exploratory curriculum night
TRANSCRIPT
Exploratory Curriculum NightAugust 27, 2015
7:00-8:30pm
Instructional Technology
Essential Technology, Creative Technology and Tech Revolution
Essential Tech
Document formatting, presentations, spreadsheets/graphs
Intro to computer programmingCollaborative work using Google Drive
Creative Tech
Programming in ScratchVideo and audioData analysis
Tech Revolution
Internet of Things Intro to Computer ScienceSoftware development – mobile, web and gaming
Digital Media curriculum
I Don’t move (Photography & Images)Elements of composition, picture taking, editing
Creating and manipulating drawings
Can you hear me now? (Audio)Create and edit audio, record and deliver effective
messages, mix speech, sounds and music
Tech on the Move (Motion Pictures)Watch and critique movie clips
Create and edit: movie, PSA, animation, stop motion
Digital Media Curriculum
WebsitesEffective design layouts, key elements
Create a multi-page template-based website featuring images, audio, motion pictures
Final AssessmentMarketing campaign: integrating images, audio,
motion pictures, website
Working individually and collaboratively
The practical application of science, technology, engineering, and
mathematics
Classes:Design and ModelingAutomation and RoboticsEnergy and EnvironmentManufacturing Technology
Students apply the design process to solve problems and understand the influence of creativity and innovation on their lives. Students work individually and in teams to design, build, and test various projects and activities. Students use design software to create virtual images of designs and showcase innovative 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 build, test, and evaluate functional models of energy sources such as solar and wind power. 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.
Ms. Beauregard
Art II – Semester Various mediums & projects
Design & Sculpture– Semester Principles & Elements of ArtMore Choice Based Art
Drawing & Painting– Semester Advancement of Drawing & Painting Techniques
• Creative thinking• Problem Solving• Dealing with mistakes• Passion for making• Expressing their ideas
LinesColor
ValueShadingTexture
DRAWING & PAINTING
WatercolorAcrylic
PencilColored Pencil InkOil Pastel
DRAWING & PAINTING
Paper MacheAcrylicClay (sculpture)
Colored PencilMarkerPaper (collages,
mosaics)
ART I & ART II
Goals and ObjectivesEach art project will highlight or focus on one or more of the following goals.
Know the language of the arts.• Understand the sensory elements, organizational principles and expressive qualities of
the arts.• Understand the similarities, distinctions and connections in and among the arts.
Through creating and performing, understand how works of art are produced.• Understand the processes, traditional tools and modern technologies used in the arts.• Apply skills and knowledge necessary to create a work of art.
Understand the role of the arts in civilizations, past and present.• Analyze how the arts function in history, society and everyday life.• Understand how the arts shape and reflect history, society and everyday life.
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• Apply basic hand sewing skills• Identify practical consumerism skills
Here’s how we do it….
• Cooperative Learning Hand sewing Project within a marketing unit
• Culinary Procedures• Foods Labs (from scratch with “real” food)• Nutrition, nutritional labeling• Specialty diets
– No nuts! Very accommodating to allergies and 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, Textiles, Design• Consumerism • Sewing Skills• Projects • Hand sewing project• Self evaluation
In conclusion….FACS classes are:Hands ON!
Project basedUsing 21st Century Skills
Cooperative CollaborativeCommunicationCreativityOrganizationProblem SolvingSelf Direction/Social ResponsibilityTechnology Fluent
Enhancing Core CurriculumMath SkillsReading SkillsProblem Solving Skills
Check out our website! http://gregoryfacs.blogspot.com/
Health Education Curriculum
Mrs. Burnopp, Ms. Bouchard, Ms. DeWyze2015-2016
Curriculum Overview
6th Grade Health
Total Health – 6th
• Health/Wellness Triangle
• Safety & Choices
Healthy Relationships - 6th
• Types of Relationships• Peer Pressure• The 3 C’s
• Communication• Cooperation• Compromise
Disease – 6th• Communicable Diseases
• Immune System• Barriers• Pathogens• Causes/Prevention
A.T.O.D. – 6th
•Drug Classifications
•Drug use/misuse & abuse
•OTC/Prescription
•Tobacco
•Inhalants
•Resistance Skills
Healthy Eating – 6th
• 6 Essential Nutrients
• Choose My Plate
Reproductive Wellness – 6th
•Adolescence
•Puberty
•Personal Hygiene
Curriculum Overview
7th Grade Health
Total Health – 7th
• Advocacy
• Decision Making
• Safety Precautions
ThinkFirst Injury Prevention Program
Healthy Relationships – 7th•Bullying
• Healthy Responses
•Conflict resolution
Emotional Empowerment – 7th
• Self Esteem/Self Concept
• Body Image
• Stress/Anger
• Types of Mental Health Disorders
A.T.O.D – 7th
• Alcohol, Marijuana,K2, and Prescription Drugs
• Gateway Drugs• Resistance Skills
Healthy Eating – 7th
• Review Nutrients
• Food Labels
• Personal Evaluation
• Non-Communicable Disease prevention
Reproductive Wellness – 7th
• Intercourse/Fertilization
• Reproductive System
• Pregnancy
• Abstinence
Curriculum Overview
8th Grade Health
Total Health – 8th
•Goal Setting•S.M.A.R.T Goals•Independent Book
Healthy Relationships – 8th
• Abuse/Harassment
• Prejudice/Hate
• Healthy vs. Unhealthy Relationships
Emotional Empowerment – 8th
• Suicide/Depression
• Stages of Grief
• Self Esteem/Self Concept &Body Image
• Treatment & Support
A.T.O.D – 8th
Gateway DrugsStreet DrugsClub DrugsResistance SkillsTreatment/Support
ReproductiveWellness – 8th
• Abstinence• Relationships• STIs – STDs• Consequences• Resistance Skills
Staying Connected
• GMS Site• Faculty & Staff• Click on teachers name
• Google Classroom
Gregory Music
Curricular Ensembles Band, Orchestra and Chorus Each ensemble meets for a full period every day Students may be in Band and Chorus or Orchestra and
Chorus (Combo) Band and Orchestra students also attend lessons
(Technique Class)
How is my student graded? Music class grades are based on skill and technique
acquisition as assessed in technique class AND large ensemble.
Performances are required as they are culminating events of units of study. Each student has already received dates for the entire year.
Daily participation and effort Classwork/Homework
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 All students may participate in annual Solo and Ensemble
Festival on February 20th.
Students must be enrolled in curricular ensembles to be in any of the extra groups except for Men’s Ensemble.
6th Grade General Music Quarter-long class with main goals being:
Acquire the tools needed to intelligently listen, identify and evaluate music.
Understand the role music plays in our culture and in the cultures of others.
Identify origins of common music in our society
This will be done through a variety of listening opportunities, projects, in-class assignments and homework assignments.
On the Path to Neuqua and Beyond All of our courses and ensembles are part of a continuous
K-12 curricular 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.
How to help your musician grow: Help them to create a specific time for their music
learning at home. Help them get to and from rehearsals in a timely fashion. Insist a high level of preparation and participation! Above and Beyond: Private lessons go a long way!
Frequently Asked QuestionsMy child is frustrated with learning an instrument. How can I help them through this stage?How often should my child be practicing their instrument?How does being a combo student look?
Combo Students Attend chorus or band/orchestra on specific dates. Given calendar at the beginning of each quarter Must sign out for technique 24 hours in advance
Congratulations on Growing Your Musician!
BAND [email protected][email protected]
[email protected][email protected]
CHORUS [email protected]
GENERAL MUSIC & BAND [email protected]
Let us know how we can help!
Additional information is available at
www.gregorybands.weebly.com
www.gregoryorchestras.weebly.com
www.gregorychorus.org
WELCOME TO
GREGORYHome 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.
ThenCaptains chose teamsTeam Sports onlyDodgeballSeparate Boys and Girls
P.E.
NowTeacher created teamsFitness Based CurriculumFitness CenterCo-Ed classes
Spark by Dr. John RateyHarvard University“Active Students Learn Better”Brain Breaks during PARCC“Motion is Lotion”
Our Grading System50% Effort and Participation10% Written Tests15% Run Day15% F.I.T.S. Units10% Fitness Center
Gregory P.E. Curriculum
50% F.I.T.S.Fitness Integration
ThroughSport
50% Fitness
F.I.T.S. Units Speedaway Soccer Touch Football Basketball Volleyball Team Handball Pickleball Inline Skating Badminton Line Dancing Floor Hockey Kickball Flickerball
Fitness Activities/
Topics
Weight Training Calisthenics Step Aerobics Jump Rope Fitness Circuits Fitness Games F.I.T. Formula Fitness Components Target Heart Rate Yoga
FITNESS CENTER
TreadmillsEllipticalsStationary Bikes
Recumbent BikesSpin BikesStair Steppers
Run Day-Fall33/4 Laps= 1 mile22 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
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.
TYPICAL WEEKLYSCHEDULE IN P.E.
Monday- East Gym Sport Unit Tuesday- West gym fitness related activity/test Wednesday- Fitness Center Thursday- Run Day Friday- Combination Day, usually sport activity involving 2
or 3 classes
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.
FAQ
Showering-NO Deodorant? YES!!! Cologne/Perfume-NO Last Name on Shirt Front and Back Name in waistband of shorts Lost and Found Locker Room Security Conversations to have with your student
Contact InformationGirls P.E. Office
– 428-6300– [email protected]– x9346– [email protected]– x9367
Boys P.E. Office– 428-6300
[email protected] x9343 [email protected] x9345
We look forward to a great year!
GMS P.E. Staff
Spanish, WLAC, Study SkillsSra. Rhodes, Sra. Klein. Srta. Lupo
Overview Avancemos: Textbook and Workbook
2 year program-novice level 7th grade: Avancemos Book IA Units 1-3 8th grade: Avancemos Book 1 Units 4-6 Freshmen: Spanish II Spanish IV is now a Honors course at Neuqua. AP class (Spanish V) available in high school
7th Grade Spanish Students will be able to:
Develop a base of common words/phrasesGrammar and sentence syntax Prepositions of locations Verb conjugation Daily schedules and time Describe classes and school
8th Grade Spanish Students will be able to:
Continue to develop vocabularyGrammar and sentence syntax Describing family and pets Verb conjugation in present and past tenseOrdering in a restaurant Shopping in a clothing store TransportationOrdinal numbers Healthy habits
Additional SpanishInformation
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.
Google Classroom is a way to check your child’s homework assignments.
World Languages and Cultures
Quarter Class Explore with four languages and cultures that are taught in
the high school Spanish French
German Chinese
Daily activities and in-class assignments that pertain to the cultures and languages.
Some of the concepts we cover in the languages: Alphabet
Greetings Numbers Culture assignments example: Día de los Muertos
Study Skills Students learn skills and strategies that they are able to
apply in their classes.
The units: Active Listening
Study Strategies
Organization
Time Management
Test Taking
Students have a study skills portfolio that contains all of the activities, strategies, and in-class practice activities throughout the quarter. At the end of the quarter, they review it with their teacher and take it home with them to show parents.
¡Gracias!
Thank you for attending tonight! We are looking forward to making this year a success!