Lake Forest Country Day School
GRADE 7 Curriculum UPPER School
LAKE FOREST COUNTRY DAY SCHOOL A co-educational independent school for students age 2 through Grade 8, graduating students of strong character with a passion for learning since 1888.
Upper School Curriculum (Grades 5–8)
Overview The Upper School experience at Lake Forest Country Day School offers a challenging, yet engaging curriculum coupled with the skills needed to flourish in a twenty-firstcentury world. The Upper School curriculum reflects high academic standards, and our faculty is dedicated to giving each student the opportunity to discover his or her academic, social, creative, and physical strengths. Because social and academic skills are inextricably linked, we strive to create a supportive, respectful, and safe atmosphere where students can explore interests, take responsible risks, and develop academic skills and knowledge. Dedicated faculty members work together in our state-of-the-art facility to create an engaging curriculum, rich with opportunities for deeper thinking as students develop key twenty-first-century skills: communication, collaboration, character, creativity, and critical thinking. We aim to help students grow in self-awareness and self-discipline so they can manage increasingly challenging coursework. Each student has an advisor to whom he or she can turn for assistance. A middle school social worker is also available to provide students with strategies that help the transition or aid in negotiating friendship dynamics as students mature and explore new interests.
STUDENTS BENEFIT FROM §§ The School's strong commitment to offering excellent academic preparation in all subjects and opportunities to participate in extracurricular arts and athletics programs. §§ An emphasis on twenty-first-century skills, including information literacy, the productive use of technology tools, and digital citizenship. §§ Our emphasis on character development and various delivery systems for social and emotional learning creates an environment in which core competencies (self-awareness, self-management, relationship skills, social awareness, responsible decision-making) are activated.
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§§ A faculty who understands brain and child development and works collaboratively to engage students in a variety of learning experiences that encourage making connections, building understanding, and taking ownership of learning. §§ A commitment to experiential learning where students’ learning is enriched with field trips to Lake Forest Open Lands, the symphony, the theater, and a variety of historic sites. §§ A compassionate school environment that values personal responsibility, diversity, and openness to different points of view. §§ Expert assistance with the transition to selective high schools.
TEaching Philosophy Knowing the students we teach—individually, culturally, and developmentally—is of utmost importance to us. We also believe in the importance of getting to know their families. We value the input of parents as the child’s first teacher, beginning with advisor intake calls prior to the start of school when parents share their knowledge of and hopes and dreams for their child. Two important beliefs are at the heart of our teaching philosophy: first, the social curriculum is inextricably linked with the academic curriculum; and, second, how students learn is as important as what students learn. Upper School faculty shares a commitment to the following teaching and learning practices:
CHARACTER DEVELOPMENT Strength of character is emphasized and developed through social-emotional skill-building in the advisory curriculum, opportunities for leadership and service, and through the disciplinary system. AUTHENTIC WORK OF THE DISCIPLINES The curriculum emphasizes academic work that requires critical thinking, problem solving, and collaboration, and has real-world applications. DIFFERENTIATION Teachers focus on each individual student’s learning style and make adjustments as needed to provide support or additional challenge.
Character Development Character education at LFCDS begins in the Early Childhood Program. As appropriate, children are introduced to terms that refer to specific “Habits of Mind,” such as persistence and empathy. As students move through the Lower School, their understanding of the various Habits of Mind deepens, and many opportunities are given both inside and outside the classroom to demonstrate increased social emotional skills.
EXPERIENTIAL LEARNING Students enjoy opportunities to engage in handson activities and role-play experiences that help them understand abstract ideas. UNIFYING CONCEPTS Ideas are introduced in the context of central unifying concepts or themes to help students recognize and remember connections in what they are learning in different disciplines. ACADEMIC RIGOR Teachers and students share responsibility for pursuing learning goals that are challenging yet attainable and position the student for future academic success.
Upon entering Upper School, each student is paired with an adult advocate. As his or her advisor, this faculty member takes on numerous essential roles, including being a guide for academic growth, executive functioning, social-emotional learning, and character development. Each student is placed in a small advisory group consisting of eight to ten students who meet two to three times per week. During these sessions, students are engaged in activities related to empathy, communication, social cruelty, emotion management, and problem solving. Students also participate in teambuilding activities related to collaboration, diversity,
UPPER SCHOOL
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“Until recently, most economists and psychologists believed that the most important factor in a child’s success was his or her IQ. This notion is behind our national obsession with test scores. But the scientists whose work I followed for How Children Succeed have identified a very different set of skills that they believe are crucial to success. They include qualities like persistence, curiosity, conscientiousness, optimism, and self-control. Economists call these non-cognitive skills. Psychologists call them personality traits. Neuroscientists sometimes use the term executive functions. The rest of us often sum them up with the word character.” —Paul Tough, Author of How Children Succeed: Grit, Curiosity, and the Hidden Power of Character respect, trust, and sensitivity. Finally, each advisor plans age-appropriate lessons throughout the school year such as movie discussions, study skills, test-taking strategies, and leadership skills. At LFCDS, we espouse certain core values—excellence, partnership, responsibility, participation, and diversity. So, for us, ‘strong character’ means acting in accord with these five values, which is what students and families agree to do by joining our school community. The School’s character education efforts, therefore, are designed to help students recognize examples and lapses of these values in action and to
develop the social-emotional skills needed to make behavioral choices consistent with what the school community recognizes as important.
Authentic Work of the Disciplines At LFCDS, we emphasize authentic learning experiences—ones that reflect critical thinking, problem solving, collaboration, and real-world applications. In order to prepare students for a university education, a meaningful career, and life in general, we work to develop students’ deep understanding of content and issues and ask them to demonstrate their new learning, not just recite it. The authentic work of real-world learning experiences enables students to develop important lifelong skills and to view their education as relevant and connected to the larger world. So what does this look like at LFCDS? After reading The Phantom Tollbooth, fifth-grade students discuss the three-dimensional world and properties of space figures in math class. They then create a two-dimensional net pattern from which they are able to construct a dodecahedron model. On each of the faces, students create questions and share facts from the story. In sixth grade, students create structural models of town buildings and test them for strength and durability by
OUTDOOR EDUCATION Lake Forest Country Day School’s Outdoor Education Program is designed to promote a positive and supportive atmosphere by heightening students’ awareness of and concern for others. This program provides a unique opportunity for teachers and students to become acquainted outside the classroom and to respond to and learn from the needs of others by working in a broader community. The program supports the School’s mission of producing students who have strong character and are responsible citizens. These goals are pursued through fifth-grade collaborative group activities and team building exercises, sixth- and seventh-grade camping experiences, and a four-day eighth-grade trip to Washington, DC. Numerous field trips to sites in Wisconsin, Chicago, and Springfield also enhance and enrich our School’s goal to provide students with ongoing opportunities for the development of collaboration and team-building skills.
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recreating hurricane-like winds using fans. Seventhgrade students reenact a traditional, unified musical piece from an African drum circle using only nonverbal communication. Eighth-grade student groups build, analyze, and test their own roller coasters based on advanced physics principles. Learning experiences like these offer intellectual challenge, build work habits of persistence, metacognition, and accuracy, and engage students in the kinds of creative and critical thinking that will serve them well throughout their lives.
STEM+ AT LFCDS
Differentiation
In the Upper School, STEM+ education is integrated through a series of project-based, semester-long classes, one for each grade level. Some of these units are new to the LFCDS curriculum; some are existing components of our current math and science programs. In the fifth grade, for example, students will design video games, with the goal being to foster critical twenty-first century skills such as systems thinking and digital media literacy. Seventh-grade students will work together to design, build, and test CO2 dragsters, with a design process that teaches them to identify problems, research and develop solutions, and ultimately redesign their vehicles based on feedback. A new addition is the sequence of a computer generated design, balsa wood model, and actual building of a conservation building. In each grade-level course, the goal is to prepare middle school students for the advanced courses that await them in high school—with the added benefit of giving students the confidence to ultimately pursue a career in one of these fields later in life.
Differentiation is the process of matching instruction to varied students and their interests and needs. It is a cornerstone of high-quality teaching and learning and a practice that pervades LFCDS. We pride ourselves on our ability to deeply know our students as learners and to think outside of the box when it comes to approaching their learning in the most appropriate and effective ways. This is responsive education. Students who exhibit academic talent may participate in Illinois Regional Math Counts Competition, LEGO Robotics Tournaments, or write articles for the latest edition of our School’s newspaper. Those children who require additional support may receive in-class individual and small-group assistance or instruction offered through our Learning Services department. Ongoing assessment enables us to efficiently and flexibly encourage our students’ interests and to meet their academic and developmental needs.
Experiential Learning What adolescent wouldn’t want to design and build a bridge and test it for integrity and strength? Or research data that inspires them, and create their own formula for predicting trends based on algebraic knowledge of linear equations? Perhaps even write his or her own music and lyrics using the latest MIDI technology? Experiential learning occurs when
STEM+ (Science, Technology, Engineering, Mathematics) education is designed to incorporate technology, engineering, and design thinking across the curriculum. A STEM+ curriculum encourages problem solving, discovery, exploratory learning, and challenges students to actively engage a problem using an emphatic lens in order to find a solution. Identification of the problem is the first step in determining solutions. This process is critical to the development of high-level problem solving and will prepare students to become global leaders.
students investigate and gain understanding through their play. An excellent instructional strategy to engage the whole child—cognitively, socially and emotionally, physically, and creatively—experiential learning allows students to learn by doing: creating, constructing, planning, solving problems, and collaborating. LFCDS teachers carefully craft experiential, hands-on learning activities that will tap students’ interest and engagement and then allow for independent thinking, open-ended responses, student choice, and rich understanding. Creative thinking and academic rigor can occur simultaneously!
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Unifying Concepts Knowing how students learn best, we developed middle school curricula around unifying concepts that build upon and connect to each other. For example, the eighth-grade social studies curriculum is taught using a theme-based approach rather than sequentially. Units include War and Peace, Manifest Destiny, Expansionism, National Politics & the Presidency, African American Studies, and Reconstruction; all afford students the opportunity to make continuous connections while learning historical facts in context. Similarly, world language courses offer students engaging activities and applicable units of study based on culture, food, clothing, art, and notable destinations. Spiraling concepts by theme allows students learning Spanish, French, and Mandarin Chinese to apply previously learned structure while identifying and utilizing new vocabulary. At the same time, each grade level represents a new layer of unifying concept that enriches and broadens students’ understanding of it and its application in varied contexts. Unifying concepts are integral to ensuring that students make connections within and across disciplines and topics and, as a result, comprehend their learning experiences more deeply.
Academic Rigor Rigor at LFCDS targets specific goals for both teachers and students. Teachers develop curricula that are rich with varied and intentional challenges.
LFCDS faculty: §§ Set high, yet attainable, expectations. §§ Establish learning objectives that are clear and measureable. §§ Assess student understanding formally and informally. §§ Employ technology and varied resources. §§ Give students clear, meaningful feedback to encourage positive work.
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§§ Ask a range of questions and target synthesis. §§ Vary learning experiences to include some of the following: multi-sensory materials, kinesthetic activity, technology/media, visual aids, and inquiry-based labs. §§ Provide students opportunities to work collaboratively. §§ Assign relevant homework with opportunities for summarization, questioning, reflection, and/or analysis.
Students responding to rigorous curricula: §§ Demonstrate investment in and ownership of the learning process. §§ Set reasonable and attainable goals in recognition of their own strengths and challenges. §§ Advocate for themselves and their own learning. §§ Engage in class discussions and activities. §§ Complete assignments thoughtfully and carefully. §§ Show curiosity by asking pertinent and thought-provoking questions. §§ Seek answers using a variety of reliable sources. §§ Apply knowledge, skills, and concepts independently. §§ Make connections to previously learned concepts and skills. §§ Transition beyond rote memorization and restatement of facts to demonstrate depth of understanding. §§ Think critically.
COMMUNITY SERVICE The LFCDS Community Service program is a manifestation of the School’s commitment to responsible citizenship and its dedication to producing students of strong character. The Community Service program affords students an opportunity to respond to and learn from others by providing service to those in need in the broader community. The program offers a wide variety of service environments from which to choose and encourages family participation. Emphasis is placed on the development of an independent desire to serve others. Beginning in Lower School, class- or grade-level service projects are adopted as they arise through curriculum integration. This approach to service continues through sixth grade and is enhanced by many other service projects supported by the entire School. The development of social, environmental, and community consciousness becomes more individualized in seventh and eighth grade. At this point, each student researches and selects projects that are personally meaningful to him or her and that emphasizes the duty of giving back to the community. By reaching outside of the LFCDS family to give service to others, students are exposed to the greater needs beyond their day-to-day school life. Past community projects have benefited the environment, wildlife, the hungry, the sick, the homeless, and underprivileged children here and abroad.
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GRADE 7 Curriculum The Seventh-Grade Experience at LFCDS first year in which each student is expected to complete In seventh grade, students continue to a community service project of his or her own. The experience considerable transitions. student selects his or her They begin to own project that master increased will foster a sense of the academic and importance of giving Highlights of the organizational back to the community. expectations. Seventh-Grade Experience Their age leads them to take greater risks, and as a result, they develop resilience. They are becoming self-advocates who are not only recognizing their needs and desires, but developing the confidence to speak up for themselves. At LFCDS, we focus on recognizing these efforts through commendations in order to build self-esteem that grows the community and furthers the individual student.
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Experience Outdoor Education team building during an overnight trip to Camp Matawa in Wisconsin. Attend school dances and participate in student government. Go on downtown Chicago field trips, including the Oriental Institute and Smart Museum at University of Chicago. Take part in the annual Robbie Bermingham Speaking Contest. Seize the opportunity to sing with the Honors Chorus. Portray a Russian character in social studies. Take the SSAT and start exploring options for secondary school. Participate in varsity sports. Enjoy a World Language Immersion lunch at a local restaurant. Engage in the North Chicago community partnership opportunity with neighboring schools. Participate in the LEGO Robotics Tournament.
§§ Students at this age start to become deeply invested in purposeful schoolwork, §§ such as research projects, scientific experiments, major art projects, and dramatic productions. These projects and assignments are just as likely to be pursued individually as they might be in small groups. Entrance to this grade means increased responsibility within the school environment. Even though community service is something that is emphasized throughout the grades at LFCDS, seventh-grade is the
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UPPER SCHOOL—GRADE 7
Overview
This age is sometimes challenging in terms of social and emotional development, especially as seventh-grade students often struggle with a sense of identity and difficulty in making major decisions. At LFCDS, we work with students through personal interactions and the advisory system on making good choices during this vital time in their middle school years. Students’ advisory periods continue to be times to assist them as they find their place socially and feel secure academically and also to celebrate special days
and milestones. Academically, students in this grade continue to strive for excellence as they explore areas such as drama technique, art history, and world music. They experience what it means to be part of a drum circle, world culture and US history, and LEGO Robotics. Students also begin to have greater grade awareness as they see what
TUTORIAL TIME a cumulative GPA looks like, and they seek to improve their academic achievements, even as they enjoy more meaningful social interactions.
SCHEDULE Upper School students follow a rotating sixday cycle consisting of forty- or eighty-minute blocks. This hybrid schedule creates a balanced, developmentally appropriate middle school culture of learning, with grade-level courses clustered in blocks providing opportunities for team meetings, integration of curricula, and flexibility. English and math classes meet more frequently, and there is a year-long fine arts course that meets on alternating school days. Two times per cycle, students meet for Advisory and engage in a formal character development program focusing on topics such as empathy, communication, problem solving, peer dynamics, social cruelty, and stress management. These Social Emotional Learning components are facilitated by both our middle school counselor and faculty advisors. Once per cycle, an advisory group leads a division-wide community meeting to share information, talents, successes, and celebrations. Finally, students have a daily opportunity to connect with teachers, receive support, or make up work during a thirty-minute tutorial time.
HOMEWORK Homework is assigned in the Upper School based on curricular needs for repetition, application, reflection, and/or student inquiry. These assignments are written down by each student, but are also posted digitally on the Panther Portal for confirmation and are updated regularly. In general, homework assignments in the Upper School should require the following preparation: Grade 5: 50 minutes, Grade 6: 60 minutes, Grade 7 and 8: 70–80 minutes. Students in sixth through eighth grade usually have two to three academic study periods per cycle in addition to daily tutorial time. If this time is used effectively, homework for one or more subjects should be completed during this period. The time for completing homework may vary depending
A unique characteristic of the Upper School schedule is that students have a daily opportunity to receive support, connect with teachers, reinforce concepts, engage in enrichment activities, or make up work. Each day, there is a thirty-minute block of time where all Upper School teachers are available to meet with students and students are not scheduled in a class. This dedicated time period affords middle school students the opportunity to build self-advocacy skills and deepen their relationship with teachers in order to ensure their success.
on individual learning style and productivity. The value of homework depends upon how it is done. It is essential that each child find a quiet place to work and determine a definite time for study. Distractions and interruptions such as those from television, cell phones, video games, and social networking technologies should be minimized. Each child should be responsible for his or her own assignments.
STANDARDIZED ASSESSMENTS Standardized and normed data, along with classroombased assessments, offer teachers a more complete understanding of each student’s learning profiles, which guide individual instruction as well as curriculum design.
§§ Seventh-grade students will take the NWEA MAP (Measurements of Academic Progress) assessment. This test is designed to identify areas of strength, opportunities for interventions, and overall performance over time. The adaptive, untimed assessment provides reliable, detailed information about what each student knows and is ready to learn. Because the test is administered two times a year, educators have immediate and highly accurate data on the precise learning level of each child so their teaching can be adjusted to meet the individual needs of students. §§ MAP results allow for individualized Compass Learning activities to be provided to each student. Compass Learning provides online blended learning for support and enrichment, which is specifically targeted to each child's level of understanding and mastery
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ENGLISH OVERVIEW Upper School English is a multi-strand subject. Students study literature, composition, vocabulary, and grammar appropriate for their grade level. Students read and write in a variety of genres. Literature selections vary by grade level. Composition mainly revolves around the literature studied and the annual Robbie Bermingham Speaking Contest. Vocabulary focuses on Greek and Latin roots and prefixes; words are drawn from the literature students read as well as from the series Vocabulary for Achievement. Grammar covers parts of speech, sentence syntax, and the usage conventions of the English language. The skill levels vary and increase with the complexity of texts as students progress through grades five through eight.
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following English skills:
Reading
§§ Read for information, understanding, and appreciation. §§ Apply word analysis and vocabulary skills to comprehend reading selections. §§ Clarify understanding of words by using a variety of resources, including context clues and dictionaries. §§ Recognize, understand, and compare structural elements such as main idea, supporting details, and conclusion in more complex informational texts. §§ Highlight relevant information in the text. §§ Use information from reading selections to inform, explain, and support questions and predictions. §§ Identify and appreciate literary elements. §§ Identify the main events of the story’s plot using terms such as exposition, conflict, rising action, climax, and falling action. §§ Analyze character, setting, and theme as they apply to more complex reading selections. §§ Analyze narrative point of view and use of dialogue in a variety of literary works. §§ Recognize and compare the elements of characterization in literary works. §§ Select and highlight passages that support
§§ Gather and analyze information from a variety of sources. §§ Quote from the text and annotate selectively to reflect or support a point of view. §§ Make and support inferences about the author’s purpose. §§ Engage with increasingly challenging reading material. §§ Connect reading selections to personal experiences and to other texts.
understanding and recognition of literary elements. §§ Recognize and compare the impact of narrative point of view, character development, and setting in literary selections. §§ Compare and contrast themes in multiple stories. §§ Analyze the author’s use of certain literary elements such as foreshadowing, flashback, figurative language, and irony.
§§ Compare, contrast, and analyze how different authors use literary elements for a variety of purposes. §§ Analyze and appreciate increasingly complex poetry through an understanding of poetic devices such as similes, metaphors, alliteration, rhyme scheme, and personification.
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UPPER SCHOOL—GRADE 7
English
Writing
§§ Gain experience with writing in diverse composition modes. §§ Generate and organize ideas using a variety of planning strategies. §§ Generate a multi-paragraph composition, using introduction, body, and conclusion. §§ Identify and accomplish personal purpose in each composition. §§ Strive for rich and relevant supporting details within the body of a composition. §§ Transition smoothly within and between paragraphs. §§ Engage in the stages of the writing process: drafting, revising, and sharing final copy. §§ Strive for grace of expression through effective sentence
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syntax, paying particular attention to identifying and correcting sentence fragments and run-ons as well as focusing on sentence variety and transitions. Use figurative language and precise vocabulary effectively. Use increasingly sophisticated word choice in compositions. Apply the rules studied for syntax, grammar, spelling, capitalization, and punctuation to writing. Edit documents for clarity, correct grammar usage, and grace of expression. Write concisely and accurately for selected forms of assessment.
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Presentation
§§ Express responses to classroom discussion clearly. §§ Collaborate and present material as part of a group presentation. §§ Practice and exhibit essential presentation skills such as diction, volume, eye contact, appropriate gestures, and
pacing for many sizes and types of audiences. §§ Read a text aloud with appropriate inflection and expression. §§ Be an active listener and an effective audience member.
MATHEMATICS OVERVIEW By incorporating researched standards and best practice strategies, our Upper School mathematics program challenges fifth- through eighth-grade students to compute accurately, think analytically and to reason logically. Instruction is individualized and differentiated within each class in addition to having a framed readiness path to allow for a variety of flexible grouping based on specific criteria. The curriculum is infused with manipulatives, creative applications, projects, technology, and critical thinking activities. The goals of the Upper School mathematics program at LFCDS are: §§ to stimulate enthusiasm for mathematics. §§ to teach and reinforce essential mathematical concepts. §§ to develop students’ problem-solving abilities. §§ to foster mathematical creativity, flexibility, and ingenuity. §§ to offer challenging, engaging learning experiences. To best meet the needs of all of our middle school students, a math readiness path allows for fluid and flexible movement among leveled courses within each grade. When appropriate, accelerated and/or honors courses are
UPPER SCHOOL—GRADE 7
English, Mathematics
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available to accommodate individual conceptual understanding with greater depth, pace, and rigor. Resources, manipulatives, projects, web-resources used on an ongoing, rotational basis:
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Prentice Hall Mathematics textbook series and online supplemental resources Marcy Cook Tiles BuzzMath individualized online mathematics skills program Math Olympiad, ICTM, Math League Contests The Problem Solver Middle School Mathematics with Pizazz Explore Learning: Interactive Online Simulations Interdisciplinary units with science and STEM+-based projects such as growing crystals, bungee jump analysis, rockets, and balsa wood bridge building §§ Applications-based projects such as fantasy football, mathematician research, polyhedra construction, statistics analysis, stock market game, and shopping unit §§ Compassing Learning
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following mathematics skills: §§ Expand upon knowledge and understanding of integers. §§ Investigate famous mathematicians and their influence §§ Investigate rational numbers. in the field of mathematics. §§ Apply knowledge of ratio, rate, proportion, and percent. §§ Apply percent understanding to include concepts such §§ Master concepts related to probability. as percent of change, tax rate, discount, and mark-up. §§ Define terminology. §§ Create PowerPoint presentations. §§ Understand variables, expressions, and combining like §§ Solve complex, multiple-step equations and terms. inequalities. §§ Translate English to algebraic phrases. §§ Understand graphic representations of linear equations §§ Solidify knowledge of basic algebraic equations. and inequalities. §§ Investigate two-step and multi-step equations. §§ Compare different forms of measurement. §§ Graph one- and two-step inequalities. §§ Examine dimensional analysis, its significance in science §§ Understand and apply knowledge of plane and solid and in the world. geometry. §§ Explore the coordinate plane and plotting points. §§ Calculate area, perimeter, and volume of complex §§ Use graphs to analyze data. figures.
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UPPER SCHOOL—GRADE 7
Mathematics
Social Studies OVERVIEW Seventh graders begin their year with a study of the geographical, historical and cultural attributes of three major regions of the world: the Middle East, China, and Russia. In addition to comparing religions and governments, students are introduced to global economic principles and human rights issues. As a result of examining current world challenges, students come to understand the relevance of history and world problems to their own personal lives. In the second semester, students focus on early American history, including exploration of the New World, the Colonial Period, the War for Independence and the writing of the U.S. Constitution. Students read the novels Animal Farm and April Morning, create time lines, PowerPoint presentations, and participate in numerous role-play activities and debates. The unifying theme for the seventh-grade year revolves around the concept of governance.
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following social studies skills:
Projects and Public Speaking (Cooperative Learning, Problem Solving) §§ Deliver short oral presentations on a variety of current events with special attention to the theme of governance on the local, national, and international level. §§ Work independently or cooperatively with a variety of
peers and use at least two sources to complete projects and presentations using media such as Timeliner, PowerPoint, posters, or models with increasing depth through the US years.
Social Studies Concepts (Economic, Political, Historical, Geographic) §§ Using authentic evidence, make predictions and draw conclusions about Russian, Middle Eastern, and Chinese culture. §§ Examine the geographical features that impact the growth, development, and culture of a people. §§ Explain how a variety of cultures, including our own, used technology to overcome geographic challenges and expand commerce and trade. §§ Compare and contrast economic and political systems in our culture and the cultures of Russia, China, and the Middle East, citing reasons for changes. §§ Discuss the pros and cons of governments set up in Communist China, the Soviet Union, the United States, and various Middle Eastern countries. §§ Explain how the necessity for trade led to cultural
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expansion, exploration, and assimilation in the late Renaissance and beyond. Discuss the role of women in a variety of world cultures, including our own. Explore the similarities and differences between social groups in early America and in Russia, China, and the Middle East. Explain different types of work available to people in early America and in other parts of the world. Discuss how the division of labor allowed rulers to stabilize and expand to their power. Explain the impact and power of religion on early American culture and cultures of the Middle East, Russia, and China.
UPPER SCHOOL—GRADE 7
Social Studies
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Comprehension and Synthesis (Reading, Writing, Thinking) §§ Analyze political reality and culture in Russia, China, and the Middle East. §§ Determine the factors which led to the exploration and settlement of the New World. §§ Assess the quality of life for different social groups in Russia, China, the Middle East, and
early America. §§ Use a variety of writing styles and genres to best express learned concepts. §§ Create and interpret time lines to develop a stronger sense of the continuity and discontinuity of various cultures.
Classroom Skills (Organization and Time Management, Note-Taking, Research) §§ Review and reinforce two-column note-taking skills; react to each section of notes by summarizing, connecting, or questioning. §§ Reinforce use of textbook resources to aid in comprehension, note-taking and test preparation. §§ Discuss and interpret novels such as April Morning and Animal Farm to better understand historical situations. §§ Use simulations for immersion into problem solving of historical dilemmas. §§ Take notes, organize, compose, and present information on topics of historical interest using a variety of formats.
§§ Find and utilize a variety of reliable resources, both in print and online to further learn about a topic. §§ Effectively use technology as an aid in research and organization. §§ Review effective study techniques for different types of assessments. §§ Reflect on how historical events mirror or contrast current events. §§ Develop written and oral arguments supported by historical facts.
Science OVERVIEW The Upper School curriculum includes three units of study per year at each grade level that address the three branches of science—physical science, life science, and earth/space science. In a hands-on inquiry-based setting, students pose questions, explore hypotheses, and form conclusions. Students further their scientific understanding through learning that is relevant to real-life experiences and through spiraling unifying themes from grade five through grade eight. Seventh-grade students develop understandings around the theme of evidence and explanation. The integration of science, technology, engineering , and math is evident during the LEGO Robotics unit in the fall. The American Chemical Society middle school science curriculum provides an introductory framework for student exploration of foundational chemistry concepts. Paleontology and comparative anatomy are the main focus of the life science branch. Students dissect carefully chosen organisms that allow them to discover evolutionary relationships between animal groups. Our very own outdoor classroom provides students with ample opportunities to investigate oak savannahs, vernal pools, woodlands and prairie ecosystems.
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UPPER SCHOOL—GRADE 7
Social Studies, Science
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following social studies skills:
Physical Science: LEGO Robotics (STEM+) §§ Investigate robotics-based problems and learn by finding appropriate solutions. §§ Design and construct a LEGO Robot to perform various challenges while working in a team environment. §§ Research and present solutions for scientific problems. §§ Apply mathematical concepts toward robot performance.
Physical Science: The Structure of Matter §§ Use a variety of science tools, including a graduated cylinder and balance. §§ Observe, infer, and making observations. §§ Design and run controlled experiments. §§ Identify variables. §§ Identify an unknown substance. §§ Effectively communicate science ideas by supporting claims with evidence, diagrams, and models. §§ Explain how the structure of a molecule affects its chemical properties. §§ Distinguish solute and solvent.
Life Science (Comparative Anatomy)
§§ Discover the importance of structure, function, and the environment on vertebrates and invertebrates. §§ Develop observational, dissection, and critical thinking skills by investigating biologically based problems through systems analysis and comparative laboratory dissections.
Life: Environmental Studies
§§ Discover ways that organisms interact with each other and their environment. §§ Compare and contrast ways that organisms depend on the feeding relationships of one another and of the abiotic environment. §§ Compare and contrast ways that organisms in an ecosystem get the materials and energy they need. §§ Determine ways that energy is transferred from one organism to the next.
§§ Develop and modify LEGO Mindstorm Programming Language in order to operate robot successfully and foster creativity. §§ Compete in regional and state level First LEGO League tournaments in both research presentation and robot challenges.
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Discuss factors that affect solubility in liquids and gases. Describe the properties of water. Apply rules to determine densities of various objects. Explore a variety of reaction types, identifying reactants, predicting products, and explaining the conversation of energy. §§ Over 50 labs are investigated at the individual student's pace. Conservation of mass and energy is an overriding theme. §§ Explore patters of the periodic table and use them to predict the behavior of atoms.
§§ Investigate the reproductive, excretory, circulatory, nervous, and digestive system of a variety of different organisms.
§§ Research what happens to organisms and ecosystems when there are changes in the environment. §§ Identify invasive species in our ecosystem and participate in returning our open lands to its native state. §§ Establish baseline data and recommendations for the Outdoor Classroom. §§ Use Vernier Lab probes to compare soil, ground, and air temperature.
UPPER SCHOOL—GRADE 7
Science
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World Language OVERVIEW The world language program intertwines communication, culture, comparisons, and connections in accordance with National Standards. World language events that pertain to community take place throughout each year of the program. We also invite our students to see and explore language and cultures beyond classroom walls by looking through an abundance of multi-media windows to the outside world.
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following world language skills:
Spanish
§§ Employ the present progressive tense. §§ Add the preterite tense, regular and irregular. §§ Integrate the use of direct and indirect object pronouns in the same sentence. §§ Make comparisons: equal/unequal/superlative. §§ Ask and respond with negative and affirmative expressions. §§ Use demonstrative and possessive pronouns. §§ Discuss personal health and routines using reflexive verbs.
French
§§ Review of classroom expression and commands. §§ Talk about school (classroom objects and subjects, comparison of school system). §§ Talk about self (pen pal project with Quebec/France). §§ Talk about possessions and be able to describe them using adjectives. §§ Use of definite and indefinite articles and comparison to the English language. §§ Use agreement and placement of adjectives (BAGS rule). §§ Describe house and hometown. §§ Give and ask for directions and use prepositions of place. §§ Learn the conjugation of irregular verb aller (to go) and venir (to come).
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UPPER SCHOOL—GRADE 7
World Language
§§ Understand and employ other verbs like gustar: seem, hurt, need, love, bother, matter, etc. §§ Converse about such topics as weather, shopping, markets, food, clothing, and the body. §§ Participate in the National Spanish Exam. §§ Discuss culture and current issues in Spain, Chile, Argentina, Panama, Ecuador, Guatemala, and Peru. §§ Order and experience a variety of typical dishes on a total immersion trip to a Mexican restaurant. §§ Understand and celebrate El Dia de los Muertos.
§§ Express what is going to be done: aller + infinitive, have done (venir + de + infinitive), and have to do (devoir + infinitive). §§ Describe the different meals of the day and table settings. §§ Prepare a shopping list, do grocery shopping and learn about the metric system §§ Order and expereince a meal in a French restaurant §§ Use the partitive articles (du, de la, des, de l’) and learn the irregular verbs vouloir and prendre §§ Celebrate and compare French traditions (Mardi Gras,…) §§ Participate in a cultural project studiying the regions of France §§ Participate in the National French Exam
Mandarin Chinese
§§ Comprehend oral Chinese and respond with short answers and sentences. §§ Ask for clarification of meaning when needed. §§ Share ideas in Chinese and contribute to classroom conversations. §§ Read and understand stories and conversations on a variety of topics. §§ Respond to written prompts with answers in Chinese pinyin and/or characters. §§ Speak on a variety of topics in Chinese. §§ Type and hand-write paragraph-long stories and conversations on a variety of topics. §§ Read relying mostly on characters for comprehension.
§§ Use pneumonic devices and character symbolism to remember meaning of new characters. §§ Refer to the pinyin phonetic guide to clarify pronunciation of new vocabulary. §§ Understand important facets of Chinese daily life and culture, including shopping, eating out, and travel. §§ Celebrate Chinese New Year with culturally significant foods and activities. §§ Interact with other Chinese speakers, such as during a field trip to a local Chinese restaurant. §§ Participate in the Youth Chinese Test, an international test of Chinese ability in students before high school.
fINE ARTS OVERVIEW Education in the arts is an integral part of the education of the whole child. Children learn to express and interpret ideas through observation and analysis of the fine arts. They learn creative modes of problem solving and develop an array of expressive, analytical, and developmental tools which can be applied to a variety of human situations. Students at LFCDS understand the influences of the arts in their power to create and reflect about cultures, both past and present, thus enabling them to make informed judgments about cultural products and issues. They also develop attributes such as self-discipline, perseverance, and collaborative skills. Through experiences in the arts, children develop their imaginations which brings them happiness and a sense of personal fulfillment.
GENERAL MUSIC The three main components of the Upper School general music program at each grade level are music literacy, performance, and music listening and analysis. Students learn proper performance etiquette (posture, facial expression, and singing and instrumental technique) and audience etiquette (active listening and predicting appropriate responses based on genre and venue)..
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following instrumental music skills: §§ Compose complimentary drum ensemble songs for four §§ Sing folk songs from several non-Western countries. rhythmic instruments. §§ Perform songs on xylophones and drums (alone and §§ Learn and perform several drum ensemble pieces within an ensemble) from several non-Western through aural tradition. countries.
UPPER SCHOOL—GRADE 7
World Language, Fine Arts
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§§ Analyze and evaluate various song recordings from non-Western cultures including Japan, India, Ghana, Afghanistan, and Caribbean Islands. §§ Identify and categorize various non-western instruments
by design, sight, or sound. §§ Compare and contrast the differences and similarities of how music is used in various non-Western cultures to how it is used in Western culture.
VISUAL ARTS The three main components of the Upper School art program at each grade level include: art production, art literacy and criticism, and art history.
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following general visual art skills: §§ Select and apply the elements of art and §§ Apply color value and intensity to practical principals of design to improve communication of realistic drawing situations. one’s ideas. §§ Distinguish and employ linear perspective §§ Distinguish changes in value. techniques that create the illusion of depth on a §§ Recognize and draw the five basic forms: cube, flat surface. cylinder, cone, pyramid, and sphere. §§ Recognize the historical development and §§ Apply tonal changes to reveal the result of light context of linear perspective in two-dimensional and shadow on a form. works of art.
DRAMA Drama engages students in a progressive curriculum in grades four through eight. The emphasis is on process and exploration, rather than product. Each year, drama will give students the opportunity to hone their voice and movement skills. Students will continually have the chance to learn more about themselves, others, and engage in the world around them through mindfulness-awareness practices. Students will utilize critical thinking skills and stretch their imagination as they learn about the history of the theatre through interactive, hands-on activities. Students will learn how to think on their feet, practice memorization techniques, and learn about the physical theatre space as well as different acting techniques. Through our drama classroom philosophy of O.T.O. (Other Than Ourselves), students will better understand the idea of our interconnectedness as human beings and make lifelong connections between the past and the present. The three main components of the Upper School drama program are mindfulness/awareness practices, storytelling and theatre history, and performance. Students learn proper performance etiquette (body carriage, facial expression, and voice and speech technique) and audience etiquette (active listening and predicting appropriate responses based on genre and venue).
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following drama skills: §§ Utilize sensory awareness, spatial awareness, and playwrights, and style of the Elizabethan and Jacobean mindfulness practices. theatre. §§ Develop voice and movement skills. §§ Learn basic stage combat techniques. §§ Develop ensemble skills. §§ Understand and be able to write and recognize blank §§ Develop memorization skills. verse: iambic pentameter. §§ Explore the history, conventions, components,
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UPPER SCHOOL—GRADE 7
Fine Arts
PERFORMING ARTS The musical performing arts are an important part in the life of an Upper School student at Lake Forest Country Day School. Beginning in fifth grade, students have the option to participate in the choral program. There are three separate choruses in which students can volunteer to participate: Fifth- and Sixth-Grade Chorus, Seventh- and Eighth-Grade Chorus, and Honors Chorus (merit based and by director’s invitation only). All students participate in the band program in fifth grade as part of their general music curriculum. In sixth grade, students have the option to continue to participate in the band program. There are three different instrumental ensembles in which students can volunteer to participate: Sixth-Grade Concert Band, Seventh- and Eighth-Grade Symphonic Band, and Jazz Band. Students in the choral and band performing groups regularly perform at all-school assemblies including the Thanksgiving Assembly, the Holiday Assembly, the Grandparents Day/Music In Our Schools Assembly, various evening concerts, and Upper School Graduation. Additionally, there are several opportunities each year for individual students to prepare solo and ensemble pieces for competitions in both singing and instrumental playing.
SEVENTH- AND EIGHTH-GRADE CHORUS Students continue to review and refine choral singing skills taught in fifth- and sixth-grade chorus. Repertoire can include, but is not limited to, African American Spirituals, contemporary poetry settings, and motets. Skills include: §§ Sing with appropriate singing style technique based on §§ Perform in unison, two-, three-, and four-part harmony various repertoire. with vocal independence.
SEVENTH- AND EIGHTH-GRADE HONORS CHORUS This is Lake Forest Country Day School’s premiere ambassador choral group. It is comprised of 22–25 outstanding members of the seventh- and eighth-grade chorus. Participation in this group is by director’s invitation only and is based on leadership, vocal development, and attendance and participation within the regular choral program. The group performs selections from the seventh- and eighth-grade choral rehearsals and performs sporadically throughout the year. In the past, they have represented the LFCDS choral program at such venues as WGN Radio, Pick Staiger Concert Hall at Northwestern University, Music At Trinity Concert Series in Highland Park, as well as regular scheduled open house events, annual giving fund receptions, the LFCDS auction, LFCDS alumni reception, Homecoming, and other venues within the life of the School.
SEVENTH- AND EIGHTH-GRADE SYMPHONIC BAND Students continue to review and refine instrumental skills taught in Concert Band. The repertoire becomes more complex and students are expected to practice at home at least an hour per week. Instruments for this ensemble may include piccolo, flute, clarinet, bass clarinet, alto saxophone, tenor saxophone, baritone saxophone, trumpet, french horn, trombone, baritone, tuba, and percussion. Skills include: §§ Playing an instrument with correct embouchure, §§ Exploring more advanced rhythms and techniques. characteristic tone, intonation, tuning, air support, and §§ Learning 12 major scales, technical studies for all posture. instrumental, and advanced lip slurs for brass. §§ Paying attention to ensemble balance and blend. §§ Following a conductor’s cues and patterns.
UPPER SCHOOL—GRADE 7 Fine Arts
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JAZZ BAND Jazz Band is a group comprised of volunteers from Concert and Symphonic Bands. This ensemble meets once per week before school to rehearse. We explore genres including swing, big band, latin, blues, bop and pop. Any instrument is welcome to join the Jazz Band including piano, drum-set, and guitars.
Physical Education, Wellness, And ATHletics OVERVIEW The mission of the physical education & wellness program is to develop a lasting appreciation for physical activity and the skills, strategies, and knowledge that lay the foundation for a lifetime of well-being through full-participation in athletics. Teachers strive to inspire a commitment to health-related fitness and positive lifestyle choices regardless of athletic ability. Our goals are to enhance students’ ability to lead, work together as a team, participate fairly with sportsmanship, and develop respect for peers. All seventh- and eighth-grade students are required to choose an athletic option each season as a means to provide each child with opportunities to experience the benefits of acquiring the valuable characteristics that team sports promote.
GRADE-LEVEL EXPECTATIONS In seventh grade, students work to master the following physical education & wellness skills: §§ Become self-confident in fluid combinations of §§ Understand that aerobic exercise improves the fundamental locomotor skills. efficiency of the cardiovascular system. §§ Become self-confident in a combination of locomotor §§ Participate in daily physical fitness activities consistently. and manipulative skills. §§ Be able to monitor individual heart rate during exercise §§ Follow rules, procedures, etiquette, and wear using a variety of devices. appropriate attire to actively participate in §§ Apply the principles of frequency, intensity, and time in fitness activities. physical activities. §§ Use equipment safely and properly. §§ Have an understanding of the body systems and their §§ Apply an understanding of fundamental strategies used impact on athletic performance. in sports and games. §§ Learn and follow the LFCDS PE Code of Conduct.
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UPPER SCHOOL—GRADE 7
Fine Arts, Physical Education, Wellness, and Athletics
Education Technology With technology increasingly permeating the fabric of society, success in completing many everyday tasks and projects hinges on competence in information technology. Students learn both the technical skills of computer and technology use, and their proper role in attaining the skills of a competent twenty-first century learner. The continuing expansion of information requires that students focus on the following skills: §§ creativity and innovation §§ initiative and self-direction §§ critical thinking and problem solving §§ social and cross-cultural skills §§ communication §§ productivity and accountability §§ collaboration §§ leadership and responsibility §§ flexibility and adaptability
INFORMATION LITERACY Information literacy in the Upper School is embedded in the academic curriculum. In classes from social studies to science to music, students develop skills in: accessing and evaluating information; organizing knowledge and presenting it creatively; and participating ethically as members of social and intellectual networks. The LFCDS library supports the Upper School curriculum by providing resources, both print and electronic, for student use and by teaching particular information skills as necessary.
UPPER SCHOOL—GRADE 7
Education Technology, Information Literacy
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learning is a partnership At Lake Forest Country Day School, we believe that the optimal educational experience requires a partnership between the parents, the students, and the School, resulting in a community of focused, joyful learners. Lake Forest Country Day School offers many options for parents to connect with our school community. Beginning with an intake conference with your child’s advisor or homeroom teacher, informational coffees in early September, and grade-level social events, there are many opportunities to establish important connections. As the school year progresses, there are multiple ways for parents to volunteer, from classroom activities and field trips, to a variety of volunteer positions with the Parent Association and the School’s annual Auction. The Parent Association Office is open each day and welcomes all LFCDS parents to stop by for coffee, peruse the spirit wear, and connect with other school families. In addition, parents are always welcome at our weekly Wednesday Community Meetings and for Coffee and Conversation on Tuesdays in the Parent Relations Office. Throughout the school year, LFCDS hosts outside speakers such as bestselling authors Dr. Michael Thompson, Dr. Ned Hallowell, Dr. David Walsh, Dr. Lisa Damour, Dr. Mark Brackett, Director of the Yale Center for Emotional Intelligence, and New York Times parenting columnist Jessica Lahey. All community members are welcome to attend. The School’s portal offer a wealth of information, including:
§§ Enrichment Activities and Resources: At LFCDS, we believe that summer is an important time to balance learning with leisure. This page provides information about required summer work, book lists for particular grade levels, mathematics and science challenges, and parent resources. §§ Grade Level Curriculum Guides: Each year, faculty members prepare a detailed description of the curriculum for each grade level. These guides provide an in-depth review of the educational experiences your child will be a part of at each grade level. §§ Teacher Communication: Many teachers share classroom experiences through newsletters and photo sharing sites, emails, and phone or personal conversations. §§ Curriculum Review Information: On an ongoing basis, a faculty task force examines and revises a specific curriculum component. §§ Parent Association Information: The Parent Association web page provides up-to-date information regarding volunteer opportunities and other parent-related events. Social media is a timely way to tell the story of Lake Forest Country Day School. The School regularly maintains and updates its Facebook page, Twitter account, and Instagram with relevant information regarding the School. Please note that we have a strict social media policy and never post individual student names or information on these channels. We encourage you to explore the website and learn more about the Lake Forest Country Day School Experience.
Questions? Please contact the Admission Office at 847-615-6151.
Lake Forest Country Day School 145 South Green Bay Road Lake Forest, Illinois 60045 (847) 234-2350 | www.lfcds.org