John F. Kennedy Middle School Program of Studies

Transcription

1 John F. Kennedy Middle School Program of Studies Mission Statement The mission of John F. Kennedy Middle School is to provide a secure, nurturing and academically challenging environment. We are preparing students to become productive and responsible citizens and lifelong learners. The mission empowers students: To develop in the unique nature of the middle school learner To master basic skills in numeracy and literacy To demonstrate curriculum proficiency through a variety of assessment strategies To use current technologies to support learning To recognize and respect individuality and diversity To showcase and celebrate unique abilities and talents We recognize that this endeavor is a shared responsibility of student, home, school and community. 1

2 John F. Kennedy Middle School Program of Studies Administration Timothy M. Van Tasel, Principal Connell Clark, Assistant Principal John Coleman, Assistant Principal Sarah Collins, Assistant Principal Superintendent of Schools Jeffrey Schumann, Ph.D. Deputy Superintendent of Schools Christopher J. Drezek Chief Academic Officer Anne McKernan John F. Kennedy Middle School Department Chairs Amanda Furey, Computer Technology Mary Bishop, Special Education John Dague, Technology Education Katie Ellis, Math Carri Ewing, Science Karen Garvey, Guidance Marilyn Goodnite, Music Sharon Gorman, Social Studies Jeris Griffin, English AJ O Brien, Health and Physical Education Janet Parks, Family and Consumer Science Adrienne Snow, Reading Board of Education Kevin Fealy Vincent Grady Joyce Hall Peter Jonaitis Tina Leblanc Timothy Neville Jennifer Rancourt Thomas Sirard Donna Szewczak 2

3 Table of Contents Introduction 4 Course Offerings 4 Grade Level Teams 4 Promotion 5 Honor Roll 5 Bell Schedule 5 Glossary of Educational Acronyms 5 Guidance 6 Special Education 7 Course Offerings Reading - Language Arts 8 English Language Arts 9 Math 10, 11 Science 12 Social Studies 13, 14 Computer Technology 15 Family and Consumer Sciences 16 Health & Physical Education Music Technology Education 24 Visual Arts 25, 26 World Languages 27 3

4 Introduction The Program of Studies is designed to help students make appropriate course selections and become familiar with the programming of John F. Kennedy Middle School. It is important to plan a course of study possible that will ensure a successful transition from middle school to high school. Students and parents are encouraged to review the following course outlines and school programming. Administration, Guidance Counselors, Department Chairs, and Teachers will provide assistance to students in when designing a personalized program of study. In planning for the future, you should consider the following: KNOW YOURSELF: Know your strengths, weaknesses, interests, and learning style. Set personal and academic goals. PLAN AS EARLY AS POSSIBLE: Begin thinking about appropriate types of careers you are interested in and learning more about them. ACADEMICS: GET INVOLVED: Perform to the best of your ability. Utilize time management, organizational and study skills. Develop hobbies, join school activities, or become active in the community. Grade 6 Course Offerings Students participate in Language Arts and Mathematics five days per week. Social Studies and Science are offered twice per week. Grade six students also participate in the following electives over the course of the school year. Physical Education 1 semester (2 quarters) Art 1 semester (2 quarters) Music 1 semester (2 quarters) Computer Technology 1 quarter Health 1 quarter Grades 7 and 8 Students are required to take course offerings of Math, English, Reading, Science, Social Studies and World Language five days per week for the entire academic year. Grade-level Teams John F. Kennedy Middle School implements a teaming concept for students in grades six through eight. Students in grades six, seven, and eight are assigned to an interdisciplinary team of four teachers. This team of teachers consists of Math, Science, English, and Social Studies. Teachers on each team are responsible for the delivery of multiple course offerings in each subject. Special Education teachers offer services both on team, and off team. There are four teams at each grade level, with approximately one hundred students per team. The following elective courses are offered on a quarterly basis Family and Consumer Science, Technology Education The following elective courses are taken for a full semester (two quarters) Physical Education, Art, and Music 4

5 Home Access Center Promotion A minimum average of 4.0 (C-) is required to advance from Grade 7 to 8 and Grade 8 to high school. All students not achieving the required 4.0 shall have the opportunity to go to summer school to attain the required grade point average. Students returning to either grade for a second year shall be required to repeat the course of study prescribed for that grade. Honor Roll High Honors: 9.5 average with no grade lower than a B- Honors: 8.0 average with no more than one (1) C- Bell Schedule John F. Kennedy Middle School has implemented a seven period daily schedule, with each period lasting forty-nine minutes. Four of the daily periods are on team and consist of the core subject areas of Math, Science, English, and Social Studies. The remaining three periods are elective courses that satisfy both state and district requirements. Due to Social Studies and Science being a shared during seventh period in Grade 6, all sixth grade students participate in a Learning Lab during fifth period. Interventions, enrichment; as well as, participation in Band, Chorus, and Orchestra occur during the Learning Lab period. Glossary of Educational Acronyms CCSS: Common Core State Standards The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. IDEA: Individuals with Disabilities Education Act A law that governs how states, districts, and schools provide early intervention, special education, and related services to school children. IEP: Individualized Education Program A specialized academic program designed to meet a student s unique needs. PPT: Planning and Placement Team A team that meets to discuss referrals to special education, determines if and what evaluations a child may need, and whether a child is eligible for special education programming. SAT: Student Assistance Team A team that meets to discuss students who are struggling academically or socially. Most commonly, this team will discuss students who have not been identified for special education services but may require specific scientific-based interventions. This team sets 4-6 week measurable goals for struggling students and will monitor progress toward meeting the intended outcomes. SRBI: Scientifically Research-Based Interventions Connecticut s model for Response to Intervention (RtI), which includes a three tier continuum of interventions and supports. PBIS: Positive Behavior Interventions and Supports A school wide initiative developed to promote a Safe School Climate GUIDANCE AND COUNSELING 5

6 Guidance The State Department of Education requires that all towns in CT implement a Student Success Plan (SSP) for each student. The Student Success Plan is an individualized student-driven plan developed to address students needs and interests. The plan includes strategies to help every student stay connected to school and achieve postsecondary educational and career goals. The SSP is built around three core components: Academic Development, Career Development and Social/Emotional/Physical Development. This plan begins in Grade 6 and continues through high school to provide the student support and assistance in setting goals for social, emotional, physical and academic growth, meeting rigorous high school expectations, and exploring postsecondary education and career interests. (Connecticut State Department of Education) To assist in the implementation of the Student Success Plan, each student is assigned a team and a counselor. The middle school counselor will work with the student throughout their three years at John F. Kennedy Middle School. The Guidance Department offers an appropriate comprehensive developmental guidance counseling program that addresses topics such as: Careers Anti-Bullying Study Skills Grade Point Average Middle School Expectations Decision Making Peer Relationships Transition services 5 th to 6 th, 6 th to 7 th, 7 th to 8 th, 8 th to 9 th The Guidance Department and Staff at JFK will provide students with Advisors which will meet periodically with their assigned students to set goals, track their personal and academic growth, and developing a meaningful connection to school. The Guidance Department also offers assistance to individuals and small groups in areas such as: Difficulties with academics or other school-related issues Self-evaluation in terms of abilities, interests, and aptitudes Selection of elective courses Preliminary career, college, and vocational planning Personal issues After school clubs Parents, students, counselors, and teams are encouraged to communicate and collaborate with each other to ensure the success of each student. Your child s school counselor may be contacted directly by phone, , or through the district-wide website, Guidance Office (860) Karen Garvey, Department Chair (860) kgarvey@enfieldschools.org Mary Harrington (860) mharrington@enfieldschools.org Kimberly Nadeau (860) knadeau@enfieldschools.org Shannon Kudryk (860) skudryk@enfieldschools.org Melanie Kulpeksa (860) mkulpeksa@enfieldschools.org 6

7 Special Education Based on a Pupil Placement Team (PPT) recommendation, a student may be identified for a disability that limits their ability to access the general curriculum. If identified as in need of specialized instruction, a student will receive the proper supports necessary to access our district curriculum. Inclusion and Resource Room services are determined at Pupil Placement Team meeting. These services are designed to address the specific goals that have been collaboratively developed and written into an Individualized Education Program. Progress towards these goals are monitored over the course of the school year, and adjustments to accommodations and modifications are made through the PPT process. 7

8 READING LANGUAGE ARTS We believe that our students have the potential to become literate, independent, lifelong readers. We provide our students with the strategies that they will need in order to become more confident, fluent, and proficient readers. Our goal is to prepare our students to be college and career ready as per outlined in the Common Core State Standards. We foster this belief by providing the students with rich and varied reading experiences and opportunities to respond to what they have read. The Reading Department at JFK offers reading classes at a variety of levels to meet the needs of our students in grades six through eight. Strategic Reading This course is offered to students who are reading at or slightly below grade level. These students enjoy a rich and exciting adventure in the world of contemporary fiction and nonfiction young adult literature. Students are instructed on the art of Close Reading and are encouraged to critically engage with their daily independent reading. This course is intended to improve a student s vocabulary, critical-thinking and analytical skills, reading stamina, and comprehension level. College and Career Readiness Anchor Standard 10 Read and comprehend complex literary and informational texts independently and proficiently Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex text. Common Core State Standards Assisted Reading This course is offered to students who benefit from smaller groups along with the opportunity for more individualized instruction to succeed. It offers students the opportunity to focus on their reading skills and is targeted to the students particular weaknesses and is designed to bring students reading comprehension up to grade level and to develop strategies to read more effectively.. 8

9 ENGLISH LANGUAGE ARTS English/Language Arts in grades 6, 7, and 8 is a full year course focused on oral and written communication. Emphasis is on reading literature and informational text, writing as a process, listening, speaking, and the conventions of language. Over the course of three years, students refine language skills in accordance with the expectations of the Enfield English Language Arts Curriculum, which is rooted in state and national standards. Presently, we are transitioning to the rigors of the Common Core State Standards, as evident in our newly created Units of Study. Ultimately, this curriculum fosters the development of literate, selfdirected individuals, capable of achieving personal goals for college and career. Text Resources: Grade 6: Literature, Holt McDougal, 2012(Blue) Grade 7: Literature, Holt McDougal, 2012 (Gold) Grade 8: Literature, Holt McDougal, 2012 (Red Grade 6: In Grade 6, students will read a variety of text types including: novels, short stories, poetry, and nonfiction essays and articles. Reading strategies will be explicitly taught with the expectation that students will incorporate them across the curriculum. Direct instruction in spelling, grammar, vocabulary, and the conventions of standard English is ongoing. Expository/informational writing skills will be the primary focus, with an introduction to persuasive/argumentative writing. Grade 7 and Grade 8: Areas of focus in grade 7 include, but are not limited to, the following: reading literature (with emphasis on the elements of the novel, short story, drama and poetry), reading for information (nonfiction articles, essays, and stories), media study, research, informative/explanatory writing, persuasive/argumentative writing, readers workshop (independent novel reading and written response), and journal and narrative writing as prescribed in the Common Core reading, writing and language standards. In Grade 8, students will continue to develop and strengthen these English/Language Arts skills. Level I: This is an honors level course designed for high achieving students who consistently demonstrate outstanding ability in written expression, who are highly motivated and responsible, and who have a sincere interest in reading and writing. At this level, students are expected to be independent learners, apply their knowledge, and also manifest the ability to work in collaborative groups. Students must demonstrate evidence of abstract reasoning and higher order thinking skills necessary for completing inferential, interpretive, evaluative, and analytical assignments. Honors students score a high 4 or 5 on the CMT, and maintain a B+ or better average in English class. Typically, these students are on track for AP classes in high school. Level II: This course is designed to instruct and challenge students in written expression and to motivate them to develop a sincere interest in reading. Students are provided opportunities to practice and apply new learning, while working independently and in cooperative groups. Students are assisted in the development and practice of abstract, higher order thinking skills. They engage in inferential, interpretive, evaluative, and analytical assignments aimed at helping them to grow into mature and independent learners ready for college or career. 9

10 MATHEMATICS The JFK Mathematics Department is comprised of an experienced group of middle school math teachers who understand and nurture the uniqueness of the middle school learner. The department promotes mathematics education through mastery of numeracy skills, support of literacy, and applications involving problem solving. The instructional strategies are implemented through various methods. The department understands and supports the individuality of each student as it relates to his or her learning style and ability. Grade 6: Math 6 This course provides students with the appropriate development of real life problem-solving strategies and skills. In this course, the students will build upon mathematical concepts and further develop an understanding of number patterns; operations with fractions, decimals and percents; and ratios and probability. Measurement, geometry, and statistic labs will bridge the gap between concrete understanding and mathematical symbolism. Online Text Resources: Math 6 glencoe.com QuickPass Code: mc0428c1 Accelerated Math 6 bigideasmath.com Math 7 my.hrw.com User name: JFK7 Password: JFK7 Accelerated Math 7 bigideasmath.com Pre-Algebra classzone.com User Name: jkf7prealgebra Password: jfk7prealgebra Algebra I Connected.mcgraw-hill.com Students will get the following: User Name Password Accelerated Math 6 This course provides students with the appropriate development of ratios and proportional relationships, the number system, expressions and equations, geometry and statistics and probability. Through this course, students will become more proficient in understanding ratios concepts; using ratio reasoning; performing fraction and decimal operations; understanding rational numbers; writing, interpreting and using expressions and equations; solving problems involving area, surface area and volume; summarizing data sets; and understanding variability. Grade 7: Math 7 This course reinforces arithmetic and geometric skills while developing concepts of variable recognition, integers, formulas and single variable equations. Students will be introduced to algebraic symbolism, simplifying expressions, solutions to elementary equations, and the graphic representations associated with variables. This course will also provide students with the opportunity to continue to develop their skills with fractions, decimals and percents. Through this course, the students will become more proficient in utilizing ratios, proportions, and percents while also developing and expanding their problem solving skills. 10

11 Accelerated Math 7 This course provides students with the appropriate development of numbers and quantity, algebra, geometry, statistics, and probability. Through this course, students will become more proficient in analyzing proportional relationships; performing real number operations; using radicals and integer exponents; generating equivalent expressions; connecting proportional relationships and lines; solving problems using linear equations; understanding geometric relationships and similarity; solving problems involving angles, surface area and volume; analyzing population; and finding probabilities of events. This course will give the student a strong preparation and introduction to Algebra. Grade 8: Pre Algebra This course will give the student a strong preparation and introduction to Algebra. The student will work on basic exercises that will develop and practice skills as well as challenging exercises that involve problem solving and logical reasoning. An emphasis will be placed on learning the vocabulary necessary to be successful in math. Builtin study and note taking strategies help the student develop their learning skills. Challenging problem-solving practice and clear presentation of key concepts prepare the student for future courses. Topics will include numbers and quantities, algebra, geometry, statistics and probability. Algebra I This course provides students with the basic structure and techniques of algebra. Skills are developed in utilizing algebraic techniques to solve problems. Topics include numbers and quantity, algebra, functions, geometry and statistics and probability. Students will become more proficient in the following: using rational exponents; performing real number operations; solving linear and quadratic equations; solving inequalities and systems of equations; defining, evaluating and comparing functions; writing sequences; modeling relationships; applying the Pythagorean Theorem; representing and interpreting data; and analyzing bivariate data. 11

12 SCIENCE The JFK Middle School Science program focuses on Science inquiry skills and concepts in the Earth, Physical, and Life Sciences. Students learn how to design and implement experiments based on specific questions and problems. The courses include the content and skills to be assessed by the Grade 8 Science CMT including the State s curriculum embedded tasks. Technology is integrated throughout the curriculum. Students explore Science and its importance in society through cooperative learning activities and tasks that utilize the scientific method. Emphasis is also placed on study skills, organizational skills and responsibility. Grade 6: Text Resources: Science textbook for grade 6: Science Horizons/Sterling Edition; ScienceSaurus, A Student Handbook Integrated Science textbook for grades 7 and 8: Honors 8 th grade textbook: Introductory Physical Science 1999 During sixth grade, students focus on three main areas of Science: Earth, Life, and Physical. Within the Earth Science curriculum, the emphasis is on learning about constructive and deconstructive processes and how they shape our planet. The Life Science lessons include the study of microscopic organisms and ecosystems. Students also explore the concepts of light and heat in the Physical Science lessons. Through the 6 th grade embedded task, the students will explore the relationship between soil properties, water absorption, and rates of percolation thereby solving problems and answering questions for today s agricultural world. Grade 7: During seventh grade, students further their understanding of Earth, Life, and Physical Science. In the Earth Science, students explore the concepts of weathering, glaciations, and erosion. Within the Life Science curriculum, emphasis is on the human body, organ systems, and heredity. Real-world connections occur when students investigate heart rate in the 7 th grade embedded task. Students also explore how food preservation affects society. The intricacies of the Periodic Table are explored through the chemical and physical properties of the elements and compounds. Tobacco, Alcohol, and Drug Education is also included as part of the 7 th grade Science curriculum. Grade 8: During eighth grade, students continue their understanding of Earth, Life, and Physical Science. In Earth Science, students explore the solar system, seasons, and lunar phases. Heredity is further investigated in Life Science. The Physical Science component includes the study of Newton s Laws and gravity and through the study of chemical interactions. The 8 th grade embedded task allows students to design and implement an experiment based on questions and problems that relate to society. Students investigate the structure and function of bridges. Tobacco, Alcohol, and Drug Education is also included as part of the 8 th grade Science curriculum Grade 8 Honors: This challenging course provides students with an advanced knowledge of Physical Science and offers insight into the means by which scientific knowledge is acquired. Students engage in inquiry-based experiments and build upon their laboratory skills. The course work develops reasoning and realistic problem-solving skills and encourages communication by requiring students to take part in a cooperative learning process. Students enrolled in this course should have good study habits and above-average Math, Reading, and Writing skills. 12

13 SOCIAL STUDIES The curriculum of the Social Studies Department supports the mission of JFK Middle School. Our department provides instruction that focuses on the development of the middle school learner. Our program of study is designed for students to gain a basic understanding of the world, past, present and future and develop a basic understanding and appreciation for all cultures. Embedded in our Social Studies curricula are the skills necessary to ensure success at the high school level. Organization Study skills in the content area Reading in the content area o Making reader text connections o Making predictions o Cause and Effect o Sequencing o Oral and written expression Critical thinking skills Map Skills Use technology Text Resources: Grade 6: The World Past and Present East and West Grade 7: Exploring Our World Grade 8: Creating America The Americans Grade 6: Ancient History Ancient History is a course designed to explore the great cultures of the past. Students are introduced to map skills and begin to develop an understanding of the Five Themes of Geography. Our journey will take us through ancient cultures such as Egypt, Mesopotamia, India, China, Greece and Rome. Students will learn to compare and contrast the ancient cultures. An emphasis is placed on major historical events, developing critical thinking skills and identifying cause and effect in world history. Grade 7: Geography Geography begins an in-depth understanding of the Five Themes of Geography and map skills with an overview of physical and cultural geography. The course focuses on major regions of the globe including key area such as physical features, history and culture, and current events. The use of the text book and ancillary materials, primary source documents,, content based literature, periodicals,web based research and documentaries, while incorporating study skills and organization gives students the opportunity to learn and understand how people in different countries adapt and react to their specific geopolitical environment. Content Area Reading for reader text connections, reading for information and understanding are the overarching basic skills. We analyze cause and effect relationships, make predictions, draw conclusions, debate and synthesize ideas as part of regular learning activities. Grade 7: Honors Geography In order for students to be placed in the Social Studies Honors program, students should meet the following prerequisites: B+ or better in Grade or better in Writing 265 or better in Reading Parents should also consider their child s current work habits. Students must be able to work independently, as well as, in a group setting. Well above average writing and reading skills, well-disciplined in study habits, and highly motivated and interested in reading and learning are all necessary skills. 13

14 Grade 8: U.S. History U.S. history commences with Pre-Columbian America and ends with contemporary U.S. history. The course will tie in with aspects of 7 th grade geography (map skills, history, culture, current events) and further explore the role that the United States has played and continues to play on the world stage. Students utilize a variety of sources, including their textbook, ancillary materials, visual sources, primary and secondary sources, historical non-fiction, and webbased research in order to facilitate their overall understanding of our history and prepare them to become active citizens in our democratic republic. This course enhances critical thinking skills, interpretive skills, the importance of comprehending historic events in scope and sequence, the relevance of making historical connections to understand the present, and understanding our civic duty to our community and country. Grade 8: Honors U.S. History Students have met the above criteria in Grade 7 Honors and maintained a B average 14

15 COMPUTER TECHNOLOGY Grade 6: In the duration of one marking period, sixth grade students will develop knowledge pertaining to technology related issues. Students will discover basic operations and concepts, explore safety issues as they relate to today s technologies. Applications include using technology as a communication, productivity, research, problem-solving and decision-making tool. The sixth grade technology curriculum lends itself to direct integration with core content areas. Students actively work to hone their technology skills in on appropriate connections to their daily learning. Technology Applications: Appleworks 6 Microsoft Office Garage Band imovie Google Earth Comic Life Type to Learn iphoto itunes idvd iweb 15

16 FAMILY AND CONSUMER SCIENCES (FACS) The Family and Consumer Sciences Department bases its philosophy, goals, and objectives on the school s mission statement and on the Connecticut state curriculum frameworks for this subject area. Through the implementation of the FACS curriculum, students are encouraged to develop skills and acquire knowledge directly applicable to their lives inside and outside of the classroom. The strengths of the FACS Department are inherent in the diversified nature of the curriculum. The variety of topic areas, instructional methods, and assessment methods provides the student with many opportunities for success. In addition, heterogeneous grouping provides an opportunity for students to interact with students of different abilities and with students outside their academic teams. Grade 7: Family and Consumer Sciences students in grade 7 develop knowledge and skills in nutrition and food preparation, health and interpersonal relationships and basic sewing skills. This unit is 45 days long. Students will: Understand the importance of eating breakfast Discover how My Plate can help you plan a complete breakfast Learn to read and follow recipes and utilize basic measuring techniques Prepare a variety of breakfast foods in cooperative lab groups Recognize his/her own strengths and successes as a way to build self-esteem Practice positive interpersonal skills to address anger, conflict resolution, bullying, sexual harassment Identify abstinence as a healthy decision Describe the function of the male and female reproduction systems Learn how to use sewing equipment in a safe manner to construct a sewing project Grade 8: Text Resources: Grade 7: Teen Health Course 2, Glencoe McGraw Hill Discovering Foods and Nutrition, Glencoe Grade 8: Teen Health Course 3, Glencoe McGraw Hill Food, Nutrition and Wellness, Glencoe McGraw Hill Family and Consumer Sciences students in grade 8 develop advanced knowledge and skills in food and nutrition, health and interpersonal relationships, step-by-step construction of sewing projects. This unit is 90 days long. Students will: Learn the importance of kitchen safety and safe food handling Identify the key ideas in My Plate Read, follow and prepare recipes in cooperative lab groups Practice effective communication techniques Determine goals and values and identify criteria for making informed decisions Determine ways to address and prevent bullying and sexual harassment Review abstinence as a healthy decision Review the reproductive system Discuss the risks associated with premature sexual activity Review use of sewing machine and learn basic sewing repair skills Construct several sewing projects 16

17 HEALTH & PHYSICAL EDUCATION Grade 6 Health: Health is the state of a person s body, mind, feelings and how they interact with others. During the nineweek course, students will learn about the following units. Self Esteem: Recognize that each person is unique and possesses various qualities that will foster self-esteem. Generate a list of interests, activities and positive role models one can depend on to increase self esteem. Discuss the importance of what friends are and why they are important. Bullying and Peer Pressure: Identify bully behavior and negative peer pressure situations and how they impact everyone. Develop a list of strategies to diffuse or stop a negative situation when it occurs. Role-play various ways to stop bullying and negative peer pressure situations. Tobacco (smoke and smokeless): Identify the consequences of using tobacco. Recognize the physical consequences of tobacco use. Describe the social and emotional ramifications of smoking tobacco and smokeless tobacco Alcohol: Recognize the physical consequences of alcohol use. Describe the social and emotional ramifications of alcohol Drug Abuse: Recognize the physical consequences of marijuana, inhalants, narcotics abuse and steroids. Describe in class discussions how pressures affect them personally. Generate a list of positive activities to resist pressures First Aid: Explain the emergency action steps. Check, Call, Care procedures for Basic Aid Training. Identify first aid procedures for wounds, nosebleeds, animal bites, falls, electric shock, fire, burns and poisoning. Disease Prevention: Explain how the human body protects itself against germs. Identify the basic functions of the cells involved in fighting disease. Identify the difference between contagious and non-contagious diseases. AIDS: Recognize that AIDS is not passed through casual contact. Identify methods of transmission are through body fluids, contaminated blood to blood contact, sharing dirty needles through drug use, piercing and tattooing. State the word and explanation for each letter of the acronyms, AIDS and HIV. Understand that once HIV is in the body how it progresses to AIDS. Human Growth and Development: Discuss the definition of adolescence as it relates to a sixth grader. State the physical, mental, emotional and social changes that occur during puberty. Identify and recognize examples of sexual harassment and how to report it. Identify the functions of male and female reproductive systems. 17

18 Nutrition: Define the food groups and benefits of healthy eating. Keep a food log and evaluate nutritional needs. List and discuss temporary and long-term health problems associated with poor nutrition. Define portion control and why it is important. Grade 6 Physical Education: Basketball: Bowling: dribble a basketball using their dominant and non-dominant hand, execute a proper chest pass and bounce pass, execute the B.E.E.F. technique for shooting a basketball, understand basic basketball history and terminology and good sportsmanship and cooperation as part of a team. students will be able to properly hold and release the ball toward the pins, use a 4 step approach: push-step-swing-roll to the foul line, know basic terminology and score a standard game. Coordination: Cup Stacking: execute correct juggling technique with a variety of objects, demonstrate how spin a plate using a coordinating wooden rod and control a moving devil stick, using the coordinating wooden rods, spin a Chinese YO-YO (Diablo) using the coordinating wooden rods. Walk a short distance while standing on stilts. know basic concepts and rules of the sport of cup stacking, perform and name the various stacks, (the 3, The 6, 3-6-3, 6-6, the 10, the cycle stack), Fitness: students will be tested on the CT Physical Fitness Challenge on four items: SIT and REACH will measure flexibility of the lower back and hamstrings; PARTIAL CURL-UPS: measures abdominal strength and endurance; PUSH-UPS: measures upper body strength and endurance; P.A.C.E.R. (Progressive Aerobic Cardiovascular Endurance Run) measures cardiorespiratory or aerobic endurance. Floor Hockey: students will be able to demonstrate the proper grip technique, execute proper stick handling skills in self and general space, complete an effective pass to a stationary and moving target, execute a basic wrist shot at a stationary object, demonstrate the fundamental skills of playing the goalie position, demonstrate an understanding of offense and defensive positions through participation in a small, modified game and knowledge of rules, safety and terminology. Frisbee: Golf: Jump rope: demonstrate proper grip for holding a Frisbee, execute a successful throw, perform a successful catch and throw the Frisbee toward targets of varying sizes and distances. demonstrate all rules of safety with a golf club, correctly demonstrate the baseball grip, correctly putt a golf ball, participate in a modified miniature golf activity and define golf terminology. students learn to measure for the correct length for a short rope, demonstrate the basic jumping form, perform various jump rope tricks, work in conjunction with a partner to demonstrate proper turning technique for long ropes and create and perform jump rope routines. Racquet Sports: proper grip for holding a badminton racquet using the handshake method, execute an underhand serve, volley with a partner, participate in a small sided game and demonstrate good sportsmanship. 18

19 Snowshoeing: the saying goes if you can walk you can snowshoe. Snowshoeing extends your hiking or running season into winter. It lets you enjoy winter solitude and can be a social activity. Students will learn a few techniques such as widening their stance (to avoid stepping on snowshoe frames), going up and down hills and traversing. Soccer: Volleyball: dribble a soccer ball in general space, stop a moving soccer ball, pass a soccer ball to a partner, shoot a soccer ball at a target, play the position of goalkeeper, dribble away from a defender, participate in a game situation and work cooperatively with a group in a game. demonstrate the proper technique for the forearm pass, demonstrate the proper technique for the overhead set, demonstrate the proper technique for the underhand serve, know basic rules, rotation and scoring of a volleyball game. Grade 7 Physical Education: The seventh grade Physical Education curriculum at JFK Middle School is in alignment with both the state and national content standards. Students identify and understand how physical activity provides personal enjoyment, self expression and social interaction through a variety of fitness settings. The scope and sequence units in seventh grade are as follows. Cooperative Games: This unit allows students to participate in activities and games that emphasize teamwork and communication. Basketball: Dance: At this level, basketball is introduced to the students using the basic skills necessary to understand and play the game. Dribbling, passing, shooting and 5 on 5 play using the rules of the game is enjoyed in this active unit. Instruction allows students to memorize and coordinate learned sequence dance steps (ex: Electric Slide, Cotton Eye Joe etc.) Fitness/Wellness: The four components (pushups, curl ups, sit and reach and Pacer) of the Connecticut Physical Fitness Assessment is administered to students to encourage personal lifetime fitness. Softball: Volleyball: This unit teaches the basic rules and skills needed to participate in a game of softball. Throwing, catching with a glove, batting and field positions are introduced. This sport is an introduction to game play using the underhand serve, the overhead set, the forearm pass, rally scoring and teamwork. Project Adventure: The use of low element challenges introduced as an effort to encourage students to go outside a comfort level and work as individuals toward a common team goal. Students traverse a rock wall, cross a river using a pendulum rope, experience trust falls with their peers, and many more activities that encourage teamwork, communication and successes and failures through physical activity. 19

20 Grade 8 Physical Education: Golf: In this unit, students will demonstrate safety rules, proper grips, stance, and swing for chipping. Fitness/Wellness: Students will partake in the CT Fitness Assessment. This includes testing muscular strength and muscular endurance through performing a series of timed Curl-Ups and Right Angle Push-Ups along with testing cardiovascular endurance and flexibility with the PACER and the Sit and Reach test. Other activities and exercises introduced in this section focus on not only the importance of lifelong physical activity, but also the benefits to the body as well. Pickleball: Students will work on fine-tuning their hand-eye coordination as they demonstrate the proper techniques of each stroke used in game play. They will learn the rules, terminology and concepts of a pickleball match as well as are able to demonstrate good sportsmanship in conjunction with the ability to cooperate as part of a team. Project Adventure: This amazing 5-6 week adventure unit allows the students to truly experience group development. It allows students to work on life skills such as team-building, cooperative learning experiences, and problem solving to name a few. Classes create a Full Value Contract that not only allows the class to become a group that learns to listen, respect, and care for itself, but also encompasses and recognizes rules, boundaries, and limitations of all students within the class. Students will learn to correctly tie the Studebaker (rope) Harness as well as properly fasten the helmets and nylon harnesses for climbing. Climbing commands will be stated prior to each climb and proper spotting techniques will be demonstrated for each of the high element activities. Students will understand the Challenge By Choice concept. Soccer: Volleyball: Students will learn how to play the game of soccer. Skills involved in the game include dribbling, trapping, passing, shooting, throw-ins, and goalie skills. Students will be able to identify and explain rules of the game, positions on the field, and terminology used such as goal kicks vs. corner kicks. In this unit, the students will refine their hand-eye coordination skills used in the game such as the forearm pass and set. New skills introduced in the 8 th grade curriculum include the overhand serve, block and spike. Good sportsmanship is emphasized as well as the ability to cooperate as part of a group/team. Rules of the game and rally scoring will be followed. 20

21 MUSIC CLASSROOM MUSIC Grade 6 Classroom Music: (Five days a week for one semester) Students will build upon learning from previous grade levels through creating, performing and responding. The focus areas for learning at this level include: Demonstrating pitch and rhythmic accuracy Reading and notating rhythmic and melodic patterns Identifying traditional symbols and terms Composing music Performing on instruments (world drumming) Listening to and describing music Developing an understanding of music in relation to history, culture, and other content areas Showing respect for the efforts of others Grade 7 Classroom Music: (Five days a week for one semester) Students will build upon learning from previous grade levels through creating, performing and responding. The focus areas for learning at this level include: Demonstrating pitch and rhythmic accuracy Reading and notating rhythmic and melodic patterns Identifying and applying traditional symbols and terms, and using appropriate terminology Composing music Performing on instruments (pitched and non-pitched) Listening to and evaluating music Developing an understanding of music in relation to jazz history, culture, and other content areas Showing respect for the efforts of others Grade 8 Classroom Music: (Five days a week for one semester) Students will build upon learning from previous grade levels through creating, performing and responding. The focus areas for learning at this level include: Demonstrating pitch and rhythmic accuracy Reading and notating rhythmic and melodic patterns Identifying and applying traditional symbols and terms, and using appropriate terminology Composing music Listening to, analyzing, and evaluating music Performing on instruments (guitar) Developing understanding of music in relation to rock history, culture, and other content areas Showing respect for the efforts of others 21

22 Grade 6 Chorus: (Once a week all year) CHORAL MUSIC The sixth grade chorus is open to any student who is interested in developing their skills in vocal performance in a variety of musical styles. The objectives focus on vocal technique, music vocabulary and musical performance. Students will sing choral literature from different styles and cultures. Students will have a minimum of two evening concerts per year. Participation in scheduled performances is a requirement for the course grade. Grade 7 Chorus: (Five days a week for one semester) The seventh grade chorus is open to any student who is interested in developing their skills in vocal performance in a variety of musical styles. The objectives focus on vocal technique, music literacy, musical performance and movement. Students will sing choral literature from different styles, time periods and cultures. Students will have a minimum of two evening concerts per year, and also have the opportunity to participate in chorus festivals. Participation in scheduled performances is a requirement for the course grade. Grade 8 Chorus: (Five days a week for one semester) The eighth grade chorus is open to any student who is interested in applying and strengthening their skills in vocal performance in a variety of musical styles. The objectives focus on vocal technique, music literacy, musical performance and movement. Students will sing choral literature from different styles, time periods and cultures. Students will have a minimum of two evening concerts per year, and will also have the opportunity to participate in chorus festivals. Participation in scheduled performances is a requirement for the course grade. Grade 6 Band: (Once a week all year) INSTRUMENTAL MUSIC The sixth grade band is open to any student who has had at least one year of lessons on a woodwind, brass or percussion instrument. Students will refine their performance skills, learn to be self-reflective and gain an understanding of the diverse nature of the variety of musical styles they perform. Students have a weekly lesson and a weekly large ensemble class. Lessons are a required component of the band program. Lessons occur on a rotating basis to minimize the impact on any one class. Students can be excused from lessons for tests, quizzes or special review sessions or circumstances determined appropriate by the instructor. Students will have a minimum of two evening concerts per year. Participation in scheduled performances is a requirement for the course grade. Grade 7 Band: (Five days a week all year) The seventh grade band is a continuation of the 6th grade band program. The class is open to all students that play woodwind, brass or percussion instruments and have been recommended by the 6th grade band director. Students refine their performance skills, learn to be self-reflective through ensemble critiques and gain an understanding of the diverse nature of the music they perform. Lessons are a required component of the instrumental music program. Lessons are held once a week and occur on a rotating basis to minimize the impact on any one class. Students can be excused from lessons for tests, quizzes, special review sessions or circumstances determined appropriate by the instructor. Students will have a minimum of two evening concerts per year. Other performance and listening opportunities will include: band competitions and festivals, small ensembles, field trips and assemblies. Participation in scheduled performances is a requirement for the course grade. 22

23 Grade 8 Band: (Five days a week all year) The eighth grade band is a continuation of the 7th grade band program. The class is open to all students that play woodwind, brass or percussion instruments and have been recommended by the 7th grade band director. Students refine their performance skills, learn to be self-reflective through ensemble critiques and gain an understanding of the diverse nature of the music they perform. Students will also have an introduction to the basic marching skills required for high school concert/marching band. Lessons are a required component of the instrumental music program. Lessons are held once a week and occur on a rotating basis to minimize the impact on any one class. Students can be excused from lessons for tests, quizzes, special review sessions or circumstances determined appropriate by the instructor. Students will have a minimum of two evening concerts and two parades (Veteran s Day and Memorial Day) per year. Other performance and listening opportunities will include: band competitions and festivals, small ensembles, field trips and assemblies. Participation in scheduled performances is a requirement for the course grade. Grade 6 String Orchestra: (Once a week all year) The sixth grade orchestra is open to anybody who would like to play a string instrument. Emphasis is on proper intonation, producing a good tone quality on the instrument and performing ensemble and string literature. Students have a weekly lesson and a weekly large ensemble class. Lessons are a required component of the string program. Lessons occur on a rotating basis to minimize the impact on any one class. Students can be excused from lessons for tests, quizzes, special review sessions or circumstances determined appropriate by the instructor. Students will have a minimum of two evening concerts per year. Participation in scheduled performances is a requirement for the course grade. Grade 7 String Orchestra: (Five days a week all year) The seventh grade orchestra is open to all students. Students with no previous string instrument experience must have approval from the instructor. Students will build on previous knowledge with an emphasis on proper intonation, producing a good tone quality on the instrument and performing ensemble and string literature. Students have a minimum of two evening concerts per year. Participation in scheduled performances is a requirement for the course grade. Grade 8 String Orchestra: (Five days a week all year) The eighth grade orchestra is a continuation of the 7th grade orchestra program. The class is open to all students that play string instruments and have been recommended by the 7th grade orchestra director. Students refine their performance skills, learn to be self-reflective through ensemble critiques and gain an understanding of the diverse nature of the music they perform. Students will have a minimum of two evening concerts per year. Participation in scheduled performances is a requirement for the course grade. 23