Sewickley Academy Middle School Course Curriculum 2023-2024

SEWICKLEY ACADEMY MIDDLE SCHOOL

2023 - 2024 COURSE CURRICULUM

INTRODUCTION TO THE MIDDLE SCHOOL SCHEDULE

The Middle School schedule is designed to support our students’ development of a variety of core academic skills, including reading, writing, listening, speaking, inquiry, problemsolving, and critical thinking. Throughout the day students have the opportunity to advance their skills in academic classes, including Math, English, Science, History, and World Language. Additionally, all students are required each year to take courses in Computer Science, Arts, Health, and Athletics.

Our Mission in Action (MIA) guides our students each day and serves as our motto. It states, “be Nice, be Empowered, Work hard….because every day is a NEW day.” Our schedule provides opportunities to grow as we encourage kindness, self-advocacy, and stretching ourselves to be our best, providing the chance to start a NEW day when mistakes are made. Advisory, Skill-Lab, and Clubs are intentional blocks in the schedule that focus on fostering these skills.

Grade level English courses meet five times in the eight-day cycle.

English — Grade 6

The Grade 6 English curriculum is designed to harness our students’ curiosity and creativity, inspiring them to become lifelong readers and writers. Using a wide variety of texts, both chosen by the students and as whole-class reads, classes explore how authors purposefully craft stories to convey specific messages. Reading units include: Fast and Furious Reading, Subgenre Book Clubs, A Deep Study of Character, Narrative Nonfiction (in conjunction with 6th grade History and Science), and Social Issues Book Clubs. The Middle School English department recognizes the importance of dedicating instructional time to independent reading as a key tool in developing habitual readers with conscientious reading identities. Students discuss how understanding different perspectives makes books- and life, richer and more robust. As a daily activity, writing emphasizes choice and creativity, in accordance with structure, technique, and grammar. Writing units include: Subgenre short-stories, Literary Essay, and Personal Narrative. The Hansen Library supplements informational lessons and resources for our class in choosing appropriate texts and honing in on research strategies. Self-reflection about their reading and writing growth helps students develop a clear sense of who they are and who they want to be. Students learn how to use effective communication, including speaking and writing, to make themselves heard and to affect change.

English — Grade 7

The Grade 7 English curriculum encourages students to continue to develop their identities as lifelong readers and writers. In addition to increasing the overall volume of writing crafted this year, students learn to adjust their own writing style, structure, and format based on the purpose, task, and audience of their varying writing tasks. Grade 7 students develop an increased sense of competence and confidence as writers whose voices matter, and whose words have the power to affect change. The Middle School English department recognizes the importance of dedicating instructional time to independent

reading as a key tool in developing habitual readers with conscientious reading identities. Building on the strong foundational reading work from the previous year, Grade 7 students maintain a regular habit of independent reading with selfselected texts as well as whole class novels. In our shared novel units, students deepen their critical reading skills, focusing on text-based discussion skills and identifying strong supporting evidence to validate varied interpretations of literature.

English — Grade 8

In English, Grade 8 students deepen their creativity, curiosity, and independence by interacting with whole-class and self-selected texts. Students engage with literature and nonfiction that present multiple perspectives, allowing them to analyze complex and three-dimensional issues. Reading units include: Multi-Perspective Literature, World Conflict texts, Social Issues Literature, Poetry, Speeches, and Classics. Debates, books clubs, discussion groups, and one-on-one conferences with the teacher help students hone their skills. As a daily activity, writing emphasizes choice and creativity, with direct instruction on rhetorical structures, persuasive techniques, grammar, word choice, and voice. Writing units include: short answer response, analytical essay, creative story, poetry, and persuasive essay. Using their growing ability to self-reflect, students choose, monitor, and modify individual goals for progress as lifelong readers, writers, and thinkers.

HISTORY

Grade level History courses meet five times in the eight-day cycle.

History — Grade 6

Students in Grade 6 history broaden their knowledge, perspective, and appreciation for world geography, world cultures, and world history. Inquiry, investigation, and research skills are strengthened as students are guided to recognize issues of global importance. Each global issue is examined through case studies in various regions of the world. Students investigate the historic and contemporary challenges of Migration, Standard of Living, Globalization, and World Religions. Through their investigations, students develop skills for discussion, debate, research, inquiry, writing arguments, and reading informational text. Several cross-curricular elements enhance the course design, such as our study of World War II paired across Grade 6 English, history, and science classes as is the Environmental Summit & World’s Fair capstone project.

History — Grade 7

Grade 7 United States History encompasses a detailed study of American history beginning with early migration to North America and exploring various factors leading to the United States’ current position in the world. The study of United States history involves understanding how the government, groups of people, or individuals have created and/or solved problems, affected the direction of the country, and influenced world affairs. Important themes and trends will be identified by studying the role of ideas, individuals, and significant events. Students will develop historical reasoning skills and explore how events in the past have contributed to our present as a nation.

Additionally, students will continue to expand on the analytical and assimilation skills they began in 6th grade through an introduction to Document Based Questions (DBQ’s). DBQ’s help students learn to compare and contrast issues from various perspectives while paying particular attention to different viewpoints and motivations, and identifying strengths and weaknesses in arguments. This is achieved by developing DBQ’s that make use of primary sources including

historical documents and records as well as news sources, personal accounts, images, and song lyrics from the era.

History — Grade 8

The Grade 8 civics course inspires students to generate solutions to social problems of personal interest to them, through which they construct their understanding of the dynamic relationships between governments and the governed. Much of the coursework is driven by students’ capstone studies; after selecting a theme for the year, students develop portfolios of research projects that illustrate this relationship. Throughout the year, students develop robust understandings of political elections, the three branches of government, and citizen participation. The course curriculum is responsive to current events, giving students ample opportunity to apply foundational knowledge to real-world circumstances. They craft their skills as writers of evidence-based arguments and regularly receive coaching on their abilities to engage in civil discourse.

SCIENCE

Science — Grade 6

Essential questions guide the students in Grade 6 science as they apply scientific principles to build their skills of investigating and questioning using a project-based approach. While studying ecology and population, students are tasked to answer, “How does water quality affect the ecology of a community?” Application of fundamental physics is demonstrated when answering, “How is Energy obtained, transformed, and moved from one place to another?” The question, “How is scientific knowledge created and communicated?” uses the young reader’s book, BOMB, to provide context of the building of the atom bomb. Students conduct experiments and engage in collaborative activities in order to make claims, produce evidence to support claims, and report their findings. Student claims evolve and change as new evidence is observed or concepts are learned. Teachers work collaboratively to support students in tapping into their creativity, research, and presentation skills in all aspects of the course.

Science — Grade 7

Project-Based Inquiry Science (PBIS) inspires the Grade 7 science curriculum. In Grade 7, science students will learn the way scientists learn, investigate, experiment, gather evidence, and form explanations. Grade 7 science is designed to nurture the creation of meaning through knowledge as opposed to rote memorization. Prevention of disease spread is explored as students answer the question, “How can you prevent good friends from getting sick?” Students will investigate communicable diseases, think like epidemiologists, understand the body systems and how they respond to bacteria and viruses, and explore the organization of cells. Students will synthesize and apply the knowledge gained in this unit to develop a specific disease, then formulate recommendations in ways of preventing the spread of that disease. Students will also investigate how traits in organisms are passed on. They will study Mendel’s experiments to gain an understanding of dominant and recessive traits. They will

learn that these strands of genetic material are chromosomes that contain genes that have more than one form. “How are traits passed down from generation to generation?” becomes a critical question in the discovery of body systems and the cellular process. Students bring together their scientific learning and experiences to develop a proposal on how genetics can help feed the world. Throughout the year, students engage in scientific practices as they experience and investigate these scientific phenomena, critical concepts, and connect the curriculum to themselves and their world. Project-based learning allows students to bring prior knowledge and experiences from a variety of backgrounds to enhance the learning environment.

Science — Grade 8

The grade 8 course is about doing science; experimenting, thinking, discussing, and discovering evidence to support an idea along with the development of skills such as measurement, graphing, equipment usage, model design, and engineering practices. Sharpening their ability to think critically, problem-solve independently, run experiments, and collect and analyze data, students work individually and with their peers in order to develop solid scientific conclusions that will relate to observations throughout their life.

Students search for evidence to support scientific principles allowing them to better understand their world. They perform laboratory activities to reinforce basic chemistry principles, characteristics of gasses, and air mass movements while investigating how these concepts relate to changes in air quality around the world and in their own community.

In an effort to explore engineering practices, students are tasked with designing and building a vehicle that will go straight, far, and fast. Through their design changes and testing, students derive and develop an understanding of Newton’s laws of motion, with specific emphasis on the relationships between force, mass, and acceleration.

Grade level Science courses meet five times in the eight-day cycle.

MATH

Middle School is a time for students to build their academic skills as well as their skills for learning, both equally important, to prepare them for vigorous academic and competitive work environments. We expect and understand that each child has particular areas of strength and growth during their middle years and we work hard to place them in a course each year that will challenge and inspire them as well as promote their success. Therefore, placement in Middle School math courses is determined by a number of important developmental criteria instead of by grade level alone. Teaching teams work together to make recommendations for placement in math based on the following criteria, each considered equally:

• Academic readiness

• Past mastery within the content area

• Executive functioning skills as observed by their teacher

• Consistency of homework completion

• Ability to work independently

• Ability to self-monitor

• A demonstrated interest and motivation

A profile is created for each student using the criteria above to determine the most appropriate placement in a math course. The same criteria is used in subsequent years throughout Middle School to confirm the appropriate placement for your child. The following courses comprise the Middle School math offerings.

Middle School Math

Students in Middle School Math build foundational skills, including a math vocabulary, that will prepare them to understand and solve complex problems in a scaled curriculum. As students work with fractions, whole numbers, decimals, and percents they begin to connect their learning to everyday life and develop a level of understanding that ultimately will lead to mastery of these skills. Building on those skills, students are introduced to algebra as they solve algebraic equations and work with, among other things, exponents, order of operations, and scientific notation. Additionally, the geometry unit explores different geometrical shapes, angles, triangles, and circles, including the geometric properties and formulas associated with them. Separate units focused on measurement (Customary and Metric) and graphs/data analysis are also explored. Vocabulary terms are heavily emphasized in the study of all mathematical topics in an effort to expose the students to the ‘language of Algebra’ and utilize that language in their everyday mathematical engagement.

Making connections between the math students

learn in the classroom with math that is used in everyday life is an essential facet of the math curriculum. Students also develop their selfmonitoring skills in collaboration with their peers and the teacher. They are prompted to not only take their time to think and solve problems in a diligent manner, but to reflect on their steps and understand the process in order to truly absorb and grasp the material in order to transfer it to higher levels of problem solving.

Intro to Pre-Algebra

Intro to Pre-Algebra is designed as a hybrid class of foundational math and Pre-Algebra/ Algebra. Students work to master the basic skills associated with fractions, decimals, and percents as well as become exposed to basic algebra principles such as Order of Operations, Scientific Notation, Exponents, Integer Computation, Rational Numbers, One Step Equations, Ratios, and Proportions. Other subject matter includes exposure to Probability, Geometry, and Area/ Perimeter of complex shapes. Vocabulary terms are heavily emphasized in the study of all mathematical topics in an effort to expose the

students to the ‘language of Algebra’ and utilize that language in their everyday mathematical engagement.

Making connections between the math students learn in the classroom with math that is used in everyday life is an essential facet of the math curriculum. Students also develop their selfmonitoring skills in collaboration with their peers and the teacher. They are prompted to not only take their time to think and solve problems in a diligent manner, but to reflect on their steps and understand the process in order to truly absorb and grasp the material in order to transfer it to higher levels of problem solving.

Pre-Algebra and Honors Pre-Algebra

Pre-Algebra is designed as a bridge between foundational math and algebra. Students work to strengthen their problem solving skills by building competencies in the following areas: principles of algebra, rational numbers, coordinate graphs and functions, exponents and roots, ratios, proportions and similarity, percent, geometry, perimeter and area of both regular and irregular polygons, probability, multi-step equations and inequalities, and solving one and two step equations. Students become familiar with the content necessary to support success in the follow-up course, which is Algebra. Vocabulary terms are heavily emphasized in the study of all mathematical topics in an effort to expose the students to the ‘language of Algebra’ and utilize that language in their everyday mathematical engagement.

Making connections between the math students learn in the classroom with math that is used in everyday life is an essential facet of the math curriculum. Students in Pre-Algebra also develop their self-monitoring skills in collaboration with their peers and the teacher. They are prompted to not only take their time to think and solve problems in a diligent manner, but to reflect on their steps and understand the process in order to truly absorb and grasp the material in order to transfer it to higher levels of problem solving.

Algebra 1 and Honors Algebra

Algebra I establishes the vocabulary and symbolism of algebra. It includes the study of evaluating expressions, properties of real numbers, rational and irrational numbers, square roots, function theory, solving and graphing linear equations, systems of equations and inequalities, exponential properties, simplifying polynomial expressions, solving polynomial equations, factoring, solving and graphing quadratic functions, exponential growth and decay. Students are required to solve traditional and application problems in all topics.

Honors Geometry and Data Analysis

Successful completion of Algebra I (minimum grade of “C”). This is a full-year course that employs a deductive approach to student learning and discovery in the development of logical reasoning. This geometry course requires mastery of the concepts of algebra including quadratics and radical expressions. Students explore both Euclidean and solid geometries with a particular emphasis on plane geometry. Topics of study include: introduction to logic and proofs, triangles, special quadrilaterals, polygons, perimeter and area of fi gures, surface area and volume of solids, similar shapes (ratio and proportion), circles, and trigonometry.

Data Analysis topics of study include: Classifying and visually representing data, descriptive statistics including measures of central tendency and measures of spread, and methods of sampling.

Applications of these topics are incorporated into the lessons and assignments.

WORLD LANGUAGE

Completing three years of language study is required as part of the diverse curriculum in Middle School. Students entering in Grade 6 select to study Chinese, French, or Spanish. It is our philosophy that students will grow in their appreciation and mastery of a language if they remain in the same language for three years. Students may not add or drop a language after the first day of school, but movement, while not recommended, is possible if the schedule permits following the Grade 6-year only. Regardless of the language choice, students finishing three years of study in Middle School should be ready for a Level II or Level III course in Grade 9. Teachers make a recommendation for the next level based on academic readiness, current mastery in the language course, evidence of executive functioning skills (i.e., planning, time management, and ability to work independently), interest, and motivation.

The first two introductory years of language study are described as Novice 1A and 1B, while the third year moves to a Novice 2 level.

Novice 1A level courses run in response to interest, therefore, a course with fewer than five students may not run. New students in Grades 7 and 8 with previous language experience will take a skills assessment to establish their readiness for the grade level language. Those with no previous experience will enter an introductory course.

Novice 1A French and Spanish

Students fully engage their hearts, hands and minds in the Novice 1A course. With an incorporation of project-based learning, students develop an appreciation for people and cultures through active role-play, songs, and recreation of cultural traditions, helping them to broaden their understanding of varying perspectives, practices, and values from other parts of the world. Language study is engaging and meaningful when students learn the skills needed to communicate in the target language by engaging in miming, drawing, singing, improvising a scene, collaborating with peers and playing a variety of games. Simultaneously, students work to build the foundation for reading, writing, speaking and listening to the target language.

In Novice 1A courses, students build their introductory linguistic skills through short stories. In Spanish and French, stories promote learning within a communicative context and allow students to use text evidence to support their answers to comprehension questions. By emphasizing, expanding or promoting lexical terms, grammatical patterns and/or recognizing characters, the stories prepare students to be successful at the next level. They develop their writing skills through simple compositions or

guided narratives, partake in interactive guided and unrehearsed conversations in the target language, and are expected to participate in diverse class activities.

Novice 1B French and Spanish

Novice 1B French, and Spanish world language courses allow students to further immerse themselves in the language and cultures as they expand their communication skills. With a continued focus on the development of listening, speaking, reading and writing, students expand their vocabulary in the target language and learn to develop skills that will permit them to have impromptu conversations with a peer or practice at home with a family member. Students grow in their appreciation for the culture by collaborating with a peer on a research project, watching videos, or preparing food, or art work that are common in the culture.

Novice 2 French and Spanish

In Novice 2 French and Spanish courses in Middle School, students end their three-year sequence of focused study and are able to understand and communicate in the target language using more complex sentence structures. Students

engage their hands and minds by participating in interactive exercises, short plays, videos, short stories, or reading novels, helping them to build a fundamental capability of oral communication through real-life situations that explore new cultural, lexical and grammatical themes. They develop their writing skills through more elaborate compositions or guided narratives, partake in guided and unrehearsed conversations with peers in the target language. Finally, students engage their hearts by developing cultural sensitivity and global awareness while they are introduced to Hispanoparlante and Francophone cultures. They expand their horizons through exploring real estate (houses and their architectures), fashion, neighborhoods, hobbies, food and travel in the region. A community of respect is elevated as students acquaint themselves with a variety of perspectives on society as they practice their four linguistic competencies: reading and listening comprehension, speaking and writing skills.

ELECTIVES

Electives are offered each trimester in the following categories for students in Grade 6: computer science & technology, performing arts, and visual arts. Students in Grades 7 and 8 select from the same categories with the addition of music. Students select these courses in the spring by rank, ordering their choices in an electronic form sent through email. Students may take no more than two courses from the same category. Final placement is not guaranteed, but we will honor their preferences as much as possible.

Performing arts classes prepare for an ensemble performance, either large or small, during the term. Computer science & technology and visual art studio classes are designed for individual creativity on project-based work; and appreciation classes cover the history and significance of key genres, artists, or movements within the chosen discipline.

Performing Arts

The Middle School performing arts curriculum is specifically designed to encourage and foster creativity and risk taking. Each course can be taken independently, or courses can be combined to provide an in-depth study of various theatrical topics. Classes are collaborative and hands-on, requiring students to work together with their peers to solve technical challenges, create new designs and share stories. With an emphasis also on building self-esteem and specific skills, performance courses are designed to meet each student where they are, as a middle schooler and performer, and then to build upon that base. Paired with the MS Musical, all courses complement each other, and allow for individual and collective growth.

Middle School Musical/Technical Theater

The Middle School musical provides a performing arts experience that fosters self-confidence and personal fulfillment through teamwork. Students may elect to participate in rehearsing and performing the musical, or building sets and props and operating the technical equipment. Both classes are available to all students regardless of experience level. A typical day in class involves both hard work and fun, and relies on students to come prepared and develop a willingness to take risks and think creatively about problem solving. The culminating activity is the musical itself. Students undertake great individual responsibility and commitment to assure a successful production and rewarding experience for one another, including two Saturday rehearsals, four after school rehearsals, three performances, and set

strike (clean up) day.

Participation in the MS musical is one of the most mission-aligned efforts a student will make at Sewickley Academy. From auditions to rehearsals and performances to set strike, students learn first hand the key components of creating and producing a full-scale musical. The skills learned throughout the process are directly transferable to other theatrical experiences a student may pursue, or more broadly, life skills and character traits such as job interviewing, public speaking, collaboration, self-confidence, and resilience.

Visual Arts

The Middle School visual arts curriculum is specifically designed to encourage and foster creativity and risk taking. Each course can be taken independently, or courses can be combined to provide an in-depth study of various artsrelated topics. Classes are collaborative and hands-on, allowing for individual and collective growth work as students work independently and together with their peers to reatively develop their artistic techniques. With an emphasis also on building artistic habits of mind and observational skills, visual arts courses are designed to meet each student where they are, as a middle schooler and artist, and then to build upon that base.

Current courses include: Drawing and Painting, Printmaking, Found Object Art, Sculpture, Glass and Mosaics, 3-D Art, Hand Building, Wheel Throwing.

Printmaking

ELECTIVES

A variety of printmaking techniques, from screen-printing and stamping, to block printing are investigated and practiced in Printmaking. Students will develop artistic behaviors that support inquiry and problem-solving while pursuing independent projects and taking creative risks. In addition, students will learn to examine, reflect and discuss observations of their own process and artwork, and the work of artists in an historical context.

Found Object Art

Students in Found Object art are encouraged to open their eyes to the world that they live in as they explore and collect. This course focuses on creating two- and three-dimensional artworks from found objects and unconventional materials. Students will work both independently and collaboratively to build and construct, while solving problems and reflecting on their process. The course will explore the work of other artists who use unusual materials throughout the course.

Sculpture and 3-D Art

Students produce pieces that come alive as they are introduced to working in three dimensions. Students will discover a variety of tools and techniques, such as carving, molding, and attaching. Emphasis will be placed on the process of creating work, making mistakes, and learning from those mistakes. Students will be asked to reflect on their process through writing and discussion, as well as engage in peer-reviews and critiques.

Ceramics: Hand Building

Project based and mastery learning are the central tenants of hand building. Projects include: research and create an African mask employing soft and hard slab construction techniques; create an aquatic animal of their choice by utilizing pinching techniques; craft a “replica” of an ancient Grecian vessel using the coil method and sgraffito decorating; and combine all introduced techniques and create a “personal” art piece as a final project.

Ceramics: Wheel Throwing

Students will concentrate their studio work on the wheel. Units include: an introduction to basic throwing techniques (center, enter, open, raise, and form); creation of rudimentary vessels, focusing on proportion and wall thickness; introduction of glazing applications (dip, pour, trail, brush, stain, and spray); and presentation of composite pieces (lids, handles, and spouts). Creativity, working independently, and resilience are Mission-skills that students enhance as they work in the studio. During each class, students receive regular feedback on their progress and are provided the opportunity to work at their own pace to meet their potential. Priority registration is given to students in Grade 8.

Music Ensembles

The Middle School music ensembles offered are band, orchestra, chorus, and handchime choir. In addition to technical and artistic skills, students develop positive traits such as humility, empathy, leadership skills, and partnership. Each ensemble presents a formal concert in the winter and spring, and students may also elect to perform in recitals throughout the school year.

Foundations of Acting

This course is intended both for the beginning actor who wants to build a strong performance foundation and the more experienced actor who wants to continue developing their skills as a performer. Students will work on developing distinct characters with clear physical and vocal traits. They’ll also work on fully embodying emotion while performing both monologues and scenes.

Stage Combat

This course will introduce students to the basics of unarmed stage combat. We’ll begin with safety protocols such as stage falls and partnering techniques then move on to learning hand to hand combat moves, such as punches, slaps, and hair pulls. Students will end the trimester by rehearsing and performing choreographed fight sequences.

ELECTIVES

Studio Theater Production

Students in Studio Theater will rehearse and perform a short studio theater style piece for the spring arts showcase. This style of theater generally involves innovative and experimental works with limited technical components. Students will learn about this style of theater, develop their skills as performers, and work as an ensemble to prepare for an audience. Students who sign up for the elective will be required to attend technical rehearsals and performances in addition to their class sessions.

Costume Design

This course will introduce students to the history of costuming, allow them to explore the roles costumes and costume designers play in a production, and challenge them with hands-on group, partner, and solo projects that include sketching costumes, creating costumes with recycled materials, and costuming fantasy characters.

Improv

Improv, or improvisational acting, is the art of thinking on your feet and making stuff up as you go along. We’ll begin with the “Rules of Improv” and then move on to both short and long form improv games in order to build skills such as confidence, collaboration, risk taking, trust, and concise and cohesive storytelling.

Bang-on-a-Bucket

Got rhythm? Who could ask for anything more? If you are looking for a safe space to channel your inner drummer, come explore the world of rhythm through bucket drumming in this class dedicated to the percussive arts.

MS Studio Art

This studio art course will introduce MS students to the processes, materials, and experience of drawing and painting. Students will learn principles of observational life drawing, composition, form, scale, color, and perspective and will explore mark-making and representational techniques using a range of materials - pencils, ink, charcoal,

pastel, collage, and acrylic paint. In class, students will work from life and observation in a number of formats - still life, portraiture, figure drawing, landscape - as well as create more open-ended color studies, free studies, and abstractions. For their final project, students will create their own independent body of artwork.

Costume Design

No character is complete without a costume! This course will introduce students to the history of costuming, allow them to explore the roles costumes and costume designers play in a production, and challenge them with handson group, partner and solo projects that include sketching costumes, creating costumes with recycled materials, and costuming fantasy characters.

Health — Grade 6

The Grade 6 health curriculum is designed to meet students where they are developmentally, to fully engage their hearts, hands, and minds through project based and collaborative learning, and to provide a safe space where students can ask and answer questions, at an often confusing time in their life. Preparing to live a healthy lifestyle and develop healthy relationships, personal identity, awareness, and social dynamics, as well as online safety and conduct are central tenets of the course. Students will learn how to navigate life in Middle School as they grow in their ability to provide balance in their lives.

Health — Grade 7

The Grade 7 health curriculum is designed to build the foundation for students to embody a healthy physical, mental, social, and emotional lifestyle. This course is designed to provide students with a comprehensive, skills-based approach to managing their health and wellness. Students can expect to learn using a variety of hands-on activities, class discussions, writing, and experiential projects that emphasize the importance of holistic health throughout one’s lifetime.

Health — Grade 8

The Grade 8 health curriculum is designed to build the foundation for students to embody a healthy physical, mental, social, and emotional lifestyle. Students in Grade 8 will engage in a comprehensive, skills-based approach to managing their health and wellness. Course information is presented in a practical manner incorporating current health trends and concerns, life management skills, and interdisciplinary learning strategies to achieve optimal wellness. Students can expect to learn using a variety of hands-on activities, class discussions, writing, and experiential projects that emphasize the importance of holistic health throughout one’s lifetime.

Programming Virtual Worlds

Students in Programming Virtual Worlds will design and program 3D environments to create virtual experiences, animations, and games. Students will use 360 cameras to take photos of real environments and design their own objects in tinkercad which can both be uploaded and used in their virtual world.

Digital Game Design

Prerequisite:

Grade 6 CS

Students will combine the constructs that they learned in the grade 6 CS course to program more complex movement and collisions with their sprites. As they create more complex programs, they begin to use functions to organize their code. In the end, students will use the design process to create an original game.

Lego Robotics 1

Students in Robotics will learn how to build and program a Lego robot using various Lego parts, motors, and sensors. Students will enhance their problem solving skills as they work to get their robot to perform certain tasks and find solutions to real world problems.

Lego Robotics 2

Prerequisite: Lego Robotics 1. Students in Robotics 2 will build off of their knowledge and experience in Robotics 1 in programming the Lego robot to complete missions, but will be introduced to new sensors, advanced techniques, and the creation of their own missions.

Arts & Bots

Students in Arts & Bots will combine craft materials and a Hummingbird Robotics kit to create a unique robot that they will animate by programming sensors, motors, servos, and LEDs. Students will also use various digital tools to help them brainstorm and design components of their robot.

Programming in Python

Prerequisites: 2 previous programming courses (listed above). Ready to move on from block-based to textbased code? This course will use the Finch robot to teach students the fundamentals of Python, a general-purpose programming language used by professionals for developing websites, software, task automation, data analysis, and data visualization.

App Creation

Students will apply the problem solving process to the problems of others, learning to empathize with the needs of a user and design solutions to address those needs. During the second half of the unit, students form teams to prototype an app of their own design, first on paper and eventually in Code.org’s App Lab environment.

AI and Machine Learning

Prerequisites: Programming in Python & App Creation Students in this course will learn what makes a robot artificial intelligence and the ethical implications of this technology. They will then use tools to create their own machine learning programs to recognize shapes, audio, and position of objects.

Physical Computing

Students will use Code.org’s App Lab environment, in conjunction with the Adafruit Circuit Playground, to explore the relationship between hardware and software. Throughout the unit, students develop prototypes that mirror existing innovative computing platforms, before ultimately designing and prototyping one of their own.

Computer Science 6

In this computer science course, students will use the design process to create interactive animations and games. Students will begin by exploring simple, primitive shape-making and then build their skills to create more complex sprite-based games.

In the final project, students will develop a personalized interactive game.

Computer Science 7

We use devices every day that utilize some sort of computer component. From smart bulbs to cars to phones to vacuums, we live in a world that is becoming more and more dependent on technology to meet our everyday needs. This course will explore the history of how technology has come to be, the impacts of computing devices on everyday life, and how the design process works to create new technologies.

Computer Science 8

Students in this course will explore how computers learn from data to make decisions and create their own machine learning programs to recognize shapes, audio, and positions of objects. Students will also discuss the ethical implications of arti fi cial intelligence and how this impacts society. Students will end the course identifying a problem that could be solved with AI, and will develop a prototype of their solution.