Students will understand the fundamentals of science by observing, questioning, hypothesizing, and testing. So much of science involves understanding how systems work and how many individual parts interact to create one complex and well-functioning whole. They will do this by studying the ecology of Puget Sound to understand how each form and process of life is connected to and dependent on others around it. They will understand how they play a part of the complex web in nature. They will learn about food webs and the water, carbon, and nitrogen cycles, all examples of nature recycling the finite amount of matter in our world. This will lead to a more in-depth study of atoms, molecules, and compounds. In studying one of the lowest levels of the food chain, single-celled organisms, they will launch into a study of the cell and its organelles. Having learned what nutrients are needed to build and maintain cellular life, they will focus on what nutrients they need to best support their bodies. The year is wrapped up with a unit on Puberty focusing on the physical and hormonal changes.

Unit One Fall (September through November)
Something Fishy: Exploring an Aquatic Ecosystem

We will be studying Puget Sound by way of a curriculum unit in which students have to solve the mystery of a depleted fish population. This unit introduces the idea of systems biology, looking at a particular environment as a system with boundaries, inputs, outputs and many interactions among its myriad elements. The systems approach will help students understand the broader influences and connections between the elements, even those that seem only slightly related. While solving this problem, students will learn about the many aspects of Puget Sound including many plant and animal species; both fresh and salt water; the surrounding land; and the effects of the humans that live by it. They will also conduct water experiments in the classroom and water monitoring in local streams.

Students will look at the living plant and animal species that live in and around the Sound. Through this, they will start to understand how we classify living things. They will also begin to appreciate the intricate connections between these living factors and the non-living factors. Before taking their trip to Eastern Washington in early October, they will learn about watersheds and how actions far from a body of water can affect it. While in Eastern Washington, the students will consider affects of traditional versus organic farming methods on the land, watershed and river.

In looking at the food chain, they will learn about the plants – the producers – and the process of photosynthesis. Moving up the food chain, they will study single-celled plants and animals and their ecological importance. Other things that move up the food chain are pollutants. They will understand the effects of various pollutants on different species. This will include the idea of biomagnification of pollutants like PCBs that are absorbed by microscopic creatures and increase in concentration every level up the food chain until animals like the seals and orca whales are considered hazardous material.

An important part of any ecosystem are the cycles such as the O2/CO2 cycle, the water cycle, the nitrogen cycle, and the food chain that keep the living and non-living factors renewed and in balance. This sub-unit will segue into our next unit.

Unit Two (December through January)
Chemicals of Life
While studying different aspects of ecology, we have covered quite a few chemical formulae and reactions but without having delved into the specifics of atomic structure. In this unit, the students will study the general parts of the atom and their properties. They will also become familiar with the periodic table and what it tells us about the specific elements. They will learn about and experiment with the basic chemical bonds and how they create molecules. They will make models of some basic molecules with building kits and discuss the properties of these molecules.

They will then focus specifically on the chemical structure of proteins, carbohydrates, lipids, the primary chemicals that make up our cells.

Unit Three (February through March)
Single celled organisms and the cells that make up tissues
Now that students know what the basic chemicals of life are, we can better discuss how they work together to build cells and make them function. Students will use microscopes to examine common animal and plant cells and their organelles and then try to draw them. They will also look at specialized cells of the human body and how they are designed to carry out specific functions.

We will study the structure and function of specific organelles in the cell. In pairs, students will then make creative cell models that show and describe each organelle.

Special Unit (Hopefully from late-February to mid-March.)
Biotechnology
The students will have an opportunity to learn about and use some of the basic tools of biological research – micropipettes and gel electrophoresis. By using equipment on loan from the Fred Hutchinson Cancer Research Center, students will learn to measure out liquids in microliters - one millionth of a liter. They will also learn how to carry out gel electrophoresis, which separates dyes and DNA based on their molecular weight, shape and electrical charge. Each subsequent year, we will carry out more complicated investigations using this equipment.

Unit Four (April through May)
Nutrition: How to keep your body running smoothly.
This unit brings the material studied thus far to a full circle. Students not only learn about the basic nutrients that their bodies need - fats, proteins, carbohydrates, minerals, vitamins, water, and fiber - they examine their own eating habits to see how well their diets supply these nutrients.

Each student will research one vitamin and one mineral and create a mini poster that explains which foods contain it, how much is required, what it does for the body, and what happens when it is absent.

This unit culminates in an experiment on the effects of different foods and exercise on the students’ blood sugar levels. The students design, implement, analyze and present their experiment.

Unit Five (June)
Puberty
For this unit, we will focus on the scientific events that occur during puberty, specifically within the endocrine, nervous, and reproductive systems. Though we start out talking about the more physical aspects of puberty, the students also have an opportunity to discuss social and emotional sides of puberty.

General Science Class Information

Grading criteria and procedure:
I will use four areas to determine a student’s final grade – homework; class work and classroom citizenship; tests and quizzes; and labs, papers, and projects. Each area will be graded on a five grade (A,B,C,D,F) system. Students will also receive a written narrative that explains their performance in more detail. There will not be an overall grade for science at the end of each term or at the end of the year. Students will also receive a progress report in the middle of each term.

Classroom rules:
I expect students to come to class prepared with their planner, science journal, textbook or other material we are using, writing utensils, and homework. Students should be on time. I encourage discussion – often some of the best or most memorable information comes during a lively class discussion. However, students must be respectful toward each other, toward me, and toward the goal of the class in general. This respect pertains to the quality or relevance of the comment and quantity of comments.

Homework policy:
I do not assign homework at each class. I assign it if a reading or activity will enhance the day’s lesson. I will also assign reading if it includes information that we will elaborate on in class. Often the textbook readings and questions are very accessible to the students and give a solid foundation for the material we will cover later in class. There will also be homework when we are working on projects. This may require students to pace themselves to complete an assignment by the due date.

A “regular” homework assignment is often graded on a 10 point scale. More involved assignments will be graded on a higher scale to weigh them appropriately. To get 10 points, students must do a thorough job. Even if a student answers a question correctly, they may not receive full credit if their answer was minimal or did not include all the available information.

Expectations for parent/guardian involvement:
I hope that you will contact me if you have any questions, comments or concerns about your daughter or the science class. In addition, I will contact you with any concerns or noteworthy achievements that I see.

How to contact me:
E-mail: gro.smgwl|rnetsrik#gro.smgwl|rnetsrik –
Cell phone: 206.265.2152 - best after school hours. I am often free in the mornings.
Home phone: 206.320.9172 – best during the evening or weekend. If I am free, I am happy to talk to you or your daughter. If I am not free, we will find a better time.

Seventh grade science curriculum

Objectives and Goals

Unit One (September through mid December)
No Quick Fix: Exploring Human Body Systems

The students will begin their study of the human body with a unit on the immune system and how it fights a tuberculosis infection. This unit introduces the idea of systems biology, looking at the body as a system with boundaries, inputs, outputs and many interactions among its myriad elements. The systems approach will help students understand the broader influences and connections between the elements, even those that seem only slightly related. While conducting this unit, students will also devise and carry out an experiment based on bacterial growth and antibiotics.

After having learned about the immune system in depth, the students will learn about the other nine organ systems: integumentary and muscular, skeletal, digestive, urinary, respiratory, circulatory, reproductive, endocrine, and nervous systems. After learning the basic information about each system, pairs of students will enhance each system with labs and reports on diseases of each system.

Unit Two (January through mid-February)
Genetics/DNA: Where did we come from and how did we get here?

We will study the basics of genetics such as the structure of DNA, mitosis, meiosis, transcription and translation. We will cover the central dogma of biology, which relates the genetic code to the construction of proteins, which in turn determines our physical characteristics.

The students will learn the difference between genotype and phenotype. They will construct Punnet Squares to predict the physical and genetic characteristics of offspring. They will learn about Gregor Mendel’s experiment with pea plants whose characteristics were passed from parent to offspring. They will then “create” offspring whose physical characteristics are determined by the random selection of parental genes.

They will learn about the effort to unravel the structure of DNA including Watson and Crick’s model of DNA, Rosalind Franklin’s contribution through her X-ray image “Photo 51,” and the Human Genome Project. They will extract DNA from a banana then use a similar process to extract their own DNA to wear in a necklace.

In order to study how specific genes code for specific physical characteristics, we will review how a single mutation in a single gene can lead to a significant genetic disorder.

Finally, we will discuss and debate the real-world applications and ethics of modern genetics and issues such as who owns the rights to the human genome; who funds the research and what influence does that funding have over which diseases or conditions get attention; and where do you draw the line between using genetic testing to rule out debilitating diseases versus inconvenient or cosmetic characteristics.

Special Unit (Hopefully from late-February to mid-March)
Biotechnology

Last year, the students had an opportunity to learn about and use some of the basic tools of biological research – micropipettes and gel electrophoresis. By using equipment on loan from the Fred Hutchinson Cancer Research Center, students learned to measure out liquids in microliters, one millionth of a liter. They also learned how to carry out gel electrophoresis, which separate dyes and other substances based on their molecular weight, shape and electrical charge. This year, the students will refresh their knowledge of this equipment then use it to solve a “crime” in the class. Using CSI-like forensics, they will analyze some DNA left at the “crime scene” and compare it to DNA of the primary suspects.

Unit Three (mid-March through late April)
Evolution: How are humans - and other modern species - a result of evolution?

After having studied the organ systems and understanding the complexity of the human body and the process by which our genes are responsible for passing down traits from parent to offspring, we will look at the evolutionary process by which we came about.

The students will study the basic processes, causes, evidence for and ramifications of evolution. They will start with ways in which species have adapted to their particular environments through evolution. They will also study Charles Darwin and the evidence that led to his theory of evolution. Throughout the unit, we will use some episodes of the PBS series Evolution.

The students will then work on a Two Seconds to Midnight: Earth’s time line in 360 project to demonstrate the enormous time required and the key events of the geological and evolutionary history of the earth for the last 4.6 billion years.

We will then focus on the specific evolution of humans, studying which species of hominids survived and which died out and the probable causes of each. We will focus on the environmental conditions that led to some of the human characteristics we see today.

The unit will wrap up with the study of evolution that can be observed in short periods of time, the evolution of viruses and the ramifications for our modern and mobile world.

Unit Four (May through mid-June)
Global Perspectives

For the last six weeks of the year, the students will embark on a combined Humanities/Science unit on Global Perspectives. In Humanities, students have studied many countries of the world, learning about cultures, politics, arts, languages, and religions. Using the “Facing the Future” curriculum as a foundation, we will examine the whole world as an interconnected system. Each region’s government, environment, economy, religions, wars, healthcare and education systems impact not only that region but also the entire world. We will try to determine how the world’s environment and people can be improved through smart and sustainable policies. In science, we will focus on the issues of population, food, water, and the environment.

General Science Class Information

Classroom rules
I expect students to come to class prepared with their planner, science journal, textbook or other material we are using, writing utensils, and homework. Students should be on time. I encourage discussion – often some of the best or most memorable information comes during a lively class discussion. However, students must be respectful toward each other, toward me, and toward the goal of the class in general. This respect pertains to the quality or relevance of the comment and quantity of comments.

Eighth grade science curriculum

Objectives and Goals

Unit One (mid-September through November)
The Geology of Washington State: How have Earth’s forces made Washington a hotbed of volcanic and earthquake activity?

In trying to answer this question, the students will have to study and understand many geologic processes of the whole Earth and Washington State. Students will view the Earth as a system with boundaries, inputs, outputs, and many interactions among its myriad elements. The systems approach will help students understand the broader influences and connections between the elements, even those that seem only slightly related.

To prepare for our geology field trip to Mt. St. Helen's in early October, the students will study how the earth's structure and ongoing processes, including the internal structure of the Earth, plate tectonics, and plate boundaries, have created our local geology. While there, teams of students will create their own Discovery Channel / NOVA type documentary about different sites.

They will study the rock cycle and different types of rocks, their mineral content and the methods of formation. By understanding how different rocks are formed and how to identify them, they can then try to piece together the geologic puzzle from the evidence they see.

They will analyze the geology of Washington State to discover that was “created” over hundreds of millions of years by plate tectonics, earthquakes, volcanoes, repeated basalt eruptions, great floods, and glaciers. This will involve learning about the general geologic forces that shape the entire world and how these forces were applied specifically to Washington State. The students will enhance an interactive display that shows the geologic evolution of Washington State.

In addition to the big field trip to Mt. St. Helens, we will visit the UW seismology lab, Discovery Park, and other areas around Puget Sound to study the geology first hand.

Unit Two (December through mid-February)
Science Fair

Once we return from the field trip, we will introduce the science fair. We will discuss the requirements of the science fair and how to select an interesting and challenging topic. Students will narrow down their topic choices by late October. They will start their background research and preliminary experiment design by the end of term one.

From December through the end of January, students will conduct research and create and carry out their experiments. They will meet with mentors at least once to explain and get feedback on their project. From mid-January through early-February, students will focus almost exclusively on the science fair. They will finish up experiments, record and present data, write a final paper and create a science fair board. On February 10th we will hold a science fair during which the students present their research and findings to a panel of judges comprising local scientists and doctors.

All students who perform at a pre-set level will be eligible to enter the middle school category of the WSSEF - Washington State Science and Engineering Fair in the spring. This event is held in Bremerton on March 26th and 27th and includes projects from Elementary through High School.

Special Unit (hopefully to occur from late-February to mid-March.)
Biotechnology

In the last two years, the students had an opportunity to learn about and use some of the basic tools of biological research – micropipets, gel electrophoresis, and bacterial transformation. By using equipment on loan from the Fred Hutchinson Cancer Research Center, students learned to measure out liquids in microliters, one millionth of a liter. They also learned how to carry out gel electrophoresis, which separate dyes and other substances based on their molecular weight, shape and electrical charge. This year, the students will refresh their knowledge of this equipment by using it to again solve a “crime” in the class. Using CSI-like forensics, they will analyze some DNA left at the “crime scene” and compare it to DNA of the primary suspects. They will also conduct a bacterial transformation experiment in which they alter the genes of harmless bacteria to make it glow.

Unit Three (mid-March through mid-April)
Weather and Climate of Washington State
As a segue between the Geology of Washington State and Astronomy, the students will study the wildly varying climate and weather throughout Washington. They will learn how local landforms and bodies of water interact with ocean currents, winds, latitude and elevation to create our weather. They will learn about the effects of geologic landform on local weather. As in Geology, you cannot understand local weather and climate patterns without understanding them on a global scale. This unit will include a segment on the causes and effects of global warming.

Beginning in mid-February, we will also keep track of sunrise and sunset, moonrise, moonset and the moon phases. These data charts will be used to explain important elements of the seasons, weather, and tides.

Unit Four (mid-April through June)
Astronomy: Where did the world come from and where is it going?
We will study three basic levels of astronomy, 1- the relationship between the Sun, Earth, and Moon, 2 – Human Exploration of the Planets and the Universe, and 3- the Universe.

We will focus on humans' study of astronomy in the past and in the present. We will learn how early Astronomers devised significant math, physics, and astronomy theories primarily through observation and data collection. We will also use modern telescopes and space missions to learn about distant stars and galaxies. We will incorporate mathematical formulas to calculate the distance to the moon and certain stars, the elliptical orbits of the planets and the extreme distances and times involved in the study of the universe.

We will use our collected sun and moon data to study the relationship between the Earth, sun, and moon. This study will include the orbit of the Moon around the Earth and its effect on tides, months, and seasons, and solar and lunar eclipses. We will also focus on our sun, its layers, solar flares, and solar storms.

In the study of the Universe, we will examine the life cycle of stars including galaxies, nebulae, pulsars, black holes and also the theories of the origin of the universe and its destiny.

General Science Class Information

HUMANITIES CURRICULUM

Sixth grade humanities curriculum

Language Arts Objectives: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas; think critically and analyze author’s use of language, style, purpose, and perspective; understand the writing process and conventions; master basic research skills; and communicate effectively in written and oral work.

A primary focus of instruction will be on the development of writing skills in various forms: research papers, short essays (expository, persuasive, argumentative), personal narratives, short stories, poetry, playwriting, and journal writing. Writer’s conferences, both teacher-to-student and student-to-student, will be used to emphasize writing as a process. Because research skills will be emphasized in all subjects, students will master navigating the library and the Internet for research purposes. Spelling and grammar will be addressed in instruction as well as in the editing and conference process of student writing. Vocabulary instruction will focus on Latin and Greek roots and parsing words for comprehension. Students will read a wide selection of novels, short stories, and poetry in a program designed to enhance critical thinking and prepare them for the interpretation of more complex literature. Literature will, whenever possible, connect to concepts that students are concurrently exploring in social studies, Spanish, and science.

Social Studies Objectives: Understand cause and effect; analyze the historical development of events, people, places and patterns of life in local, national, and world history; examine the influence of culture; use research skills, synthesize information and reflect on findings; and demonstrate understanding of geography and map skills.

Through a variety of discussions, reading, and projects, social studies will principally focus on how individuals and groups affect the greater community and the world. Topics covered include families, communities, the United States election process, genocide and utopia, and American cultural diversity. We will read newspapers and news magazines and discuss current events, making connections to our own world and to history. Students will analyze the power and limitation of popular media and develop skills to synthesize and think critically about the information presented in the media.

All Humanities units will include the following components:

Vocabulary
Students will receive the workbook Latin and Greek Roots: A Study of Word Families, Book 1 in order to increase their understanding of word meanings. This will take place in the format of weekly quizzes.

Grammar
Through unit writing assignments, students will learn and apply mechanics of writing, including sentence structure, punctuation, and usage. Students will learn about capitalization, parts of speech, commas, apostrophes, quotation marks, and homonyms/word usage. In addition, the course covers issues around developing a writing style – sentence structure, precision, clarity, and voice are included in the discussion of the art of writing.

Literature & Reading Assignments
In enhancing students’ reading skills and integrating Language Arts with Social Studies and other subjects, students receive a variety of integrated reading assignments.

Writing Assignments
Humanities writing assignments will include the 5-paragraph essay, persuasive writing letters, poems, and creative prose. All assignments include a grading rubric that assesses students’ content and grammar – grades on written work reflect both the student’s ideas (content) as well as her ability to express those ideas clearly (grammar). We recognize that writing is a process, and student willingness to rework drafts is factored into the final grade – it is expected that a sixth grade student will start out the year with different writing skills than they complete the year with.

Performance & Presentation
Students will learn and practice effective communication skills in both written and oral works, from essays to group presentations. In developing public speaking and performing skills, this course offers many opportunities to work on some of the key components of effective speaking: organization, voice quality, pace, projection, and body language.

Critical Thinking
Every assignment includes an opportunity to engage in critical analysis and thought, whether dealing with historical texts or current events. Class discussions give students a forum to voice opinions and to learn how to support positions with evidence and argument.

Study Skills

This course includes important study skills that can be applied in all disciplines, including exam preparation and organization. By sharing strategies and discussing effect modes of writing, revising, and studying, students develop their own methods of being academically successful.

One day per week students receive direct instruction on a specific study skill using the “Brain Camp” curriculum from Study Dynamics. “Brain Camp” is a how-to-study program that teaches students effective ways to take advantage of their unique learning strengths and preferences in order to master their schoolwork. As middle school students encounter the challenges of a strong curriculum and assume increasing responsibility for their own learning, they need effective and reliable study, organization and time management skills to be successful.

The goals of the study skills program are to empower students to be more resourceful, reliable and resilient learners capable of doing excellent work confidently and independently. In addition to the “Brain Camp” curriculum, students will receive assignment-specific support (e.g., using a student planner, writing a report or research paper, assessing their academic growth, etc.).

Course Syllabus

FALL TERM

Unit One: Identity and Community (3 weeks)
Using curriculum from Facing History and Ourselves, students will explore and define identity and community.
Through literature, journaling, speeches, and art, students will explore their own identities, their family histories, and their community to gain a sense of place in the world. By decoding poetry’s structure and form, students will explore and consider the lives of past and present multicultural poets.

Speeches:
What is Community?

Writing:
I Am From poem
My Name vignette
Ancestor profile essay
Playwriting – Young Playwrights Program

Literature:
Selections from House on Mango Street
Poetry -selections from multicultural voices, including: Li-Young Li, Langston Hughes, Maya Angelou, Sherman
Alexie, and Naomi Shihab Nye.

Supplemental Texts:

The Poetry Reader’s Toolkit
Living Voices: Multicultural Poetry in the Middle School Classroom

Unit Two: Community – Latin America (3 - 4 weeks)
Students will explore the geography, economic, and political climates of Latin American countries, and their influence on the United States. We will particularly focus on the effects of immigration in Washington State, which students will experience first-hand during our fled trip to Eastern Washington. In an integrated unit with Spanish class, students will research the geography, economics, and culture of Central and South American countries. Their work will be culminated in a Latin American “fair” and oral presentation.
Area of focus: Latin American Countries & Migrant Farm Workers in the U.S.
Literature:
Voices from the Fields
The Circuit

Writing:
bilingual education and immigration law – persuasive writing

Curriculum Resources:
Teaching for Tolerance – Viva La Causa

Unit Three: Human Rights (3 - 4 weeks)
As a precursor to our unit on Genocide and Utopia, we will study the United Nation’s “Declaration of the Rights of a Child”, and discuss international laws designed to dignify and project all peoples. While examining historical and current human rights issues, students will write an essay for the Teachers Against Prejudice Essay Contest.
Literature:
United Nations’ Declaration of the Rights of a Child

Writing:
Human Rights Essay

WINTER TERM

Unit One: The Perfect World - Utopia (6 weeks)
Students will explore the concept of Utopia through reading, writing, and discussion. We will also examine the power and limitations of popular media, as students decode its messages and target audience.
Literature:
The Giver
Animal Farm
The Lottery

Writing: 5 paragraph essay related to Utopia topic Narrative memoir

Unit Two: Genocide & Resistance: The Holocaust (7 weeks)
How is genocide related to the concept of Utopia? Genocide is commonly defined as the deliberate and systematic destruction, in whole or in part, of an ethnic, racial, religious, or national group. Focusing on the monumental tragedy of the Holocaust, students will consider what happens when utopian ideals are carried out. We will study the Holocaust through historical accounts, literature, a survivor guest speaker, and carefully guided class discussions. Through the lens of resistance, students will consider our responsibilities as world citizens in times of tragedy, and the power of individual voice. In small groups, students will research and present facts and implications of other current and historic genocides, including Armenia, Darfur, Cambodia, Rwanda, and Bosnia.

Literature:
Night

Writing: Jacob Friedman Holocaust Essay Contest Group PowerPoint presentations of genocide
Curriculum Resources: WSHERC teaching trunk Holocaust survivor speaker

Films:
The Wave
Life is Beautiful

SPRING TERM
Unit One: American Cultural Diversity – The Civil Rights Movement (10 weeks)
Literature:
To Kill a Mockingbird
Book groups forum including:
Color of Water, Desert Exile, Child of the Owl, Breaking Through, Warriors Don’t Cry

Writing:
To Kill a Mockingbird character analysis essay.

Curriculum Resources:
Teaching for Tolerance – The Children's March and Free at Last

Films:
PBS documentary – Eyes on the Prize (selections from)
Little Rock Central – 50 Years Later

United States geography (states and capitols)
Current events related to justice, family, equality.

Shakespeare – Life & Times (3 weeks)
In preparation for seventh grade, students will spend the last two weeks of school researching various topics of Shakespeare's life, and discussing his influence on theater. In addition, we will take turns reading and acting out a full-length Shakespeare play so student get a feel for his language and prose. Students will keep their research papers to present to the class (and Jenny) as new seventh grade students next Fall!

Literature:
A Midsummer Night's Dream OR Romeo and Juliet

Writing:
Research paper with bibliography

YEAR-LONG ACTIVITIES
Latin and Greek roots and related vocabulary (weekly quizzes) Geography and grammar lessons Peer and student-teacher writing conferences Current event discussion Speeches and debates Internet research Art projects related to curriculum

Classroom Policies & Procedures

Students are expected to be in class on time and ready to begin work as soon as the bell rings. Being ready to work includes having assignments ready to turn in, having books and other materials ready to review, and having all school supplies readily available in class (i.e., not in your locker, at home, or otherwise inaccessible).
All written work must follow LWGMS requirements. In order to be sure that papers are printed and ready to be turned in on time, students can use USB drives to store papers and print them at school. However, school printers are reserved before 8:30am ONLY if a student does not have printer access at home.
Safe Learning Environment: this class must be a place where everyone feels safe so that all students can learn, think, and be creative. Therefore, language that is a “put-down” or shows disrespect for self or others’ ideas will not be tolerated.
Late Work: There will be a late penalty placed on late work, and students have 24 hours to complete a missing assignment. If work is incomplete or missing, students will be asked to stay in during lunch or after school until the assignment is complete. Additionally, incomplete or missing work will result in a call to parents. However, if a student knows she will need extra time to complete an assignment, she can negotiate an extension with Lindsey BEFORE the due date in order to receive full credit on an assignment.

Assignments
Homework: Each day, students will have 20-30 minutes of work that usually includes reading, writing, and/or studying for an exam or quiz. If a student finds that she is consistently spending more than 30 minutes per night on language arts, she should talk with Lindsey. Similarly, if a student consistently spends less than 30 minutes per night on homework, please let Lindsey know.
Language Arts Journals: Students will receive a journal for use in both Language Arts and Visual Arts. Please keep your journal at school so it is readily available for writing prompts and daily exercises.

Projects: At various times throughout the year, students will work on large projects that give students an opportunity to engage in deeper analysis or understanding of a concept. Sometimes these projects are integrated with science, Spanish, math, social studies or art classes. Usually, the projects will involve working in groups and grades will be based on both process and product.
Presentations: Most of the larger projects will include a presentation component. In addition, students will do presentations throughout the year, whether engaging in a lively class discussion, making a persuasive speech, or debating an important issue.

Vocabulary: Students are responsible for completely weekly vocabulary exercises in their notebook. The vocabulary includes Greek and Latin roots, as well as literary terms. Should a student lose their workbook, they are responsible for purchasing a replacement on their own.

Quizzes: Students should expect one quiz per week – however, during long-term projects, there might not be a quiz. Additionally, students should expect reading quizzes that cover the literature or other reading assignments in this class.

Exams: After each unit, students will be tested on the material covered, especially on grammar and vocabulary. At the end of each term, there will be a cumulative exam that covers all vocabulary and grammar covered in the term. Students will receive a review sheet before each major exam, and one day of class will be devoted to exam review.

Papers: Students will write a lot of papers in this class, including expository essays, summaries, poems, reflections, and creative assignments. Papers will be graded on both content and grammar.

Grades
Students will not receive an “overall” grade; however, they will receive an individual grade for each of the following categories. In addition, term report cards will include a written narrative assessment.
• Homework
• Citizenship
• Projects & Papers
• Exams & Quizzes

Contact

Students and their families should feel free to contact me with questions and/or concerns. I encourage students to contact me directly with questions or concerns. The best way to communicate is through e-mail: gro.smgwl|myesdnil#gro.smgwl|myesdnil. You may e-mail me anytime. You may also call me on my cell (360.303.5037), but please call before 7:00pm.

Seventh grade humanities curriculum

This course integrates Language Arts with Social Studies and offers the students a chance to see the connections between history, literature, art, and culture. Additionally, the course covers skills in writing, oral presentations, study techniques, and research assignments. The subject matter of this course is World History and Literature. Additionally, this course looks closely at different culture’s rites of passage as the LWGMS 7th graders develop, design, and implement their own ritual, a culminating event in the Spring term.

Throughout the year, students will have weekly vocabulary based on the literature assignments, Latin and Greek roots, and high school preparation lists. Additionally, grammar and writing are emphasized in all units with specific skills covered with each written assignment. Oral presentations skills are highlighted on a daily basis in informal class participation as well as in formal presentations throughout the year. Finally, geography skills such as map reading are covered with each unit and include historical and current maps.

Fall
Unit One: Shakespeare: History, Art, & Drama (Ashland Trip)
• MacBeth
• Much Ado About Nothing
• All’s Well That Ends Well

Unit Two: Ancient Civilizations: Greece & Mesopotamia
• Homer’s Odyssey

Unit Three: Middle East: Islamic Culture
• Persepolis

Unit Four: Poetry: Reading and Writing (Poetry Night)

Winter
Unit One: World Religion: The Seven Dimensions of Religion

Unit Two: Rites of Passage: Literature, Culture, & Art
• Things Fall Apart
• Whale Rider

Spring
Unit One: The Rites of Passage Trip

Unit Two: China: Ancient to Modern
• Balsac and the Little Chinese Seamstress

Unit Three: World Cultures – Research Assignment

Eighth grade humanities curriculum

This course includes two distinct yet related subjects: Language Arts with Social Studies. Although the course consists of these two subjects, the integrated units offer the students a chance to see the connections between history, literature, art, and culture. Additionally, both subjects cover skills in writing, oral presentations, study techniques, and research assignments. The course content of the Social Studies component is Washington State History and United States History, including civics and government. In Language Arts, students will examine American literature through novels, drama, poetry, and essays. Additionally, students will engage in a Writing Workshop unit as part of the Language Arts curriculum. Finally, students will participate in Washington State History Day, which culminates in a “history fair” in January, with possible participation at the state (and national) levels.

Throughout the year, students will have weekly vocabulary based on the literature assignments, Latin and Greek roots, or SAT vocabulary lists. Additionally, grammar and writing are emphasize in all units with specific skills covered with each written assignment. Oral presentations skills are highlighted on a daily basis in informal class participation as well as in formal presentations throughout the year. Finally, geography skills such as map reading are covered with each unit whether relevant to Washington State history or American history.

Social Studies – Washington State History
Unit One: Washington State Geography
Unit Two: The People of Washington State
Unit Three: Civil Rights & Social Change in Washington
Unit Four: Economy & Industry in Washington
Unit Five: History Day Contest

Social Studies – United States History
Unit One: Foundations of American Government
Unit Two: Industrialization and Economic Growth in America
Unit Three: America at War
Unit Four: Change in America
Unit Five: Who is an “American”?

Language Arts
Unit One: Snow Falling on Cedars
Unit Two: Writing Workshop – Part I
Unit Three: MLK Writing Contest
Unit Four: American Philosophy – Civil Disobedience
Unit Five: American Poetry
Unit Six: American Drama – The Crucible
Unit Seven: Writing Workshop – Part II
Unit Eight: The Harlem Renaissance
Unit Nine: The American Dream - The Great Gatsby

SPANISH CURRICULUM

Sixth grade Spanish

As the Spanish teacher at LWGMS it is my goal to encourage an appreciation of the Latino culture and an understanding of the Spanish language in my students. We will use a variety of methods to achieve this end:

1) Avancemos1a is our textbook; it is in hardcover as well as, online. Students have created their account and should know how to access their book using classzone.com.

2) Classzone.com is an online supplement to the curriculum. As well as being the way to access the online textbook, it also has a component called @HOMETUTOR, which is an excellent way to practice and reinforce what has been covered in class.

3) Games, Skits and Projects are fun ways to reinforce what is covered in the textbook and provided students with the opportunity to use their creativity and problem solving skills in a different language.

4) The Latino culture has a rich musical heritage. Students will learn songs and listen to music that reflects the diversity of this community.

Content Areas (in no particular order)

Greetings, Introductions & Farewells
Spanish Alphabet
Numbers 1-100
Days of the week & months of the year
Weather
School vocabulary and classroom instructions
Geography of the Spanish-speaking world
Activities
Physical Descriptions
Telling time
Feelings
Grammatical skills
-definite and indefinite articles
- noun/adjective agreement
-conjugating ser, estar, tener, ir
- the verb gustar
-conjugating ar verbs
-expressions of frequency

Assessments

Grades: At the end of each term, students will be earn a grade (A, B, C, D, or F) in each of these categories:

1) Homework:

Students will have homework almost everyday. Unless otherwise indicated homework is due the next day they have Spanish. Note that Spanish is only 3 days a week therefore, there will be days that more homework is assigned in consideration of the fact that they have several nights to complete the assignment. PLEASE encourage your student to complete her homework regularly. Spanish builds upon itself and missing skills due to missing work will create a problem down the road.

POLICY: Missing assignments that are corrected together in class will receive NO credit. Points will be taken off for everyday an assignment is late. If absent homework will be accepted a day later without loss of credit.

2) Tests & Quizzes

Students will have periodic quizzes and Chapter Tests. These will vary in point value according to quantity of content covered. Unannounced “Quick Quizzes” will be given on occasion. Homework completion and skill drills are essential for success in this area.

3) Projects

Students will have various projects each term; these can range from dialogues, poetry projects, and art projects. Projects will always have a written component and often a performance component as well.

4) Participation & Citizenship

Students are expected to participate in class by coming to class on time, prepared and ready to learn. Being engaged in class activities, written, oral or interactive is also expected. Essential to learning a foreign language is verbal participation. Students can do this by asking questions and contributing to class discussions. A respectful and positive attitude, as well as, constructive contributions are key components to a productive learning environment for everyone.

I look forward to an amazing year!

Should you have any questions feel free to contact me at school (206) 709- 3800, by email gro.smgwl|oretos#gro.smgwl|oretos or in case of an emergency (206) 914-9589.

Seventh grade Spanish

Throughout seventh grade students will continue to be encouraged to embrace the Latino culture and develop further mastery of the Spanish language. We will use a variety of methods to achieve this end:

1) Avancemos1a is our textbook; it is in hardcover as well as, online. Students have created their account and should know how to access their book using classzone.com.

4) The Latino culture has a rich musical heritage. Students will learn songs and listen to music that reflects the diversity of this community.

Content Areas (in no particular order)

Food and meals
Family
Dates & birthdays (Quinceañera)
Attire
Seasons
Places
Transportation
The body

Grammar
-interrogative words
-gustar + nouns
-conjugating er + ir verbs
-verbs hacer, ver & ir a +infinitive
- possessive adjectives
- comparatives
- tener expressions
-stem-changing verbs e-ie, o-ue, e-i
-direct object pronouns

Assessments

Grades: At the end of each term, students will earn a grade (A, B, C, D, or F) in each of these categories:

1) Homework:

2) Tests & Quizzes

3) Projects

4) Participation & Citizenship

I look forward to an amazing year!

Should you have any questions feel free to contact me at school (206) 709- 3800, by email gro.smgwl|oretos#gro.smgwl|oretos or in case of an emergency (206) 914-9589.

Eighth Grade Spanish

Throughout eighth grade students will continue to be encouraged to embrace the Latino culture and develop further mastery of the Spanish language. Spanish will be the PRIMARY language spoken in class. A variety of methods will be used to help students solidify their understanding and fluency in the language.

1) Speaking and listening to SPANISH ONLY!!!

2) ¡En Español! 1b by McDougal Little is our textbook and the Más Practica workbook. We will be following the sequencing of the book and supplementing themes with outside resources when possible.

3) Classzone.com is an online supplement to the curriculum. It has a component called @HOMETUTOR, which is an excellent way to practice and reinforce what has been covered in class.

4) Games, Skits and Projects are fun ways to reinforce what is covered in the textbook and provided students with the opportunity to use their creativity and problem solving skills in a different language.

5) The Latino culture has a rich musical heritage. Students will learn songs and listen to music that reflects the diversity of this community.

Content Areas (in no particular order)

Food and meals
Family
Dates & birthdays (Quinceañera)
Attire
Seasons
Places
Transportation
The body

Projects

Telenovela Project
Neruda- Odes
Children’s Book

Assessments

Grades: At the end of each term, students will earn a grade (A, B, C, D, or F) in each of these categories:

1) Homework:

2) Tests & Quizzes

3) Projects

4) Participation & Citizenship

Students are expected to participate in class by coming to class on time, prepared and ready to learn. Being engaged in class activities, written, oral or interactive is also expected. Essential to learning a foreign language is verbal participation. Students can do this by asking questions and contributing to class discussions IN SPANISH. A respectful and positive attitude, as well as, constructive contributions are key components to a productive learning environment for everyone.

I look forward to an amazing year!

Should you have any questions feel free to contact me at school (206) 709- 3800, by email gro.smgwl|oretos#gro.smgwl|oretos or in case of an emergency (206) 914-9589.

MATH CURRICULUM

Sixth Grade Math

The focus for the sixth grade is on developing their understanding of number patterns and ensuring that they all have strong calculation skills. Throughout the year, we’ll use patterns and sequences to help practice calculation and problem-solving skills. To accomplish our goal, the girls will:

be introduced to new concepts through lectures and demonstrations,
work in small groups to investigate solutions,
play games and solve puzzles to explore and reinforce mathematical concepts,
write notes, descriptions, definitions, and sample solutions and keep these together in their math binder,
describe their problem-solving techniques in written Problem of the Week solutions,
investigate a mathematician or mathematical idea, write about their research, and present their research to the class,
create artwork that implements mathematical concepts, and
present their work and explain procedures to the entire class and, on occasion, to the entire school.

The sixth grade class uses the Prentice-Hall Middle School Mathematics, Course 1, textbook. Portions of other texts and handouts will be used to supplement this traditional text. We also use the Problem of the Week library provided through the Math Forum project of Drexel University.

Throughout the school year, we will review calculating with integers, fractions, decimal fractions, ratios and proportions, and percentages. We’ll focus on problem-solving strategies, and connect their skills in math with humanities, Spanish, art, and science often (in units on the Fibonacci sequence in nature, for example).

In addition, we will focus on these specific skill areas:

Unit One: Number Theory, Patterns, and Variables

Divisibility rules
Prime numbers
Factors, greatest common factor, least common multiple
Number patterns and rules
Variables and algebraic expressions
Problem-solving strategies

Unit Two: Decimals, Data, and Graphs

Adding, subtracting, multiplying, and dividing decimals
Mean, median, and mode
Bar graphs, line graphs, circle graphs, stem-and-leaf plots

Unit Three: Ratios, Proportions, Fractions, and Percents

Adding, subtracting, multiplying, and dividing fractions
Comparing rational numbers
Solving proportions
Scale models and maps
The sine and cosine ratios
Percents and proportions

Unit Four: Geometry and Measurement

Lines, angles, polygons, and circles
Congruent figures
Perimeter and circumference
Areas of two-dimensional figures
Surface area and volume of solids

Unit Five: Integers

Adding, subtracting, multiplying, and dividing positive and negative integers
Graphing points and lines

Unit Six: Equations and Inequalities

Solving two-step equations
Solving one-step inequalities
Square roots and rational numbers

Seventh Grade Math

The focus for the seventh grade is on developing their understanding of geometrical shapes, both two- and three-dimensional. Throughout the year, we’ll use geometry and measurement to help practice calculation and problem-solving skills. To accomplish our goal, the girls will:

be introduced to new concepts through lectures and demonstrations,
work in small groups to investigate solutions, concepts
write notes, descriptions, definitions, and sample solutions and keep these together in their math binder,
describe their problem-solving techniques in written Problem of the Week solutions,
investigate a mathematician or mathematical idea, write about their research, and present their research to the class,
create artwork that implements mathematical concepts, and
present their work and explain procedures to the entire class and, on occasion, to the entire school.

The seventh grade class uses the Prentice-Hall Middle School Mathematics, Course 3, textbook. Portions of other texts and handouts will be used to supplement this traditional text.

Throughout the school year, we will review calculating with positive and negative integers, fractions, decimal fractions, ratios and proportions, and percentages. We’ll focus on problem-solving strategies, and connect their skills in math with humanities, Spanish, art, and science often (in units on scale drawings and tessellations, for example).

In addition, we will focus on these specific skill areas:

Unit One: Integers, Expressions, Equations, and Inequalities

Algebraic expressions
Positive and negative integers
Mean, median, and mode
Solving one-step and multi-step equations
Solving one-step and two-step inequalities

Unit Two: Graphing on the Coordinate Plane

Graphing points on the coordinate plane
Graphing linear equations

Unit Three: Proportions, Fractions, and Percents

Comparing rational numbers
Square roots and irrational numbers
The Pythagorean Theorem
Solving proportions
Scale models and maps
The sine and cosine ratios
Percents and proportions

Unit Four: Exponents

Positive and negative exponents
Scientific notation

Unit Five: Using Graphs to Analyze Data

Reading graphs and diagrams
Stem-and-leaf plots, scatter plots, circle graphs

Unit Six: Geometry and Measurement

Lines, angles, polygons, and circles
Surface area and volume of solids

Unit Seven: Algebraic Relationships

Linear functions and graphing
Nonlinear functions
Polynomials

Eighth Grade Math Curriculum

By the end of her eighth grade year, an LWGMS graduate will be able to use
her excellent math skills and her confidence in her problem-solving strategies to analyze the world around her. In addition she will be well-prepared for high-school level math. The focus for an eighth grader is on developing her skill using algebra to solve problems.

To accomplish this, the girls will:

be introduced to new concepts through lectures and demonstrations,
work in small groups to investigate solutions,
play games and solve puzzles to explore and reinforce mathematical concepts,
write notes, descriptions, definitions, and sample solutions and keep these together in their math binder,
describe their problem-solving techniques in written Problem of the Week solutions,
investigate a mathematician or mathematical idea, write about their research, and present their research to the class,
create artwork that implements mathematical concepts, and
present their work and explain procedures to the entire class and, on occasion, to the entire school.

The eighth grade class uses the McDougal Littell Algebra I textbook. Portions of other texts and handouts will be used to supplement these traditional textbooks. We also use the Problem of the Week library provided through the Math Forum project of Drexel University.

Throughout the school year, we will review calculating with positive and negative integers, fractions, decimal fractions, ratios and proportions, and percentages. We’ll focus on problem-solving strategies, and connect their skills in math with humanities, Spanish, art, and science often (units on mapping, using scientific notation, and trigonometry in astronomy, for example).

In addition, we will focus on these specific skill areas:

Unit One: Integers, Expressions, Equations, and Inequalities

Algebraic expressions
Positive and negative integers
Absolute value
Distance, rate, time problems
Solving one-step and multi-step equations in one variable
Solving one-step and two step inequalities

Unit Two: Graphing on the Coordinate Plane

Graphing points on the coordinate plane
Graphing linear equations

Unit Three: Proportions, Fractions, and Percents

Comparing rational numbers
Square roots and irrational numbers
The Pythagorean Theorem
Solving proportions
Scale models and maps
The sine and cosine ratios
Percents and proportions

Unit Four: Exponents

Positive and negative exponents
Scientific notation

Unit Five: Quadratic Equations and Functions

Solving quadratic equations by finding square roots,
Graphing quadratic functions and solving quadratic equations by graphing
Solving quadratic equations using the quadratic formula

Unit Six: Polynomials and factoring

Adding and subtracting polynomials
Multiplying polynomials
Solving polynomials in factored form
Factoring using the distributive property

Math Classroom Expectations and Policies

Classroom Policies
Come to class on time, ready to learn, with an attitude of curiosity and enthusiasm!

What to bring to class: Always bring with you:

A pencil, a pen, and a ruler
Your textbook
A three-ring binder for handouts and homework

During some activities, we may use calculators or other tools, such as protractors, scissors, or compasses. When you need to bring these to class, I’ll let you know ahead of time.

Class participation: You will work on your own in class, in small groups on problems and projects, and take part in whole-class discussions and activities. Everyone must feel comfortable to be able to learn, to be creative, and to think clearly. Make sure that your participation helps everyone learn from you and learn with you.

Math notes and binder: At the beginning of most class periods, you will solve a “starter” problem either independently or with a few other girls. Always write out your work in your math note section of your binder. In addition, take notes during class, write out sample problems and solutions, and keep your work in your math binder. Keep all of your work and your notes together in your binder!

Homework: Homework assignments are designed to help you practice a new skill. You should spend 15-20 minutes every day on math homework. If you find you are spending more or less than that, please let me know.

Always use a pencil to do your math homework, describe your process in writing, and keep your work in your three-ring binder. I’m interested in your calculations and your thought process. Your work should be legible, but for homework assignments, does not need to be totally neat. Let’s see what’s going on in your brain!

You earn 10 points on homework assignments that are complete, corrected, and handed in on time. If you don’t get it in on time, plan to spend the next lunchtime getting the assignment done unless you were absent or you let me know ahead of time that it would be late. In addition, if you regularly find you can’t get assignments in on time, I’ll call or e-mail your parents or guardians to let them know you’re having trouble. And finally, I’ll take points off until the work is handed in.

POWs: Problems of the Week generally will be assigned on Tuesdays, and are due the following Tuesday. You may work with your classmates on these, but each one of you must hand in your own work. Details about how to complete the POW are given on a separate handout.

Projects, presentations, and papers: These are longer assignments that may be done in small-groups or individually. I’ll always give you detailed requirements for each of these assignments.

Quizzes, tests, and exams: You will take a quiz each Tuesday just to make sure that you’re staying up with the work. There will also be a longer test after the class completes a unit of work, and an exam at the end of each term.

Grades: At the end of each term, you will be given a grade (A, B, C, D, or F) in each of these categories:

Homework and math notebook
Quizzes, tests, and exams
Projects, POWs, presentations, and papers
Class participation

Questions? Check the LWGMS math blog (lwgmsmath.blogspot.com) for assignments and handouts, call me (before 8 pm), or e-mail me any time.

I’m looking forward to an exciting and entertaining year in math with you!
Martha Straley
206-658-3491
gro.smgwl|yelarts#gro.smgwl|yelarts

ART CURRICULUM

Introduction

Recognizing that art cannot be separated from the study of history, language, culture, and other academic disciplines, a DBAE (Discipline-Based Art Education) approach will be used throughout all of art classes. This is a conceptual framework that encompasses the following:
Production: creating or performing
History: encountering the historical and cultural background of works of art
Aesthetics: discovering the nature and philosophy of the arts
Criticism: making informed judgments about the arts

Students will be exposed to a diverse selection of artists and develop a vocabulary to discuss and critically examine works of art. Furthermore, students will use the Elements of Art (line, shape, color, texture, form, space) and Principles of Design (repetition, variety, harmony, contrast, unity, balance, emphasis) to create works of art that emphasize process and not product.

In addition to art electives, each grade will have an hour and 35 minute session of art per week. The following lists integrated art curriculum for each grade level:

Sixth grade art

Silhouette Collage
Watercolor peppers (from Eastern WA field trip)
Sumi ink paintings
Scratchboard animals
Amate bark paintings
Beginning print-making – portraits of the Civil Rights movement
Family / personal Mandalas
“Locker Lady” portraits
Dia de los Muertos art – altoid alters
Georgia O’Keeffe pastel flowers
Frida Kahlo self-portraits
Jacob Friedman Holocaust Art Contest
Bird paintings (with To Kill a Mockingbird unit)

Seventh grade art

Shakespeare poster project
Van Gogh landscapes
Color wheel
Andy Warhol “Pop” art paintings
1-point perspective
Oil pastel animals
Cubist paintings
Alexander Calder mobiles (Seattle Art Museum exhibit)
Chi Box (with Rites of Passage curriculum)
Print-making
Alexander Calder wire sculptures
Native American “dream time” paintings
Prehistoric cave paintings

Eighth grade art

20th and 21st Century Art History
Watercolor landscapes (With Geology field trip)
Self-portrait acrylic painting
Retablos – Dia de los Muertos
Color Theory: symbolism & cultural implications (Great Gatsby)
Advanced Print-making – Langston Hughes poem illustrations
Jacob Lawrence collages
Louise Nevelson – cardboard sculptures
2-point perspective
Portraits of American Poets
Native American clay masks
Fabric batik

Spring Elective

Explorative Hand-building with Clay!

Proudly announcing our second clay elective, this elective will explore a number of clay projects that use hands as the main tool. Students will be able to get messy, creative, and inventive as they create stunning bowls, sculptures, and even musical instruments out of clay. Projects will follow the traditional process from bisque-ware to finished glazed pieces, as students paint them with professional glazes!

Students will have the option of making many of these items:
Shoe sculpture
Ocarina whistle
Coil bowl / vase
Gargoyle
Wall mask
Wind Chime / Bells
Zoomorphic animals
Geometric slab sculpture

Art Room Guidelines:

1.Be in your seat when the bell rings, with a sharpened pencil and ready to work!
2.Respect yourself and others.
3.Take care of the art classroom and supplies.
4.Ask a question when something isn’t clear.
5.Use your time wisely
6.Actively participate in cleaning-up after yourself!

Grading Policy:

Grades in art class will be distributed on a Pass/Fail system. Although individual projects will not be graded, students must fully complete ALL projects in order to pass the class. A passing grade will reflect students' willingness to participate in discussions, motivation to use time wisely, and taking responsibility for cleaning workspace and materials.

Daily Warm-ups:

Just like playing a sport or a musical instrument, making art takes practice. As Artists, we need to “warm-up” our eyes and hands and keep them in shape! Every class session will start with a quick warm-up activity. Be prepared to start your warm-up activity when the bell rings. I will provide the paper, you need to bring your own sharpened pencil. NO PENS!

Contact:

gro.smgwl|myesdnil#gro.smgwl|myesdnil
(360) 303-5037 (before 7:00pm, please)

PHYSICAL EDUCATION CURRICULUM

The goals and objectives of the LWGMS Physical Education program are to help develop strong, self-confident, well-balanced young women. Students participate in a variety of physical education activities in order to provide them with a well-rounded experience.

Each student takes three terms of Physical Education each year: one term of martial arts, one term of health and fitness, and one term of boxing.

EALR 1: The student acquires the knowledge and skills necessary to maintain an active life: movement, physical fitness, and nutrition
Component 1.1: Develops motor skills and movement concepts as developmentally appropriate.

Martial Arts

The Martial Arts program is taught by experienced instructors from Quantum Martial Arts. Throughout their martial arts training, girls are required to express their strength through a “kihap” or “spirit yell” when they perform their forms and techniques – a literal exercise in strengthening their voices. Students perform techniques alone, in partner drills, and with targets. Students are encouraged to explore and discuss body mechanics as they learn. The girls regularly engage in discussions regarding the tenets of courtesy, integrity, perseverance, self-control and indomitable spirit.
Each term culminates in a “test” where students perform what they have learned and advance to the next rank. These tests are not linked to technical proficiency, but rather are a celebration of the strengths gained by each individual.

Health and Fitness

The LWGMS Health and Fitness class, taught by instructors from the Meredith Matthews East Madison YMCA, focuses on the four components of fitness: Cardio-vascular endurance, Muscular strength, Muscular endurance and Flexibility. Discussion around each component of fitness, the FITT principle, as well as instruction on specific exercises are incorporated throughout each class. Fitness assessments are conducted for each student at the beginning of the term and individual fitness goals are established. The students are introduced to cardio equipment (treadmill, elliptical, stationary bike, cross trainer and AMT), Life Fitness resistance equipment as well as plate loaded machines. YMCA instructor(s) lead the students through safe practices in the fitness center. Group Exercise classes focusing on strength training with free weights and flexibility with yoga are included, as well as an introduction to team sports, such as volleyball and indoor soccer.

Boxing

Students travel off campus to Cappy’s Boxing Gym for boxing classes. Cappy’s instructors teach a boxing fitness program that offers youth the opportunity to learn the values of Discipline, Mental focus, Emotional Management, Getting in Shape, and Acquiring Skill. Classes focus on the following activities and goals:
• Assume and maintain correct posture: Proper alignment is essential for boxing. Students will not only learn to line up their muscles correctly, but they will become better at doing so in everyday life.
• Jump rope: It is not as easy as it might seem! Most everyone finds jumping rope challenging, at first. It's an excellent, rewarding exercise.
• Punch at a target: Punching a heavy bag or a focus mitt is great fun, an excellent all-body workout and a good way to release pent-up emotion or stress.
• Manipulate a speed bag: This is an exercise in rhythm and coordination. It's challenging at first, but it gets better and better!
• Get in shape: Medicine ball drills, plyometric exercises, punching and footwork drills get students in shape. Students can expect greater stamina, muscle tone and lean muscle mass; increased energy, flexibility, and coordination; and enhanced self-confidence, strength and body-awareness.
• Learn how to achieve personal goals: Students learn how to set goals and achieve them. This knowledge carries over into everyday life.

SERVICE LEARNING

Service Learning is an integral and rewarding part of the LWGMS experience. The goal of service learning is for students to recognize their own abilities to improve their communities and gain experience taking action with social responsibility.
Each student completes two hours of service learning per academic term (six hours per school year) addressing a particular social justice theme. The Fall 2009 theme is “homelessness”. Subsequent themes will be chosen by student consensus.
LWGMS provides guidance and resources for service learning opportunities throughout the year.
Fall Term's Social Justice Theme: Homelessness
Facts on Homelessness (from the YWCA's website):
• More couples are seeking assistance because one or both have lost their jobs. Many had stable, well-paying jobs and owned homes just a few months ago. Many are terrified — they've never been in crisis and have no idea how to get even the most basic things like a place to sleep and food.
• In Seatte, one-quarter of people served by food banks are children.
• Requests for food assistance in King County are up 52%.
• The unemployment rate in Washington state increased to 9.2% in March, compared to 4.8% in March 2008.
• The number of new job seekers at WorkSource Downtown increased 163% over a one year period from February 2008-2009.
• Read more at http://www.ywcaworks.org/page/963/
How You Can Help:
E. Cherry YWCA:
• Nichelle Hilton, Community Resource Coordinator, needs Food Drive Host volunteers! The YWCA’s foodbanks are desperately low on food—Nichelle said, “even the littlest bag would make a huge difference!” Heather has a wishlist from Nichelle for students who want to organize a food drive. Think about expanding the food drive to include the greater community: your neighborhood, sports teams, extended family and friends, etc. E-mail Nichelle when you’re ready to drop off donations at gro.skrowacwy|notlihn#gro.skrowacwy|notlihn.
Seattle Youth Garden Works:
• SYGW is a garden-to-market program that works with homeless youth in the U District. Hosts work parties in Spring and early Fall, on Fridays from 2:00-4:00pm. No prior gardening experience is necessary, just contact the Volunteer Coordinator at 206.632.0352 x15 or gro.licnuochcruhceht|lovWGYS#gro.licnuochcruhceht|lovWGYS.
Teen Feed at University Street Ministry:
• Teen Feed needs Food Team members to provide food (purchased or donated), cook and serve the meals, and clean the kitchen when done. Average cost per meal (serving 30-50 youth) is $150. Contact Jaime, the Volunteer Coordinator, at gro.deefneet|emiaJ#gro.deefneet|emiaJ to sign up your Food Team.
Downtown Food Bank at Pike Place Market Senior Center:
• Diane Carmel, Meal Program Manager, is looking for meal program volunteers. Contact Diane at 206.728.2773 x109 or ten.ysaekaeps|lemrac.enaid#ten.ysaekaeps|lemrac.enaid to volunteer.
Important Service Learning Dates/Info:
• The two hours of service learning for Fall Term must be completed by Fri., Nov. 13.
• Your Service Learning Record (signed by your supervisor) and the Response Essay must be returned to Heather by Fri., Nov. 20.
Service Learning Response Essay Questions:
• ACTION: What was your service learning project: what organization did you work with, what did you do?
• LEARNING: What did you learn as a result of this experience?
• FEELING: What feelings or emotions did you experience during your volunteer work?
• CHANGE: How has this experience changed your thinking about homelessness?
Your essay should be a minimum of five paragraphs: introduction and one paragraph each for the action, learning, feeling, and change questions.

ELECTIVES CURRICULUM

The Electives program’s goal and objectives are to provide students with skills and opportunities beyond the regular academic program, in keeping with the school’s philosophy of teaching the “whole girl.” The design of the Elective program reflects the belief that students should be well-rounded and have opportunities to engage in activities that address multiple learning styles. Additionally, the Elective program is designed to give students opportunities to explore their individual interests. The Elective classes are generally project-based, and they therefore allow students to create a product to publish, perform, or display at the end of the term. LWGMS values the arts, and many of the Elective classes incorporate the arts, both visual and performing.
The Electives program gives students opportunities to work in groups, to work on project or performance based assignments, and to work on subject matter that relates to real-world experiences. As with any class at LWGMS, diversity of perspectives and materials is incorporated into the design of the class. The content design of each elective takes into consideration multiple and diverse perspectives on its subject.
There are three terms of Electives classes, taught by LWGMS faculty and some guest instructors. Students choose from several Fall Term elective classes including Mock Trial, Student Magazine, and Engineering. In the Winter term, sixth and seventh grade students rehearse for the musical during the electives period. Eighth graders may apply to be on the crew for the musical as their elective, or they may choose to be on the yearbook staff. During the Spring term, eighth graders are rehearsing for their play. Seventh graders may apply to be on the crew as their elective. The rest of the seventh grade and the sixth grade chose from Student Magazine, Engineering, or Art.

strong in mind, body, and voice

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CURRICULUM BY GRADE LEVEL

CURRICULUM BY SUBJECT

SCIENCE CURRICULUM

Sixth grade science curriculum

Objectives and Goals

General Science Class Information

Seventh grade science curriculum

Objectives and Goals

General Science Class Information

Eighth grade science curriculum

Objectives and Goals

General Science Class Information

HUMANITIES CURRICULUM

Sixth grade humanities curriculum

Course Syllabus

Classroom Policies & Procedures

Contact

Seventh grade humanities curriculum

Eighth grade humanities curriculum

SPANISH CURRICULUM

Sixth grade Spanish

Content Areas (in no particular order)

Assessments

Seventh grade Spanish

Content Areas (in no particular order)

Assessments

Eighth Grade Spanish

Content Areas (in no particular order)

Assessments

MATH CURRICULUM

Sixth Grade Math

Seventh Grade Math

Eighth Grade Math Curriculum

Math Classroom Expectations and Policies

ART CURRICULUM

Introduction

Sixth grade art

Seventh grade art

Eighth grade art

Spring Elective

Art Room Guidelines:

Grading Policy:

Daily Warm-ups:

Contact:

PHYSICAL EDUCATION CURRICULUM

Martial Arts

Health and Fitness

Boxing

SERVICE LEARNING

ELECTIVES CURRICULUM

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