Introduction

COMPLIANCE STATEMENT It is the policy of the Quaker Valley School District not to discriminate on the basis of race, sex, religion, color, national origin, age, handicap or limited English proficiency in its educational programs, services, facilities, activities or employment policies as required by Title IX of the 1972 Educational Amendments, Title VI and VII of the Civil Rights Act of 1964, as amended, Section 504 Regulations of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Section 204 Regulations of the 1984 Carl D. Perkins Act or any applicable federal statute. For information regarding programs, services, activities, and facilities that are accessible to and usable by handicapped persons or for inquiries regarding civil rights compliance, contact: Quaker Valley School District, 100 Leetsdale Industrial Drive, Suite B, Leetsdale, PA 15056; or the Director of the Office of Civil Rights, Department of Health, Education and Welfare, Washington, D.C.

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Table of Contents ADMINISTRATION …..................................................................................3 LETTER FROM THE PRINCIPAL................................................................4 MISSION OF THE SCHOOL DISTRICT ….................................................5 MIDDLE LEVEL EDUCATION....................................................................7 SPECIAL EDUCATION.................................................................................8 ASSESSMENTS............................................................................................10 MIDDLE SCHOOL CURRICULUM............................................................11 LANGUAGE ARTS.......................................................................................11 MATH............................................................................................................20 SCIENCE.......................................................................................................27 SOCIAL STUDIES........................................................................................33 WORLD LANGUAGE..................................................................................36 HEALTH/PHYSICAL EDUCATION...........................................................46 EXPLORATORIES.......................................................................................49 MUSIC/PERFORMING ARTS.....................................................................60

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Quaker Valley School District Quaker Valley School District 100 Leetsdale Industrial Drive Leetsdale, PA 15056 412-741-3600

Quaker Valley Middle School 618 Harbaugh Street Sewickley, PA 15143 412-749-5079

Dr. Heidi Ondek Superintendent of Schools

Mr. Anthony Mooney Principal of Middle School

Mr. Andrew Surloff Assistant Superintendent

TBD Assistant Principal

Dr. Susan Gentile Director of Academic Services

Mr. Matthew Parrish School Counselor

Dr. Joseph Marrone Senior Director of Administrative Services

Mrs. Danielle Schultz School Counselor

Dr. Sally Hoover Director of Pupil Services

TBD Academic Specialist

Mr. John Sheline Senior Director of Financial Services Mr. Karlton Chapman Director of Technology Services

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June 2015 Quaker Valley Middle School Families: The mission of the Quaker Valley Middle School is to help students become independent learners and responsible citizens while maintaining high expectations for all students. The teachers and administrators have prepared this Program of Studies to help you understand course offerings here at the middle school. We believe that all students need a solid foundation, with high expectations, and rigorous, engaging classes to prepare them for the challenges of high school and beyond. We will teach each student to read analytically, write coherently, and think critically. In accordance with the district philosophy of “One Child at a Time” we recognize that not all students’ paths through the middle school years will look exactly the same. Our intention is to make learning relevant and personal for each student. We will connect learning and living to better prepare students for the demands of the 21st century. Please use the attached course descriptions as a guide. The teachers, school counselors, academic specialist, and administrators welcome your views and contributions. Working together we can ensure the best possible path for each student’s journey through Quaker Valley Middle School.

Sincerely, Anthony J. Mooney Principal

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Quaker Valley School District Mission of the School District The mission of the Quaker Valley School District is to excel at educating students to become knowledgeable, self-directed, lifelong learners and ethical responsible citizens. Belief Statements ●

All people want to learn; all people can learn.

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Every individual has a unique combination of abilities and attributes that, when recognized, nurtured and challenged, promote the realization of potential.

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Learning is a lifelong process.

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Young people are valued, contributing members of society.

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Respect for self and others promotes a sense of community and an environment conducive to learning.

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Knowledge, competence and interpersonal skills are critical for success

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Quality is achievable in all aspects of the educational process

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Education is a partnership among home, school and community.

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Philosophy Our strength as an educational community stems from students, teachers, parents, staff, administrators, and the Quaker Valley citizens working together with a common mission ... educational excellence. The entire Quaker Valley community strives to create a secure environment where each student, treated with trust and respect, can assume responsibility for his or her own education. Quaker Valley Middle School is designed to help students as they leave childhood and enter adolescence. The rapid growth spurts, changes in attitudes and feelings, and the high energy levels are common to students in grades six, seven and eight. There is outward evidence of each individual's need to expand his or her personal world through new interests, new ideas and new responsibilities. With our teachers serving as a resource and providing direction and encouragement, students will practice and work toward mastering basic reading, writing, listening, speaking, computing, researching, and problem-solving skills. Through meeting the challenges of both short and long-term assignments, students will also practice and develop a sense of self-discipline by acquiring good study habits and completing assignments on time. The professional staff will use department and team meetings to exchange ideas, needs, and perceptions regarding curriculum and students. This sharing is designed to improve the scope, sequence and articulation of students' schooling. Teachers try to match learning experiences and reinforcement activities with students' readiness, to detect and resolve difficulties, and to share with parents mutual concerns that may affect a child's learning or welfare. The Middle School program emphasizes basic skill development and exploratory opportunities. In addition, students are expected to increase their own positive selfconcepts and to develop traits of good citizenship. The goals that enable our school program to achieve these ends are as follows:

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Goals Intellectual Development To provide opportunities for students to explore and to develop their abilities in the areas of mathematics, science, social sciences and the fundamentals of written and oral communication. Emphasis is placed on the critical thinking processes that include conducting research, analyzing and presenting findings, drawing conclusions, and making decisions. Aesthetic Growth To provide experiences in the humanities that encourages students to develop aesthetically to appreciate cultural differences. Social Development To encourage students to adopt a positive philosophy of life and to assume personal responsibility for their own actions. Students will develop respect for individual dignity and to understand and accept the diversity of others. Emotional Growth To provide support for students in learning to cope with their experiences, whether positive or negative, and to provide experiences that help students understand and accept themselves. Physical Development To develop the habits necessary to maintain good health and hygiene, and to develop and reinforce an appreciation of, and skill in, the range of physical motion, from gross body movements to fine motor skills. Co-Curricular Involvement To provide the opportunity for students to participate in a variety of school supported activities.

Pupil Services The professional staff addresses the individual needs of all students and the differing rates of mental and physical growth that characterize teens and preteens during this phase in their development. Teachers work diligently to match learning experiences and reinforcement activities with each student’s readiness at a given time. This personal approach allows teachers frequently to detect and resolve issues before they become serious, and to share with parents any concerns that may affect the education or welfare of their child. Quaker Valley Middle School has many trained professionals to call upon when necessary, including nurses, school counselors, and psychologists to address students’

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needs. Classes for students with special needs and programs for those who have experienced failure in the past add to the myriad of supports that exist to help all children succeed academically. Each student is assigned to one of two school counselors. The counselors work directly with all students in their care. Each counselor visits classrooms regularly throughout the school year, addressing topics specific to student development. The units of study for all grades include: ● ● ● ●

Anti-Bullying & Cybersafety Organization and Test Taking Strategies Career Education Goal Setting

Students may also elect to participate in small focus groups on topics of need or interest that address issues they may face daily. These topics have included; Stress Management, Friendship, Social Skills, and others. School Counselors work directly with teachers, parents, and administration when students are experiencing difficulty. Parents are encouraged to contact their child’s counselor if they have any academic, social, and/or emotional concerns or for support or advice as well as information or referral to additional services.

Special Education Students who are identified as exceptional are encouraged to take the maximum number of regular education courses possible. The extent of special education programming is determined for each individual student annually in an Individual Education Program (IEP) planning conference. Assignment to modified courses within the special education department will occur when a student’s special needs require programming outside the regular curriculum. Allocation of services and programs occurs when a multi-disciplinary team evaluation and IEP indicates that such a program is appropriate.

Learning Support These programs provide academic support for those students who are mentally challenged or in need of learning support. They will receive assistance with regular education courses or direct instruction within a modified course. Regular education teachers will service students identified as requiring minimal support for regular education with modifications and adaptations. This may include back-up instruction by the special education teacher in the recourse rooms. 8

Quaker Valley School District offers Learning in the Natural Classroom (LINC) Program in several courses. In these courses, the regular and special education teacher team-teach the course, providing the necessary adaptations and supports to meet a variety of individual student’s needs. Students with exceptional needs will be serviced in a special education resource room where they will receive direct instruction for different core subjects. Curricular/instructional accommodations for exceptional students shall be provided as outlined in the student’s IEP. Gifted Support Quaker Valley meets the needs of all learners by providing a challenging, stimulating environment that encourages students to grow and develop their academic and creative skills. Academic services are available to all students, whether identified as gifted or not, who demonstrate a need for differentiated instruction to reach their potential. We employ the Levels of Service Model developed by Donald Treffinger and his colleagues to meet each student’s demonstrated need with services appropriate to the student’s readiness, prior experience, interest, and commitment. In line with theorist Joseph Renzulli, we seek to identify and serve gifted behaviors rather than gifted students. Some services we employ are appropriate for all students; others are appropriate for very few students. The key to maximizing potential is to match to students with the needed educational interventions. Level 1 services are open to all students with no restrictive pre-requisites and include field trips, guest speakers, in-class enrichment, and curricular differentiation. Level 2 services are open to many students and are based on specific interests and abilities. This would include most co-curricular experiences including Math Olympiad, Science Olympiad, Wordmasters Challenge, Geography Bee, Spelling Bee, and CalcuSolve. Level 3 services are open to some students in small groups or as individuals to address a specific and significant curricular need. These include compacting, guided study, distance learning, and learning contracts. Level 4 services are open to few students, who require extensive modification to the curriculum in order to progress in their learning including subject or whole grade acceleration, or online coursework. If you feel your child, by virtue of prior academic experience or demonstrated ability is in need of modification to his or her curriculum, please contact Anthony Mooney, at 412749-5079.

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Speech and Language Support Program Services are provided to students who have communication disorders of impaired language, voice, fluency or articulation to such a degree that academic achievement is affected and the condition is significantly handicapping. Vision and Hearing Support Allegheny Intermediate Unit specialists provide services to any student with a vision or hearing disabilities. The intent is to provide the required degree of support to enable students so that they may profit from the regular curriculum.

Assessment Programs In accordance with the No Child left Behind (NCLB) legislation, all students in grades 6, 7, and 8 will participate annually in the Pennsylvania School Systems of Assessment (PSSA). Students in grade 8 will be examined in mathematics, reading, science and writing, while students in grades 6 and 7 will participate in the reading and mathematics assessments. As always, parents will be notified in writing prior to the testing periods.

CSI Project Each 8th grade student will complete a project aimed at individualized talent development in coordination with his or her Exploratory classes. Through this project, the student will explore a field of his or her own choosing. Each student will spend time working as a junior practitioner in the chosen field and creating an original product authentic to that field. These products will be displayed during the Creative Showcase of Innovation in the spring.

Course Levels All subjects taught at Quaker Valley Middle School are indexed to indicate areas and levels as follows: 4000 – Advanced Readiness and Accelerated 3000 – Academic 2000 – Intervention and Skill Development 9000 – Exploratory 7000 – Courses related to co-curricular activities Most courses are taught at the 3000 and 9000 levels. There are a few courses in the 2000 or 4000 series, and are structured based on the abilities of the students who schedule for these classes. Departments offering courses at the 4000 level have high expectations for the performance of students enrolled in the courses. It is important for both students and parents to know that the material covered in a 4000 level course will be of greater scope and depth than a similar course offered at the 3000 level. 10

Below you will find a list of courses offered at the Quaker Valley Middle School for the year 2015-2016. The content within units of study or materials may change due to teacher discretion and/or planning for student need. MIDDLE SCHOOL CURRICULUM

Language Arts Department: Language Arts Course Name: Language! Intervention 3266, 3278, 3288, 3293 Grade: 6-8 Description: The Language! Intervention Program delivers the six key literacy strands through a comprehensive, integrated scope and sequence. Every lesson builds mastery systematically and cumulatively. The ongoing assessment ensures mastery. It is designed for intermediate students to succeed in classroom instruction at their grade level. Every lesson integrates the six literacy strands to teach the English language: phonemic awareness, word recognition and spelling, vocabulary and morphology, grammar and usage, listening and reading comprehension, and speaking and writing. Phonemic awareness helps students learn the building blocks of the English language. Word recognition and spelling teaches students how to use the sound-spelling correspondences to fluently read and write words. Vocabulary and morphology develops the meanings of words students can read and spell. Grammar and usage increases students understanding of sentence parts and patterns. Listening and reading comprehension uses three different levels of text, each with an increasing level of difficulty. Communication skills are developed through speaking and writing. Expectations: Students in this course will connect classic, contemporary, and diverse literature with written and spoken expression for the students. Students will read, discuss, and evaluate several genres including fiction and nonfiction in novels, short stories, poetry, and plays. Vocabulary from texts read in class will be studied and discussed. Supplemental work will include specific skill development in student-identified areas of need. Lastly, students will complete short and long-term assignments using self-direction and teacher guidance. Units of Study: The Language! program includes Books A-F and 36 Units of study. Unit topics vary to include fiction, nonfiction, and poetry at students’ independent and instructional levels. Every lesson integrates the six literacy strands to teach the English language: phonemic awareness, word recognition and spelling, vocabulary and morphology, grammar and usage, listening and reading comprehension, and speaking and writing.

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Department: Language Arts Course Name: Language Arts 3160 Grade: 6 Description: Language Arts 3160 will focus on the development of skills in reading, writing, speaking, and listening. This course incorporates reading comprehension, vocabulary development, the writing process, and grammar skills. Throughout the year, students will read and discuss several genres including fiction and non-fiction in novels, short stories, poetry, and plays. Vocabulary from texts read in class will be studied and applied. In addition, students will use the writing process to create expository, descriptive, and persuasive essays. Lastly, students will complete short and long-term assignments using selfdirection and teacher guidance. Expectations: Students in this course will work toward being critical thinkers. Students will consider author’s intent and the use of multiple literary devices when reading. As writers, students are expected to compose original works in the expository, narrative, and persuasive modes. Writing devices including transitions, figurative language, and dialogue will be emphasized in various written pieces. Units of Study: ● Junior Great Books short stories: interpretation of literature, point-proofanalysis, and plot development ● Short Stories: (Reader’s Theater, Trophies) comprehension of literature, reading strategies, and setting ● Novel study: (Number the Stars, Tiger Rising, literature circles) responding to fiction, summarizing, genre, theme, mood, point of view ● Nonfiction: (National Geographic Explorer) text structures, purpose for reading, note taking, comparison of texts, graphic aids ● Poetry: precise word choice, imagery, meter/rhyme scheme, figurative language, poetry format rd ● Informative writing: multi-paragraph essay, 3 person point of view ● Narrative writing: character development, dialogue, consistent verb tense, vary sentence length, ● Grammar: the sentence and its parts, parts of speech, capitalization, punctuation ● Persuasive writing: research facts, identifying topic and supporting details, identifying audience, letter format, organization, tone ● Vocabulary: learn and apply selected words from units to writing and speaking Department: Language Arts Course Name: Language Arts 4160 Grade: 6 Description: Language Arts 4160 will focus on helping students to develop language skills in reading, writing, speaking, and listening. This course will incorporate reading comprehension, vocabulary development, the writing process, and grammar skills. Throughout the year,

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students will read, discuss, and evaluate several genres including fiction and non-fiction in novels, short stories, poetry, and plays. Readings will be challenging in terms of readability, vocabulary, and length. Vocabulary from class texts and additional resources will be studied and discussed. In addition, students will use the writing process to create expository, descriptive, and persuasive essays. Throughout the writing process, emphasis will be given to the refinement and acquisition of the following writing traits: ideas, voice, organization, sentence fluency, word choice, and mechanics. Lastly, students will complete short and long-term assignments using self-direction and teacher guidance. Expectations: Students in this course will be required to be independent learners who act as critical thinkers. When examining a text beyond simple comprehension, students will consider author’s intent, and the use of multiple literary devices. To demonstrate knowledge and comprehension of these aspects of a text, students will be required to compose informed and thoughtful responses to literature. As writers, students will compose original works with an engaging voice in the expository, narrative, and persuasive modes. Writing devices including hooks, transitions, figurative language, and dialogue will be emphasized and required in various written pieces. Units of Study: ● ● ● ● ● ● ● ● ● ●

Junior Great Books Short Stories: interpretation of literature, point-proofanalysis, plot development Novel Study: (A Wrinkle in Time and literature circle novels) responding to fiction, summarization, genre, theme, mood, point of view Nonfiction: (National Geographic Extreme Explorer) text structures, purpose for reading, note taking, comparison of texts Poetry: precise word choice, imagery, meter/rhyme scheme, figurative language, poetry format, prose vs. poetry, evaluate poetry Reader’s Theater: read with appropriate tone, expression, volume, and pace Vocabulary: learn and apply selected vocabulary words to students’ speaking, reading, and writing vocabularies Informative Writing: multi-paragraph essay, 3rd person point of view, avoiding fragments and run-ons Narrative Writing: character development, dialogue, consistent verb tense, vary sentence length Persuasive Writing: research facts, identifying topic and supporting details, identifying audience, letter format, organization, tone Grammar: the sentence and its parts, parts of speech, capitalization, punctuation

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Department: Language Arts Course Name: Language Arts 3170 Grade: 7 Description: In Language Arts 3170, students will develop as writers and learn to become more effective communicators in writing short stories, poetry, informational essays, and persuasive articles. Students will be expected to develop into clear and concise communicators who are capable of analyzing a variety of texts using the point-proof-analysis mode of writing. Students will also be expected to comprehend and compare grade-level reading materials including short stories, novels, newspaper articles, and select poetry. These skills will then be tested through both objective assessments and writings. Expectations: The students in this course will improve in the areas of writing, reading, listening, and speaking. A major emphasis is placed on developing critical thinking skills, understanding multiple genres of texts and text structures, creating a variety of fiction and non-fiction writings, and articulating verbal arguments in front of a variety of audiences. Units of Study: ● Essay Writing: Preparation for PSSA timed-writing in all three modes (persuasive, narrative, informative). Use of specific leads, clear thesis, and importance of anecdotes. ● Novel Study: Crash by Jerry Spinelli, PSSA Open-ended response, vocabulary, character, theme ● Novel Study: Blackwater by Eve Bunting, PSSA open-ended response, vocabulary, applying reading strategies, plot elements, and figurative language ● Novel Study: The Giver by Lois Lowry, PSSA open-ended response, vocabulary, theme, author’s purpose, setting ● Vocabulary: Words and idioms will be selected and grouped into a common theme, study will include synonym, part of speech, antonym, and group projects st ● Children’s Book: Students will write and illustrate a book for a 1 grade student. Project will also include a letter, reviews, about the author, vocabulary page, and explanation of the story’s plot elements ● Short Story and Play: Students will read and analyze a collection of short stories and the play, A Christmas Carol. ● One Thing I Do Well Essay/Speech: Student will write an informative essay on one thing in which he/she excels. Student will also give a short presentation/demonstration. ● Poetry Unit: Students will write a series of poems and publish in a team-level anthology. Students will read and analyze poems by other students and professional poems. ● Grammar Study: Analysis of proper sentence construction, types of sentence structures, sentence imitation, sentence combining, parts of speech, run-on, fragments, appositive, participle, participle phrase, absolute, and active verbs.

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Department: Language Arts Course Name: Language Arts 4170 Grade: 7th grade Description: In Language Arts 4170, students will work toward becoming more effective communicators in writing short stories, poetry, informational essays, and persuasive articles. Students will read and analyze novels and short stories through shared inquiry discussions, small group discussions, and higher-level questioning. Expectations: Students entering this class are expected to already be clear and concise communicators who are familiar with the point-proof analysis mode of writing. Students in this course will be required to act as critical thinkers who examine a text in a way that goes beyond simple comprehension. To demonstrate this, students will refine their skills in the pointproof-analysis mode. These skills will then be tested through both objective assessments and extended writings. As writers, students are expected to compose original works with an engaging voice in the expository, narrative, and persuasive modes. Writing devices including anecdotal leads, subtle transitions, snapshots, thought shots, and dialogue will be introduced and required in various written pieces. Units of Study: ● Essay Writing: Preparation for timed writing in all three modes (persuasive, narrative, informative). Use of specific leads, clear thesis, and importance of anecdotes. ● Novel Study: Staying Fat for Sarah Byrnes by Chris Crutcher, open-ended response, vocabulary, character, theme ● Novel Study: The Giver by Lois Lowry, open-ended response, vocabulary, theme, author’s purpose, setting ● Novel Study: The Breadwinner by Deborah Ellis or Where the Red Fern Grows by Wilson Rawls, open-ended response, text-to-text/world/self connection, analyzing and interpreting literature ● Vocabulary: Words and idioms will be selected and grouped into a common theme, study will include synonym, part of speech, antonym, and group projects st ● Children’s Book: Students will write and illustrate a book for a 1 grade student. Project will also include a letter, reviews, about the author, vocabulary page, and explanation of the story’s plot elements ● Short Story and Play: Students will read and analyze a collection of short stories and the play, A Christmas Carol. ● One Thing I Do Well Essay/Speech: Student will write an informative essay on one thing in which he/she excels. Student will also give a short presentation/demonstration. ● Poetry Unit: Students will write a series of poems and publish in a team-level anthology. Students will read and analyze poems by other students and professional poems.

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Grammar Study: Analysis of proper sentence construction, types of sentence structures, sentence imitation, sentence combining, parts of speech, run-on, fragments, appositive, participle, participle phrase, absolute, and active verbs.

Department: Language Arts Course Name: Language Arts 3180 Grade: 8 Description: In Language Arts 3180, students will refine their skills, striving to be clear and concise communicators in the mode of nonfiction writing. This will be achieved through the generation of essays and other non-fiction writings that are written in the point-proofanalysis mode. Students will also be expected to comprehend grade-level reading materials including short stories, novels, and select poetry. The comprehension of this material will then be demonstrated through both objective assessments and extended writings. Expectations: Students in this course will be required to examine a text for both comprehension and basic analysis. In doing so, students will discuss and think about author’s intent, theme, and the use of literary devices. To demonstrate knowledge and comprehension, students will be required to compose informed responses to literature in the point-proof-analysis mode. As writers, students are expected to compose original works with a consistent voice in the expository, narrative, and persuasive modes. Writing devices including anecdotal leads, working transitions, snapshots, thought shots, and dialogue will be emphasized and required in various written pieces. Units of Study: ● Narrative Writing: Writing a lead, writing with detail, focusing a topic, incorporating dialogue, peer revision process, conventions, and body structure ● Novel Study: The Outsiders by S.E. Hinton, open-ended response, inferences/conclusions, synonyms/antonyms, character traits, motivation, conflict, and vocabulary ● Career Unit: Job applications, cover letters, interviewing, and resume writing ● Poetry Unit: Figurative language, image creation, line breaks with purpose, open-ended response ● Novel Study: The Adventures of Tom Sawyer by Mark Twain OR The Island by Gordon Korman, open-ended response, main idea, supporting sentence, setting, theme, plot structure, and vocabulary ● Expository Writing: Writing with voice, using personal anecdotes to illustrate a point, word choice, sentence fluency, conventions, and the peer revision process ● Grammar Study: Parts of speech, homophones, subjects and predicates, sentence combining, and sentence repair (run-ons, fragments, etc.) ● Novel Study: Maus by Art Spiegelman and The Diary of Anne Frank (a play adaptation), comparing two texts, point-of-view, bias, propaganda, vocabulary, and analytical writing

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Short Story Study: Selections from The Language of Literature anthology for Socratic Seminars (discussions) and questions regarding literary elements, devices, and vocabulary. Essay Writing: Preparation for timed writings in all three modes. Use of specific leads, clear thesis, a focused topic, subtle transitions, dialogue, and anecdotes. My Place in Pittsburgh: Students will compose a formal, structured essay about their favorite business or area in Allegheny County. Skills required include proper interviewing procedure, incorporating quotations, writing with detail from personal experience, use of anecdotes, research, parenthetical documentation, and proper citation. This project also includes a documentary video component and the writing of thank-you letters.

Department: Language Arts Course Name: Language Arts 4180 Grade: 8 Description: In Language Arts 4180, students will explore their voices as writers in order to become more persuasive, engaging, and effective communicators in non-fiction writing. Students entering this class are expected to already be clear and concise communicators who are proficient in the point-proof-analysis mode of writing. Students will also be expected to discuss, analyze, and compare challenging and complex reading materials including short stories, novels, newspaper articles, and select poetry. These skills will then be tested through both objective assessments and extended writings. Expectations: Students in this course will be required to act as critical thinkers who examine a text in a way that goes beyond simple comprehension. In doing so, students will consider author’s intent, theme, and the use of multiple literary devices when studying a text. To demonstrate knowledge and comprehension of these aspects of a text, students will be required to compose informed and thoughtful responses to literature in the point-proofanalysis mode. As writers, students are expected to compose original works with an engaging voice in the expository, narrative, and persuasive modes. Writing devices including anecdotal leads, subtle transitions, snapshots, thought shots, and dialogue will be emphasized and required in various written pieces. Units of Study: ● Narrative Writing: Writing a gripping lead, writing with vivid detail, focusing a topic, incorporating dialogue, peer revision process, conventions, and body structure ● Novel Study: Murder on the Orient Express by Agatha Christie, open-ended response, inferences/conclusions, synonyms/antonyms, character traits, motivation, conflict, and vocabulary ● Career Unit: Job applications, cover letters, interviewing, and resume writing

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Poetry Unit: Figurative language, image creation, line breaks with purpose, open-ended response Novel Study: The Adventures of Huckleberry Finn by Mark Twain, open-ended response, main idea, supporting sentence, setting, theme, plot structure, and vocabulary Expository Writing: Writing with voice, using personal anecdotes to illustrate a point, word choice, sentence fluency, conventions, and the peer revision process Grammar Study: Parts of speech reviewed, homophones, types of sentences (simple, compound, complex, compound-complex), subjects and predicates, verbals (participles, gerunds, infinitives), sentence combining, and sentence repair (run-ons, fragments, etc.) Novel Study: Maus by Art Spiegelman and Diary of a Young Girl by Anne Frank, comparing two texts, point-of-view, bias, propaganda, vocabulary, and analytical writing Short Story Study: Selections from Junior Great Books for Socratic Seminars (discussions) and questions regarding literary elements, devices, and vocabulary. Essay Writing: Preparation for timed writings in all three modes. Use of specific leads, clear thesis, a focused topic, subtle transitions, dialogue, and anecdotes. My Place in Pittsburgh: Students will compose a newspaper-styled feature about their favorite business or area in Allegheny County. Skills required include proper interviewing procedure, incorporating quotations, writing with detail from personal experience, use of anecdotes, research, parenthetical documentation, and proper citation. This project also includes a documentary video component and the writing of thank-you letters.

Mathematics Department: Mathematics Course Name: Math Foundations Grade: 6 Description: Math Foundations provides students with small group instruction aimed at helping students who have struggled in a traditional classroom setting. Foundational math topics from the regular curriculum will be covered more in depth using a research based intervention program with a focus on Algebra readiness. This course is very individualized depending on the specific needs of the students. Expectations: The units listed below will be covered throughout the Math Foundations course (not necessarily in the order listed). Students will be introduced to these topics at a level in which they can understand. The extent to which each topic is covered is largely dependent on the ability and need of each individual student. Students will use an array of math manipulatives to explore the concepts. In each unit, there will be at least one quiz followed by a unit assessment at the end of the unit. Activities and applications of skills may follow a unit exam, where appropriate. 18

Units of Study: ● Data Analysis: Students calculate measures of central tendency and create various graphs, such as line plots, histograms, circle graphs, and line graphs. ● Whole Numbers and Patterns: Students write large and small numbers in scientific notation, simplify problems following order of operations, and learn how to long divide. ● Introduction to Algebra: Students examine the difference between expressions and equations, write expressions from words, simplify expressions, and solve onestep equations. ● Geometric Relationships: Students measure and classify angles, classify triangles and quadrilaterals, transform figures in a coordinate plane, and identify symmetry in figures. ● Numbers Theory: Students learn divisibility rules and find the greatest common factor and least common multiple. ● Decimals: Students simplify expressions containing decimals and solve equations containing decimals. ● Fractions: Students simplify expressions containing fractions, find equivalent fractions, order fractions, estimate with fractions, and solve equations containing fractions. ● Proportional Relationships: Students represent numbers as rates and ratios, solve proportions, find a missing side or angle in similar figures, and represent numbers as fractions, decimals, and percents. ● Measurement: Students learn standard and metric units of measurement and calculate area and volume of figures. ● Probability: Students learn the difference between experimental and theoretical probability and learn how to apply the counting principle. ● Integers: Students order numbers, simplify expressions containing integers, and solve equations containing integers. Department: Math Course Name: Math 6 3000 Grade: 6 Description: Math 6 focuses on transitioning the students into a middle school math format. While reviewing fundamental math concepts, students also develop a more abstract view of mathematics. Students learn how to utilize a math textbook as well as the online tools that accompany the textbook. Students have a better understanding of the full potential of the scientific calculator. Expectations: The units listed below will be covered throughout the Math 6 course (not necessarily in the order listed). In each unit, there will be at least one quiz followed by a unit assessment at the end of the unit. Activities and applications of skills may follow a unit exam, where appropriate. Students are permitted to use calculators for units where calculators are not an important piece of the assessment.

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Units of Study: ● Statistics and Data: Students read and analyze various types of graphs, create various graphs, such as double bar graphs, histograms, box-and-whisker plots, and calculate measures of central tendency. ● Numbers and Calculations: Students long divide, read extremely large or small numbers and know the place value of each digit, estimate and understand when estimation is appropriate, simplify expressions according to the order of operations, and simplify problems containing exponents. ● Algebraic Concepts: Students translate words into expressions, understand what a solution represents for an equation, solve one-step equations, graph inequalities on a number line, and solve equations involving the Distributive Property. ● Fractions Decimals and Percents and Their Relationship: Students represent numbers as fractions, ratios, and rates, change numbers between fractions, decimals, and percents, solve proportions, identify similar figures, and learn divisibility rules. ● Geometry: Students identify geometric figures, classify polygons, calculate area, volume, and surface area of figures, and learn differences between twodimensional and three-dimensional figures. ● Rational Number Operations: Students add, subtract, multiply, and divide decimals, write numbers in scientific notation, add, subtract, multiply, and divide fractions, and solve equations containing decimals or fractions. ● Measurement: Students convert between customary and metric units, and find perimeter, circumference, area of figures, and read and construct circle graphs. ● Integers: Students add, subtract, multiply, and divide integers, graph points on a coordinate plane, and solve equations and inequalities containing integers. Department: Mathematics Course Name: Math 4000 Grade: 6 Description: The Math 6 4000 curriculum is designed for Algebra I readiness. Therefore, it bridges the gap between fifth and sixth grade math while covering pre-algebra topics indepth. This course will address expressions, equations, data analysis, proportions, geometry, percentages, and probability across the set of real numbers. The course is largely dedicated to abstract thinking, problem solving, non-calculator skills, and applications of integrated concepts. Expectations: The units listed below will be covered throughout the Math 6 4000 course (not necessarily in the order listed). In each unit, there will be at least two summative assessments in the form of quizzes and/or a unit test. Activities and applications of skills will be included where appropriate. A final exam will encompass main concepts covered over the course of the year.

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Units of Study: • Math 6 Concepts: Specific concepts not covered within fifth grade or prealgebra content will be taught as necessary within the appropriate unit of study listed below. • Algebra Toolbox: Students write and evaluate algebraic expressions, combine like terms, solve multi-step linear equations including the Distributive Property, solve and graph multi-step linear inequalities, make and interpret graphs and tables. • Integers and Exponents: Students add, subtract, multiply, and divide integers, solve equations and inequalities with integers, evaluate expressions with integer exponents, apply properties of exponents, and express large and small numbers in scientific notation. • Rational and Real Numbers: Students write equivalent rational numbers, add, subtract, multiply, and divide rational numbers including decimals and fractions, solve equations and inequalities containing rational numbers, estimate and find square roots, and determine whether a number is rational or irrational. • Collecting, Displaying and Analyzing Data: Students recognize biased samples and identify sampling methods, organize and analyze data in tables, stem-and-leaf plots, bar graphs, histograms, box-and-whisker plots, and line graphs, find appropriate measures of central tendency, recognize misleading graphs, and create and interpret scatter plots. • Plane Geometry: Students classify plane figures, understand and use angle relationships and line relationships, classify and find unknown angle measures in polygons, identify polygons in a coordinate plane, use properties of congruent figures to solve problems, and describe and show geometric transformations, symmetry, and tessellations. • Perimeter, Area, and Volume: Students find perimeter and circumference of rectangles, parallelograms, triangles, trapezoids, and circles, use the Pythagorean Theorem to solve problems, draw and identify parts of three-dimensional figures, and find the volume and surface area of prisms, cylinders, pyramids, cones, and spheres. • Ratios and Similarity: Students find equivalent rates and ratios, write and solve proportions, identify similar figures and create dilations of plane figures, compare and use scale drawings and scale factors and make scale models. • Probability: Students find theoretical probabilities, including dependent and independent events.

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Department: Math Course Name: Course 2 3296 Grade: 7 Description: Course 2 is designed to prepare students for Pre-Algebra. It is aligned with seventh grade standards and will provide the foundational skills necessary for a Pre-Algebra course. Basic calculations will be practiced throughout the course, with calculators used at the teacher’s discretion. Technical reading and writing will also be emphasized through written explanations and justifications of problem solutions. Expectations: The units listed below will be covered throughout Course 2 (not necessarily in the order listed). In each unit, there will be at least one quiz followed by a unit assessment at the end of the unit. Activities and applications of skills may follow a unit exam, where appropriate. Units of Study: ● Algebraic Reasoning: Students use properties of arithmetic and properties of equality, and write and solve equations to solve problems. ● Integers and Rational Numbers: Students add, subtract, multiply, and divide integers, find prime factorizations, and express fractions as decimals. ● Applying Rational Numbers: Students will add. Subtract, multiply, and divide rational numbers, and solve equations containing fractions or decimals. ● Proportional Relationships: Students use proportionality to solve problems, including problems involving similar objects, units of measurement, and rates. ● Graphs and Functions: Students graph linear relationships and identify the slope of a line. ● Percents: Students work with proportions involving percents and solve a wide variety of percent problems. ● Collecting, Displaying, and Analyzing Data: Students make and interpret graphs, such as histograms and circle graphs and make estimates relating a population to a sample. ● Geometric Figures: Students learn to identify and describe geometric figures. ● Measurement of Two-Dimensional Figures: Students solve problems involving area and circumference of circles and investigate the areas of similar figures. ● Measurement of Three-Dimensional Figures: Students find volume and surface area of prisms and cylinders and investigate the volumes of similar figures. ● Probability: Students understand the meaning of theoretical probability and use probability and proportions to make approximate predictions.

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Department: Math Course Name: Pre-Algebra 3365, 3375, 3298 Grade: 6-8 Description: Pre-Algebra is the gateway course for all future mathematics courses. It is the foundation for all higher levels of mathematics. Pre-Algebra has a wide scope, including substantial amounts of geometry integrated with arithmetic and algebraic topics. A solid proficiency in basic calculations is a requirement for the course, as calculators are only permitted at the teacher’s discretion. Technical reading and writing will also be emphasized through written explanations and justifications of problem solutions. Expectations: The units listed below will be covered throughout the Pre-Algebra course (not necessarily in the order listed). In each unit, there will be at least one quiz followed by a unit assessment at the end of the unit. Activities and applications of skills may follow a unit exam, where appropriate. Units of Study: ● Algebra Toolbox: Students write and evaluate algebraic expressions, combine like terms, solve one-step equations, solve and graph one-step inequalities, make and interpret graphs and tables. ● Integers and Exponents: Students add, subtract, multiply, and divide integers, solve equations and inequalities with integers, evaluate expressions with exponents, apply properties of exponents, and express large and small numbers in scientific notation. ● Rational and Real Numbers: Students write equivalent rational numbers, add, subtract, multiply, and divide decimals and rational numbers, solve equations and inequalities containing rational numbers, estimate and find square roots, and determine whether a number is rational or irrational. ● Collecting, Displaying and Analyzing Data: Students recognize biased samples and identify sampling methods, organize data into tables, stem-and-leaf plots, bar graphs, histograms, box-and-whisker plots, and line graphs, find appropriate measures of central tendency, recognize misleading graphs, and create and interpret scatter plots. ● Plane Geometry: Students classify and construct plane figures, understand and use angle relationships and line relationships, classify and find unknown angle measures in polygons, identify polygons in a coordinate plane, use properties of congruent figures to solve problems, and describe and show geometric transformations, symmetry, and tessellations. ● Perimeter, Area, and Volume: Students find perimeter and circumference of rectangles, parallelograms, triangles, trapezoids, and circles, use the Pythagorean Theorem to solve problems, draw and identify parts of three-dimensional figures, and find the volume and surface area of prisms, cylinders, pyramids, cones, and spheres.

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● Ratios and Similarity: Students find equivalent rates and ratios, write and solve proportions, identify similar figures and create dilations of plane figures, compare and use scale drawings and scale factors and make scale models. ● Probability: Students find theoretical probabilities, including dependent and independent events, and convert between probability and odds of a specified outcome. Department: Math Course Name: Algebra 1 4370, 3381 Grade: 6-8 Description: Algebra 1 provides traditional math instruction with frequent practice while including options for students to communicate and explore content in ways that illuminate the transitions between concrete and abstract thinking. Successful completion of PreAlgebra is a pre-requisite for this course. Expectations: The units listed below will be covered throughout the Algebra 1 course (not necessarily in the order listed). In each unit, there will be at least one quiz followed by a unit assessment at the end of the unit. Activities and applications of skills may follow a unit exam, where appropriate. Units of Study: ● From Patterns to Algebra: Students identify and extend the patterns found in number sequences, use algebraic expressions to describe these patterns, use equations to solve problems, study order of operations used in evaluating expressions, and use scatter plots to investigate patterns in two-variable data. ● Operations in Algebra: Students study operations with real numbers and the basic properties that govern these operations. Then they learn to use the properties to perform mental computations and to simplify algebraic expressions. ● Equations: Students solve linear equations in one variable, two-step equations, and multi-step equations, and study literal equations and formulas. ● Proportional Reasoning and Statistics: Students study the concepts of proportion and percent from an algebraic perspective, learn how these concepts are applied to basic principles of experimental probability, examine the measures of central tendency, and analyze data displays. ● Linear Equations: Students are introduced to the concept of a function and the special category of linear functions, observe that the graph of a linear function is a line, learn to read a wealth of information from the slope of a line, investigate several forms of writing an equation for the line, and identify the relationship between parallel and perpendicular lines. ● Inequalities and Absolute Value: Students solve and graph linear inequalities in one-step, two-step, and multi-step, and solve and graph compound inequalities.

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● Systems of Equations and Inequalities: Students solve systems of linear equations by graphing, substitution, and elimination, and solve classic mathematical puzzles. ● Exponents and Exponential Functions: Students study exponential expressions, learn laws of exponents and use them to simplify expressions containing positive, negative, and zero exponents, and find products and quotients of monomials. ● Polynomials and Factoring: Students add, subtract, multiply, and divide polynomials, factor using the greatest common factor method, special trinomial rules, and guess-and-check method, and solve quadratic equations by factoring.

Department: Mathematics Course Name: Geometry 4380 Grade: 7-8 Description: In Geometry, students are introduced to concepts through real-world applications. These applications provide connections to domains of human activity such as business, consumer economics, science, life skills, and leisure activities. Throughout the course, students will be asked to explain what they are doing; compare and contrast different approaches; analyze a problem; make sketches, graphs, tables, and other models; hypothesize, make a conjecture, and look for counterexamples; and make and prove generalizations. The student will make use of hands-on paper folding activities as a tool for visualizing geometric concepts as well as an Internet connection resource of educational links for tutorial assistance, references for student research, and classroom activities. Expectations: Successful completion of Algebra I is a pre-requisite for this course. Students must have the ability to perform in a more rigorous, accelerated program and be able to manage an advanced level of problem-solving, a greater depth of application, a faster pace, and spend more time on exploration and enrichment topics that may include additional writing assignments. The units listed below will be covered throughout the Geometry course (not necessarily in the order listed). In each unit, there will be at least one quiz followed by a unit assessment at the end of the unit. Activities and applications of skills may follow a unit exam, where appropriate. Units of Study: ● Exploring Geometry: Students identify basic notions of geometry and geometric objects and use paper folding to explore lessons. ● Reasoning In Geometry: Students are introduced to ideas and concepts that provide a basis for understanding the deductive nature of geometry.

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● Parallels and Polygons: Students explore polygons, properties of quadrilaterals, parallel lines and transversals, sums of interior and exterior angles, and midsegments of triangles and trapezoids. ● Triangle Congruence: Students learn triangle congruence postulates, develop intuitive notions of triangle congruence through exploration, and apply congruence postulates in formal proofs. ● Perimeter and Area: Students build on previous experiences to explore strategies for finding perimeter, circumference, and area, and also learn key properties for right triangles, including proofs and applications of the Pythagorean Theorem. ● Surface Area and Volume: Students calculate the surface area and volume of prisms, pyramids, cylinders, cones, and spheres, explore three-dimensional symmetry, and learn how to maximize the volume of a prism while minimizing its surface area. ● Similar Shapes: Students explore similar figures through dilations in the plane, constructions, and formal proofs, use similarity to measure distances indirectly, and explore the area and volume of similar figures. ● Circles: Students define relationships among parts of circles and various angles, segments, and arcs, develop theorems and rules through activities, and apply those rules in problem-solving situations. ● Trigonometry: Students develop the tangent, sine, and cosine ratios from both right triangles and unit circles, explore some trigonometric identities, and use the law of sines and the law of cosines to solve problems.

Science Department: Science Course Name: Environmental & Earth Science 3460 Grade: 6 Description: The sixth grade Environmental and Earth Science course focuses on living things and the environment, and how those living things interact with each other. The course also introduces students to past, present and future forces and conditions that affect our planet. Students learn about ecology, plate tectonics, rocks, minerals, weather, and the solar system. Instruction encompasses classroom discussion, thinking strategies and hands-on activities with a focus on improving students’ observation and hypothesizing skills. Students will also complete lab practicum exams for the minerals and rocks units. Expectations: Students will be expected to hypothesize, develop experimental procedures, analyze, draw valid conclusions, and evaluate data. They will also be expected to read and write about science concepts. Students will engage in active investigations and in-depth content including outdoor learning at Fern Hollow Nature Center.

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Units of Study: ● Populations and Communities: Living Things and the Environment, Studying Populations, Interactions Among Living Things, Changes in Communities ● Ecosystems and Biomes: Energy Flow in Ecosystems, Cycles of Matter, Biogeography, Biomes and Aquatic Ecosystems ● Living Resources: Environmental Issues, Forests and Fisheries, Biodiversity ● Plate Tectonics: Earth’s Interior, Convection and the Mantle, Drifting Continents, Sea-floor Spreading ● Earthquakes and Volcanoes: Force in Earth’s Crust, Earthquakes and Seismic Waves, Monitoring Earthquakes and Safety, Properties of Magma, Volcanic Eruptions and Landforms ● Minerals: Properties of Minerals, How Minerals Form, Using Mineral Resources ● Rocks: Classifying Rocks, Igneous Rocks, Sedimentary Rocks, Rocks from Reefs, Metamorphic Rocks, The Rock Cycle ● Weather: Atmosphere, Weather Factors, Weather Patterns ● Space: Earth, Moon, and Sun, The Solar System Department: Science Course Name: Life Science 3470 Grade: 7 Description: The seventh grade Life Science curriculum examines life and living things. Investigations will begin at the characteristics of basic organisms and the structure and function of the cell and build towards the more complex life forms such as animals and their reproduction and behavior. Hands-on investigations include using microscopes, growing plants, handling and dissecting various animals and extracting DNA. Units are organized around essential questions, which allow for thematic inquiry-based study of life from its most basic forms to its most complex. Expectations: Students in this course will become scientists who can explore, investigate, model and debate science concepts, through reading, writing, discussion and hands-on inquiry. Students will not only understand the science concepts but also develop critical thinking skills, substantiate their viewpoint, and clearly articulate themselves both verbally and in writing. Concepts that students will understand include but are not limited to how structure dictates function and some of the ethical issues created by advancing genetic engineering and biotechnology. Units of Study: ● Cells-Organelles, Transport, Photosynthesis, Respiration, Division ● Genetics-DNA, Probability, Genotype, Phenotype, Inheritance, Genetic Disorders ● Changes Over Time-Evolution, Natural Selection, Fossils ● Classifying Organisms-Taxonomy, Binomial Nomenclature, Taxonomic keys ● Viruses and Bacteria-Structure, Reproduction, Disease, Vaccines ● Protists and Fungi-Structure, Reproduction, Role in Nature

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Plants-Classification, Seed Plants, Gymnosperms, Angiosperms, Tropisms Animals-Sponges, Cnidarians, Worms, Mollusks, Arthropods, Echinoderms, Fishes, Amphibians, Reptiles, Birds, Mammals, Animal Behavior

Department: Science Course Name: Life Science 4470 Grade: 7 Description: The seventh grade Life Science curriculum investigates life and living things. Investigations will begin at the characteristics of basic living things and the structure and function of the cell and build towards the more complex life forms such as animals and their reproduction and behavior. Hands-on investigations include using microscopes, growing plants, handling and dissecting various animals and extracting DNA. Units are organized around essential questions, which allow for thematic inquiry-based study of life from its most basic forms to its most complex. Expectations: The students in this course will become scientists who can explore, investigate, model and debate science concepts, through reading, writing, discussion and hands-on inquiry. Students will not only understand the science concepts but also develop critical thinking skills, substantiate their viewpoint, and clearly articulate themselves both verbally and in writing. Concepts that students will understand include but are not limited to how structure dictates function and some of the ethical issues created by advancing genetic engineering and biotechnology. In 4000-level Life Science course, students are expected to possess and exhibit higher order thinking skills, independently complete labs and projects, and engage in extended discussion on relevant real world discussion on Life Science topics. Units of Study: ● Cells- Organelles, Transport, Photosynthesis, Respiration, Division ● Genetics- DNA, Probability, Genotype, Phenotype, Inheritance, Genetic Disorders ● Changes Over Time - Evolution, Natural Selection, Fossils ● Classifying Organisms - Taxonomy, Binomial Nomenclature, Taxonomic keys ● Viruses and Bacteria - Structure, Reproduction, Disease, Vaccines ● Protists and Fungi- Structure, Reproduction, Role in Nature ● Plants- Classification, Seed Plants, Gymnosperms, Angiosperms, Tropisms ● Animals- Sponges, Cnidarians, Worms, Mollusks, Arthropods, Echinoderms, Fishes, Amphibians, Reptiles, Birds, Mammals, Animal Behavior

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Department: Science Course Name: Physical Science 3480 Grade: 8 Description: Physical Science is intended to act as a primary introduction to Physics and Chemistry with an emphasis on the nature of science and scientific problem solving. The course exposes students to matter’s composition, behavior and properties, and its relationship to force and energy. Instruction encompasses classroom discussion, problem solving scenarios and calculations, independent reading, and research. Teacher lectures are reinforced by various student-centered problem solving hands-on activities. Students are also exposed to various daily tasks of a scientist including investigating scientific research topics, analyzing graphs and data, analytical writing, reading and responding to scientific articles, and presenting data and conclusions with their classmates. Expectations: In Academic Physical Science, students are required to rely heavily on mathematical problem solving skills as they explore a variety of science topics using introductory algebra. Students will also be expected to design, plan and conduct investigations as well document the results of their investigations using appropriate terminology, tables, graphs and charts as needed. Units of Study: ● Metric Measurement: Strategies for Precise/Accurate Measuring, Scientific Notation, Significant Figures, Metric System, Converting between Metric and English units, Length, Area, Solid/Liquid Volume, Mass, Weight, Density, Temperature, and Time ● Scientific Problem Solving: Scientific Method, Nature of Science, Setting up an experiment, Recording data, Graphing data ● Motion and Forces: Speed, Velocity, Acceleration, Gravity, Friction, Falling Objects, Projectile Motion, Circular Motion ● Energy and Simple Machines: Types of energy, Energy Transfer, Alternative Energy Work, Power, Simple Machines, Mechanical Advantage, Mechanical Efficiency, ● Introduction to Chemistry: States of Matter, Atomic Structure, Periodic Table Arrangement, Chemical Bonding Department: Science Course Name: Physical Science 4480 Grade: 8 Description: Physical Science is intended to act as a primary introduction to Physics and Chemistry with an emphasis on the nature of science and scientific problem solving. The course exposes students to matter’s composition, behavior and properties, and its relationship to force and energy. Instruction encompasses classroom discussion, problem solving scenarios and calculations, independent reading, and research. Teacher lectures are

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reinforced by various student-centered problem solving hands-on activities. Students are also exposed to various daily tasks of a scientist including investigating scientific research topics, analyzing graphs and data, analytical writing, reading and responding to scientific articles, and presenting data and conclusions with their classmates. Expectations: In 4000-level Physical Science, students are expected to possess and exhibit higher-order thinking skills, independently complete labs and projects, and engage in extended discussion on relevant real world discussion on Physical Science topics. In addition to several in-class inquiry experiments, 4000-level Physical Science students are required to design a long-term, open-ended scientific experiment and research with an MLA formatted bibliography to demonstrate analytical approaches that can be associated with scientific developments. Proper use of technology for research, graphing, and lab reports is required. Students are also expected to independently use websites to attain more indepth information regarding topics for research papers, lab reports and presentations. 4000-level Physical Science students must demonstrate strong math and abstract, analytical thinking skills to be successful in this course. Students should be in 4000-level Algebra I or a higher math level. To be recommended for 9th grade Honors Biology, students must maintain a test/quiz average higher than an 85% for the year. Units of Study: ● Metric Measurement: Strategies for Precise/Accurate Measuring, Scientific Notation, Significant Figures, Metric System, Converting between Metric and English units, Length, Area, Solid/Liquid Volume, Mass, Weight, Density, Temperature, and Time ● Scientific Problem Solving: Scientific Method, Nature of Science, Setting up an experiment, Recording data, Graphing data ● Motion and Forces: Speed, Velocity, Acceleration, Gravity, Friction, Falling Objects, Projectile Motion, Circular Motion ● Energy and Simple Machines: Types of energy, Energy Transfer, Alternative Energy Work, Power, Simple Machines, Mechanical Advantage, Mechanical Efficiency ● Introduction to Chemistry: States of Matter, Atomic Structure, Periodic Table Arrangement, Chemical Bonding

Social Studies Department: Social Studies Course Name: Social Studies 3260 Grade: 6 Description: The sixth grade ancient cultures curriculum explores the study of a variety of cultures, from the Ancient Fertile Crescent’s influence by the creation of writing to the Ancient Romans’ role in city and political development. The course utilizes the five themes of 30

geography (location, place, region, movement, and human-environment interaction) to allow students to analyze the importance of past civilizations in relation to today’s culture. Each unit in the curriculum is paired with a yearlong research project that enables the students to monitor a specific topic (religion, art, architecture, food, etc.) and note how it changes through its course from culture to culture. All units are organized with essential questions, allowing students to explore the ancient civilization individually. Expectations: The students in this course will become analytical thinkers who are capable of comparing cultures across a broad timeline. Students will acknowledge the vast differences in religions across civilizations and come to understand how a religion can mold the culture surrounding it. Emphasis is placed on developing analytical thinking skills, comparing and contrasting, and summarizing main points in non-fiction literature (outlining). After students leave this class, they will have the appreciation for how our culture came to be and understand where the human race has come from. Units of Study: ● Five Terms of Geography: Understanding history, linking geography and history, prehistory, the beginnings of civilization. ● Fertile Crescent: Land Between Two Rivers, Babylonia and Assyria, The Legacy of Mesopotamia, Mediterranean Civilizations, and Judaism ● Ancient Egypt: Geography of the Nile, Rulers of Egypt, Egyptian Religion, Ancient Egyptian culture, and The Cultures of Nubia. ● Ancient India: The Indus and Ganges River Valleys, Hinduism in Ancient India, Beginnings of Buddhism, and Maurya Empire. ● Ancient China: The Geography of China’s River Valleys, Confucius and His Teachings, Warring Kingdoms Unite, and Achievements of Ancient China ● Ancient Greece: Early Greek Civilization, Religion, Philosophy, and the Arts, Daily Life in Athens, Sparta and Athens, and The Spread of Greek Culture. ● Ancient Rome: The Roman Republic, Roman Empire, Roman Daily Life, Christianity and the Roman Empire, and the fall of Rome. Department: Social Studies Course Name: Eastern Hemisphere 3270 Grade: 7 Description: The seventh grade social studies curriculum focuses on the nations of the Eastern Hemisphere. It will be studied though the interaction of the five core concepts: social, political, economic, environmental and demographical. As we teach these core concepts we will focus on four major skills: inquiry, primary and secondary sources, analyze data and present information. The students will study the geography, history and culture of the regions. By studying the current events of the Eastern Hemisphere the students will be able to see how connected they are to far way places in this ever shrinking world.

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Expectations: Students will be expected to analyze graphs, charts, primary sources and all types of news media. Students must be able to present their analysis in multiple ways. Creation of graphs, charts, and critiques will be required. Students will be understand that though technology the world is more connected now, than ever. We cannot ignore our place in the ever-shrinking global community. Units of Study: ● SPEED: Introduction to the Social Studies Core-Concepts: social, political, economic, environmental, and demographic ● European Geography/History: Overview of European history from the fall of the Roman Empire until World War II (Middle Ages, Renaissance, Revolutions, Imperialism, Rise of Communism) ● European Nations: Study the history/culture of specific European countries from World War II to the present-day (United Kingdom, Sweden, Italy, Germany, Russia) ● Africa’s Geography/History: Overview of Africa’s history from the Atlantic slave trade to the African independence movement following World War II. ● African Culture: Explore the cultures of Africa by geographical region (north, west, east, and central & southern) ● African Nations: Study specific events in recent African history related to human rights (Rwandan Genocide, Somalia Pirates, Apartheid, etc.) ● Asia: ● Unit 1: East, Southeast, & Central Asia’s Culture/History: Overview of Asia’s culture and history by region Asian Nations: Explore specific events in recent history in various regions of Asia (China, Vietnam, etc.) ●

Unit 2: South and Southwest/Middle East Asia’s Culture/History: Overview of Asia’s culture and history by region Asian Nations: Explore specific events in recent history in various regions of Asia (India/Pakistan, Israel/Palestine, the Middle East, etc.)

Department: Social Studies Course Name: United States History 3280 Grade: 8 Description: The eighth grade U.S. history curriculum delves into the study of America's story, from conflict in Western Pennsylvania during the French & Indian War in 1754 to Pittsburgh's role in making the United States into an industrial world power in the early 20th century. The course draws on the social, political, environmental, economic, and demographic core concepts to allow students to analyze the events of American history through multiple lenses. Academic research components, including primary source document analysis and critical writing, are infused into each unit of study. Units are organized

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around essential questions, which allow for thematic, chronological, and inquiry-based approaches to studying history. Expectations: The students in this course will become historians who can ask and respond to historical questions through reading, writing, and discussion. Major emphasis is placed on developing critical thinking skills, understanding multiple points of view, substantiating arguments with evidence, and clearly articulating oneself in verbal and written formats. After students leave this class, they will have developed an appreciation for history and become engaged in discussing America's story to fully develop an understanding of what it is to be an American citizen. Units of Study: ● Clash of Empires: Colonization & Conflict in North America, 17541763 ● American Revolution: The Quest for Independence, 1763-1783 ● The New Nation: Articles of Confederation & Constitution, 1783-1789 ● The Founding Father Presidents: Leadership in the New Nation, 17891829 ● The Age of Jackson: Industrial, Democratic, & Westward Movement, 1829-1849 ● Slavery: The Necessary Economic Evil, 1790-1860 ● The Civil War: The House Divided Falls, 1860-1865 ● Reconstruction Era: The Struggle to Rebuild the Union, 1865-1877 ● Rise of the Industrial World Power: Immigration, Industry, & Influence, 1877-1914

World Language Department: World Language Course Name: Exploratory French 3598 Grade: 6 Description: Throughout the year, sixth grade students will participate in the study of three world languages. Students will begin their study of French and German, and will continue their study of Spanish. At the end of the school year, students will choose the language they wish to continue in seventh and eighth grade. Expectations: Students will be given the opportunity to learn the basic skills of reading, writing, listening and speaking in French. Students will demonstrate appreciation of the French culture and will apply this knowledge to communication in French. Units of Study: ● History of French 33

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Geography and Culture of France Surrounding Countries Francophone Countries Cities in France Paris Alphabet (sounds and spellings) Numbers 0-20 (telephone numbers, math expressions) Colors Greetings and Salutations Age, Numbers 21-60 Likes and Dislikes School Supplies Telling Time

Department: World Language Course Name: French 1A 3511 Grade: 7 Description: In French 1a, students will begin to acquire proficiency in listening, speaking, reading, and writing in the target language, with major emphasis being placed on oral communication. Students will progressively develop proficiency skills through numerous and varied oral and written exercises set in meaningful and personalized contexts. Students will gain an increased knowledge and appreciation of the Francophone world abroad and in the United States. This is the first half of the high school level one course taught over a two-year period in grades seven and eight. Expectations: Students learn to communicate in French and learn to engage in longer conversations, read and interpret more challenging texts, and understand French-language films and videos. Students are introduced to the diversity of the French-speaking world, with the emphasis on contemporary culture in France, Quebec, the Caribbean and Africa. Opportunities are given to use the French language to learn about history, art, music, social concerns, and civic responsibilities. This course stresses the way in which French speakers communicate with one another, and how some of these French patterns differ from American ones. As students experience the satisfaction of participating in authentic cultural situations, they also become more confident in their ability to use their skills in the wider global community. Units of Study: ● Unité 1 Faisons Connaissance Cultural Context: Meeting People Meeting people Talking about other people Greeting people Introducing one’s family

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Unité 2 La vie courante Cultural Context: Having a snack in France Saying you are hungry Saying you are thirsty Paying at a café in France Talking about time About dates Talking about the weather ● Unité 3 Qu’est-ce qu’on fait? Cultural Context: Daily activities at home, at school, on weekends Talking about where people are Finding out what is going on Describing daily activities Inviting friends to do things with you Expanding one’s conversational skills ● Unité 4 Le monde personnel et familier Cultural Context: People and their possessions Describing yourself and others Describing your room Talking about possessions ●

Department: World Language Course Name: French 1B 3512 Grade: 8 Description: In French 1b, students will continue to acquire proficiency in listening, speaking, reading, and writing in the target language, with major emphasis being placed on oral communication. Students will further enhance their study and understanding of the French language from seventh grade through more complex linguistic tasks and verb tenses while working towards more advanced proficiency. This is the second half of the high school level one course taught over a two-year period in grades seven and eight. Expectations: Students learn to communicate in French and learn to engage in longer conversations, read and interpret more challenging texts, and understand French-language films and videos. Students are introduced to the diversity of the French-speaking world, with the emphasis on contemporary culture in France, Quebec, the Caribbean and Africa. Opportunities are given to use the French language to learn about history, art, music, social concerns, and civic responsibilities. This course stresses the way in which French speakers communicate with one another, and how some of these French patterns differ from American ones. As students experience the satisfaction of participating in authentic cultural situations, they also become more confident in their ability to use their skills in the wider global community.

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Units of Study: ● Reprise - Bonjour Cultural Context: Getting reacquainted ● Unité 5 En ville Cultural Context: City life—the home, the family and urban activities Describing your city Describing your home and your family Making plans to do things in town Finding your way around ● Unité 6 Le shopping Cultural Context: Buying Clothes Talking about clothes Discussing shopping plans Buying clothes Expanding one's conversational skills ● Unité 7 Le temps libre Cultural Context: Leisure-time activities Discussing leisure activities Describing vacation travel plans Narrating what happened

Department: World Language Course Name: Exploratory Mandarin 6 Grade: 6 Description: This course aims to give students a foundation for Mandarin Chinese language study through the learning of some basic characters, vocabulary words, sentences, as well as phonetics and culture. Students will be able to make an informed decision for 7th grade about which language to study. Expectations: Students will be given the opportunity to learn basic survival skills through listening, speaking, reading, and writing in the Mandarin Chinese language. Students will demonstrate an appreciation of Chinese culture and will apply this knowledge to communication in Mandarin. Units of Study: • Geography and history of China • Cultural crafts and activities • Festivals • Pinyin (Chinese phonetics) & the 4 tones • Greetings and expressions of courtesy • Numbers 1-100 36

• • • • • •

Days of the week, months of the year Likes and dislikes Colors Foods Family members Around 40 characters

Department: World Language Course Name: 7th Grade Mandarin (1A) Grade: 7 Description: In Mandarin 1a, students will begin to acquire proficiency in listening, speaking, reading, and writing in Pinyin syllables (phonetics) and Chinese characters with major emphasis being placed on oral communication. Students will progressively develop proficiency skills through numerous and varied oral and written exercises set in meaningful and personalized contexts. This is the first half of the high school level one course taught over a two-year period in grades seven and eight. At the high school level students will have the opportunity to expand and refine their language skills in preparation for success on the Advanced Placement exam for Mandarin. Expectations: Students will communicate in Mandarin by engaging in conversation and developing essential vocabulary and writing skills for daily activities. Students will learn about China and Chinese culture. Opportunities are given to use Mandarin to enhance the curriculum in other subject areas at the middle school. Units of Study: 第一单元 • Pinyin, the Chinese Romanization • The radical parts of Chinese characters • Reinforce Computer skills for inputting Chinese characters • Greet others • Introduce others • Ask and answer “Yes/no” questions • Particles “吗” and “的” • Suffix “们” • 30 characters 第二单元 • Sports • Languages • Give dates using the year, month, and day

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• • • • • • •

Measure words Number 0-100 Express amounts of money Inquire about belongings Describe the location of people Describe how to celebrate one’s birthday Around 70 characters

Department: World Language Course Name: 8th Grade Mandarin (1B) Grade: 8 Description: In Mandarin 1b, students will further acquire proficiency in listening, speaking, reading, and writing in Mandarin, with major emphasis being placed on oral and written communication. Students will progressively develop proficiency skills through numerous and varied oral exercises and writing assignments set in meaningful and personalized contexts. This is the second half of the high school level one course taught over a twoyear period in grades seven and eight. At the high school level students will have the opportunity to expand and refine their language skills in preparation for success on the Advanced Placement exam for Mandarin. Expectations: Students will continue to communicate in Mandarin by engaging in longer, meaningful conversation, reading and interpreting authentic texts and further developing essential vocabulary and writing skills. Students will expand their knowledge about China and Chinese cultures, and current events. Opportunities are given to use Mandarin to enhance the curriculum in other subject areas at the middle school. Units of Study: 第三单元 • Ask and answer age • Pets • Ask and answer where people are from • Invite people • Ask and answer where people live • Order food delivery • Describe family 第四单元 • Ask and answer time • Describe daily routine • Ask and answer day • Discuss weekend activities 38

• • •

Describe weather Describe seasons Write a letter in Chinese format

Department: World Language Course Name: Exploratory Spanish 3598 Grade: 6 Description: In 6th grade Spanish, students will expand their vocabulary and skill usage through a more in-depth study of the Spanish language introduced in 5th grade. The exposure to the Spanish language and culture will allow students to make an informed decision in seventh grade about which modern language to study for the next two years. Expectations: Students will be given the opportunity to learn the basic skills of reading, writing, listening, and speaking Spanish. Students will demonstrate appreciation of the Spanish culture and will apply this knowledge to communication in Spanish. Units of Study: ● Review of greetings, colors, animals, days of the week, months of the year, numbers 0-100, weather expressions, and seasons. ● Classroom Objects and School Supplies ● Family Members ● The House ● Foods and Drinks ● Holiday celebrations at given times of the year Department: World Language Course Name: Spanish 1A 3570 Grade: 7 Description: In Spanish 1a, students will begin to acquire proficiency in listening, speaking, reading, and writing in the target language, with major emphasis being placed on oral communication. Students will progressively develop proficiency skills through numerous and varied oral and written exercises set in meaningful and personalized contexts. Students will gain an increased knowledge and appreciation of the Spanish world abroad and in the United States. This is the first half of the high school level one course taught over a two-year period in grades seven and eight. Expectations: Students learn to communicate in Spanish and learn to engage in longer conversations, read, and interpret more challenging texts, and understand Spanish videos. Students are introduced to the diversity of the Spanish-speaking world, with the emphasis on

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contemporary culture in Mexico. Opportunities are given to use the Spanish language to learn history, art, music, social concerns, and civic responsibilities. This course stresses the way in which Spanish speakers communicate with one another, and how some of the Spanish patterns differ from English patterns. As students experience the satisfaction of participating in authentic cultural situations, they also become more confident in their ability to use their skills in the wider global community. Units of Study: ● Unidad 1 Mi mundo ● Cultural Context: My World ● Greeting and introducing people ● Saying where people are from ● Describing people ● Identifying family members, their ages, and their birthdays ● Talking about dates ● Unidad 2 Una Semana Típica ● Cultural Context: A Typical Week ● Identifying classroom objects and discussing classes ● Describing daily activities and how often ● Talking about where you are going ● Asking and telling time ● Describing location of people and places ● Asking and answering questions ● Talking about what you are going to do ● Studying the history and culture of Mexico and Mexico City ● Unidad 3 El Fin de Semana ● Cultural Context: The Weekend ● Extending invitations ● Expressing feelings ● Talking on the phone ● Saying what just happened ● Discussing likes and dislikes ● Talking about sports ● Describing weather Department: World Language Course Name: Spanish 1B 3580 Grade: 8 Description: In Spanish 1b, students will continue to acquire proficiency in listening, speaking, reading, and writing in the target language, with major emphasis being placed on oral communication. Students will further enhance their study and understanding of the Spanish language from seventh grade through more complex linguistic tasks and verb tenses while working towards more advanced proficiency. This is the second half of the high school level one course taught over a two-year period in grades seven and eight. 40

Expectations: Students learn to communicate in Spanish and learn to engage in longer conversations, read, and interpret more challenging texts, and understand Spanish videos. Students are introduced to the diversity of the Spanish-speaking world, with the emphasis on contemporary culture in Mexico and Puerto Rico. Opportunities are given to use the Spanish language to learn history, art, music, social concerns, and civic responsibilities. This course stresses the way in which Spanish speakers communicate with one another, and how some of the Spanish patterns differ from English patterns. As students experience the satisfaction of participating in authentic cultural situations, they also become more confident in their ability to use their skills in the wider global community. Units of Study: ● Repaso - ¿Quién soy yo? (Who am I?) Review basic vocabulary and grammar learned in seventh grade in order to write and present short autobiography in Spanish. ● Unidad 4 ¡De Visita! ● Cultural Context: Visit to Oaxaca, Mexico ● Asking for and giving directions ● Identifying places to visit ● Choosing means of transportation ● Making purchases and bargaining in a market ● Discussing gift ideas ● Ordering food ● Studying the history of Oaxaca, Mexico and its surroundings ● Unidad 5 Preparaciones Especiales ● Cultural Context: Preparations for Special Occasions ● Describing daily routines, grooming, and chores ● Telling others to do something ● Saying what people are doing ● Describing a house ● Discussing responsibilities ● Planning a fiesta and purchasing food ● Describing what people just did ● Studying the culture of Barcelona, Spain

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Physical Education/Health Department: Physical Education Course Name: Physical Education 9763 Grade: 6 Description: The sixth grade physical education curriculum will provide students the opportunity to participate in individual, dual and group activities. Emphasis will be placed upon being physically active. The focus will be on skill development through physical activity and exercise. Fitness assessments will be implemented throughout the course. Expectations: Students will engage in class activities, discussions, and presentations. Utmost emphasis will be placed upon participation and application of learned principles in class. All students will arrive prepared to perform in class. Units of Study: ● Large Group Activities: Speedball, Flag Football and Basketball ● Individual Activities: Jump rope, Fitness monopoly, table tennis ● Fitness: Testing, conditioning and Sewickley 5K ● Cardiovascular Conditioning: Spinning, Jogging, Sewickley 5K and Group exercise ● Strength Training: Resistance Bands, Bosu Balls and Weights ● FITT Principle: Frequency, Intensity, Type and Time

Department: Health Course Name: Health and Wellness 9761 Grade: 6 Description: The 6th grade Health Curriculum is an introduction to Health and will progress throughout the Middle School students’ Health classes. This program is 45 class periods for one quarter of the school year. Students will recognize the importance of selfdiscovery and self-monitoring of their personal health. Students will be engaged in individual and group projects to meet the objectives of this course. The learners will also act as teachers to spread their knowledge to others in the class. Through research and use of technology students will discover the importance of Health in their lives. Students will learn to practice preventive health behaviors. Expectations: The students in this class will become health literate individuals who can make good decisions about their personal health. Students will also recognize how to seek out good medical information that is reliable and true. Students will take notes, search the Internet, create a Power Point and present current health topics during the course. Students will identify what means they need to live a long, healthy life.

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Units of Study: ● Health and Wellness: Identifies the parts of health and how they interact to balance mental, physical and social health. ● Influences on Your Health: Identifies factors that influence health and explains the role of behavior, choices, and attitudes in health. ● Current Health: Find and present current health issues ● Drug Education: Research and study the effects of tobacco, alcohol and inhalants on your body, learning and future. ● Health Careers: Students will research and present information on a specific health career of their choice. ● Human Growth and development: Students will understand the changes experienced in puberty and to adjust to these changes in a healthful way. Department: Health and Physical Education Course Name: Health Literate 9772 Grade: 7 Description: The seventh grade health curriculum integrates physical education and fitness to furnish students with the expertise needed to implement an active and healthy lifestyle. Students will acquire skills to devise, employ, and execute a well- balanced exercise plan. The course draws upon current information to provide students with health knowledge. Through web-based research, current health, and problem based learning, students will possess the knowledge needed to become health literate. Physical education, Health education and Fitness will combine to compose one grade. Expectations: Students will engage in class activities, discussions, and presentations. Utmost emphasis will be placed upon participation and application of learned principles in class. All students will arrive prepared to perform in class. Units of Study: ● Physical Activity: Assessments, pulse, target heart rate and fitness plan ● Nutrition: Dehydration, energy drinks, Dietary Guidelines for teens ● Drug Education: Over the Counter, Prescription, Marijuana and Ecstasy ● Nutrition: Caloric Intake, Caloric Expense, Nutritional Needs & Sports Nutrition ● Body Systems: Muscular and Skeletal ● Growth and Development: Female Reproductive Systems, Male Reproductive Systems, Sexually Transmitted disease and AIDS ● Cardiovascular Conditioning: Spinning, Jogging, Sewickley 5K and Group exercise ● Strength Training: Resistance Bands, Bosu Balls and Weights ● FITT Principle: Frequency, Intensity, Type and Time

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Department: Health and Physical Education Course Name: Fit For You 9872 Grade: 8 Description: The eighth grade health curriculum integrates physical education and fitness to furnish students with the expertise needed to implement an active and healthy lifestyle. Students will acquire skills to devise, employ, and execute a well- balanced exercise and nutritional plan. The course draws upon personal evaluations and current information to provide students with preventative health knowledge. Through web-based research, current readings, and discussions, students will possess the expertise needed to implement responsible decisions. Physical education, Health education and Fitness will combine to compose one grade. Expectations: Students will engage in class activities, discussions, and presentations. Utmost emphasis will be placed upon participation and application of learned principles in class. All students will arrive prepared to perform in class. Units of Study: ● Nervous System: Anatomy and brain based learning ● Drug Education: Cocaine, Methamphetamine and Heroin ● Nutrition: Caloric Intake, Caloric Expense, Nutritional Needs & Sports Nutrition ● Personal Health: Target Heart Rate, Blood Pressure, Body Mass Index, Body Fat Percentage and Preventative Health ● Growth and Development: Responsible Relationships, Effective Communication, Pregnancy, Sexually Transmitted Diseases and HIV and AIDS. ● Cardiovascular Conditioning: Spinning, Running, Sewickley 5K and Group exercise ● Strength Training: Resistance Bands, Bosu Balls and Weights ● FITT Principle: Frequency, Intensity, Type and Time

Art Department: Art Course Name: 6th Grade Art 9862 Grade: 6 Description: The sixth grade course is designed to establish and reinforce proficiency in the foundation of art making. The students start with the reviewing the elements of design, these are the tools of the art room. After the elements have been solidified the students develop their skill-set in utilizing the principles of design. The students will use the elements as their tools to create with and the principles as the parameters that guide and outline the artwork. While developing the foundations of “how to design” the course will also focus on craftsmanship, composition and definition. These concepts are reinforced through various assessment measures. The course concludes with a focus in art making 44

through the concept of engineering. What does it mean to be a problem solver and more importantly what does it mean to be a CREATIVE problem solver? Elements: Line, Shape, Color, Value, Texture, Space and Form Principles: Rhythm, Pattern, Emphasis, Unity, Contrast, Balance and Movement Expectations: Students will be expected to exemplify proficiency in the elements and principles of design. Students will utilize a high level of craftsmanship and composition as they explore their personal voice along the journey of design. Units of Study: ● Design- Students will explore craftsmanship and composition through the creation of a single design while utilizing all principles of design. ● Art/Engineering- Students will reinforce previous concepts while problem solving. For example, creating a shoe out of paper that elevates ones height 3” supports ones weight and maintains the integrity of design. ● Artistic Skill Development- Students will build on problem solving while enhancing a collection of artistic skill-sets.

Department: Art Course Name: 7th Grade Art 9872 Grade: 7 Description: The seventh grade course is designed to acquire, develop and enhance technical crafting skills so that the student is better poised to create higher quality art. The course focuses in both two-dimensional and three-dimensional design. Students will start through the process of technical drawing and evolve into creating in the medium of clay. The goal of the course is to fill each student’s metaphorical “toolbox” with as many artistic skill-sets so that they leave the course with the tools to create personalized art as they see fit. Expectations: Students will be expected to develop a strong artistic skill-set in a variety of crafts and techniques. Students will gain a greater understanding of their personal strengths and weaknesses as they use visual art as a medium for conceptual problem solving. Units of Study: ● Technical Drawing ● Ceramics ● Slab Construction ● Painting ● Etching

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Department: Art Course Name: Pre AP Drawing and Painting 9882 Grade: 8 Description: This course is designed to better prepare students for the AP curriculum at the High School. Students will explore drawing and painting through in-depth assignments. Students will navigate the use of several different 2-dimensional mediums such as: acrylic paint, watercolor paint, charcoal, pastels, pencil, collage and mixed media. This course will have a heavy emphasis on 2-dimensional design and the creation of communicative artwork. As a student, you will be challenged to build upon the skills and proficiencies that you already possess, so that you may develop a solid artistic identity, purpose and direction. Expectations: Students must make the transition from the crafting of things to communication through quality workmanship. The collection of skills required to make something are obtained through a series of lessons in a variety of crafts. For example, throwing a pot on the wheel, crafting a painting, crafting a drawing, crafting a print. Each student will develop a personal skill set that is individualized to personal capacity. The pre-ape framework will focus on teaching the students how to use their personal skill-set in the development of a visual thesis. Students will do this by using their skill set to create pieces of communicative works of art. When a student manipulates the crafting of something into the communication of a message they are evolving from craft into artwork. The process of creating communicative pieces of art is the platform for nurturing a student’s personal voice. The development of a personal voice is ones ability to string together many pieces of communicative artworks into a well-developed visual thesis. Units of Study: ● Painting ● Surrealism ● Conceptualism ● Abstraction Department: Art Course Name: Pre AP Ceramic/3-D Design 9982 Grade: 8 Description: This course is designed to better prepare students for the AP curriculum at the High School. Students will explore the element of form. What happens when the 2dimensional design leaves the paper and enters real space? Together we will be investigating the principles of 3-dimensional design and sculpture. Ceramics will be our main medium of choice, although students will be provided with many other opportunities in 3-D mediums. The students will explore clay through the avenues of both hand building and wheel thrown pottery. As a student, you will be challenged to

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build upon the skills and proficiencies that you already possess, so that you may develop a solid artistic identity, purpose and direction. Expectations: Students must make the transition from the crafting of things to communication through quality workmanship. The collection of skills required to make something are obtained through a series of lessons in a variety of crafts. For example, throwing a pot on the wheel, crafting a painting, crafting a drawing, crafting a print. Each student will develop a personal skill set that is individualized to personal capacity. The pre-ap framework will focus on teaching the students how to use their personal skill-set in the development of a visual thesis. Students will do this by using their skill set to create pieces of communicative works of art. When a student manipulates the crafting of something into the communication of a message they are evolving from craft into artwork. The process of creating communicative pieces of art is the platform for nurturing a student’s personal voice. The development of a personal voice is ones ability to string together many pieces of communicative artworks into a well-developed visual thesis. Units of Study: ● Jewelry Fabrication ● Jewelry Casting ● Ceramics (wheel thrown pottery) ● Ceramics (advanced slab construction) Department: Family and Consumer Sciences Course Name: Food Science and Nutrition 9864 Grade: 6 Description: This is an introduction course to Family and Consumer Science. Students will apply problem-solving skills and hands-on class activities focusing on food science and basic foods and nutrition. Food label reading and nutrient make-up of food will be explored throughout the course. Students will be introduced to healthy substitutions in recipes and will have experience preparing healthy foods in a foods lab setting. Expectations: Students in this course will become familiar with kitchen basics, essential nutrients and food preparation skills. Emphasis is placed on helping students develop higher order thinking skills and decision -making skills in order to encourage life-long learning. Units of Study: ● Kitchen Basics (kitchen safety, recipe reading, measuring, food safety, food preparation, table manners, table setting and meal planning basics. ● Food Guide Pyramid and My Pyramid Plate ● Essential Nutrients – nutrient deficiencies and incidence of disease ● Dietary Guidelines – Use of an on-line website to personally log dietary intake, analyze and identify nutrient weaknesses.

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Nutrition Label Reading

Department: Family and Consumer Sciences Course Name: Consumerism and Child Development 9874 Grade: 7 Description: In the consumerism portion of this course, students will be introduced to the banking system. Budgeting, management of income, expenses, savings, checking account and credit accountability along with consumer rights and responsibilities will be taught throughout this course. In the child development section of this course, developmental stages and theories will be explored as well as child safety and children’s literature. Students will also be introduced to the science of textiles and will have hands-on experience with sewing machine and hand sewing skills. *Students will also participate in a consumer book study throughout the course of “The Omnivore’s Dilemma” by Michael Pollen. Expectations: The seventh grade course is designed to empower students to become productive members of their family and community Students will continue to incorporate problemsolving skills and cooperative learning. Students in this course will become responsible consumers as well as being able to compare and contrast entrepreneurship to traditional employment. Hands-on class activities focus on financial and resource management as well as business ideas. At the end of the course the students will utilize all skills learned to create a sewing project. Units of Study: ● Textile introduction with business aspect: (hand stitching, and sewing machines skills) ● Child development stages and theories ● Cooking for children ● Explore ways to keep children safe and healthy in each stage ● Intro to banking - (management of income, expenses and savings, checking account, and credit accountability ● Consumer rights and responsibilities – (budgeting and spending) ● Consumer Book Study: “The Omnivore's Dilemma for Kids: The Secrets Behind What You Eat – read, discuss, analyze Department: Family and Consumer Science Course Name: Regional and International Cultures 9884 Grade: 8 Description: Students will apply their food planning and preparation skills along with their consumer skills previously learned into this course. Students will participate in an inter-disciplinary project with social studies and library to create a presentation using technology on a

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selected United States Region. Regional culture, cuisine, evolution of foods, trends and recipes will be researched along with community services and programs. Students will also explore International cultures and cuisine. Expectations: The students in this course will incorporate problem-solving skills, communication and group cooperation. Researching questions through reading and writing will be a major emphasis. Students will acquire public speaking skills, technology presentation skills, recipe planning, and budgeting and recipe preparation. After leaving this course, they will have developed an appreciation for the culture and cuisine in the region where they live, as well as other cultures in the United States and around the world. Units of Study: ● CSI Project – FACS, Art, Digital Design and Tech Ed. ● Research of Regional cultures and cuisine ● Research of International cultures and cuisine

Department: Technology Education Course Name: Exploring Engineering & Design 9861 Grade: 6 Description: In Exploring Engineering & Design students develop an understanding of the progression and scope of technology through exploratory experiences. In-group and individual activities, students experience ways in which technological knowledge and processes contribute to effective designs, abilities, and skills to create solutions to technological problems. Students participate in design activities to understand how criteria, constraints, and processes affect designs. Brainstorming, visualizing, modeling, constructing, testing, and refining designs provide firsthand opportunities for students to understand the uses and impacts of innovations. Students develop skills in communicating design information and reporting results. This course is a cornerstone for a middle school technology education program. Expectations: Exploring Engineering & Design builds on K–5 experiences and develops student understanding of the scope of technology and the repetitious nature of technological design and problem-solving processes. Likewise, students will be able to communicate their ideas verbally and visually and document the development of their plans through visual representation, journals, and portfolios. Teaming, peer mentoring, and individual actions contribute to student achievements. Students learn how technology, innovation, design, and engineering interrelate and are interdependent.

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Units of Study: ● Technology in Motion: Over time, technological change has had a profound influence on individuals, society, careers, and the environment. These changes are neither good nor bad and can have far-reaching positive and negative impacts. ● Design and Engineering: The engineering design process is a method that is used to solve technological challenges to change and improve products for the way we live. ● Human Exploration: Humans have always had an innate desire to explore past the boundaries of earth to the moon and beyond. To that end, there are many technological, societal, and safety-related challenges that are associated with travel to and habitation of the lunar surface. ● Greenhouse Design: The production and distribution of plant products grown in human-made ecological structures requires understandings from various fields of technology, science, and mathematics. Department: Technology Education Course Name: Invention and Innovation 9871 Grade: 7 Description: Invention and Innovation provides students with opportunities to apply the design process in the invention or innovation of a new product, process, or system. In this course, students will learn all about invention and innovation. They will have opportunities to study the history of inventions and innovations, including their impacts on society. They will learn about the core concepts of technology and about the various approaches to solving problems, including engineering design and experimentation. Students will apply their creativity in the invention and innovation of new products, processes, or systems. Finally, students learn about how various inventions and innovations impact their lives. Students participate in engineering design activities to understand how criteria, constraints, and processes affect designs. Students are involved in activities and experiences where they learn about brainstorming, visualizing, modeling, constructing, testing, experimenting, and refining designs. Students also develop skills in researching information, communicating design information, and reporting results. Expectations: Invention and Innovation builds on K-6 experiences as well as those in Exploring Engineering & Design and develops a student’s understanding of the scope of technology and the repetitious nature of techno logical design and problem-solving processes. Likewise, students participate in engineering design activities to understand how criteria, constraints, and processes affect designs. Students will be involved in activities and experiences where they learn about brainstorming, visualizing, modeling, constructing, testing, experimenting, and refining designs. Students will also develop skills in researching information, communicating design information, and reporting results. Invention and innovation provides the foundation for future studies in the sequence. Students learn how Technology, Innovation, Design, and Engineering interrelate and are interdependent.

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Units of Study: ● Introduction to Invention and Innovation: Invention and innovation are creative ways to turn ideas into real things. ● Core Concepts of Technology: Core concepts; including systems, resources, requirements, optimization and trade-offs, processes, and controls; serve as cornerstones for the study of technology. ● Problem Solving, Design, Troubleshooting, Research and Development, and Experimentation: Core concepts; including systems, resources, requirements, optimization and trade-offs, processes, and controls; serve as cornerstones for the study of technology. ● Let’s Invent and Innovate4. : Innovation is the process of modifying an existing product, process, or system or system to improve it. Invention is a process of turning ideas and imagination into new products, processes, or systems. ● Impacts of Invention and Innovation: Technology, by itself, is neither good nor bad, but decisions about the use of products and systems can result in desirable and/or undesirable consequences. ● Transportation and Space: NASA Human Exploration Project (HEP): Space transportation technologies, which involve physical elements, people, the environment, and other technologies; provide mobility for people and goods. Department: Technology Education Course Name: Systems; How Things Work 9881 Grade: 8 Description: Systems; How Things Work is intended to teach students how technological systems work together to solve problems and capture opportunities. A system can be as small as two components working together (technical system/device level) or can contain millions of interacting devices (user system/network level). We often break down the macro systems into less complicated microsystems in order to understand the entire system better. However, technology is becoming more integrated, and systems are becoming more and more dependent upon each other than ever before. Electronics systems are interacting with natural (i.e., bio) systems as humans use more and more monitoring devices for medical reasons. Electrical systems are interacting with mechanical and fluid power systems as manufacturing establishments become more and more automated. This course gives students a general background on the different types of systems but concentrates more on the connections between these systems. Expectations: Systems; How Things Work builds on K-7 experiences as well as those in Exploring Engineering & Design and Invention and Innovation to develop student understanding of the scope of technology and the repetitious nature of technological design and problemsolving processes. Students participate in engineering design activities to understand how criteria, constraints, and processes affect designs. Students are involved in activities and experiences, where they learn about brainstorming, visualizing, modeling, constructing, testing, experimenting, and refining designs. Students also develop skills in

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researching for information, communicating design information, and reporting results. As the capstone middle school technology education course, Systems; How Things Work provides the foundation for future studies in the technology education sequence. Students learn how technology, innovation, design, and engineering interrelate and are interdependent. Units of Study: ● Technological Systems – How They Work: A system is a group of interrelated components that collectively achieve a desired goal. ● Technological Systems – Issues and Impacts: Data can be collected and analyzed in order to identity positive and negative impacts of a technological systems. ● Technological Systems – Interactions: All technological systems depend on the effective interaction of subsystems to solve problems and extend human capabilities. ● Maintaining Technological Systems: System failures can be prevented through maintenance and corrected through trouble-shooting. ● Technological Systems in the Designed World: the designed world is the product of the design process that provides ways to turn resources into product and systems. ● Space Transportation Systems: Transportation systems are made up of subsystems that must work together. Many processes are necessary for an entire transportation system to operate efficiently. Department: Instructional Technology Course Name: Technology Literacy 9693 Grade: 6 Description: Technology Literacy helps strengthen skills in the following areas: computer fundamentals, Google Apps, Word Processing, Spreadsheet, Presentation, Web Browsing, Multimedia, Database, Communicating Online Expectations: Students in this course will develop their higher-order thinking and technology skills. Students will work on a self-paced, interactive curriculum that teaches students critical technology skills in the context of core curriculum and real world challenges. Students will also create core-curriculum technology projects. They will gain a sense of accomplishment as they exercise critical thinking and build essential technology skills which will help them as they progress through the Middle School years. Units of Study: ● Unit 1: Computer Fundamentals ● Unit 2: Google Docs ● Unit 3: Word Processing ● Unit 4: Spreadsheet

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● ● ● ●

Unit 5: Presentation Unit 6: Web Browsing Unit 7: Multimedia and Database Unit 8: Online Safety

Department: Instructional Technology Course Name: Digital Design 9793 Grade: 7 Description: Digital Design develops four key student skill areas: design, communication, project management, and web authoring. Key skills are developed in a spiral, as each project adds more challenging skills on foundation proficiencies. Projects include spreadsheets, databases, Google Apps, digital photography, video & web design. Each project follows the design cycle process from planning to evaluation. Expectations: The students in this course will learn how powerful technology can be when used as a tool for learning. They will work in a project-based environment as they learn to manipulate data, text, photos and video to help them effectively communicate instructional information. Units of Study: ● Unit 1: Spreadsheet/Presentation ● Unit 2: Google Apps ● Unit 3: Digital Photography/Photoshop ● Unit 4: Video Production ● Unit 5: Web Design Department: Instructional Technology Course Name: Video & TV Production 9893 Grade: 8 Description: Students in this course will develop strong communication and collaboration skills needed to survive in the 21st Century. Video & TV Production will cover all three phases of video production: Pre-production, Production & Post-production. Video and TV Production is an excellent model for application of both content and project-based learning, with the goal of preparing technologically literate students in the area of communication technology. This course will give students an opportunity for intensive research and design during the scripting stages, as well as exciting hands-on work during filming and editing. Expectations: The students in this course will learn about video production in a project-based environment. Students will often work collaboratively on video projects while

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strengthening their skills in writing, critical thinking, communication and organization. Student work will be broadcasted through our school’s video network allowing our students to gain important ownership and pride in the work and their school. Units of Study: ● History of television, legal/ethical issues, idea generation, storyboarding, scripting ● Technical aspects of camera, camera movement (shots & angles), lighting, audio, broadcast equipment ● Principals of video editing, video editing software, production output, media types, distribution, broadcasting

Music/Performing Arts Department: Music Department Course Name: 6th Grade Band 7662 Grade: 6th Description: 6th Grade Band is the third course in the comprehensive band program in the Quaker Valley School District. It is an advanced elementary level performing class. Students are expected to practice their instruments a minimum of four days a week (20-30 minutes). Private lessons are strongly encouraged for all band participants. Students will continue their refinement of basic musical skills (Tone production, music reading, technical facility, and general musicality) through the practice, rehearsal, and performance of complex band music. Students discuss and constructively comment on their own performances and on the performances of the band. The Quaker Valley Bands are considered to be among the best in the Pittsburgh area! Expectations: Classroom Participation Individual Practice Playing Quizzes & Tests ● Scales ● Arpeggios ● Interval drills ● Etudes from Method Book ● Selections from music Concert Participation (Including but not limited too): ● Holiday Concert ● Spring Concert ● Additional School & Community service performances may be added Units of Study: Music Reading ● Advance the students music decoding skills ● Develop knowledge of music notation terms ● Experience additional time signatures/meters in music 54

Perform in additional key signatures (To include concert Bb, Eb, & F Major) Technical Facility ● Learn new fingerings/slide positions/percussion rudiments and reinforce existing skills ● Refine musical style i.e. articulation, dynamics, accents, etc. Tone Production ● Air stream & Embouchure (Winds) ● Grip and Stroke (Percussion) Ensemble Technique ● Balance & Blend ● Intonation ● Listening and Communication ●

Department: Music Department Course Name: 7th Grade Band 7672 Grade: 7th Grade Description: 7th Grade Band is the fourth course in the comprehensive band program in the Quaker Valley School District. It is an intermediate level performing class. Students are expected to practice their instruments a minimum of four days a week (25-30 minutes). Private lessons are strongly encouraged for all band participants. Students will continue their refinement of intermediate level musical skills (Tone production, music reading, technical facility, and intermediate level musicality) through the practice, rehearsal, and performance of complex band music. Students discuss and constructively comment on their own performances and on the performances of the band. The Quaker Valley Bands are considered to be among the best in the Pittsburgh area! Expectations: Classroom Participation Individual Practice Playing Quizzes & Tests ● Scales ● Arpeggios ● Interval drills ● Etudes from Method Book ● Selections from music Concert Participation (Including but not limited too): ● Middle School Band Night (@ QVHS) ● Holiday Concert ● Spring Concert ● Additional School & Community service performances may be added

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Units of Study: Music Reading ● Advance the students music decoding skills ● Develop knowledge of music notation terms ● Experience additional time signatures/meters in music ● Perform in new key signatures (Including concert Bb, Eb, F, & Ab Major + Chromatic scales) Technical Facility ● Learn new fingerings/slide positions/percussion rudiments and reinforce existing skills ● Refine musical style i.e. articulation, dynamics, accents, etc. Tone Production ● Air stream & Embouchure (Winds) ● Grip and Stroke (Percussion) Ensemble Technique ● Balance & Blend ● Intonation ● Listening and Communication Beginning Marching Band Skills ● Instrument carriage ● Beginning Marching Skills Department: Music Department Course Name: 8th Grade Band 7682 Grade: 8th Description: 8th Grade Band is the fifth course in the comprehensive band program in the Quaker Valley School District. It is an advanced intermediate level performing class. Students are expected to practice their instruments a minimum of four days a week (20-30 minutes). Private lessons are strongly encouraged for all band participants. Students will continue their refinement of advanced intermediate level musical skills (Tone production, music reading, technical facility, and advanced intermediate level musicality) through the practice, rehearsal, and performance of complex band music. Students discuss and constructively comment on their own performances and on the performances of the band. The Quaker Valley Bands are considered to be among the best in the Pittsburgh area! Expectations: Classroom Participation Individual Practice Playing Quizzes & Tests ● Scales ● Arpeggios ● Interval drills ● Etudes from Method Book ● Selections from music

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Concert Participation (Including but not limited too): ● Middle School Band Night ● Holiday Concert ● Spring Concert ● Additional School & Community service performances may be added Units of Study: Music Reading ● Advance the students music decoding skills ● Develop knowledge of music notation terms ● Experience additional time signatures/meters in music ● Perform in new keys (Including concert Gm, Cm, C major + Full Range Chromatic scales) Technical Facility ● Learn new fingerings/slide positions/percussion rudiments and reinforce existing skills ● Refine musical style i.e. articulation, dynamics, accents, phrasing, etc. ● Tone Production ● Air stream & Embouchure (Winds) ● Grip and Stroke (Percussion) ● Ensemble Technique ● Balance & Blend ● Intonation ● Listening and Communication ● Beginning Marching Band Skills ● Instrument carriage ● Beginning Marching Skills Department: Music Course Name: String Orchestra 7663 Grade: 6 Description: 6th Grade Orchestra at Quaker Valley Middle School is offered as a continuation of the strings music program begun in elementary school. Students will develop skills as musicians and further study of music theory and notation, history, and performance practice. The mission of the program is to increase awareness of the aesthetic value of music and cultivate an appreciation and understanding that will create a lifelong interest in music making and listening. Expectations: Students in this course will become producers and consumers of music through practice, performance and evaluation. Major emphasis is placed on string technique, reading music, and musicianship.

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Units of Study: ● Instrument care and procedures: bridge care, bow care, cleaning, humidifiers, re-hair, and string care/replacement. ● Proper practice techniques: body position, bow hand, and left hand shape. ● Positions: all instruments will be introduced to performing in a different position. Positions are sensitive to each instrument. ● Tone Quality: student performs with appropriate tone quality. ● Melody: student performs scales up to one flat and three sharps. (Keys of C, G, D, A, and F). ● Rhythm: student performs in 4/4, ¾, and 2/4. ● Note Sequence: student performs selected sequences. ● Music Theory/History: students will recognize and analyze theory elements within their musical studies and discuss compositions and composers in History. Department: Music Course Name: String Orchestra 7673 Grade: 7 Description: 7th Grade Orchestra at Quaker Valley Middle School is offered as a continuation of the strings music program begun in elementary school and continued through 6th grade at the middle school. Students will develop skills as musicians and further study of music theory and notation, history, and performance practice. The mission of the program is to increase awareness of the aesthetic value of music and cultivate an appreciation and understanding that will create a lifelong interest in music making and listening. Expectations: Students in this course will become producers and consumers of music through practice, performance and evaluation. Major emphasis is placed on string technique, reading music, and musicianship. Units of Study: ● Instrument care and procedures: bridge care, bow care, cleaning, humidifiers, re-hair, and string care/replacement. ● Proper practice techniques: body position, bow hand, and left hand shape. ● Positions: all instruments will be performing in a different position when required. Positions are sensitive to each instrument. ● Tone Quality: student performs with appropriate tone quality. ● Melody: student performs scales up to two flats and three sharps. (Keys of C, G, D, A, F and Bb). ● Rhythm: student performs in 4/4, ¾, 2/4, 6/8 and cut time. ● Note Sequence: student performs selected sequences. ● Music Theory/History: students will recognize and analyze theory elements within their musical studies and discuss compositions and composers in History.

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Department: Music Course Name: String Orchestra 7683 Grade: 8 Description: 8th Grade Orchestra at Quaker Valley Middle School is offered as a continuation of the strings music program begun in elementary school and continued through 6th and 7th grade at the middle school. Students will develop skills as musicians and further study of music theory and notation, history, and performance practice. The mission of the program is to increase awareness of the aesthetic value of music and cultivate an appreciation and understanding that will create a lifelong interest in music making and listening. Expectations: Students in this course will become producers and consumers of music through practice, performance and evaluation. Major emphasis is placed on string technique, reading music, and musicianship. Units of Study: ● Instrument care and procedures: bridge care, bow care, cleaning, humidifiers, re-hair, and string care/replacement. ● Proper practice techniques: body position, bow hand, and left hand shape. ● Positions: all instruments will be performing in a different position when required. Positions are sensitive to each instrument. ● Tone Quality: student performs with appropriate tone quality. ● Melody: student performs scales up to two flats and three sharps. (Keys of C, G, D, A, F and Bb). ● Rhythm: student performs in 4/4, ¾, 2/4, 6/8 and cut time. ● Note Sequence: student performs selected sequences. ● Music Theory/History: students will recognize and analyze theory elements within their musical studies and discuss compositions and composers in History. Department: Music Course Title: Chorus Grade: 6th, 7th, 8th 7661 7671 7681 Description: Students will learn a repertoire of two, three, and four part music in various musical styles and genres, to be performed at two concerts throughout the school year. Expectations: Students will improve upon their sight-reading skills using tonal and rhythm solfege exercises. Students will be instructed in the proper technique of choral singing, including breathing, embouchure, posture, voice placement, pitch and blend. Students will develop an understanding of the structure of vocal music, and be able to critically analyze a composition’s texture, tonality, key, mood, as well as its historical significance, if applicable.

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Units of Study: Sight-singing/music reading (daily) ● Rhythm solfege exercises using power point and a projector ● Tonic solfege using power point and a projector, vocal production (daily) ● Breathing ● Support ● Embouchure ● Part singing ● Rehearsing concert music ● Textures in Music ● Key Signatures and Tonality ● Chord Structures ● Listening

Department: Music Course Title: General Music 7660 Grade: 6 Course Description: Students will learn basic techniques of songwriting. Expectations: With the use of the keyboard lab, laptop computer, and Finale Notepad software, each student will write an original musical composition. The students will listen to and evaluate music of other composers, compositions of other students, as well as their own work. All students will arrive at a basic understanding of songwriting. At the end of the nine-week period, each student will take home a “published” copy, as well as an mp3 file, of their work. Units of Study: Melody/Harmony ● Singing rote songs with bass line ● Rhythm solfege exercises using power point and a projector ● Tonic solfege using power point and a projector Introduction to Finale NotePad ● Placing music on the staff ● Playback ● Understanding MIDI ● Saving compositions as MIDI files Introduction to Garage Band ● Importing MIDI files from Garage Band ● Changing/manipulating instruments and tracks ● Adding and/or recording rhythms ● Creating mp3 files Scales and Chords

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Reading, writing, playing C major scale and Primary Chords on the treble staff ● Reading, writing, playing 3 styles of accompaniment Melodies and Melodic Patterns ● Cadences ● Chord progressions, Intervals, chord patterns, passing tones ● Question/Answer method ● Lyrics, syllables, and beats ●

Department: Music Course Name: Music Theory and Appreciation 7973 Grade: 7 Description: In order to strive for musical excellence, Music Appreciation and Theory is a course that will help students meet the Pre-AP requirements. By exposing the students to concepts and ideas that they will see at the High School level, students can reach a higher level of learning. Students will further study music theory, notation, History, ear training and sight singing. Expectations: The mission of the program is to increase awareness of the aesthetic value of music and cultivate an appreciation and understanding that will create a lifelong interest in music making and listening. Units of Study: Introduction to Music Theory and Appreciation ● Who are the consumers and producers of music? How do we better understand their roles in society today? ● Music Theory- Basic elements of music: pitch, rhythm, and simple meter. ● Appreciation- performing media: voices, instruments, listening elements. Scales and Intervals/Middle Ages/Renaissance ● Theory: Diatonic scales, circle of fifths, key signatures, solfeggio ● Appreciation: Development of polyphony, sacred and secular music Major/minor keys and Baroque and Classical period ● Theory: Minor keys: natural, harmonic and melodic. ● Appreciation: Concerto grosso and ritornello form, fugue, opera, sonata form, theme and variations, and the Classical Symphony. Harmony and the Romantic and 20th Century. ● Theory: Harmonic systems in major keys, Roman numeral analysis. ● Appreciation: Romantic Composers and the art song, musical styles 1900-1945,impressionism and symbolism.

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Department: Music Course Name: General Music 7770 Grade: 7 Description: Students will be able to perform and demonstrate basic guitar skills such as playing notes and chords. There will be an exploration into classical guitar, lead, rhythm, and alternative guitar styles. Students will also discover the differences of reading music versus reading TAB. Also, students have a possibility of working in an “ensemble” atmosphere by combining their efforts and performing together as a group. Expectations: Students will be able to perform basic guitar skills by the end of the nineweek period. Units of Study: ● Reading music/reading tab ● The E String ● The B String ● Combining the E and B string ● Introducing the G string ● Playing the G along with the B and E strings. ● Chords- C, G, G7 chords Department: Music Course Name: General Music 7870 Grade: 8 Description: Students will be able to perform and demonstrate basic guitar skills such as playing notes and chords. There will be an exploration into classical guitar, lead, rhythm, and alternative guitar styles. Students will also discover the differences of reading music versus reading TAB. Also, students have a possibility of working in an “ensemble” atmosphere by combining their efforts and performing together as a group. Expectations: Students will be able to perform basic guitar skills by the end of the nine-week period. Units of Study: ● Reading music/reading tab ● The E String ● The B String ● Combining the E and B string ● Introducing the G string ● Playing the G along with the B and E strings. ● Chords- C, G, G7 chords ● Introducing the D string ● Playing with down and up stroke ● Introducing F# on D string and E string ● Introducing the A string ● Introducing the E string

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