SEWICKLEY ACADEMY
MIDDLE SCHOOL 2022 - 2023 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.
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TABLE OF CONTENTS
English History Science Math World Language Art, Computer Science, and Technology Electives Health Computer Science
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ENGLISH 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, often chosen by the students, 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. Major writing projects include: ongoing letter essays exchanged with 7th grade students from another school; writing and publishing a mystery novel during National Novel Writing Month;
literary analysis essays; as well as a wide variety of informal 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 one class novel. In our shared novel unit, 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, Historical Fiction-World Conflict Literature, Social Issues (in conjunction with Civics and the Hansen Library), Poetry, and Classics. 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. 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 life-long readers, writers, and thinkers.
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HISTORY Grade level History courses meet five times in the eight-day cycle.
History — Grade 6
History — Grade 8
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 Human Rights. 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.
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.
History — Grade 7 Grade 7 US History is an educational journey reaching back to early migration to the Americas and landing with the Civil Rights Movements of the 1960s. Throughout this course, students will examine history through the use of primary sources. Students will be exposed to a diverse range of viewpoints attempting to gain a greater understanding of US history through the lenses of others as they experienced it firsthand. Students will analyze, interpret, and synthesize the information presented in primary source documents through discussions, presentations, and writing. Students will have the opportunity to express what they have learned in a variety of ways, including the creation of posters, presentations (group and individual), and assessments. Through this journey, students will develop a richer understanding of the past by finding the historic threads in current events that trace back to making a larger connection. Students will study the Age of Exploration, Colonies, Reconstruction, Industrial Revolution, Immigration, Progressive Era, and the Civil Rights Movement.
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SCIENCE Grade level Science courses meet five times in the eight-day cycle. 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 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 8
Science — Grade 7
Grade 8 students in science are in search of evidence to support scientific principles allowing them to better understand their world. Students study the characteristics of gases, air mass movement, and the effects of Earth’s topography and population as they grapple with the question, “How can you improve the air quality in your community?”
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 5
In an effort to explore engineering practices, students are tasked with designing and building a vehicle that will go straight, far, fast, and carry a load. 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 8 science 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.
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MATH As part of our transition planning for Middle School, we make every effort to place students in the “right fit” math classes each year. Placement is determined by a number of important developmental criteria instead of by grade level alone. We work hard to place students in a course that will challenge and inspire them as well as promote their success. Placement is based on the following criteria, each considered equally: • Academic readiness • Standardized testing scores • Past mastery within the content area • Grade achievement • Executive functioning skills as observed by teachers throughout the year • Consistency of homework completion • Ability to work independently • Ability to self-monitor • A demonstrated interest and motivation throughout the year A profile is created for each student using the criteria above to determine the most appropriate placement. The same criteria is used in subsequent years throughout Middle School to confirm the appropriate placement for your child. Math courses meet five times in the eight-day cycle.
Middle School Math and Honors 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, square roots, order of operations, ratios, and proportions. Additionally, the geometry explores different geometrical shapes, angles, triangles, and circles, including the geometric properties and formulas associated with them.
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, graphs and functions, exponents and roots, ratios, proportions and similarity, percent, geometry, perimeter, area and volume, data and statistics, multi-step equations and inequalities, graphing equations/ lines, polynomials, and solving one and two step equations. Students become familiar with the content necessary to support success in the follow-up course: Algebra. Making connections between the math they learn in the classroom with math that is used in everyday life is an essential way of learning Pre-Algebra. Students in PreAlgebra 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, but to reflect on their steps and understand the process in order to truly grasp the material and be able 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
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MATH 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 In Honors Geometry, inductive and deductive reasoning, constructions, measurement and coordinate geometry are the foundations for examining the properties of two and three dimensional figures. Geometry courses require mastery of the concepts of algebra including quadratics, systems of equations, and radical expressions. Students explore both Euclidean and solid geometries with a particular emphasis on plane geometry. Topics of study include an introduction to logic and proofs, triangles, special quadrilaterals, polygons, perimeter and area of figures, surface area and volume of solids, similar shapes (ratio and proportion), circles, and trigonometry, indirect proofs, sequences, pattern recognition, vectors, volumes of revolution, equations of lines in three space and planes. Applications of these topics are incorporated into the lessons and assignments as students are inspired to connect learning principles of geometry with future fields of study such as art, architecture, and engineering, as well as understand how angles, arches, shapes and speed relate to sports and automobiles.
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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 B, 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 language placement. Those with no previous experience will enter an introductory course. As part of our transition planning for Middle School, we make every effort to place students in the “right fit” World Language classes each year. Placement is determined by a number of important developmental criteria instead of by grade level alone. We work hard to place students in a course that will challenge and inspire them as well as promote their success. Placement is based on the following criteria, each considered equally: • Academic readiness • Standardized testing scores • Past mastery within the content area • Grade achievement • Executive functioning skills as observed by teachers throughout the year • Consistency of homework completion • Ability to work independently • Ability to self-monitor • A demonstrated interest and motivation throughout the year A profile is created for each student using the criteria above to determine the most appropriate placement. The same criteria is used in subsequent years throughout Middle School to confirm the appropriate placement for your child. World Language courses meet five times in the eight-day cycle.
Novice 1A Chinese, 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 roleplay, 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
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WORLD LANGUAGE listening to the target language. In Novice 1A courses, students build their introductory linguistic skills through short stories. In Novice 1A Chinese, students will learn how to recognize and draw Chinese characters by understanding how they were developed through images and activities. 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 2 Chinese, French, and Spanish
Novice 1B Spanish
Chinese,
French,
and
In Novice 2 Chinese, French, and Spanish courses in Middle School, students end their threeyear 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 Hispanophone, Francophone, and Chinese cultures. They expand their horizons through exploring real estate (houses and their architectures), fashion, neighborhoods, hobbies, weather, 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.
Novice 1B Chinese, French, and Spanish world language courses allow students to further immerse themselves in the language and culture 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 are prepared to have a conversational dialogue 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 movies, singing songs, or preparing food, crafts, or art work that are common in the culture.
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In accordance with right fit placement, following a Spanish Novice 1A course, students may be ready to enroll in either Novice 1B or Novice 1B Advanced.
In accordance with right fit placement, following a Spanish Novice 1B course, students may be ready to enroll in the Senior School Level 2 course in lieu of Novice 2. This second-level class focuses on more complex grammatical structures and intensifies vocabulary acquisition. Students are required to perform role-plays and interviews, write mediumlength narratives and dialogues, and effectively communicate on culturally relevant topics. Several full-length movies and other authentic audiovisual aides are also presented. Materials for this class include a textbook and workbooks, as well as computer software and audio-visual components. In addition, students read the short annotated novel, La chica de los zapatos verdes.
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ART, COMPUTER SCIENCE, AND TECHNOLOGY ELECTIVES Electives are offered each trimester in the following categories for students in Grade 6: computer science & technology, performing arts, and visual arts. All students in Grades 6 are required to take either band, orchestra, or chorus and one other elective. 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. Elective courses meet twice in the eight-day cycle.
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 The Middle School musical provides a performing arts experience for participating students, and in doing so, 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 in the technical theatre class. 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 for the course is the musical itself, which students
perform on three occasions. Students who enroll in the MS musical or technical theatre class 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 creatively develop their artistic techniques. With an emphasis also on building artistic habits of mind and observational skills, visual arts courses are designed to meet
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ART, COMPUTER SCIENCE, AND TECHNOLOGY ELECTIVES 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 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 11
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.
Ensemble The Middle School music ensembles provide the confluence of communal aspiration and personal accountability through participation in instrumental or choral musical expression. Students come to the ensembles with a wide range of experiences and ability levels. This unique combination fosters the development of positive traits such as humility, empathy, leadership skills, and partnership. In time, students recognize the value of possessing diversified sets of skills and perspectives while also developing the necessary social skills for effective collaboration. As each musician’s path toward proficiency is unique, students are encouraged and challenged to discover what works best for their own personal development. MS music ensembles include formal winter and spring concerts as well as additional performance opportunities throughout the year. Each concert and performance is a representation of preparation and the continuous refinement of skills over the long term. Through class discussion, guest performers, and most especially through the MIDDLE SCHOOL COURSE CURRICULUM
ART, COMPUTER SCIENCE, AND TECHNOLOGY ELECTIVES repertoire being prepared by each class for the concerts, students are exposed to musical genres and aesthetics of past and present generations, representing cultures geographically near and far.
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, drum circles, and the percussion instruments of the world 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.
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 Students in Digital Game Design will design, create, play, and evaluate various games. Students in the course will construct a board game using fabrication tools, program an original digital game, and build their own video game controller using a Makey Makey.
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.
Web Design Students will learn to create websites using HTML and CSS inside Code.org’s Web Lab environment. Throughout the unit, students consider questions of privacy and ownership on the internet as they develop their own personal websites. They engage in problem-solving as it relates to programming, as they learn valuable skills such as debugging, commenting, and structure of language.
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ART, COMPUTER SCIENCE, AND TECHNOLOGY ELECTIVES 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.
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.
Reverse Engineering Take a dive into the inside of devices to learn more about the hardware side of computer science. Students will learn about the various pieces and parts that make computers work and how the technology used to create them continues to evolve.
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HEALTH Grade level Health courses meet three times in the eight-day cycle for two trimesters.
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 collaborative learning, projects and discussions, and 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 identify and set meaningful goals and manage their time to provide balance in their lives.
they begin to navigate the many challenges that come with adolescence. Making connections about the systems within their body and how they are affected by the choices they make, students will consider the effects of stress on the body, explore which stress management techniques work the best for them, and implement plans to create their own solutions to daily stresses.
Health — Grade 7 As students in Grade 7 build their autonomy and independence, the Grade 7 health course is designed to assist each student in developing and maintaining a lifestyle that promotes wellness by providing accurate and up-to-date healthrelated information as the foundation for making educated, responsible, and healthy personal decisions. In Grade 7 health, students learn to design their own plans for establishing healthy nutrition and physical fitness. They will create a food truck that combines fitness and nutrition so it directly impacts a specific body system. The students will also be asked to examine internal and external environmental choices that will affect their overall wellness.
Health — Grade 8 The Grade 8 health curriculum prepares students to apply what they’ve learned in previous years and to become their own advocate for a healthy lifestyle. Through a variety of hands-on activities, class discussions, writing, and creating exercises, students focus on mental health, avenues for getting help for themselves or others in need, dating and romantic relationships, as well as an in-depth look at body systems. As students begin their final year in Middle School, they are in a unique position as 14
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COMPUTER SCIENCE Grade level Computer Science courses meet three times in the eight-day cycle for one trimester.
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 artificial 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.
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