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An IB World School

Table of Contents ● The School for International Studies

School Profile, Mission, who we are, IB vision, Summer Bridge Program ● International Studies & Partnerships

● Teacher Unit Plan: Science;

● French Immersion Schedule: Fall 2016

● COMPARISON CHART

● WHY IB?

● Admissions

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An IB World School

WELCOME TO INTERNATIONAL STUDIES!!!!!!

Completing elementary school is an exciting milestone in your educational experience for you and your children. However, this

process may also bring you and your family some anxiety. Which middle school should you select? The Boerum Hill School for

International Studies, a 6th-12th grade International Baccalaureate World School, offers an academic and cultural environment for

you to develop the skills to succeed in high school, college and in your future career. See below things that are happening at

International:

SCHOOL PROFILE

6th Grade Application Program Codes: MS Academy: K497S & French DLP: K497M 9th Grade Application Program Codes: Honors Insitute: K21A & Culinary Arts: K21B

Any questions about our middle school program, please contact Stu Chasabenis, our Director of

Admissions and Recruitment at Stu.Chasabenis@k497.org.

International Studies is officially an International Baccalaureate World School

We are an approved MYP Programme IB School (Grades 6-10), effective June 2016

(Middle Years Programme: 6th-10th grade) (DP: Diploma Programme: 11th-12th Grade)

The International Baccalaureate program is unique because of its personal, social, & academic rigor

At the core of IB learning is inspiring students to learn conceptually through enthusiasm & curiosity

The content and rigor students are exposed to is applied using a projects based approach

Middle School students receive French twice during the school day(Language Acquisition & in science)

All students are engaged in year-long project based and collaborative learning

Various programs have been integrated into the school day and International Studies curriculum to

enhance the learning experience

Students will participate in Vision Robotics during their math class

Students will have an opportunity to learn and improve their skills in Chess

Students will learn to read music and play instruments thru our partnership with The Harlem School of

the Arts (afterschool)

We provide a French Immersion Program, from 2:30-4pm, Monday-Thursdays; students study

and learn French through art, yoga, soccer, art history, dance, theater, journalism;

In addition to having various programs built into the school day, students will have the opportunity to

enroll in our 21st Century Afterschool Program

Programs include: Students have the option of Drama/Theater, Modern Dance, Visual Arts, Culinary

& Baking Class, Ping Pong / Table Tennis, Cartooning, Track, Tutoring, & the MS CHAMPS Program

(basketball, soccer), Fitness, Early Bird Soccer, and Coding/Technology;

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An IB World School

Mission Statement Graduates from The Boerum Hill School for International Studies take risks and develop innovative solutions that impact the world. Through the use of critical and creative thinking skills, students appreciate different cultures and respect the values and rights of people everywhere.

Who we are The Boerum Hill School for International Studies is a small learning community with seasoned and enthusiastic educators serving grades 6 through 12 in the Boerum Hill section of Brooklyn. Our student body numbers less than 500 and our average class size is 25-27. For our latest school statistics please visit our website. We are an Authorized International Baccalaureate World School through the MYP (Middle Years Programme, grades 6-10), as of June 2016. International Studies offers a challenging and comprehensive education that would enable students to understand and manage the complexities of the world and providing them with the skills for taking responsible action for the future. Our academic classes include courses in Language and Literature, Math, Science (co-teaching with science and French teacher), Language Acquisition (French), History, Fitness, and an elective. Students also receive 90 minutes of French Immersion, Mondays-Thursday from 2:30-4pm. We hold high standards and support our students with individual attention, encouragement and dedication as they rise to meet the challenges of a rigorous curriculum.

IB Vision The Boerum Hill School for International Studies serves grades 6-12 in Brooklyn, NY. We are committed to the mission of

the International Baccalaureate (IB) Program, which is an International group of schools that are focused on developing

internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to

create a better and more peaceful world.

As an authorized IB school through the Middle Years Program, we provide curriculum in grades 6-10 that emphasizes

problem-solving and collaboration through project-based learning. We are in the final year of candidacy for the Diploma

Program for grades 11-12, which will provide students the opportunity to graduate with an I.B. Diploma which can provide

college credits and a significant increase of university options all over the world.

Summer Bridge Program-Save the Date!! TBD-9am-2pm

Our 2-week Summer Bridge Program will include instruction, robotics or drama, instrumental music, chess, team-

building/sports activities and so much more. Students will become familiar with the building, will learn about the

culture of the school, develop organizational skills and will practice the IB learner profile attributes to build

meaningful relationships with peers and adults to transition into middle school with a supportive community in

place. Sign up May 2017 at the 6th Grade Orientation.

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INTERNATIONAL STUDIES & PARTNERSHIPS

INTERNATIONAL BACCALAUREATE: Headquartered in Switzerland, and present in over 200

countries, the organization features a comprehensive framework focuses on holistic education,

emphasizing personal, social, and academic development, through the use of project based learning

and an interdisciplinary understanding, through the lens of international mindedness

FACE (French American Cultural Exchange: The French Dual Language Program, an initiative of

the Cultural Services of the French Embassy and FACE Foundation, provides high-quality bilingual

education to children in public schools across New York City.

Robofun is part of our enhanced school day: these include Lego Robotics, Stop Motion Animation and

Video Game Design);Robotics will be offered as an afterschool activity for 3 hours weekly.

LEAP: (Learning through Expanded Arts Program): through LEAP students work with equipment, technology, and

digital photography to develop a yearbook, stop-motion and various other projects.

Leadership Program, offering drama and theater as part of our afterschool program; students will study theater and have

a chance to participate in an annual production/play

Pencil: A unique relationship with Pencil enables us to share their ideas, talent, and skills with each other and develop a

relationship. School-Business Partners with community organizations, small businesses, and non-profit offer strategic

solutions to school challenges and needs by enhancing the school environment and prepare students for college and career

success.

TreasureChess. This program helps students develop knowledge of chess, including the history of chess, while

developing skills and strategies. Chess is currently offered to our middle school students but we are in the process of

exploring opportunities to offer to high school students.

The Harlem School of the Arts Through this program, we are offering instrumental music as an afterschool program

weekly for three hours. Students with little or no instrumental music experience will have an opportunity to learn how to

read music, learn an instrument, and participate in two music concerts.

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TEACHER UNIT PLAN Teacher(s) Mr. LoBianco Subject group and discipline Science 2 (Genetics)

Unit title What Controls Change MYP year 3 Unit duration (hrs) 6 Weeks

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Transfer

Transformation

Personal and Cultural Expression

Statement of inquiry

The expression of genetics can change through engineering or when transferred from generation to generation.

Inquiry questions

Factual— What is inheritance?

Conceptual— How does genetic modification affect natural systems?

Debatable— How can the effects of DNA alterations be beneifical or harmful?

Objectives Summative assessment

MYP Objectives

SWBAT:

Understand the process of genetic modifications. Both natural and man made.

Explain the process of mutations at the cellular level.

Explain the impact of GMO’s on society.

Analyze texts, draw conclusions, and collect data in order to take a stand, formaulate a claim, and refute conuterclaims.

MYP Objectives

A: Knowing and Understanding

C: Processin and Evaluating

D: Reflecting on the impacts of Science

Outline of summative task / GRASPS

G: Analzye the effects of genetic modification.

R: You will act as a farmer.

A: You need to convice local farmers to use or not use GMO’s.

S: You are trying to buy new crops but you are unsure to buy GMO crops or natural crops.

P: You will create an argumentative essay analysing the significance and impact of GMO’s on society. Arguing if they should be used or not.

S: A successful essay will analyse both sides of the argument and cite specific research.

Relationship between summative assessment task(s) and statement of inquiry:

This task will let student’s research genetic modification and connect the modifications to their genotypic and phenotypic expressions. Also it will let students research he effects modifications can have on societies and individuals.

Approaches to learning (ATL)

1. Information literacy

Make connections between various sources of information.

Collect and analyse data to identify solutions and make informed decisions 2. Critical-Thinking

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Draw reasonable conclusions and geralizations

Evaluaate evidence and arguments

Gather and organize relevant information to fourmlate and argument.

Action: Teaching and learning through inquiry

Content Learning process

Week 1

Inheritance

Reproduction Week 2

Genetic expression

Variation Week 3

Punnet Squares

Week 4

Genetic Modifcations

Week 5

Research

Citations Week 6

Summative Assessment

CCSS Focus Standards –

CCSS.ELA-Literacy.WHST.6-8.1 - Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts.

CCSS.ELA-Literacy.RST.6-8.8 - Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Learning experiences and teaching strategies

Multimedia Annontaed Articles Collaborative Activities Graphic Organizers

Formative assessments

1. Content Quiz 2. Inheritance Lab 3. Monster Genetics Lab 4. Informal Dissusion 5. Article Analysis 6. Reading Comprehension 7. Writing Prompts

Differentiation

Peer Critique

Skeleton Notes

Visuals

Read Aloud

Closures

Resources

1. Cambridge Checkpoint Science 2. Glencoe Science – New York Science 3. BrianPop

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching

After teaching the unit

This unit will be interesting because it should be the first time most student’s think where there physical features and behaviors come from. Also the students should enjoy the study of what has been done to most foods over the last 20 years.The unit will force students to focus on being inquires, communicators, and knowledgable while studying the new content.

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THE FRENCH IMMERSION SCHEDULE: FALL 2016

Middle School French Immersion Monday – Thursday; 2:35 – 4pm

Day Course Instructor Location

Monday

Photography Music Appreciation & Vocal

World Dance Visual Art and Design Art History and Music

Journalism

Cecile Eugenia

Beanstalk Amel

Nicolas Karine

114 115

Dance Room 123 126 209

Tuesday

Photography World Sports

Circus Arts Yoga and Flamenco Dance

Art History and Music Music Appreciation & Vocal

Journalism

Cecile Abdou

Beanstalk Amilia Nicolas Eugenia Karine

114 Yard

Stage (Auditorium) Dance Studio

126 115 113

Wednesday

Culinary Media Arts

French Lit/Book Club Activism & Service

Visual Art and Design Theatre

Yoga and Flamenco Dance Art History and Music

Ahmadi Pingeon Savaiano Feinman

Amel Stephanie

Amilia Nicolas

Culinary Room 209 114 115 121

Auditorium Dance Room

126

Thursday

Culinary Media Arts

Cinéma Français Theatre

Visual Art and Design French Literacy

World Sports

Ahmadi Pigeon Brooks

Stephanie Amel Cajou Abdou

Culinary Room 209 214

Auditorium 121 113 Yard

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AN IB WORLD SCHOOL

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Instructional Focus 2015-2016

Talk Like Scholars Socratic Questioning Academic Language

Accountable Talk / DOK Sentence Starters Professionalism

Write Like Experts

Know your audience Defend your claim

Know your purpose Academic vocabulary

Provide and implement feedback (focus on process)

Think Like Innovators

Collaboration Problem Solving

Choice of how I learn and what I learn Curiosity and Risk-Taking

Live Like Global Citizens

Community Action Projects CAP Personal Project IB Learner Profile

Think Globally, Act Locally GAP WEEK

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AN IB WORLD SCHOOL

COMPARISON CHART

Course Non IB School An IB School Language and

Literature Mythology

Summarizing a myth

Looking for themes and symbolism

Gaining knowledge of a variety of mythological figures/taking a test

Presentation of one mythological figure to the class

Analyzing what it means to a hero-the mono-myth, by reading a variety of myths and analyzing current media representations

Analyzing purpose of myth

Argumentative Essay and comic book illustration

Students also write their own myths

Humanities Geography

Students choose one country to research

Write a summary and create poster/fill in a map

Present to class

Geography in the news study: Reading and analysis of current non-fiction articles (student choice)

Analyze author, context, audience and purpose to defend the impact on geography

Presentation/Defend argument to teach class about current geographic affects around the world

Mathematics

Using Scientific Notation

Solve mathematical equations using the scientific notations

Group work based on math levels

One path

Million Dollar suitcase scenario-How can 1 million dollars fit into a suitcase?

Develop a plan, research and carry it out to think for yourself

Group process/collaboration

Problem solving and defending argument in writing

Multiple pathways

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AN IB WORLD SCHOOL

Why IB?

The International Baccalaureate® (IB) aims to do more than other curricula by developing inquiring, knowledgeable and caring young people who are motivated to succeed.

We hope our students will help to build a better world through intercultural understanding and respect.

The IB is different from other curricula because it:

encourages students to think critically and challenge what they are told

is independent of governments and national systems, and therefore able to incorporate best

practice from a range of international frameworks and curricula

encourages students to consider both their local and international environment.

GRADES: 6-10 GRADES: 11-12

Middle Years Programme

A challenging framework that encourages students to make practical connections between their studies and the real world, the MYP is inclusive by design; students of all interests and academic abilities can benefit from their participation.

Age range: 11-16

Diploma Programme

Research suggests many benefits to choosing the DP. The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.

Age range: 16-19

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AN IB WORLD SCHOOL

Admission Policy

As we recruit families into our 6th

-12th

grade program, we consider the following when reviewing applicants:

Interest in the International Baccalaureate Program

(as demonstrated by participation in an open house or a tour)

Attending an interview process (after applications have been submitted to your current counselor)

Review of 4th

Grade Report Card:

(Class grades in English, Math, Social Studies, Science, Foreign Language*, Attendance, Lateness, &

Behavior)

Agreement to attend two-week Summer Bridge Program

Please note that ELA and Math test scores are not a requirement for consideration for admission

Note: *Foreign Language proficiency considered for placement in advanced dual language setting

Priority is given in the following order:

District 15 students / Sibling priority is granted

Brooklyn residents/districts

NYC residents

For additional information on admissions, email: Stu.Chasabenis@K497.org