ssfs ms curriculum guide 2014-15

Middle School Curriculum Guide - 2014-2015

Table of Contents

General InformationMS Statement of Philosophy ................................... 1MS Faculty and Staff ................................................ 2Academic Program Overview .................................... 4Advisory Program .................................................... 4Community Service in the Middle School ............... 5Signature Trips ......................................................... 6Tutorial, Athletics, and Electives ............................... 6Interdisciplinary Program (IDP) ............................... 7Student Leadership Opportunities ........................... 7Student Support Services .......................................... 8Diversity Philosophy Statement ................................... 9

HumanitiesSixth Grade English ............................................... 10Sixth Grade Social Studies ......................................... 11Seventh Grade English ........................................... 12Seventh Grade Social Studies ................................... 12Eighth Grade English ........................................... 13Eighth Grade Social Studies .................................. 14

MathematicsSixth Grade - Foundations & Pre-Algebra ............... 15Seventh Grade - Pre-Algebra & Algebra I ................. 16Eighth Grade - Algebra I & Integrated Geometry ...... 16 ScienceSixth Grade Science ............................................... 17Seventh Grade Science .............................................. 18Eighth Grade Science .............................................. 18

Global LanguagesGlobal Languages Curriculum Overview .................. 19 Spanish - Sixth Grade .............................................. 20Spanish - Seventh Grade .......................................... 20Spanish - Eighth Grade ............................................ 21 French - Sixth Grade .............................................. 21French - Seventh Grade .......................................... 22French - Eighth Grade ............................................ 22

TechnologyTechnology Skills ................................................... 23

ArtsOverview ........................................................ 24Sixth Grade Art Offerings ................................. 25Seventh Grade Art Offerings ............................ 26Eighth Grade Art Offerings ............................... 27

Successful ScholarsSuccessful Scholars Program ............................. 28

Peaceful Conflict ResolutionPeaceful Conflict Resolution ........................... 29

Physical Education, Health, & AthleticsHealth Education ........................................ 30Physical Education ........................................ 31Athletics .......................................................... 32Sports Offerings .............................................. 33

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General InformationGeneral Information

MIDDLE SCHOOL STATEMENT OF PHILOSOPHY

Sandy Spring Friends Middle School is a community of learners who value the Quaker testimonies of simplicity, equality, ser-vice learning, stewardship of the environment, integrity and peace. Following the belief that there is that of God in everyone, we hear, respect, and sustain each voice in our school community.

At Sandy Spring Friends Middle School, all students, teachers, administrators, staff, and families are partners in learning. Through open and honest communication, we provide a relevant educational program designed to be a vibrant and robust experience. Our Middle School faculty believes in the development of academic skills through holistic, nurturing, and often non-traditional approaches. Students are encouraged to challenge their hearts, minds, and bodies and take academic risks in an atmosphere of support and safety. Additionally, the curriculum exposes and educates students to the many diverse cultures found within the wider community. Recognizing that experience shapes character, students are provided opportunities for leadership, artistic expression, athletic competition, meaningful community service, and extended field trips. The program is not just a preparation for the years to follow, but is itself a whole and purposeful experience.

Sandy Spring Friends School students depart the Middle School with a strong collection of academic and life skills, willing to trust the next step on a path towards the Upper School and beyond. Founder Brook Moore states that the cornerstones of com-munity can be found in the three R’s: Respect, Responsibility, and Reverence. With these values, our students are prepared to make thoughtful choices and to develop into individuals who contribute positively toward our community and to the world.

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General Information

ADMINISTRATIVE STAFF

Thomas GibianHead of SchoolB.A. College of Wooster, OHM.B.A. Wharton School of the University of Pennsylania

David HicksonAssistant Head of School for Academic InnovationB.A. Oberlin College, OHM.Ed. Arcadia University, PA

Jonathan OglesbeeHead of Middle SchoolB.M. Indiana UniversityM.Div. Pittsburgh Theological Seminary, PA

Meredith ShankleMS Administrative AssistantB.L.S. Boston University, MA

ADMISSIONS

Suzannah HopkinsDirector of LS/MS AdmissionsB.A. Ithaca College, NYM.A. Johns Hopkins University, MD

MIDDLE SCHOOL TEACHING FACULTY

Kristen AmouriMiddle School MathematicsB.A. Randolph-Macon Woman’s College, VAM.A.T. Bard College, NY

Alice ChmilMiddle School ScienceB.A. Harvard University, MAM.S. and M.P. P. University of Maryland

Trish Cope Middle School Science, Science Dept. HeadB.A. Earlham College, IN

MIDDLE SCHOOL FACULTY & STAFF, 2014-2015

Johanna CowieAssistant LibrarianB.S. New York University, NY

Karen CroninMiddle School P.E., Athletics CoordinatorB.S. Penn State University

Liz DonelsonMiddle School French, Foreign Language Dept. HeadB.A. Wake Forest University, NCM.A. New York University, NY

Heidi DuffMiddle School Mathematics Dept. HeadB.A. Colgate University, NYM.A.T. Notre Dame of Maryland, MD

Aimee FarleyMiddle School Social Studies, Diversity CoordinatorB.S. Illinois State University

Ellen HartgeMiddle School WeavingB.A. University of Maryland, Baltimore

Pamela KoganMiddle School Mathematics and ScienceB.A. Washington University in St. Louis

Lisa LodiviciMiddle School Health Education/PE/Athletic TrainerB.S. Salisbury University, MDM.S. Towson University, MD

Ted McAdamsMiddle School EnglishB.A. Hampshire College, MAM.F.A. Catholic University, Washington, DCGraduate of LAMDA (London Academy of Music & Dramatic Arts)

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General Information

MIDDLE SCHOOL FACULTY & STAFF, 2014-2015

Kristin McCarthy Middle School Spanish and EnglishB.A. College of Notre Dame of MarylandM.A. American University, DC

Ligia Molina-GortonMiddle School SpanishB.A. University of Iowa

Lisa Penkowsky ’83Middle School EnglishB.A. University of Maryland, College ParkM.Ed. George Washington University, DC

Steve PowersAthletic DirectorB.A. University of Maryland

Michelle Puhl-PriceMiddle School Fine Arts, Arts Dept. HeadB.S. Frostburg State University, MD

Tyler RiethMiddle School MusicB.A. Cornerstone University, MI

Rex Riley ’80Middle School Technology CoordinatorB.S. University of Maryland, College ParkM.Ed. University of Virginia

Victoria TrapaniMiddle School Social Studies, Humanities Dept. Head, Community Service CoordinatorB.A. University of MarylandB.S. University of Maryland

Liz Webster DukeMiddle School DramaB.A. Swarthmore College, PAM.F.A. The Academy for Classical Acting at the Shakespeare Theatre and George Wash-ington University, DC

Priscilla WilliamsMiddle School MovementB.A. Wesleyan University, CT

Francis ZellMiddle School P.E. B.A. St. Mary’s College of Maryland

STUDENT SUPPORT SERVICES

Katherine CorkhillMiddle School CounselorB.A. Gettysburg College, PAM.S. Villanova University, PA

Mary K. FryRegistered Nurse and Nurse PractitionerB.S.N. Pennsylvania State UniversityM.S.N. University of Maryland

Patti LemereMiddle School Learning SpecialistB.A. University of South CarolinaM.A. George Washington University, DC

Gail WillieRegistered NurseB.S.N. University of Maryland

Francis ZellMiddle School Dean of Student LifeB.A. St. Mary’s College of Maryland

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General Information

ACADEMIC PROGRAM OVERVIEW

The SSFS Middle School educational philosophy is based on the beliefs of the Society of Friends that students should be provided with opportunities and encouragement to acquire knowledge, develop positive habits, and gain a deeper awareness of their spiritual self. All students study English, social studies, science, mathematics, French or Spanish, arts, technology, health, study skills, peaceful conflict resolution, successful scholars and physical education. Teachers challenge students to reach their academic potential, to continually search for truth, to learn to care for the environment, to become lifelong learners, to de-velop integrity, to show respect for oneself and others, and to show cooperation and responsibility. We believe that learning is interconnected, and the process may well be as important as the product. As such, we support those opportunities for learning that may occur beyond the classroom. Each grade level and subject has a specific curriculum for academic as well as personal growth. Throughout the year, students have integrated curriculum which occurs during the Interdisciplinary period.

A key component of each student’s academic experience is the advisory program. All students are assigned an Advisor and are part of an Advisory group. Sixth graders are in Advisory groups with other sixth graders and a sixth grade faculty member. Seventh and eighth grade advisories are mixed.

MIDDLE SCHOOL ADVISORY PROGRAM

A Sandy Spring Middle School Advisory serves as a community within a community. All students are assigned an advisor and are part of an advisory group. Sixth graders are in advisory groups with other sixth graders and a sixth grade faculty member. Seventh and eighth grade advisories are mixed. There is much thought and care put into matching each student with an adult whose job it is to serve as a guide through the student’s challenges and successes while they are in our middle school.

The advisory program is a key component in each student’s academic, extracurricular and social experi-ence at Sandy Spring Friends School. The advisor serves as a student advocate, supporting their advisees in school endeavors and helping them to achieve the appropriate balance between academic and extracur-ricular activities.

The advisor is often the first point of contact for any concerns or questions one may have about their child’s progress in school. Advisors help to coordinate information between parents and a student’s team of teachers.

Advisory CurriculumStudents meet in their advisory group every morning, every afternoon and for 35 minutes once a cycle. During a given advi-sory period, students may participate in activities such as: advisor group planning, Quakerism study and discussion, tutorial, meetings with individual students or academic organization. There are also times when an advisory will spend less structured time together over lunch.

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General Information

COMMUNITY SERVICE IN THE MIDDLE SCHOOL

As part of the commitment to our Quaker beliefs, students are given many opportunities to participate in service throughout the year. Projects include food and clothing drives, the collection of toys and bedding for animal shelters, preparing food and assembling hygiene kits for the homeless, an ongoing relationship with Friends House, and raising money for Aunt Hattie’s Place. In addition, the Middle School participated in the inaugural Olney Middle Schools Community Project, collecting toys, games, DVDs and other items needed in the pediatric wards and emergency rooms of Montgomery General Hospital and Children’s Hospital. Middle schools in the Olney area will continue to work together, giving students from public and private middle schools a chance to come together to serve the community in a variety of upcoming projects. Every other year, a group of students participate in a June service trip, which in the past has included clearing trails and other work in national parks. Our service program continues to grow so that our students learn to be contributing members of both their community and the world.

The Heart in Hand CommitteeThis Middle School Committee, meeting throughout the school year, is involved in many community service projects. Re-searching the problem of hunger in America, committee members have added hands-on help by making a casserole for the Caring with Casseroles program and participating in the School-wide canned food drive. A subcommittee calling themselves “Heart and Paw” has also collected old towels, bedding and gently used animal toys, donating them to local animal shelters. Other projects have included creating a coloring-activities book for The Children’s Inn at NIH and making Linus blankets for children in hospitals. In addition, the Heart and Hand Committee sponsors the yearly UNICEF collection program in the Middle School.

Advisory ActivitiesDuring the winter holiday season, advisories choose a service activity to participate in as a group. In the past school year, Middle School advisories collected a storage units worth of food, infant and toddler supplies, clothing and household goods for Sarah’s House, a facility for women and children fleeing abusive homes located at Fort Meade. In the past, advisories have collected school supplies for Mi Refugio in Guatemala, worked with Heifer International, and assembled hygiene kits for S.O.M.E.

Middle School Service TripsThe Middle School offers a bi-annual service trip for 7th and 8th grade students. Since the initiation of the summer service trips in 2008, the Middle School has gone to the Rocky Mountains (Colorado), Acadia (Maine), and The Great Smoky Moun-tains National Parks (Tennessee). On these trips, 7th and 8th graders camp out in national parks and do community service projects such as trail maintenance, gardening, campsite clean-up, and invasive species removal. All this is completed while

enjoying the company of friends and teachers.

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General Information

SIGNATURE TRIPS

Students in every grade participate in an annual “Signature Trip” which is designed to provide a meaningful, longer, and mem-orable field trip. These trips become a focal point for each grade and for each group of students. Though correlated to various aspects of the curriculum, the focus of the trips is not solely academic, but also serves to build the class and school community. These experiences have become a traditional and highly-anticipated part of each school year.

Currently, the 8th grade has such an experience in the two-night Assateague trip, which occurs every year in October. The trip culminates the classroom work for the first month and a half of school in both science and English. The students present their research and experiences in an evening performance, which typically occurs about two weeks after the trip. Each May, the 7th grade spends two nights and three days exploring the Gettysburg battlefield, culminating their study of the Civil War. The 6th grade plans a spring overnight trip to southern Maryland each year as part of a Chesapeake Bay Project. They study the envi-ronment and natural history of the Bay, as well as the history of the Chesapeake Bay region both before and after European settlement.

TUTORIAL, ATHLETICS, AND ELECTIVES

Students may choose to participate in Tutorial, Athletics or an Elective. Tutorial is a teacher-supervised class where students may work on homework, seek out assistance from a subject area teacher, or work collaboratively with classmates on projects. A description of Middle School Athletics is descripted separately. Electives have three meetings per cycle. Elective offerings change each trimester giving students the opportunity to participate in a variety of activities. Elective offerings may be physical-ly active (e.g. Outdoor Games or the Fun Run club), academically focused (e.g. Mandarin or Robotics), or artistically focused (e.g. Middle School play).

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General Information

INTERDISCIPLINARY PROGRAM (IDP)

Every year, the faculty creates unique Interdisciplinary Programs for each grade based on curricular needs and the unique interests of the faculty. The program, which is divided into quarters, involves faculty working collabora-tively across their teaching disciplines. IDPs offer students enrichment op-portunities to think critically and explore connections between various areas of study. Sample IDPs include: Ocean Studies, Microfinance, and Hispanic Heritage.

STUDENT LEADERSHIP OPPORTUNITIES

In the Middle School, students have opportunities for leadership on commit-tees as representatives on FLAME (Friends Leading And Mentoring Every-one), clerks of the Student Meeting for Business (Governance Committee), and on other various school-wide or local committees (i.e. Traditions Com-mittee (school-wide), Climate Committee (MS committee). Additionally, students may also have opportunities to attend conferences related to peace, Quakerism, and diversity during the school year.

CommitteesOnce a cycle, students participate in student committees. Students organize themselves into various committees whose goals include making our Middle School community a better place. Students nominate and select clerks to lead the committees for one school year as well as determine their charges and objectives using the Quaker process. Committees may include Community Service, Governance, Student Ambassadors, Climate, Multicultural, Event Planning, George Fox, Sports Stewardship, and Heart in Hand. About once every two months, student clerks from the committees make presentations in Student Meeting for Business to update the community on the work of their committees. Students on the Governance Committee run the Student Meeting for Business, help guide committees, and serve as troubleshooters if a concern arises.

FLAMETwo students from each grade (one male and one female) are nominated and selected to serve on FLAME for one year. This body serves as the student government for the Middle School. Students selected as grade representatives have many leadership roles within their individual grades as well as within the entire community. The group meets about once a month. FLAME meetings are run by the Governance Committee. Additional duties may include running class meetings, listening to class-mates, making class announcements, bringing student concerns to the attention of the faculty, serving on the Standards Com-mittee, and helping new students.

Governance CommitteeEach May students nominate and select a student clerk, co-clerk, and recording clerk for the following school year. The clerk serves as leader of the Governance Committee, runs Student Meeting for Business (SMFB), and leads and makes announce-ments in Collection. The co-clerk serves on the Governance Committee, helps the clerk with all his/her duties, and takes the place of the clerk if he/she is absent. The co-clerk position is essentially a clerk-in-training position and is therefore only open to rising 6th graders because after the co-clerk completes his/her year in training, he/she becomes clerk for the next school year. The recording clerk also serves on the Governance Committee, is responsible for taking notes and recording all necessary events that occur in SMFB, FLAME meetings, and class meetings, and helps the clerk and co-clerk with all other leadership responsi-bilities. The recording clerk must be nominated from the 7th grade.

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General Information

Climate CommitteeEach year the Middle School forms a Climate Committee to review, evaluate, and/or suggest ways to improve the climate and culture of the Middle School. The committee is made up of faculty, administrators, students, and parents. The committee’s charge is to represent the different voices of the Middle School in the area of school climate as it relates to student behavior, the atmosphere/ethos of the school, and value and character education. Two students from each grade (one male, one female) are nominated and selected through Quaker process to serve on this committee.

STUDENT SUPPORT SERVICES

The Middle School provides support services to students, faculty, and families to assist students in acquiring the academic, so-cial, and emotional skills needed for success in the Middle School and continuing onto the Upper School. As such, the Middle School seeks to assist students who require academic help, have health concerns, learning differences and counseling needs.

Student Resource TeamThe Student Resource Team (SRT) consists of the Middle School Head, Learning Specialist, Counselor, Dean of Student Life, and School Nurse when necessary. SRT meets weekly and works to coordinate resources and services to support individual student needs (academic, behavioral and/or social). Parents and faculty may consult the SRT. Other members of the faculty and staff may participate in SRT discussions, as needed, to best identify the needs of individual students. Additionally, SRT provides referrals to outside resources including therapists, psychiatrists, pediatricians, academic tutors, and/or organizational tutors when situations arise beyond the capability of the Middle School.

Learning Specialist The Middle School Learning Specialist works with students, teachers and parents on a variety of levels developing strategies to meet the individual learning styles of students. This includes support for students who have been diagnosed with specific learn-ing challenges, those seeking to extend their learning, and support for all students and faculty with more general learning con-cerns. The Learning Specialist helps in a number of ways: classroom observations; recommending, reviewing and interpreting psycho-educational testing; and informing parents about support services such as tutoring and speech and language support.

The Learning Specialist also teaches a Successful Scholars class to each grade level. Students attend for one trimester in which the Learning Specialist helps implement study skills and may teach a variety of topics, like study tips, learning styles, note tak-ing, time management, memory strategies, and organization.

Tutoring during the school day may be accommodated in the Middle School. Parents who would like tutoring to take place during the school day should contact the Learning Specialist.

CounselorInformal counseling for a student or his or her family is available through the School Counselor. A student can confidentially self-refer or be referred to the Counseling Office by a Middle School teacher, advisor or the Middle School Head. Parents are contacted in cases when the Counselor feels a student needs to be referred to an outside professional. The Counselor consults closely with the Middle School Learning Specialist to accommodate the needs of specific students. The School Counselor teaches the Peaceful Conflict Resolution (PCR) course to all Middle School students and also oversees instruction of the Middle School health classes, which cover a variety of life skills and health topics.

Dean of Student LifeTending to the non-academic experience of students in the Middle School is the primary role of the Dean of Student Life. In this capacity, the Dean works directly with Advisors to ensure a positive and engaging experience for students beyond their aca-demic studies. The Dean generally oversees committees, sports, electives, logistics of field trips, and other Middle School social events, i.e. dances. Additionally, the Dean is responsible for the maintenance of the disciplinary system and proceedings.

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General Information

DIVERSITY PHILOSOPHY STATEMENT

The Middle School Diversity Committee is guided by the Quaker belief that there is that of God in all persons, and as such, seeks to facilitate efforts in the Middle School to create and sustain a respectful and inclusive community. Recognizing that diversity enriches all of us, the Committee’s primary goal is to support the inclusion of diversity into the day-to-day curricular quilt of the Middle School program. Specifi-cally, we will encourage and support dialogue, generate and distribute materials, and oversee formal assess-ments of the divisional climate. The Middle School Di-versity Committee will help to maintain a community where all members can thrive without regard to race, gender, ethnicity, religion, sexual orientation, family structure, or economic background.

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HUMANITIES CURRICULUM

In seeking to enhance the rigor of the Middle School as well as to promote 21st-century skills for our students, the English and Social Studies classes are combined into a Humanities program. Teachers in both departments work together to build a col-laborative and comprehensive curriculum that fosters the development of themes, essential questions, and writing and thinking skills. These efforts will help to make the curriculum covered in both classes more relevant for students, and to demonstrate the interconnectedness of the disciplines in life and society. In addition, skills-based lessons (i.e. reading, writing, and thinking) take place in interdisciplinary units to promote the idea of these links, as well as to reinforce this instruction.

The primary goal of the English courses in Humanities is to help students become effective communicators who are ready for the rigors of the Upper School English program. The development of writing, listening, reading, and speaking skills is an essen-tial part of our program. Students in grades six through eight are introduced to a wide variety of literature as a way to foster a life-long interest in reading and learning. Students study different genres as they move closer to critical analysis of literature and work progressively on research skills.

In Social Studies courses, students gain an appreciation of both the scope of human history and the variety of cultures that make up the peoples of the world. Throughout Middle School, they develop and refine their research and writing skills. The use of primary sources and interdisciplinary work with literature make the study of history and world cultures richer and more immediate. In the sixth grade, the importance of geography in the development of current world cultures is the curricular fo-cus. The seventh and eighth grade study American History from the pre-colonial period through the present, with special focus in seventh grade on the workings of the American government. Finally, throughout the year students discuss and analyze local, national, and international current events.

SIXTH GRADE ENGLISHThe sixth grade curriculum focuses on exposing students to the elements of theme and symbol-ism in literature of varying genres. They write about these elements and their observations and thoughts throughout the year in their journals, and further hone these skills as they complete a variety of writing assignments including literary analysis, reviews, creative writing, and persuasive writing. The Six Traits of Writing program is used in English, as well as in other content areas, in order to help students achieve proficiency in all areas of writing. They also are given multiple ways to express their thoughts and interact with literature through exciting, peer-driven discus-sions and multimedia presentations. Interactions with and employment of technology is a key facet of sixth grade English.

Vocabulary and spelling are essential skills em-phasized in the sixth grade, as well as grammar and mechanics. The goal for sixth grade students in these areas is to gain confidence and indepen-dence in written expression, with the ability to recognize errors and self-edit as much as possible.

Humanities

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Humanities

All texts and materials for this class aim to address the needs of students with a variety of learning styles. In addition, humanities projects with the Social Studies classes help students make connections between learning and life. We seek to allow students to be challenged, to question, and to explore.

Texts:Vocabulary for Achievement, (Introductory Course) - Great Source

Literature:Peter and the Starcatchers by Dave Barry, Ridley Pearson, and Greg Call (summer reading)Peter Pan by J.M. BarrieEsperanza Rising by Pam Munoz RyanIqbal by Francisco D’AdamoThe Westing Game by Ellen RaskinThe Giver by Lois Lowry

SIXTH GRADE SOCIAL STUDIESThe objectives of sixth grade Social Studies are two-fold. The academic focus in sixth grade is on cultural and physical geography with additional world history where appropriate. Through reading, research, and map projects, students will learn about both the land and the people of planet Earth. Physical geography skills will be complemented by exposure to the daily life, arts, and religion of the world’s people. Learning to read for information, and to compare, synthesize, and infer from what they read are skills that are refined throughout the year. In addition, basic research and writing skills will be further developed to prepare stu-dents for more advanced work as they progress through middle and upper school.

Texts:Exploring Our World: People, Places, and Cul-turesStratalogica (On-line World Atlas)

Special Topic:Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance by Jennifer ArmstrongTies that Bind, Ties that Break by Lensey Namioka

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SEVENTH GRADE ENGLISHThe seventh grade curriculum is designed to continue the study of literary genres, the study and application of vocabulary and gram-mar, and the practice of expository, persuasive, and creative writing skills. Along with learning how to write essays through continued use of the Six Traits of Writing, the students continue to develop an understanding of critical analysis of literature. Students prac-tice public speaking skills, work on cooperative and independent projects, and learn the basics of research and reporting. There is an emphasis placed on student-selected books, and students are encouraged to spend time reading their chosen books each night.

A variety of assessment strategies include portfolios, essays, proj-ects, dramatic performance, and tests and quizzes. Seventh grade English should prepare students to enter the eighth grade with confidence in their interpretive and compositional skills. Interdisci-plinary humanities units anchor our study of each text.

Texts:Vocabulary for Achievement, (1st Course) - Great Source

Literature:Sophia’s War by Avi (summer reading)The Misfits by James HoweAmerica Street: A Multicultural Anthology of Stories edited by Anne MazerA Midsummer Night’s Dream by William ShakespeareSoldier’s Heart by Gary PaulsenTom Sawyer by Mark Twain

SEVENTH GRADE SOCIAL STUDIESSeventh grade social studies focuses on American history through 1865. Topics covered include the original Native American societies, European exploration and colonization of the Americas, the original thirteen English colonies, the American Revolution, the creation of the U.S. Constitution, the New Republic, manifest destiny and westward expansion, slavery, abolition, states’ rights, and the Civil War. A special unit on the government of the United States is presented while students study the writing of the Constitution. In addition, students research notable Supreme Court cases and participate in a point/counter point discussion in class, where they research and argue their assigned case. Long-term projects, in-class debates, and role-playing are among the varied activities in which students engage. Emphasis is placed on critical thinking and oral and written expression. Cross-curricular connections with English class are incorporated at various points in the year. A three day, two night trip to Gettysburg, PA accompanies out study of the Civil War.

Humanities

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Text:Creating America

Special Topic:Trouble Don’t Last by Shelley PearsallBlood on the River by Elisa Carbone

EIGHTH GRADE ENGLISHThe eighth grade curriculum continues develop-ing the students’ knowledge and ability to write about and analyze various genres of literature. The students continue with vocabulary, review of grammar and mechanics, and sharpening read-ing comprehension skills. Students in the eighth grade are expected to know how to identify and construct several different essay forms, and they will write at least one research paper during the school year. The Six Traits of Writing program continues to be used in eighth grade English. Students will also refine their public speak-ing and media literacy skills and their work on cooperative and independent projects.

Each year, opportunities for interdisciplinary studies with other academic departments are included in the curricu-lum. In the past these have included a Science/English Ocean Study, and humanities units occur throughout the year. Students continue to be responsible for a variety of assessments, including portfolios, essays, research papers, projects, and tests and quizzes.

Texts:Vocabulary for Achievement (2nd Course), Great Source

Books: Accompanying literature is chosen carefully to reflect our changing world and to fully engage the students as they discover themselves. Themes include coming of age, diversity, and exploring one’s identity.

Storm Warriors by Elisa Carbone (summer reading)The Immigrant Experience (novel groups)Parrot in the Oven by Victor MartinezA Raisin in the Sun by Lorraine HansberryMaus, Book 1: A Survivor’s Tale by Art SpiegelmanTo Kill a Mockingbird by Harper LeeThe Outsiders by S.E. Hinton

Humanities

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EIGHTH GRADE SOCIAL STUDIESEighth grade Social Studies begins with post-Civil War U.S. history. Topics covered include Reconstruction, westward expansion, indus-trialization and the rise of big business, immigration, the Progressive Era, American expansion abroad, WWI, the Roaring Twenties, the Great Depression and the New Deal, the rise of dictators, WWII and the Holocaust, the Cold War, the Civil Rights Movement, the Vietnam War, Watergate, 9/11 and 21st Century challenges. The use of primary source documents and frequent written assignments are used to help students refine their ability to synthesize and analyze the material they are learning. Long-term projects, in-class debates, and role-playing are among the varied activities in which students engage. Film, music, and art are used to explore the expansion of American culture at home and abroad. Emphasis is placed on critical thinking and oral and written expression. Cross-curricular connections with English class are incorporated at various points in the year.

Text:Creating America

Special Topic:Night by Elie WieselAnimal Farm by George Orwell

Humanities

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MATHEMATICS CURRICULUM

Middle School mathematics focuses on helping stu-dents develop from concrete thinkers to understand-ing the abstract underpinnings of algebraic struc-tures. The program recognizes that students differ in terms of their conceptual development and that development is not an even process for all individu-als. All grades have homogeneous groupings. Stu-dents’ placement is assessed throughout the school year through multiple forms, including pencil-paper tests, short-term projects, performance assessments, and formally through mid-year and end-of-the-year cumulative tests.

All students are asked to stretch their minds by not only learning new topics and applying them, but by applying them in new situations, which allow teach-ers to assess the depth of their understanding. Help-ing students to develop good mathematical study skills and learning strategies is an integral element of each course.

All math courses are designed to develop thinking and problem-solving skills commonly utilized in adult life and to prepare students to pursue higher level math. Acquisition of these skills is often developmentally based and some students benefit from exploring topics at different times in order to create a firm foundation for future classes.

SIXTH GRADE MATHEMATICS

Foundations of MathematicsThis diversified program helps students take the first steps from concrete to abstract thinking. Students review fundamental computational skills and work together to solve many “real life” problems in the areas of decimals, fractions, percentages, proportions, graphing, measurement, probability, geometry, and estimation. Calculator use is de-emphasized so that students develop mental math skills and are able to set up problems with appropriate opera-tions, use a variety of techniques to approach and work on problems, and understand the underlying mathematical components of a problem.

Pre-Algebra The Pre-Algebra curriculum is an introduction to basic algebra concepts and a review of arithmetic algorithms. The topics covered include solving simple and complex equations in one variable; operations with positive, negative, decimal, and rational numbers; ratios; proportions; percentage; geometric shapes; and formula applications. Addi-tionally, short projects assigned throughout the year reinforce the understanding of course content. Helping students to develop good mathematical study skills and learning strategies is an integral part of this course.

Text:Course 3 Mathematics Common Core, Prentice Hall

Mathematics

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SEVENTH GRADE MATHEMATICS

Pre-Algebra The Pre-Algebra curriculum is an introduction to basic algebra concepts and a review of arithmetic algorithms. The topics covered include solving simple and complex equations in one variable; operations with positive, negative, decimal, and rational numbers; ratios; proportions; percentage; geometric shapes; and formula applications. Addi-tionally, short projects assigned throughout the year reinforce the understanding of course content. Helping students to develop good mathematical study skills and learning strategies is an integral part of this course.

Text:Course 3 Mathematics Common Core, Prentice Hall

Algebra 1The Algebra 1 curriculum is a survey of basic algebra concepts that provides students with a solid foundation for Upper School mathematics. Topics covered include solving equations for one and two variable equations, graphing on the Cartesian plane, solving systems of equations, combining and factoring polynomials, and finding roots of quadratic equations. Helping students to develop good mathematical study skills and learning strategies are also an integral part of this course.

Text:Pearson Common Core Algebra, Prentice Hall

EIGHTH GRADE MATHEMATICS

Algebra IThe Algebra 1 curriculum is a survey of basic algebra concepts that provides students with a solid foundation for Upper School mathematics. Topics covered include solving equations for one and two variable equations, graphing on the Cartesian plane, solving systems of equations, combining and factoring polynomials, and finding roots of quadratic equations. Helping students to develop good mathematical study skills and learning strategies are also an integral part of this course.

Text:Pearson Common Core Algebra, Prentice Hall

Integrated GeometryThe Integrated Geometry curriculum develops students’ algebra skills while also exposing them to the fundamental concepts of geometry. Students will expand their understanding of the following algebraic concepts: linear and quadratic functions, system of equations, inequalities, exponents and exponential functions, polynomial functions and factoring, and rational functions. In addition to strengthening students’ algebraic background, they will also study the following geometric concepts: ratio and proportion, similar and congruent triangles, right triangles, area and volume, parallel lines, polygons, circles, and constructions.

Text:Pearson Common Core Geometry, Prentice Hall

Mathematics

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SCIENCE CURRICULUM

Middle School science combines hands-on experience with discussion-based lectures, and research techniques. The National Science Education Standards and Benchmarks in Science Literacy provide a framework for this inquiry-based program. Each year, Middle School science topics include life science, earth-atmospheric science and physical science curricular studies. Stu-dents perform experiments as they become familiar with scientific tools and methodology in a problem-solving environment. Projects are strategically integrated with other courses such as: English, history, art, and mathematics to increase student aware-ness of science relevance in other disciplines.

SIXTH GRADE SCIENCEThe sixth grade emphasis is on laboratory investigations, which enable students to learn through first hand observa-tions. Techniques for analyzing data, research, and note-taking skills are important components of their learning as well. Students discover concepts about atoms, states of matter, compounds, and acids and bases. A study of streams gives students a chance to test the water quality and understand some of the impact human activities have on the Earth’s water supply. Students continue to deepen their sense of environmental awareness by exploring geology top-ics including formation of Earth’s landforms as well as weathering and erosion. Students investigate how we sense the world around us, and how the skeletal, muscular, and nervous systems work together to help our bodies carry out necessary functions. Students will demonstrate their learning through written assessments, lab activities, and projects such as building models and creating presentations using their iPads.

Texts:Pearson eTexts: Interactive Science Water and the AtmosphereEarth’s StructureHuman Body Systems

Science

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SEVENTH GRADE SCIENCESeventh grade topics include atmospheric fundamentals and climate change, different forms of energy, cell and human physiology, and infectious disease. Students examine evidence that provides clues to past climate, investi-gate factors that lead to climate change, and evaluate claims about Earth’s climate future. Types of energy, electrical production, and energy resources are investigated to provide a backdrop for understanding the impact of human resource use on the biosphere. Cell physiology provided a backdrop for an examination of unicellular life forms. Bacteria and viruses are introduced and their role as pathogens leads to investigation of how the immune, circulatory and respiratory systems function and help ward off disease. Group and individual projects allow for creative explora-tion of topics in greater depth and breadth. Examples are researching energy resources and infectious disease topics, making three-dimensional models, and building and racing solar cars.

Texts:Pearson eTexts: Interactive Science Water and the AtmosphereForces and EnergyCells and HeredityHuman Body Systems

EIGHTH GRADE SCIENCEEighth grade science begins with an oceanography unit that is integrated with English and art and includes a special focus on the zonal ecology of barrier islands. Students learn about the chemical and physical properties of ocean water, ocean floor features, ocean zones, water movement, the adaptations of living things to the marine environ-ment, and human impact on marine ecosystems. This first unit culminates with an overnight trip to Assateague Island where the students study the zonal ecology from the beach to the bay. Building on their understanding of the chemical nature of water, students explore the chemical structure of other ionic and covalent compounds. They write chemical formulas and balance chemical equations. This foundation is useful when they subsequently study molecu-lar genetics and nutrition. Studies of heredity and reproduction, together with their understanding of marine ecosys-tems, serve as a backdrop for the investigation of the evolutionary process demonstrated so vividly on the Galapagos Islands. Students apply their knowledge of plant reproduction to start plants from seed in the greenhouse, transplant them to the community garden, and investigate nutrients supplied by the plants for a healthy diet. The year ends with a unit on astronomy that features an ad campaign designed by students to attract extraterrestrial tourists to our solar system. Students also produce Power-point presentations celebrating the contributions of African-American scientists and inventors to the world of science.

Texts:Pearson eTexts: Interactive Science Water and the AtmosphereCells and HeredityIntroduction to ChemistryHuman Body SystemsAstronomy and Space ScienceDouble Helix by Nancy Werlin

Science

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GLOBAL LANGUAGES CURRICULUM

The Middle School Global Languages program focuses on two languages. The French and Spanish programs are both explor-atory and preparatory, designed to pique student interest in language study and increase awareness of other languages and cultures. All levels are taught through cooperative games and interactive participation, and students use the iPad to create projects, visit language-learning websites, and read authentic materials in the target language.

In the sixth grade, students select either French or Spanish, initiating a three-year study that will guide them through a level one curriculum. Students gradually develop speaking, listening, reading comprehension, and writing skills, while also working through a sequential study of vocabulary and grammar. Students with a language waiver are appropriately accommodated with the help of the Middle School Learning Specialist. Upper School language placement is determined in the spring of the eighth-grade year and is based upon performance, teacher recommendations, and student goals.

Extracurricular and enrichment opportunities include participation in a service project with the Guatemalan School “Mi Refu-gio” (founded and run by a Sandy Spring Friends School graduate), through which students voluntarily donate school supplies. Students have also used Skype to communicate with students from a Quaker school in Costa Rica and exchanged letters with students in Paraguay. Several times each year, Spanish and French classes experience important cultural events together, such as Day of the Dead, Mardi Gras, Cinco de Mayo, and the International Lunch. In December, students learn French and Span-ish holiday songs and carol around campus. Language-related field trips also may be taken to art museums, dance or music festivals, or local restaurants.

At the end of seventh or eighth grade, students have the opportunity to travel to a French or Spanish-speaking country. These weeklong trips provide an authentic experience in the target language as well as the chance to learn firsthand about the culture and traditions of the countries visited.

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SIXTH GRADE SPANISHSixth grade Spanish classes have two different levels, Spanish 6 and Spanish 6s. Spanish 6s (supplemented) is for students with extensive prior experience with the language. Students placed into 6s must demonstrate competency in both oral and written Spanish. Spanish 6 is for students with little or no prior experience with the language, or students who might benefit from additional review and support in one or more areas. All sections cover the same content throughout the year, although 6s moves at a slightly faster pace. On average, students cover four units in the textbook, as well as preliminary review and a cumulative review and exam.

All sections are taught primarily in the target language addressing a variety of learning styles. Students start from ba-sic Spanish skills such as alphabet sounds, numbers, days of the week, and months, and move through the textbook. They are also exposed to cultural experiences such as researching aspects of a Spanish-speaking country, learning recipes, reading translated excerpts from literature and, when possible, meeting someone from the country being studied.

Students actively participate with physical responses to teacher-led directions and develop hearing and speaking skills. Classes use skits, games, songs, dialogues, puzzles and food preparation and tasting. These activities reinforce students’ reading, writing, speaking and listening skills. Computer and iPad activities include visiting cultural and language-learning websites such as quizlet.com, gameguroo.com, and SeñorWooly.com.

Text:¡Así se dice! Level 1 Glencoe McGraw-Hill, Spanish eBook¡Así se dice! Level 1 Workbook

SEVENTH GRADE SPANISHSeventh grade Spanish classes have two different levels, Spanish 7 and Spanish 7s (supplemented) to accommodate students of various comfort levels and skills. New students are given a placement test and are often required to do summer work so that their transition into our program is smooth. Both sections of Spanish start with an extensive review of concepts and vocabulary covered in sixth grade, then move rapidly into the seventh grade curriculum. All sections cover the same content throughout the year, although 7s naturally moves at a faster pace. On average, stu-dents cover four units in the textbook, as well as preliminary review and a cumulative review and exam.

All sections are taught primarily in the target language addressing a variety of learning styles. Students actively par-ticipate with physical responses to teacher-led directions and develop hearing and speaking skills. Classes use skits, games, songs, dialogues, and puzzles. These activities reinforce students’ reading, writing, speaking and listening skills. Computer activities include cultural on-line websites, as well as language-learning websites like quizlet.com, gameguroo.com, and SeñorWooly.com.


Global Languages

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EIGHTH GRADE SPANISHEighth grade Spanish classes have two different levels, Spanish 8 and Spanish 8s (supplemented) to accommodate students of various comfort levels and skills. New students are given a placement test and are often required to do summer work so that their transition into our program is smooth. All sections begin the year with an extensive review of concepts and vocabulary covered in the sixth and seventh grades, then move rapidly into the eighth grade curriculum. All sections cover the same content throughout the year, although 8s naturally moves at a faster pace. On average, students cover four units in the textbook, as well as preliminary review and a cumulative review and exam.

All sections are taught primarily in the target language addressing a variety of learning styles. Students actively participate with physical responses to teacher-led directions and develop hearing and speaking skills. Classes use skits, games, songs, dialogues, puzzles and food preparation and tasting. These activities reinforce students’ reading, writing, speaking and listening skills. Computer and iPad activities include cultural on-line websites, and language learning websites such as quizlet.com, gameguroo.com, and Señor-Wooly.com.


SIXTH GRADE FRENCHIn sixth grade, students begin their formal study of French. Those entering the program with prior language experi-ence are accommodated in a variety of ways depending on their skill set and goals. The class is taught primarily in the target language addressing a variety of learning styles. Students start from the basics such as the alphabet, num-bers, days of the week, and months of the year, then move through the first units in the textbook. Equal emphasis is placed on writing, listening, speaking, and reading comprehension. Class activities include skits, interviews, interac-tive games, group work, and songs. Students use their iPad to do research on the Internet, visit French websites, and practice vocabulary and grammar using language-learning websites such as quizlet.com.

Text:Discovering French-Bleu, McDougal Littel (French textbook and workbook)

Global Languages

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SEVENTH GRADE FRENCHIn seventh grade, students begin the year with a thorough review before moving rapidly into the seventh-grade cur-riculum. New students do summer work to ensure a smooth transition into our program, and students with prior experience with the language are accommodated in a variety of ways depending on their skill set and goals. Class is conducted increasingly in the target language and includes activities to reach a variety of learning styles. Daily les-sons practice speaking, reading, writing, and listening comprehension through in-class activities such as skits, games, projects, textbook work, and visiting language-learning and French websites. Students are expected to express them-selves in complete sentences and short paragraphs in the present and near future verb tenses.


EIGHTH GRADE FRENCHIn eighth grade, students begin the year with a thorough review of material from sixth and seventh-grade French before moving rapidly into the eighth grade curriculum. New students do summer work to ensure a smooth transition into our program, and students with prior experience with the language are ac-commodated in a variety of ways de-pending on their skill set and goals. Class is conducted almost entirely in the target language and includes ac-tivities aimed at a variety of learning styles. Students practice speaking, reading, writing, and listening com-prehension through activities such as skits, games, projects, textbook work, and visiting language-learning and French websites. Students are expected to express themselves in complete sentences, short paragraphs, and compositions in the present, near future, and past tenses.


Global Languages

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TECHNOLOGY SKILLS CURRICULUM

The Middle School maintains a computer lab that is equipped with 20 Desktop computers running Windows 7. In addition, they are equipped with a LCD projector for large screen presentations as well as a sound system. The Middle School also maintains digital still cameras, Flip video cameras, and digital voice recorders. Software packages that are commonly used include Microsoft Office (Word, Excel, and PowerPoint), Adobe Creative Suite (Photoshop, InDesign, and Dreamweaver), and Internet browsing (Firefox, Chrome, Internet Explorer.)

The goals of the Technology Skills classes are to increase general understanding on how to produce work using com-puter and current technologies in such a way as to enhance their use for other classes. Topics include hardware of computers, understanding the functions of productivity software such as Word, Excel, and PowerPoint, multimedia programs such as Photoshop, MS MovieMaker, and successful data searching using Search Engines, and databases. Each grade’s classes will build on the previous year’s work.

The topics covered will be revisited each year using a spiral learning approach where the topics are covered in more and more depth each time they are revisited. This allows students to take what they learn and apply it in their other classes and come back ready to learn each topic in a more refined and detailed manner.

Topics of the sixth, seventh, and eighth Grade Technology Skills class during the upcoming school year include: • Internet safety and etiquette • Basic knowledge of computer hardware • Formatting and layout features of MS Word• Taking and downloading photos using digital cameras • Basic photo manipulation using Adobe Photoshop • Taking video using digital video cameras • Video editing using MS MovieMaker• Search strings manipulation in internet search engines

Technology

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ARTS CURRICULUM

The Sandy Spring Friends School mission statement specifically mentions an enriched program in the arts. For us, this is related to our belief in the development of the whole child. As a result, we provide a diverse and broad arts program and require students to take classes in more than one subject area. Arts classes provide opportunities for all students to be involved regardless of experience or ability. They provide an outlet for students to express their creativ-ity and knowledge of the world by giving students the skills to communicate their knowledge in ways other than writing, both within the arts program and in other classes as well. We believe that the arts provide a larger cultural context for other academics. Through their participation, students engage in an exploration of themselves. They are encouraged to discover gifts that may not be recognized elsewhere, broaden their horizons, and shine individually. In addition, students also learn valuable group skills. They are asked to appreciate the unique talents of others, work collaboratively and cooperatively, and appreciate the interdependence of group members. Through our arts program, we build community spirit and allow our students to let their lives speak.

In sixth grade, all students participate in music, movement, and art classes. They learn about each subject for one quarter. In the fourth quarter the sixth grade will re-visit each of the arts classes and help to create an interdisciplin-ary art performance entitled The Sixth Grade Workshop. Seventh and eighth grade students are given a choice of arts classes. They are each expected to take two different semester length classes each year. Seventh grade offerings are music, drama, art, movement and weaving. Eighth grade offerings are music, drama, art, and movement. During the second trimester, all students have the option to perform in or work on the annual Middle School play. In addition, chorus and instrumental ensemble are available to all Middle School students.

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SIXTH GRADE ARTS OFFERINGS

MusicStudents in sixth grade improve their music skills through the playing of the recorder as well as a variety of other instruments. Students learn the basics of music notation and practice music writing skills. Sixth grade students study and listen to a wide variety of music with an emphasis on major periods, styles, and composers.

MovementMovement class for sixth grade exposes students to various movement forms, concepts, and themes. Students investigate key elements of yoga, mindfulness practices, and movement/dance. They learn how to create original movement compositions and basic choreographic structures. Through all of this, they gain an understanding of movement as a vehicle to communicate meaning and learn about themselves through movement exploration and reflection.

ArtUsing a variety of 20th century artists and their works, the sixth grade students increase their art appreciation and develop a sense for two and three-dimensional art. Many forms of art are experimented with and we develop several projects based on the artists we study. The goal is to give the students background knowledge of the tools and tech-niques used in the visual arts. They learn the basics of color theory and develop skills in mixing hues, shades, and tints. The students are shown how to organize their thoughts and to develop bright and imaginative ideas.

Chorus and Instrumental EnsembleAll students in sixth grade participate in chorus. Students perform in Middle School concerts as well as a variety of other school events. Students who play band or orchestra instruments are welcome to join our instrumental ensem-ble.

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SEVENTH GRADE ARTS OFFERINGS

MusicSeventh grade music students participate in the playing of a variety of instruments, including handbells. Students study and play music representing a number of different styles and have opportunities to create their own original music. The skills of writing music and the use of music notation are practiced throughout the class. Students listen to various types of music with an emphasis on improving their music listening skills as well as their overall under-standing of music. The class performs music for handbells at a Middle School concert at the end of the semester.

DramaSeventh grade drama provides opportunities for self-exploration and expression through the dramatic arts, helping the students identify and define the necessary elements for effective communication. Students have the opportunity to write and perform original monologues and scenes that inform the audience of thoughts, ideas, and stories that the students feel are important or interesting. They engage in improvisation games and exercises that help build self-confidence and stimulate creativity. The final weeks of the course are spent preparing for their public performance, comprised of samples of student work, and presented at the end of the semester.

ArtShape, form, and space are the main goal in seventh grade visual art. In those areas the students learn about the three different types of sculpture and understand the process of perspective. At the beginning of the semester the students learn how perspective was started in the Renaissance and discover how it has influenced art. In perspective there are a set of guidelines and the students develop a strong knowledge of the various techniques by drawing random shapes in space. As they gain more confidence the students begin designing cities and illustrating their names. The bulk of the artwork is in three-dimensional sculpture.

WeavingBeginning weaving class is open to seventh graders to explore the use of the four-harness floor loom. They begin by learning to warp a loom and weaving a sampler which exposes them to a variety of weaves. Next they plan and weave a project of their choice. The class explores various fibers, colors, textures, and weaving patterns. Students can weave as many projects as time allows, and are encouraged to enter their finished projects in competition at the Maryland Sheep and Wool Festival in May.

MovementThe movement class explores a variety of American Dance styles ranging from modern to swing to breakdancing and improvisation. Students will investigate the elements of dance, create original movement composition and choreog-raphy, and learn about world renowned dance pioneers and their influence on the Art form. Students will present their choreographic works during the Arts Performance Evening.

Chorus and Instrumental EnsembleAll seventh grade students are welcome to join chorus. Seventh graders who play band or orchestra instruments are welcome to join instrumental ensemble. Both groups perform at Middle School concerts as well as a variety of other school events.

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EIGHTH GRADE ARTS OFFERINGS

MusicEighth grade music students participate in the playing of handbells as well as a variety of other instruments. Students study and play music representing a number of different styles and have opportunities to create their own original music. The skills of writing music and the use of music notation are practiced throughout the class. Students listen to various types of music with an emphasis on improving their music listening skills as well as their overall under-standing of music. The class performs music for handbells at a Middle School concert at the end of the semester.

ArtThe eighth grade Visual Art class will have the opportunity to review and enhance their natural abilities in drawing and painting while learning many useful techniques that will broaden their knowledge and increase their confidence. The class will also work in ceramics, printmaking, sculpture and textiles. There will be a deeper study of artists from many genres that will help influence the students’ themes in their own art work.

MovementThe movement class explores a variety of American and International Dance styles ranging from modern to Bolly-wood to West African and improvisation. Students will investigate the elements of dance, composition and choreog-raphy, and eventually prepare an independent project, which is a chance to research a dance culture of interest and present it to the class. At the end of each semester, the students will present their choreographic works during the Arts Performance Evening.

DramaEighth Grade Drama increases the focus on self-exploration. Students are encouraged to explore and express their feelings on impor-tant issues through original monologues, skits, improvisations and dramatic play. Acting terms and basic theatre vocabulary are introduced, as well as beginning to analyze and research character creation. At the end of each semester, the seventh and eighth grade drama students join together in two public performances, one during a school assembly and the other as part of the Middle School Arts Evening.

Chorus and Instrumental EnsembleAll eighth grade students are welcome to join chorus. Eighth graders who play band or orchestra instruments are welcome to join instrumental ensemble. Both groups perform at Middle School concerts as well as a variety of other school events.

Arts

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SUCCESSFUL SCHOLARS PROGRAM

As part of the sixth, seventh, and eighth grade curricula, Successful Scholars is taught by the Learning Specialist. The focus of this trimester-long course is learning strategies for success, including organization skills, managing long term assignments, time management, and test-taking and note-taking skills. The intent of the course is to encourage each student to take ownership of his or her part in the learning process and to continue on the path of being a successful scholar.

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PEACEFUL CONFLICT RESOLUTION

PPeaceful Conflict Resolution (PCR) is taken each year of Middle School and is taught by the Counselor. Students will learn communication and listening skills to better understand and improve social interactions and strategies for resolving conflict peacefully and within the context of the Quaker approach to conflict resolution. Bullying preven-tion, respectful and courteous behavior, and the monthly value themes will be explored in this trimester course.

Peaceful Conflict Resolution

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PHYSICAL EDUCATION, HEALTH, AND ATHLETICS

At Sandy Spring Friends School we believe that physical education and athletics play an integral part in the develop-ment of young adults. At the Middle School level, we provide a diverse program where the integrity and fundamen-tal values of individuals are of primary concern. All students are given the opportunity to participate and develop their abilities in order to maintain a lifelong affinity for exercise. With each experience, we encourage students to improve both their fitness and skill levels, while providing an environment that will foster a better sense of self. Learning and opportunities for play are offered through challenging and skill-building games and contests in both physical education and athletics.

Health

Health meets for one trimester in place of Physical Education. Health is taught at every grade level at Sandy Spring Friends School, with the content building on prior knowledge at each grade level. In addition to core content, health skills including self-management, goal setting, decision making, accessing reliable information, analyzing internal and external influences, interpersonal communication, and advocacy are discussed and practiced throughout the three-year health curriculum.

All health topics are discussed through the use of text books, class discussions, worksheets and videos. Students en-rolled in Health will receive a letter grade and effort mark. Upon completion of this course, students rotate back to Physical Education while the next group rotates to Health.

Sixth GradeIn sixth grade students learn information that will guide them in formulating a personal wellness plan. We will discuss a variety of topics including total health and wellness, developing good character and a positive self-concept, interpersonal skills (like communication, decision making, and conflict resolution), as well as physical fitness, and nutrition.

The following topics will be addressed in the sixth grade Health class:

• Physical, emotional, mental and social changes during puberty • Anatomy and physiology of the reproductive system • Menstrual cycle, fertilization and pregnancy • Gender roles

Seventh GradeIn seventh grade the main focus is on the physical, emotional, and social problems associated with substance abuse (tobacco, alcohol, and other drugs). Refusal skills, making good decisions and resisting peer pressure will be em-phasized throughout the lessons. We will also discuss the importance of having good mental and emotional health. Building on prior knowledge from sixth grade, students will gain a better understanding of what mental and emo-tional health is and how it may vary over time. Students will identify and put in to practice protective factors that will help maintain balance in our personal mental/emotional health. Lastly, students will demonstrate ways to main-tain good mental/emotional health.

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The following topics will be addressed in the seventh grade Health class:

• Sexual health, reproduction, and identity • Accurate vs. inaccurate informational sources • Risks, realities, and responsibilities of engaging in sexual activity

Eighth GradeIn eighth grade students a better understanding of the physical, emotional, and social problems associated with substance abuse, focusing on illicit drugs. Refusal skills, making good decisions and resisting peer pressure will be emphasized throughout the lessons. Students will also gain an understanding of the term body image and how a positive body image is an important component of self-esteem. Through the use of various activities students will analyze media messages and how these messages may impact the perception of themselves. The physical, emotional/mental, and social problems associated with eating disorders will be explored.

Each grade level finishes with lessons related to Human Sexuality. While research shows that parents are middle schoolers’ primary sexuality educators, our goal is to provide lessons that support the information you offer at home. We believe it is important to counteract negative messages about sexuality portrayed in the media, promote a healthy attitude about human sexuality, and to help students navigate through early adolescence - a time of significant change in growth and development.

The following topics will be addressed in the eighth grade Health class:

• Sexual decision making, values and boundaries • Separating myths from reality • Characteristics of healthy and unhealthy rela-

tionships • Double standards for men and women • Gender vs. biological sex

Physical Education

Physical education classes meet three times within the six day rotation, and each class period is fifty-five minutes in length. Students are taught the rules and skills of a variety of sports, activi-ties and games. Fitness and wellness concepts are also introduced and revisited throughout the year. Each trimester students will participate in a series of units. Each trimester and year, the curriculum within each unit will change and progress. For example, the soccer unit in sixth grade covers basic positions and strategy while in seventh grade more advanced techniques and team tactics are taught. All students will participate in the “Fitnessgram” fitness test developed by the Cooper Institute of Aerobics. This test focuses on “healthy fitness” zones rather than


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sport-related fitness. The “Fitnessgram” also has an interactive component in which students can track and record their physical activity both in and out of school. This is done by de-veloping a baseline at the beginning of the year and then tracking the progress of the individual student as the class progresses from sixth to eighth grade.

Students will be given an SSFS PE T-shirt and SSFS shorts and are asked to wear these items for PE class. If the weather is chilly, students will be able to wear sweat pants and sweat shirts. Shoes must be non-marking athletic shoes. Although not required, it is recom-mended that students keep an extra pair of athletic shoes in their locker. All of these items are available at the SSFS bookstore. Students are given five minutes before and after class to change in and out of appropriate attire. Each student will be issued a locker in the locker rooms. Students are graded on preparation, participation, coachability and effort. These criteria are designed to foster a sense of under-stand and learning in students. Students are not graded on their athletic ability.

AthleticsAthletics at Sandy Spring Friends School are an integral part of the educational experience. All students are encour-aged to participate in the athletic program at the level most appropriate to them. Our mission is to provide student athletes with the opportunity to electively represent the school and compete interscholastically in a variety of sports. It is our hope that all student athletes who move on from the Middle School will possess the following characteris-tics: great sportsmanship, integrity, self-sacrifice, loyalty, communication skills, and a strong work ethic. Athletics provide a supportive atmosphere in which coaches challenge the intellectual and physical abilities of our athletes. It is our hope that the experience of playing Middle School sports is one in which students have fun and build their own self-esteem in a positive, nurturing environment.

Our sports offerings are based on the numbers of students who sign up. The goal for the Middle School program is to provide team opportunities for students at a level appropriate for their ability, knowledge, and experience of the game. While there are no “cuts,” teams will be determined by age and ability. Our sports offerings are based on the numbers of students who sign up. The Teams may be comprised in one of the different ways listed below. We are members of the Potomac Valley Athletic Conference (PVAC).


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Conventional Breakdown: If a team is the correct size for a given sport, the coach may elect to include everyone in each game and practice.

Core and rotating group: If a team is large, the athletic department may elect to develop one core team with the more experienced players and two or more different groups of developing players. The entire team would practice to-gether. However, the core team and only one of the rotating groups would travel to a given game. The groups would alternate so that each rotating group attends the same number of games.

“A” Team and intramural Team: If a team is large, the athletic department may elect to institute an “A” team made up of more experienced players and an intramural team made up of developing players. The “A” team would play in a competitive league with other schools. The intramural team would practice separately of the “A” team and not play against other schools. This can be seen as a developmental team aimed to give beginner players the experience neces-sary to play competitively the following year.

Sports Offerings

FallCoed Cross-CountryGirl’s Soccer Boy’s Soccer Girl’s Volleyball (Non-competitive)

WinterGirl’s Basketball Boy’s Basketball Wrestling-IntramuralOutdoor Challenge (Non-competitive)

SpringGirl’s LacrosseGirl’s LacrosseBoy’s LacrosseBoy’s BaseballGirl’s SoftballOutdoor Challenge (Non-competitive)


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ssfs ms curriculum guide 2014-15

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