Grade 6 English Social Studies Math Science Foreign- Language Art Music Technology Family & Consumer Sciences Physical Education

Grade 7 English Social Studies Math Science Foreign- Language Health Art Music Family & Consumer Sciences Physical Education

Grade 8 English Social Studies Math

Science Foreign- Language Art Music Technology Family & Consumer Sciences Physical Education

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COURSES

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WEBER MIDDLE SCHOOL MASTER SCHEDULE 2018-2019

GRADE 6 GRADE 7 GRADE 8

HOMEBASE 8:07-8:14

Homebase Homebase Homebase

1 8:17-8:58

CORE (1/5)

Encore/ Green & Yellow Core

Ext Encore/

Red Core Ext

2 9:02-9:43

CORE (2/6)

Encore/ Red & Blue Core Ext

CORE (2/7)

3 9:47-10:28 ENCORE

CORE (3/8)

CORE (3/8)

4 10:32-11:17 Lunch CORE

(4/9) Encore/

Green Core Ext

5 11:21-12:06

CORE (5/1) ENCORE Lunch

6 12:10-12:55

CORE (6/2) Lunch

Encore/ Blue Core Ext

7 12:59-1:40

Encore/ Red & Yellow Core Ext ENCORE CORE

(7/2) 8

1:44-2:25 ENCORE CORE (8/3)

CORE (8/3)

9 2:29-3:10

Encore/ Green & Blue Core Ext

CORE (9/4)

Encore/ Yellow Core Ext

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Art 6 Term Offered: 10 weeks Students experiment with a variety of materials and approaches to art. Emphasis is on hands-on studio work, including drawing, painting and sculpture. Working individually and in groups, students create original artwork that often corresponds to the core curriculum. Narrative and imaginative approaches are emphasized. Famous artworks are discussed and reflected on in student journals, in addition to reflective, written responses to their own art.

Art 7 Term Offered: 10 weeks Students engage in a variety of studio activities involving a wide range of 2D and 3D materials including watercolor, craypas, pencil, clay and wire. Through discussion and hands-on studio work, students recognize representational, abstract and non-objective art. There is an emphasis on drawing many subjects from observation resulting in imaginative compositions. Through group critiques and journal writing, students refine their reflective abilities. Students may be asked to write critiques based on observations of master artworks using art vocabulary learned throughout the quarter. This course prepares all students to succeed in their Art 8 experiences and for the Advanced Art exam offered during the spring of 7th

year.

Art 8 Term Offered: 10 weeks Art 8 offers students an opportunity to continue building their art skills with an emphasis on realism and depicting three-dimensional space using a variety of materials. Students are offered opportunities to assert their independence and make choices with regard to content and materials. Reflective abilities are refined through group discussions and individual journal writing.

ART

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Foundations in Studio Art (Full Year) Grade: 8 Prerequisites: 1. Successful qualification on the Advanced Art test given in the spring of 7th year.

Foundations in Studio Art fulfill the 1 unit graduation requirement for art or music and is prerequisite for most other high school art courses. Students explore a wide range of media and techniques, including drawing, painting, printmaking, ceramics and sculpture. Individualized instruction in a studio atmosphere allows students to explore their unique creativity while learning fundamental concepts, methods and skills of visual arts. Students who complete this course will have their final grade recorded on the high school transcript and averaged into a student’s high school GPA. Students who pass this course will receive one high school credit for the arts graduation requirement.

Accelerated Art (20 Weeks) Grade: 8 Prerequisites: 1. Successful qualification on the Advanced Art test given in the spring of 7th year.

This course is a survey of art techniques, skills, materials, and styles. Upon successful completion, students will receive ½ credit in the elective area. This ½ credit may not be used towards the 1 unit credit graduation requirement for art and music. Students wishing to pursue an art sequence must enroll in Foundation in Studio Art as part of their high school program. Students who complete this course will have their final grade recorded on the high school transcript and averaged into a student’s high school GPA. Students who pass this course will receive a half high school credit for the electives graduation requirement.

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English 6 The grade 6 English Language Arts program is a true integration of reading, writing, listening, speaking and analytical skills and follows the NYS Standards guidelines. Students learn and practice skills through a variety of genres including short stories, novels, poetry and non-fictional essays. This literature based program teaches and reinforces spelling and basic grammar skills through reading and writing activities. Students are also exposed to narrative, informational and argumentative writing. Reading and writing in all content areas is emphasized in this program. Exams:

• NYS ELA Exam • Final writing portfolio which moves with

them to seventh grade

English 7 The grade 7 English Language Arts follows the NYS Standards. Students are expected to build upon the skills they learned in grade 6 and are exposed to a wide variety of topics. Literature is taught through the reading of novels, short stories, and poetry. Students build upon their exposure to narrative, informational and argumentative writing. Grammar, spelling and vocabulary are taught throughout their reading and writing experiences. Exams:

• NYS ELA Exam • Final writing portfolio which moves with

them to eighth grade

ENGLISH

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English 8 The grade 8 English Language Arts program addresses the NYS Standards of listening, speaking, reading, and writing for information and understanding. Students are expected to build upon the knowledge they acquired in sixth and seventh grade. Writing generally supports the grade 8 social studies American history curriculum. Projects requiring research and oral presentations are done as part of our Integrated Studies program. The curriculum includes studies of literary elements, critical analysis and evaluation. Students write in a variety of genres including narrative, informational and argumentative formats. Reading includes full class novels, short stories, poetry, song lyr ics , speeches, newspaper articles, and memoirs. Students also participate in book clubs and literature circles.

Exams:

• NYS ELA Exam • Final writing portfolio

Academic Intervention Services for English Language Arts (Grades 6-8)

The curriculum provides a balanced literacy program based on New York State Learning Standards. Lessons reflect research-based literacy principles which help students to not only learn to read and comprehend, but to learn to love to read.

Your child will be placed in classes based on multiple measures including but not limited to: NWEA scores, New York State Assessments, and teacher recommendations. In addition, your child will be placed based on House color.

Students attend assigned class on alternate days (A or B).

ELA Workshop classes in grades 6-8 are a combination of literacy skills and ELA Core support. Literacy skills include study skills, reading comprehension, word study, and writing.

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ENL

English as a New Language English Language Learners (ELLs) at Weber Middle School are provided with a full range of English as a New Language (ENL) stand alone and Integrated ELA classes which are co-taught by both a NYS certified ENL teacher and an NYS certified ELA teacher. The integrated classes fol low the mainstream curriculum and are coordinated with the school’s house design. All provisions in the ENL program are in compliance with Commissioner’s Regulations Part 154 and CCLS. The program is also aimed at preparing ELLs for the NYS Standards and Assessments. ELLs are grouped by proficiency level and cannot have more than two consecutive grade levels in a class. * 1 unit=180 minutes per week. GRADE 6 Transitioning/Expanding/Commanding Integrated ENL ELA 6 (1 unit) Entering/Emerging Integrated ENL ELA 6 (1 unit)

Entering/Emerging ENL 6 (1 unit) Entering/Emerging ENL Science 6 (1 unit) Entering/Emerging ENL Social Studies 6 (1 unit)

GRADES 7-8 Transitioning/Expanding/Commanding Integrated ENL ELA 7/8 (1 unit) Entering/Emerging Integrated ENL ELA 7/8 (1 unit)

Entering/Emerging ENL 7/8 (1 unit) Entering/Emerging ENL Science 7/8 (1 unit) Entering/Emerging ENL Social Studies 7/8 (1 unit) Entering/Emerging ENL Math 7/8 (1 unit)

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Family & Consumer Sciences offers students guidance and practical knowledge about everyday life. Our curriculum addresses:

personal development child care/babysitting CPR and rescue breathing personal and environmental safety food and nutrition apparel and textiles and resource management

The objective is to give students the tools to make sound decisions and enjoy a healthy, productive and more fulfilling life.

Family & Consumer Sciences 6 Term Offered: 10 weeks Our curriculum is divided into three distinct units: Personal Development; Introduction to Food Preparation; and Basic Hand Sewing. Personal Development includes an introduction to Nutrition by focusing on healthy eating through the USDA’s interactive website, choosemyplate.gov. Child Care, with a focus on babysitting skills, alerts students to the responsibilities they accept when they take care of children. In addition to focusing on preparing for the job and handling emergency situations, the course introduces the concept of the world of work. Introduction to Food Preparation gives students hands-on food preparation experiences, including learning stove-top cooking and conventional oven baking techniques, safety, standard measuring, and dishwashing and cleanup. Students are encouraged to use their newly developed skills at home. In Basic Hand Sewing, while producing a two-patch hand-sewn mini pillow, students learn about fabrics, construction, cutting, and development of small motor skills.

FAMILY & CONSUMER SCIENCES

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Family & Consumer Sciences 7 Term Offered: 10 weeks Our curriculum is divided into three distinct units: Lifesaving Skills, Nutrition, and Food Preparation. Lifesaving Skills introduce students to CPR/Rescue Breathing, and students get hands-on training in the skills advocated by the American Red Cross and American Heart Association. They are assessed on the techniques and leave with the skills necessary to potentially save a life. We address Nutrition in a very real way by learning about portion control in real-life situations, such as eating in a fast food restaurant and preparing foods at home. Students analyze how following the USDA’s healthy eating recommendations can provide them with all the nutrients they specifically need. Current controversial issues surrounding a healthy lifestyle are addressed such as: convenience foods, food additives, GMOs and school lunches. Building on the Food Preparation skills they learned in 6th grade, students prepare foods using the basics of a healthful diet as advised in the USDA’s website, choosemyplate.gov. They use whole grains, legumes, fruits, vegetables, low-fat dairy products and non-animal proteins in their food preparation, and learn about the health benefits of these foods.

Family & Consumer Science 8 Term Offered: 10 weeks Our curriculum is divided into three distinct units: Careers Exploration; Sewing Management; and Food Preparation. In Careers Exploration, students are given the tools to help them make a wise career decision in the future. They become aware of their personal likes and dislikes, as well as their abilities and personality traits, and how to use this information to help choose a career. They take a “career interest inventory” survey that, once completed, suggests a cluster of careers they may find satisfying. Students learn how to research careers using state-of-the-art websites and programs. They learn about finding job leads, completing a job application, and job interview skills. In Sewing Management, students are introduced to the workings of a sewing machine and the mechanics of clothing construction. Each student completes a machine-sewn project that they can keep and use or give as a gift. Additionally, students learn how to care for and launder their clothing. Food Preparation: In grade eight, students are given the opportunity to choose foods to prepare that support the USDA’s recommendations to increase our intake of fruits, vegetables and whole grains. After three years of hands-on experience with food preparation, students are equipped with a repertoire of healthy recipes to prepare for breakfast, lunch, dinner or snacks.

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Health 7 Term Offered: Half Year Seventh grade health is a comprehensive middle school health education course. The underlying theme is making good decisions about factors that affect a student’s physical, mental and social health. Topics include communication, personality, stress management, disease prevention, drugs, alcohol and tobacco, and adolescent growth and development. Major Projects/Research Requirements: Accompanying each unit is a major homework assignment (a menu) with a variety of activities for the students to complete. Exams: Quizzes and unit exams are administered throughout the course.

Health 8 Term Offered: Half Year Eighth Grade Health is a focus on health topics that are of high interest to the students. Topics include a more in-depth look at self-esteem, decision making, alcohol, drugs, disease, nutrition, and sex education. Requirements: Class participation is essential in this course. Individual and class projects, as well as journal writing. Use of computer labs for various investigations and projects. Exams: Grade based on alternative assessment.

HEALTH

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Mathematics classes at Weber continue to reflect the new state Common Core standards. Students are often asked to write about the mathematics they are learning and to explain the processes that they are using. Connections are frequently made to real-life applications and to other subject areas. Multi-step problem solving is taught throughout the curricula. Initial steps are being taken to incorporate the use of computer applications to geometry. All of this occurs in the following courses whose descriptions follow.

Math 6 In this course students will explore mathematics consistent with the New York State Common Core Learning Standards for Math. They will concentrate on topics including problem solving skills, communication, decimals, estimation, fractions, geometry, measurement, number sense, ratio, proportion, percent, reasoning and statistics. This course will address the various learning styles of students using visual aids, computers, discussions, and manipulatives to assess and enhance learning. Solving equations, probability, graphing and related map skills both creating different types of graphs and plotting on a coordinate plane. Exams: New York State 6th Grade Math Exam in May, Final Exam in June

Math 7 The curriculum for the 7th grade student encompasses the New York State Common Core Learning standards for this grade with extensions into algebra that enrich and accelerate the program. The topics that are covered are as follows:

- Integers - Rational numbers - Expressions and Equations - Inequalities - Rates, Ratios and Proportions - Problem Solving - Percents - Probability and Statistics - Geometry

Exams: New York State 7th Grade Math Exam in May, midterm and final exam

MATH

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Accelerated Math 7/8 Prerequisites:

Entrance exam Summer Assignment

The 7th grade accelerated compressed program covers both the 7th and 8th grade Common Core curriculum as prescribed by the state. This is not an honors course and carries no high school credit. The opportunity to explore beyond the required curriculum is an essential part of the course. Great emphasis is placed on understanding the underpinnings of the concepts and looking beyond to further applications. Students are challenged to communicate their understanding of mathematics by being able to explain with clarity and conciseness the processes involved in obtaining their solutions. It is recommended that a student maintain a B average to remain in the course. Exams: New York State 7th Grade Math Exam in May, midterm and final exam

Algebra I (Common Core) Grade Level: 8 Prerequisite: Accelerated Math 7/8 Algebra 1 is the first course of the 3-year NYS mathematics curriculum. Students will explore topics in algebra, geometry, statistics and probability, number sense and measurement. Algebraic topics of study in this course include linear, quadratic, absolute and exponential functions. In order for a student to remain in this class, it is recommended that a student maintain a B average each quarter or they will be rescheduled in the grade level math course. Students who complete this course will have their final grade and regent’s exam results recorded on the high school transcript and averaged into a student’s high school GPA. Students who pass this course will receive one high school credit for the mathematics graduation requirement.

Exams: Midterm exam The Common Core Algebra 1 Regents examination will be given in June.

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Math 8 The curriculum for the 8th grade student encompasses the New York State Common Core Learning Standards for this grade. This includes:

Exponents Expressions and Equations Linear Equations Systems of Linear Equations Functions Geometry Statistics The Real Number System

Exams: NYS Math 8 Assessment in May Midterm and Final Exam

Academic Intervention Services for Math Math Workshop Prerequisite: Teacher recommendation and/or New York State Math Assessment scores (level 1 or 2). Math Workshop serves to provide students with a review of basic arithmetic skills, which address the gaps in student knowledge base. Basic skills and problem solving are practiced through a variety of media – manipulatives, activities, worksheets, computer software, and games. The program’s objective is to provide students with the best possible strategies to be successful in their respective grade.

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Band 6, 7, 8 Band rehearsals are scheduled every other day. In rehearsals, band music will be prepared as an ensemble, with the emphasis on an accurate, musical performance. Small group instruction takes place in sectional lessons scheduled during the school day. Exams: Assessment of progress is ongoing. There are four principle means of assessment: · Observed work in sectionals · Mastery of work assigned in sectionals · Tests on band music · Attitude, preparation and contribution in rehearsal Other Related Information: There will be evening concerts in December and May. Students are encouraged to participate in the annual New York State School Music Association Solo & Ensemble Festival. The NYSSMA Festival is held every spring. Selections for All County Band are submitted to NMEA strictly according to previous NYSSMA score. Nominations are considered by the NMEA (Nassau Music Educators Association) Selection Committee in October. The All-County Festival is held in January at the Tilles Center. Requirements: There will be evening concerts in December and May.

Chorus 6 Students will be introduced to a varied choral repertoire, including American music (musical theater, patriotic music, folk music, rock, pop, and other contemporary music), as well as classical music, and the music of other cultures. Students will learn to develop vocal ability through various types of physical exercises and warm-ups. Students will also build music-reading skills, specifically melodic reading and rhythmic reading. One major goal in this course will be to discover the role of “the individual within a larger ensemble”, which will focus on how to work as a team, and how to blend voices appropriately. We will explore career opportunities for musicians, figuring out how the knowledge and skills we are acquiring together would help if we pursued careers performing with a band, performing in musicals and/or operas, performing with a major orchestra, conducting music, composing different types of music, or teaching music. Major Projects/Research Requirements: There will be evening concerts in December and May.

MUSIC

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Chorus 7 Students will study a more challenging repertoire, including folk songs from different countries and the music of various classical and contemporary composers. Students will continue to develop vocal ability through advanced breathing techniques and warm-up exercises. Music reading skills will focus on part-reading and two/three-part harmonies. Major Projects/Research Requirements: There will be evening concerts in December and May.

Chorus 8 The 8th Grade Chorus stresses blended, balanced singing and listening in two or three parts. Students will rehearse and perform a variety of types and styles of music drawn from many popular and classical sources. Diction, breath control, accuracy of pitch and musicality, as well as interpretive skills, are developed. Music reading, sight-reading, ear training, and rhythmic accuracy are part of an ongoing literacy unit. Major Projects/Research Requirements: There will be evening concerts in December and May.

General Music 6, 7, 8 General Music is a one semester class that meets every other day. In General Music, the students will experience and explore music in a variety of settings through project –based learning and hands on experience using percussion instruments, ukuleles, and music technology tools. They will experience music from many different styles and genres learn about notation, compose their own music using traditional and non-traditional methods, experience composing/creating music electronically, learn about the music business, career opportunities in music, and learn about how music is important in our lives.

Orchestra 6 Orchestra students will have the opportunity to play an array of music from many different time periods and cultures. Students will continue to develop skills on their instrument and will have an invaluable experience of playing in a musical ensemble. Students will further develop the ability to read and understand musical notation and markings, dynamics, time signature and style markings. In addition, the ability to describe, analyze, and evaluate music utilizing musical terminology will also be developed. Small group instruction takes place in sectional lessons scheduled during the school day.

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Assessment of progress is ongoing. There are four principle means of assessment: · Observed work in sectionals · Mastery of work assigned in sectionals · Tests on orchestra music · Attitude, preparation and contribution in rehearsal Requirements: There will be evening concerts in December and May.

Orchestra 7, 8 Orchestra students will have the opportunity to play an array of music from many different time periods and cultures. Through studying this music students will continue to develop skills on their instrument, will have the valuable experience of playing in a musical ensemble and will understand music in relation to the time period

and culture during which it was written. Students will further develop the ability to read and understand musical notation and markings,

dynamics, time signature and style markings. The ability to describe, analyze, and evaluate music, heard and performed using

musical terminology will also be developed. Small group instruction takes place in sectional lessons scheduled during the school day. Other Related Information: Students are encouraged to participate in the annual New York State School Music Association Solo and Ensemble Festival (NYSSMA) which is held every spring. Forms for signing up are offered to students in January or February, depending on the Festival dates. Requirements: There will be evening concerts in December and May.

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The Port Enrichment Program (PEP) of Weber Middle School is a 6th grade program that promotes the ideals of creative critical thinking, effective problem solving, and the true value of discovery learning. By providing our students opportunities for enrichment, we strive to develop students’ ownership within their educational experiences. Our goal is to develop a balance between independence and interdependence that will guide students toward a genuine appreciation for learning as a lifelong process.

Weber PEP focuses on enrichment for students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students’ interests, learning styles, and preferred modes of expression.

If you are interested in seeing a more detailed outline of the Port Enrichment Program and our Lunchtime Enrichment workshops at Weber, please visit the school’s website.

6th GRADE PEP

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The aim of every Physical Education class is for students to achieve the following: KNOW what they have learned = content and knowledge VALUE through cooperation, respect, responsibility and resourcefulness as they participate = t he 3 R’s of phys ic al ed ucat ion/pers onal and s oc ial res pons ibilit y DO perform specific activities and learn new skills – to be able to apply them in an authentic situation whether it is in a small court volleyball game or a climbing activity = fitness and skill acquisition These expectations directly align with the NYS Learning Standards for Physical Education.

Physical Education 6 In sixth grade students will learn a wide range of sports, games and activities including but not limited to units of instruction in: fitness education and assessment, Project Adventure (cooperative games, trust activities, initiatives, belay school and climbing— taught alternate years), soccer, basketball, volleyball, track and field, rhythms and dance, striking, throwing, and batting skills, racquet skills, volleyball, cardio games, football.) Requirements: Fitness goal setting, self-assessments, and special school wide projects. Assessment: Fitness assessment, and goal setting. Rubric assessment of skill, knowledge, and daily participation.

Physical Education 7

In seventh grade students will learn a wide range of sports, games and activities including but not limited to units of instruction in: fitness

education and testing, Project Adventure II and III (cooperative games, trust activities, initiatives, belay school and

climbing—taught alternate years), soccer, football, speedball, basketball, volleyball, aerobics and conditioning, , track and field,

softball, outdoor volleyball, and cardio games. Requirements: Fitness goal setting, self-assessments and special school wide projects. Assessment: Fitness assessment, and goal setting. Rubric assessment of skill, knowledge, and daily participation.

PHYSICAL EDUCATION

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Physical Education 8 In eighth grade students will participate in a wide range of sports, and activities including but not limited to: fitness education and testing, soccer, football, speedball, ultimate frisbee, floor hockey, basketball, team handball, volleyball, step aerobics and conditioning, track and field, softball, pickleball/badminton, and STX lacrosse, outdoor games and outdoor volleyball. Requirements: Fitness goal setting, self-assessments, and special school wide projects/tournaments. Assessment: Fitness assessment, and goal setting. Rubric assessment of skill, knowledge, and daily participation. In some units, online quizzes.

Adapted Physical Education An adapted physical education program exists for students who come through the CSE, or through school psychologists/counselor/teacher/school nurse recommendations. This modified PE program follows New York State Standards for middle school PE and is adjusted to meet the individual needs of the student. Notification must be made to both the physical education and counseling departments.

** Visit our PE Department webpage on the Portnet for Weber MS for further information.

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Science 6 Grade Level: 6 Sixth grade students study a survey of topics in science. During the Environmental Science unit plant and animal adaptations are among the areas investigated. Physical science units include Properties of Matter, in which math is integrated to a significant degree, and Forces and Motion. This unit includes the study of Newton’s motion laws and culminates in a rocketry project. Students also study additional topics in both life and physical science that include: sound, electricity, magnetism, and basic chemistry. Science safety skills, the scientific method, and lab experiences are embedded throughout the course. Science 6 is part of a multi-year science sequence that prepares the students for the Intermediate Level Science Assessment administered in the eighth grade.

Assessments: Quizzes, unit exams, hands-on assessments, science notebooks, and lab write-ups

Other Related Information: A variety of lab experiences are designed to introduce the student to the necessary skills and methods of scientific concepts.

Science 7 Grade Level: 7 Seventh grade science introduces students to essential topics in both life and physical science. Life science topics include cells, microscope usage, Kingdoms of living things, human body systems, and genetics. Students are also introduced to basic concepts in chemistry and physics that include: matter, energy, atomic theory, and chemical reactions. The research process and scientific method is put into practice throughout this course. All students will have the opportunity to dissect (alternatives will be provided if moral or religious objections are substantiated in writing by the student’s parent or legal guardian). Science 7 is part of a multi-year science sequence that prepares the students for the Intermediate Level Science Assessment administered

in the eighth grade.

SCIENCE

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Assessments: Unit exams, quizzes, midway evaluation exam, hands-on assessments, field experiences, laboratory write-ups, research projects, and current events

Other Related Information: A hands-on laboratory centered approach is emphasized throughout the course. Seventh grade students are taught the scientific method and how scientific information is acquired.

Science 8 Grade Level: 8 Students in Science 8 are challenged with a broad range of Earth science and physical science topics. Laboratory activities throughout the year address the scientific method, lab skills, safety, and scientific theory. Students are exposed to principles of Earth science with related topics in chemistry and physics integrated throughout the course. Hands-on inquiry based laboratory work, including graphing, analysis, and math application constitutes a significant portion of the course. There is a strong emphasis on the development of critical thinking skills. Science 8 is part of a multi-year science sequence that prepares the students for the Intermediate Level Science Assessment.

Requirements: Students are expected to complete laboratory work and projects. Homework is assigned on a regular basis. Active class participation is expected. Tests and quizzes are given for each topic covered.

Assessments: Unit exams, quizzes, midway benchmark assessment, hands-on assessments, field experiences, laboratory write-ups, research projects, and current events

Other Related Information: Students enrolled in Science 8 will take the New York State Intermediate Level (Grades 5-8) Science Assessment. The assessment includes both a written test and a laboratory skill-based performance component.

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Regents Earth Science Grade Level: 8 Prerequisite: A minimum average of 80% on the criteria below is required for automatic placement in the Commencement Level Science Course in the middle school:

Qualifying Exam – 40% The qualifying exam is designed to assess a student’s science aptitude such as his/her ability to analyze and critically evaluate data, interpret graphs, and perform basic science and math skills. The exam is divided into three parts:

a. Analytical Science Skills b. Mathematical Competency c. Written Scientific Expression

7th Grade Science 1st and 2nd quarter grades –20% 7th Grade English 1st and 2nd quarter grades –15% 7th Grade Social Studies 1st and 2nd quarter grades – 15% 7th Grade World Language 1st and 2nd quarter grades – 10%

By means of numerous laboratory investigations students study the basic processes and principles that produce changes in the Earth’s crust, atmosphere, oceans, and surface. Theoretical aspects of the subject are covered through class work, hands-on laboratory activities, mathematical abstractions, field work, and independent investigations. The course is rigorous and fast-paced with math, physics, and chemistry integrated throughout the curriculum. There is a strong emphasis on the development of critical thinking skills including the use of charts and graphs.

Requirements: Acceptable written laboratory reports are required by state law. A minimum of 1200 satisfactory laboratory minutes must be completed and documented by June 1st to be eligible to sit for the Regents exam. It is strongly suggested that a student maintains a minimum quarterly average of a ‘B’ in his/her Commencement Level coursework as the student’s average will be a part of his/her permanent high school transcript and will be calculated into the students high school grade point average. Students who successfully complete this course and pass the Regents exam earn one high school credit in science. Since this is an accelerated course the student’s level of success will depend upon a high degree of ability, motivation, and effort.

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Assessments: Major tests and quizzes are given for each topic covered. There is a midterm examination and the NYS Regents Exam in The Physical Setting/Earth Science that includes a written exam and a laboratory skill-based performance component.

Other Related Information: An additional lab period will be scheduled. This course meets in both double blocks and single periods on alternating days.

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Social Studies 6 This course concentrates on the history, economy, government, geography, and cultures of the Eastern Hemisphere, focusing on European Nations and the Middle East. Emphasis is placed on the interdependence of all people and the influences of earlier civilizations on our world today. Major Projects/Research Requirements: Students will read and analyze primary source documents and complete two document based essays. Hands-on projects are required throughout the year evidencing research, understanding, and application of ideas. Exams: A department final exam is given in June.

Social Studies 7 The Social Studies Core Curriculum in grade 7 traces the experience of people in the Western Hemisphere from pre-Columbian times through the Civil War. The focus is on social, political and economic trends in United States history as well as New York State history, when relevant. The following topics are studied: The Global Heritage of the American People Prior to 1500, European Exploration and Colonization of the Americas, Building a New Nation, Experiments in Government, Life in the N e w Nation, and A Nation Divided. Social studies skills and concepts are introduced and applied within the context of the curriculum. Students research, organize, use and present information individually as well as in groups. Particular emphasis is given to the use of primary source documents and the new enduring issue essay.

Major Projects/Research Requirements: Minimum of two “enduring issues” essay. Research project/paper Exams: A department final exam is given in June.

SOCIAL STUDIES

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Social Studies 8 The social studies core curriculum in grade eight continues America’s story started in grade seven and reinforces concepts and skills introduced in the prior course. New skills and concepts are introduced at appropriate points in the curriculum. The following topics are studied: Reunification – Life in the United States after the Civil War, The Development of the Industrial United States, The United States Emerges as a Modern Nation, Prosperity, Depression, and War, The Changing Nature of the American People from World War II to the Present. Students research relevant topics, and are given opportunities to organize, synthesize, interpret, explain and/or evaluate information in a variety of formats.

Major Projects/Research Requirements: Eighth grade students are required to complete a research project. Exams: A regional exam is given in June as a benchmark and a final exam.

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Special Education is comprised of educational and related services that provide support for pupils who are designated by the Committee on Special Education (CSE).

With the reauthorization of the IDEA, June 1997, Congress clearly spelled out the right of all children to fully participate and progress in the general curriculum. It supports the current national focus on improved outcomes for all students. The goal here at Weber Middle School is to provide one set of standards for all students – standards that promote comparable outcomes. This requires instruction tailored to meet individual needs. Our program at Weber provides maximum feasible integration with peers. Generally this means placing most of our students in the general classroom as much as possible. The Special Education staff’s goal has always been student success. This is accomplished through focusing on students’ strengths, learning style and unique needs in order to develop skills and independence. The department’s goal is to maintain high standards.

Resource Room Model: This program is provided for those students who are enrolled in regular classes but who, due to their disability, need special support. Each student is assigned a resource teacher who implements instruction to meet the student’s IEP goals. These goals and objectives are established yearly for each student and are reviewed annually by the CSE. MILE Model: The class curriculum parallels regular middle school classes. Students enrolled have an IEP. The size of each class is limited to fifteen students with one Special Education teacher. Teacher Consultant Model: The teacher consultant is a special education educator who will provide services to the special education student indirectly depending on the student’s IEP. Inclusion Class: Classified students, who need more support than resource room services, yet a less restrictive environment than a self-contained class, may be placed in an inclusion classroom. Students are included in a mainstream classroom setting with a regular and special education teacher during their core periods. The curriculum, homework, and tests may be modified to meet the students’ individual needs. Enrollment limited to seven students.

SPECIAL EDUCATION

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Technology education uses concepts of science, mathematics, social science, and language arts in a hands-on, systems-based approach to problem solving that guides students in the understanding, design, and development of systems, devices, and products to serve human needs and wants. At Weber Middle School students take one semester of technology in 6th and one semester in 8th grade. In both 6th and 8th grade each student participates in four different activities in four different rooms.

6th GRADE ACTIVITIES Room G-9. SCRATCH PROGRAMMING Students will be making a Maze Video Game using Scratch, and creating custom controllers for their game using a Makey Makey. Programming is a complex and confusing skill, but it is also a skill that is becoming more and more necessary for the job force of the future. Scratch is a web-based platform designed at MIT for 6th grade students. It uses the same logic and vocabulary as more complex languages in a simple block format. Students simply choose from a collection of blocks, drag them into their project and see what happens. The core concepts of programming can then be learned in a less confusing format and will act as a strong foundation for learning more complex languages in the future.

Room G-11. PROBLEM SOLVING Problem solving and creativity drive innovation. This twenty-two day course tasks students with solving design challenges in a collaborative and fast-paced environment. Simple materials are assigned for the construction of parachutes, lunar modules, roller coasters, and various other complex prototypes. In order for success, students must embrace the principles of deductive reasoning, trial and error, and self-discovery which mirror the professional work ethics of today’s engineers.

Room G-12. ENGINEERING Groups of students will design and build scale-model Truss Beam bridges. Students will use miniature wood beams, wood clippers and wood glue to construct their bridges. Using a structure tester, bridges will then be “crushed” to see which holds the greatest amount of weight. The weight of their bridge is important, as the winning group will have to produce the strongest bridge compared to the weight of the bridge, a.k.a., the strength-to-weight ratio. The finished bridges, at only 20-40 grams, usually hold more than the typical 6th grader weighs.

TECHNOLOGY

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Room G-13 BOATS Students studied the science behind marine transportation and hydrodynamics to create their own rubber-band powered boat. The objective is for students’ boats travel across a four foot long tank in the fastest - or - slowest time possible. Students employ the design process to identify their problem, brainstorm solutions, create a prototype, test, and continuously make adjustments to improve upon their design. Students complete technical drawings before using the jig saw, files, and sandpaper to cut out and shape the wood.

8th GRADE ACTIVITIES Room G-9 ARCHITECTURE Architecture is the art of designing and constructing buildings and homes. Students learn about house design which includes structural framing, electrical system, kitchen design, bathroom design, the emotional impact of a floor plan, tradeoffs that need to be made, and what affects a house’s value. Students use a 3D architecture program to design their house which allows them to quickly customize their design and then preview it from several different perspectives. They then write a rationale supporting the design of their house, and a reflection on what they would do differently if they could do it again.

Room G-11 MULTIMEDIA EXPERIENCE Multimedia has become a standard instrument in storytelling, marketing, and entertainment in the digital age. The twenty-two day course presents opportunities for students to work collaboratively while solving problems related to design, logistics, and expression. Students will make use of various production tools to manipulate digital images, video, and audio files for the purpose of creating stimulating and informative media projects. The skills learned in this course correspond with the challenges faced in the digital environments occupied by 21st century learners.

Room G-12 AIR POWERED CARS Having learned the concepts of aerodynamics, drag, friction and weight, students engineer the fastest car. Powered by compressed air – the lightest and most aerodynamic car wins! After designing their own creations, students cut out the car from wood using band and scroll saws, and finish it using files, sandpaper, and paint. The cars are tested on a forty-foot long track using an air compressor for power and a sports-radar gun to test the speed. Cars are entered into speed and design contests.

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Room G-13 ROBOTICS The world of robotics has drastically improved in recent decades. Skills in computer science, mechanical engineering, and electrical engineering are necessary to understand how these sophisticated machines function and manipulate them to perform specific tasks. Students will explore the importance of robotics in our society and how their evolution will shape the way we survive in the future. Starting with Lego Mindstorm robots, students are introduced to the dynamics of the systems and programming required to make a robot move through a predetermined course. Once students have developed a foundation of programming they are introduced to KayJay and JayKay. These two humanoid Nao robots are representative of the state-of-the-art technologies that have become critical elements of Weber’s robotics program and technology curriculum.

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French 6

In this course students are exposed to the four aspects of the French language: listening, reading, speaking and writing. The students will be able to introduce and describe themselves, discuss their friends, family, school day, likes and dislikes. The textbook, D’accord, is used as the primary resource but supplementary materials will be provided by the teacher. Assessments:

The students will have a variety of tests, quizzes and projects throughout the year and take a departmental final exam in June.

French 7

This course is a continuation of French 6. Emphasis continues to be placed on all four skills. The curriculum is based primarily on the D’accord textbook but, supplementary materials will be provided by the teacher. During the course, students will learn about meals and food shopping, leisure time activities and holidays.

Assessments: Students will have a variety of tests, quizzes, and projects throughout the year and will take a departmental final exam in June. French 8 This is a continuation of the French 7 course. Emphasis continues to be placed on all four skills: speaking, listening, reading and writing. The students will continue to use the D’accord textbook as a primary resource. They will cover topics such as travel, house & home and health & welfare.

Assessments: Students will have a variety of tests, quizzes, and projects throughout the year and will take the FLACS A regional exam in June.

LANGUAGES OTHER THAN ENGLISH (LOTE)

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Italian 6 In this course students are exposed to the four aspects of the Italian language: listening, reading, speaking and writing. In keeping with the communicative approach, the emphasis will be on listening and speaking, though all skills are taught. The textbook, Percorsi is used as the primary resource but supplementary materials will be provided by the teacher. Units 1-3 will be covered.

Assessments: The students will have a variety of tests, quizzes and projects throughout the year and take a departmental final exam in June.

Italian 7 This course is a continuation of Italian 6. We will review units 1-3 and cover the material in units 4-7.

Assessments: Students will have a variety of tests, quizzes, and projects reflecting the topic of each unit. There will be a departmental final exam in June.

Italian 8 This course is a continuation of Italian 7. The students will also prepare for the FLACS exam in June. Assessments: Students will have tests, quizzes, and projects throughout the year and will take the FLACS A exam in June.

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Latin 6 Students read and understand introductory connected materials in Latin. They write simple responses to oral, visual and written stimuli. They respond in spoken Latin to spoken Latin cues. They study the structure of Latin sentences and English sentences. In addition, students learn to identify Latin roots, prefixes and suffixes in English words. Students learn about daily life in ancient Rome through a study of Pompeii. The course also contains topics from Greco-Roman mythology. The textbook, Ecce Romani I, is used as the primary resource but supplementary materials will be provided by the teacher.

Assessments: Students will have unit tests, quizzes, and projects throughout the

year. There will be a departmental final exam in June.

Latin 7 Students read connected Latin passages using vocabulary and grammatical concepts to decode the material. They respond in written and spoken Latin to Latin questions as well as to visual and written stimuli. The study of English word derivations is continued and expanded. Students also become familiar with the early history as well as the art and architecture of ancient Rome. The study of Greco-Roman mythology is continued.

Assessments: Students will have unit tests, quizzes, and projects throughout the year. There will be a departmental final exam in June.

Latin 8 This course contains readings of connected Latin passages as well as the grammatical concepts necessary to decode these passages. It also contains the adapted writings of Roman authors. Latin vocabulary and English word derivations are part of the course. The course contains topics in Roman history: the Republic and the Empire. Students continue to be exposed to Classical culture: Greco-Roman art, architecture, literature and mythology.

Assessments: Students will have tests, quizzes, and projects throughout the year and will take the FLACS A exam in June.

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Spanish 6 In this course students are exposed to the four aspects of the Spanish language: listening, reading, speaking and writing. In keeping with the communicative approach, the emphasis will be on listening and speaking, though all skills are taught. Topics covered include self, family, school and home.

Assessments: Students will have a variety of quizzes, projects, and a unit exam at the end of each unit. There will be a departmental final exam in June.

Spanish 7 In this course emphasis is still on the skills of listening and speaking. Students are also exposed to some of the grammatical structures essential to constructing sentences. Topics covered include: community, food/restaurants, and hobbies/past-times.

Assessments: Students will have a variety of quizzes and a unit exam at the end of each unit. They will have the opportunity to demonstrate their speaking and listening skills through dialogues and classroom activities. There will be a departmental final exam in June.

Spanish 8 This is a sequential course designed to develop the language skills of speaking, listening, reading and writing. The student w i l l demonstrate their comprehension of familiar topics such as their daily routine, clothing, health & welfare, environment and travel. They will engage in conversations; demonstrate their understanding of various written materials; be able to express interests, needs, experiences and opinions in written and oral form.

Assessments: Students will have a variety of tests, quizzes, and projects throughout the year and will take the FLACS A exam in June.

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Spanish Intro I Grade Level: 7 This is an introductory course for those students new to language. In this course, students are exposed to the four aspects of the Spanish language: listening, reading, speaking and writing. In keeping with the communicative approach the emphasis will be on speaking and listening.

Assessments: Students will have a variety of tests, quizzes, and projects throughout the year. There will be a departmental final exam in June.

Spanish Intro II – 8 Here the students will initiate and respond to simple statements, engage in simple conversations and comprehend the basic content of simple materials. The students will be able to write lists, simple sentences and short paragraphs. The students will be able to use the language for personal needs in a given situation.

Assessments: Students will have a variety of tests, quizzes, and projects throughout the year and will take the FLACS A exam in June.

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Soccer Football

Field Hockey Tennis

Basketball Volleyball Wrestling Lacrosse Softball

Gymnastics Track & Field

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Art Club

Bucket Drums Chamber Choir

Chamber Orchestra Drama Club

GSA Global Thinkers

Homework Clubs Intramurals Jazz Band

Jazz Workshop Newspaper Club Peer Leadership Science Olympiad

Tenor Choir Weber Robotics

Yearbook

CLUBS & ACTIVITIES