2013-2014 exploratory departments - gregory middle...
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Gregory Middle School 2013-2014 Exploratory Departments
The practical application of science, technology, engineering, and
mathematics
Classes: Design and Modeling Automation and Robotics Energy and Environment Manufacturing Technology
In this unit, students begin to recognize the value of an engineering notebook to document and capture their ideas. They are introduced to and use the design process to solve problems and understand the influence that creative and innovative design has on our lives. Students use industry standard 3D modeling software to create a virtual image of their designs and produce a portfolio to showcase their creative solutions.
Students trace the history, development, and influence of automation and robotics. They learn about mechanical systems, energy transfer, machine automation and computer control systems. Students use a robust robotics platform to design, build and program a solution to solve an existing problem.
Students investigate the impact of energy on our lives and the environment. They design and model alternative energy sources and participate in an energy expo to demonstrate energy concepts and innovative ideas. Students evaluate ways to reduce energy consumption through energy efficiency and sustainability.
Students examine and learn material handling processes, safety procedures, and production techniques in the tool shop. Students are given the opportunity to apply mathematic and scientific learning in practical situations. Principles of woodworking, tool use, shop maintenance, and design are used to produce projects that represent both crafts and professional levels of work.
Gregory’s Computer Curricula for 6th, 7th & 8th Grades
Grading Policy
• We don’t take points off for late work
• All work must be turned in by the end of the grading period
• Students can work at home if they have the software available
• They can come in early to work in the lab
• You can link to us through www.edline.net
Computers 1Curriculum • Keyboarding
• Keyboards covered, goal: 30 words per minute with 90% accuracy
• Microsoft Word • Document layout and formatting
• tables, columns, bullets, shapes, Word Art, Clip Art, picture files
• Excel • Spreadsheets, charts & graph comprehension, formulas
• PowerPoint • Principles of design, transitions, hyperlinks, animations
• Publisher • Formatting, designing
• Programming • Using Guido van Robot
Computers 2 Curriculum
• Word: review skills, formatting, designing, inserting sounds
• PowerPoint: slideshows with action buttons
• Excel: Advanced charts & spreadsheets, graph comprehension
• Corel Draw: Designing vector graphics, save as picture files
• Video: Create and edit video footage with Movie Maker
• PhotoShop: Creating and saving animations
• Scratch: Computer programming
• Google Sketchup and Google Earth
Mixed Media Technology
• Audio: Good speaking skills, Mini-speeches, Sounds and music, recordings in Audacity
• Visual: Photography! Good picture taking, Camera Settings, Rules of Photography, Create a Photo Album, Picture editing in PhotoShop, Advertising and Graphic design
• Audio Visual: Shooting video footage using different angles and techniques, creating and editing video, digital storytelling, public service announcements
Advanced Computers
• Computer Programming – Gaming using Scratch
• Website Design/Build – Using Dreamweaver & HTML
• Animation – Keyframe and stop motion
• Databases using Access
Gregory
Music General Music Curriculum
General Music
6th Grade General Music
Quarter-long class
Curriculum is designed to review basic musical
components including the Medieval through
Classical period history, rhythm, melody, listening
skills, composition and basic performance
7th Grade General Music-World Music
Semester-long class
Curriculum builds upon and advances the
concepts and skills from 6th grade, but does so
with a focus on Romantic to Contemporary
music and world cultures
What are our goals for the
general music classes? Our goals for each student include:
To discover, appreciate, and value his/her talents, the talents of others, and the beauty of all types of music
To understand tone production of many instruments, music theory, composition, and improvisation
To perform music on different instruments
To experience self-fulfillment as he/she communicates with others through music
To instill a life-long enjoyment and appreciation of music long after leaving Gregory Middle School
What will students be doing
specifically in the music
classes?
Listening to a wide variety of music
Learning how to critique, describe and
reflect on what they have listened to
Appreciating music from other time
periods and cultures
Composing and performing music in a
variety of different styles and forms
How will students be assessed
in General Music?
40% Class Participation and Group Work
20% In Class Notes, Worksheets and
Quizzes
20% Original Compositions and
Performances
20% Listening Logs
Congratulations! Through
music, you have given your
student an edge for success! University of Michigan Richard H. Shaw Jr., Director of Admissions
Intellectual leaders from Plato to the present have recognized the importance of the arts to a thriving civilization. The University of Michigan joins these leaders in recommending the arts because of their humanizing influences, their demands for self-discipline, their abilities to evoke idealistic dreams that transcend everyday issues, their effectiveness in reflecting the achievements of diverse peoples, and their capacities to stimulate that
most important of all intellectual abilities: creativity.
Perhaps in no past era of our increasingly global civilization have these qualities been more sorely needed than they are today. The University of Michigan is a community rich in varied artistic achievements, and we are
especially pleased to consider applicants whose backgrounds synchronize with artistic values.
Please Contact Me if You
Have Questions!
Chorus and General Music:
630-428-6300 x8784
Thank you!
Learning Targets
I can… At least one goal for each class
Example? Demonstrate sewing safely using
a sewing machine
6th Grade Learner Outcomes
• Describe proper kitchen and food sanitation practices
• Demonstrate kitchen safety • Understand the importance of eating healthy and
exercising regularly • Demonstrate the skills necessary for following
recipes • Model responsible behavior for self and as a
caregiver • Apply basic hand sewing skills
Here’s how we do it….
• Childcare/Home alone skills
• Smiley Face Hand sewing Project
• Going Green!
• MYPlate
• Kitchen Basics
• Foods Labs
– No nuts! Very accommodating to dietary restrictions
7th Grade Learner Outcomes
• Understand safety in the sewing lab
• Demonstrate proper use of small sewing equipment
• Apply basic laundering skills when caring for clothes
• Demonstrate basic hand sewing stitches
• Apply machine sewing skills to create projects
• Make food choices following the dietary guidelines
• Apply informed consumer knowledge for food choices
• Recognize global influences in food choices
Here’s how we do it…..
• Semester class (9wks Sewing/9 wks Foods)
• BOXERS
• Laundry – take home assignment
• Nutrition
• Menu development
• Kitchen Basics
• Foods Labs
8th Foods Learner Outcomes
• Understand the role and function of each nutrient • Recognize foods and food customs that are common among cultures • Properly handle food • Identify and correct potential kitchen hazards • Demonstrate proper food preparation procedures • Identify the health benefits of whole grain foods, vegetables, and fruits • List the nutrients found in milk products • Understand the difference between complete and incomplete proteins • Recognize the differences between saturated and unsaturated fats • Demonstrate the different methods of bread baking • Recognize the benefits of meat, poultry, and fish • Identify food related careers
Here’s what we do…
• Safety – kitchen, knife, food
• Nutrition through food segment
• Foods Labs 2x’s per week
• Cooperative Learning groups
• 1 Research project
• Computer lab
8th Grade Sewing Learner Outcomes
• Describe how natural and manufactured fibers differ • Identify and explain the use of small sewing tools and equipment • Demonstrate correct operation of a sewing machine • Define common clothing construction terms • Demonstrate and explain how to complete basic construction
details • Interpret information given on a pattern • Use body measurements to choose correct pattern size and basic
alterations • Apply construction techniques with proficiency to other projects • Identify textile and fashion related careers
Here’s What We Do….
• Fibers
• Consumerism
• Sewing Skills
• Projects
• Hand sewing project
• Self evaluation
In conclusion….FACS classes are: Hands ON! Project based Using 21st Century Skills Cooperative
Collaborative Communication Creativity Organization Problem Solving Self Direction/Social Responsibility Technology Fluent
Check out our website! http://gregoryfacs.blogspot.com/
Mrs. Burnopp
Ms. Martha Bouchard
Room 8
2013.2014
6th Grade Health
• HEALTH
• WELLNESS
• What is the difference?
• What do they mean to you?
Types of Relationships
Peer Pressure
The 3 C’s
Communication
Cooperation
Compromise
• Communicable • Immune System
• Barriers
• Pathogens
• Causes/Prevention
Drug Classifications
Drug use/misuse & abuse
OTC
Tobacco
Inhalants
Resistance Skills
Nutrients
Choose My Plate
Food Labels
Portion size
Adolescence
Puberty
Personal Hygiene
Reproductive Systems
7th Grade Health
Advocacy
Decision Making
Safety Precautions
ThinkFirst Injury Prevention Program
Bullying
Conflict resolution
Self Esteem/Self Concept
Body Image
Stress/Anger
Types of Mental Health Disorders
Alcohol, Marijuana,K2, Prescription Drugs
Gateway Drugs
Resistance Skills
Obesity Prevention
Personal Evaluation
Non-Communicable Disease prevention
Eating Disorder Consequences
Fertilization
Reproductive System
Stages of Pregnancy
Abstinence
Unplanned Pregnancy
8th Grade Health
Goal Setting
S.M.A.R.T Goals
Abuse/Harassment Prejudice/Hate Healthy vs. Unhealthy Relationships
Suicide/Depression
Stages of Grief
Self Esteem/Self Concept &
Body Image
Treatment & Support
Stimulants
Depressants
Narcotics
Club Drugs
Hallucinogens
Resistance Skills
Treatment/Support
Abstinence
STIs – STDs
Consequences
Resistance Skills
AMPLIFY Program
Gregory
Music
Performing Ensembles
Band, Orchestra and Chorus
Each ensemble meets for a full period every day (this provides extensive growth and musical development compared to the once-a-week offering)
Band and Orchestra students also attend lessons (Technique Class)
Students may be in Band and Chorus or Orchestra and Chorus (Combo)
Co-curricular Opportunities
As a result of the skills acquired in 5th
grade and daily rehearsals in 6th grade,
many students are ready to perform in
extra ensembles that meet outside of the
day. These are a wonderful part of our
program and are often the favorites of
the students!
Some groups are formed by auditions,
some are open to all students
Co-curricular Offerings Band: Wind Ensemble, Jazz Ensemble, Jazz
Band, Clarinet Choir, Flute Choir, Chamber Groups
Orchestra: Select Strings, Pioneer Fiddlers, Chamber Groups
Chorus: Concert Choir, Men’s Ensemble, Mixed Ensemble
Students must be enrolled in curricular ensembles to be in any of the extra groups except for Men’s Ensemble.
On the Path to Neuqua and
Beyond
All of our courses and ensembles are part
of a continuous program that is preparing
students for the nationally acclaimed
music program at Neuqua Valley.
A comprehensive education in the Fine
Arts also equips your son or daughter with
the 21st Century Skills that will give them
the competitive edge for college
admissions and successful careers
Please Contact Us if You Have
Questions!
Band: [email protected] or
Orchestra: [email protected] or
Chorus and General Music:
Thank you!
WELCOME
TO
GREGORY Home of the Pioneers
Gregory Middle School
Physical Education
It is our goal that
our students
become life-long
learners and life-
long participants.
Then and Now P.E.
Then Captains chose
teams
Team Sports only
Dodgeball
Separate Boys and
Girls P.E.
Now Teacher created
teams
Fitness Based
Curriculum
Fitness Center
Co-Ed classes
Our Grading System
50% Effort and Participation
10% Written Tests
15% Run Day
15% F.I.T.S. Units
10% Fitness Center
Gregory
P.E. Curriculum
50% F.I.T.S. Fitness
Integration
Through
Sport
50% Fitness
F.I.T.S. Units Speedaway
Soccer
Touch Football
Basketball
Volleyball
Team Handball
Pickleball
Inline Skating
Badminton
Line Dancing
Softball
Kickball
Run Day-Fall
33/4 Laps= 1 mile
22 minute activity
6 laps = A 20 points
5 1/2 laps = B 17 points
5 laps = C 15 points
4 1/2 laps = D 13 points
4 or less = F 0 points
Fitness
Activities/
Topics
Weight Training
Calisthenics
Step Aerobics
Jump Rope
Fitness Circuits
Fitness Games
F.I.T. Formula
Fitness Components
Target Heart Rate
Competitive vs. Recreational
When possible, we offer a choice in the
level of play: Competitive & Recreational
We try to allow students to work within
their comfort zone or ability level.
No Dress Policy
In order to fully participate, students are expected to dress in their Physical Education uniform on a daily basis. This consists of:
– A gray t-shirt
– Shorts, sweats or running pants (no jean material)
– Rubber soled athletic shoes (no heels)
– In the spring and fall it is suggested that students have a sweatshirt or light jacket for class.
No Dress Consequences
For every 3 times a student is not prepared for class, the student’s grade is lowered by one letter grade.
Contact Information Girls P.E. Office
– 428-6300
– x9346
– x9347
Boys P.E. Office
– 428-6300
x9343
x9345
We look forward to a great year!
GMS P.E. Staff
Sra. Rhodes, Sra. Pautlitz,
Mme. Nemeth
Avancemos/Bon Voyage: Textbook and Workbook
2 year program 7th grade: Avancemos Book IA Units 1-3 8th grade: Avancemos Book 1 Units 4-6 7th grade: Bon Voyage Book Units 1-5 8th grade: Bon Voyage Book Units 6-10 Freshmen: Spanish II/French II AP class available in high school
Students will be able to:
Develop a base of common words /phrases
Grammar and sentence syntax
Prepositions of locations
Verb conjugation
Daily schedules and time
Describe classes and school
Students will be able to:
Continue to develop vocabulary
Grammar and sentence syntax
Describing family and pets
Verb conjugation in present and past tense
Ordering in a restaurant
Shopping in a clothing store
Transportation
Ordinal numbers
Healthy habits
Students have a variety of ways to practice the language including the website: www.classzone.com. (We already showed the students how to use this website.)
Students also have a username and password to access their online textbook, workbook, and resources.
We encourage your child to use classzone.com as daily supplement in addition to their homework.
www.gmsspanish.weebly.com is a way to check your child’s homework assignments and access study guides for tests.
Students have a variety of ways to practice the language including the website: www.glencoe.com.
Students also have a code to access their online textbook, workbook, and resources.
Analysis of the American College Test (ACT) scores of 17,451 students applying for college admission between 1981 and 1985 found that high school students who studied a foreign language consistently scored higher on ACT English and mathematics components than did students who did not study a foreign language in high school.
Olsen, S.A., Brown, L.K. (1992). The relation between high school study of foreign languages and ACT English and mathematics performance. ADFL Bulletin, 23(3), from ERIC database.
Third-grade students from were randomly assigned to receive 30-minute Spanish lessons three times a week for one semester. These lessons focused on oral-aural skills and were conducted entirely in Spanish. Students in the Spanish classes scored significantly higher than the group that did not receive Spanish instruction in math and language on the Metropolitan Achievement Test (MAT).
Armstrong, P. W., & Rogers, J. D. (1997). Basic skills
revisited: The effects of foreign language instruction on reading, math, and language arts. Learning Languages, 2(3), 20-31.
Thank you for attending tonight! We are looking forward to making this year a success!
ART
GREGORY
MIDDLE SCHOOL
Mediums Used
Drawing Painting Sculpture Pencil Watercolor Paper
Mache
Colored Pencil
Acrylic Metal Tooling
Ink Wire
Oil Pastel Paper
Printmaking
21st Century SKILLS
• Critical Thinking/Problem Solving • Creativity/Innovation • Communication/Collaboration • Research • Flexibility/Adaptability • Initiative/Self Direction • Social/Cross Cultural • Productivity/Accountability • Leadership/Responsibility
Grading
Project Grades: 50 points
Exercises: 25 points
Daily work: 25 points/week
Daily clean up: 25 points/week