceptions) often used in discussions of art.

A. Painting Since World War II • Examine representative artists and works, including i. Jackson Pollock and Abstract Expressionism: Painting, 1948 ii. Willem de Kooning, Woman and Bicycle iii. Mark Rothko, Orange and Yellow iv. Helen Frankenthaler, Wales v. Andy Warhol and Pop Art: Campbell’s Soup Can, Marilyn vi. Roy Lichtenstein, Whaam vii. Romare Bearden, She-Ba viii. Jacob Lawrence, a work from his Builder series or Migration of Negroes series B. Photography • Examine representative artists and works, including i.Edward Steichen, Rodin with His Sculptures “Victor Hugo” and “The Thinker” ii. Alfred Steiglitz, The Steerage iii. Dorothea Lange, Migrant Mother, California iv.Margaret Bourke-White, Fort Peck Dam v.Ansel Adams, Moonrise, Hernadez, New Mexico vi.Henri Cartier-Bresson, The Berlin Wall vii.20th-Century Sculpture

• Examine representative artists and works, including i. Auguste Rodin: The Thinker, Monument to Balzac ii. Constantin Brancusi, Bird in Space iii. Pablo Picasso, Bull’s Head iv. Henry Moore, Two Forms v. Alexander Calder, Lobster Trap and Fish Tail vi. Louise Nevelson, Black Wall vii. Claes Oldenburg, Clothespin viii. Maya Lin, Vietnam Veterans Memorial

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