CURRICULUM GUIDE 2013-2014

Scattergood Friends School challenges students

with a college preparatory curriculum, farm experience,

a shared work program, and community living

in the spirit of Quaker faith.

1951 Delta Avenue, West Branch, Iowa 52357 (319) 643-7600 admissions@scattergood.org

www.scattergood.org

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Table of Contents

Scattergood Friends School Curriculum Guide .......................................................................... 4

Hallmarks of Scattergood’s Academic Program ............................................................................. 4

Planning Your Curriculum .................................................................................................................. 4

Course Selection: .................................................................................................................................... 5

Course Offerings by Department ................................................................................................... 6

English Literature and Humanities ................................................................................................... 6

Language .................................................................................................................................................. 9

English Language Learners Program (ELL) ................................................................................ 10

Mathematics .......................................................................................................................................... 12

Science ..................................................................................................................................................... 15

Social Studies ......................................................................................................................................... 17

Visual and Performing Arts ............................................................................................................... 18

Only at Scattergood ............................................................................................................................. 21

Seminar ................................................................................................................................................... 23

Physical Education and Athletics ..................................................................................................... 24

Special Curricula .............................................................................................................................. 27

Advanced Placement ............................................................................................................................ 27

Independent Study ............................................................................................................................... 27

Honors: ................................................................................................................................................... 27

2013-2014 Weekly Class Schedule ............................................................................................... 28

Independent Schools Association of the Central States

ACCREDITED:

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Scattergood Friends School Curriculum Guide

Hallmarks of Scattergood’s Academic Program Scattergood offers a strong college preparatory curriculum enriched with experiential learning in both academic and non-academic classes. Each year, students are enrolled in the five core disciplines: Math, Science, Social Studies, Language, Humanities and Seminar. Mornings are spent in a rotating block schedule of academic courses including Mathematics, Sciences, Foreign Languages and Social Studies, while afternoons are devoted to Seminar, Humanities, Projects and Physical Education. Twice each year, there are pauses in the standard academic schedule to provide students an opportunity to explore courses devoted to experiential, applied learning. These two opportunities are Intersession and May Term. Intersession is a week in February when academic courses are replaced with non-traditional learning opportunities. May Term is our second, more elaborate, project-based learning opportunity which lasts the entire month of May and is devoted to solving essential questions through student-directed, hands-on work. Scattergood is one of a very few high schools in the United States which offer the option for students to earn a Sustainable Agriculture Endorsement. Requirements for this endorsement include the successful completion of five farm related Project classes, an agriculture related topic for a Junior or Senior research paper, and a 30 hour service project on Scattergood’s farm. Pursuing this endorsement may involve trips to other farms, participating in farmer's markets, or working with Practical Farmers of Iowa. This achievement is noted on the student's transcript and diploma. Lastly, most Juniors and Seniors take part in off-campus trips such as riding bikes 1,300 miles from southern Mississippi back to Scattergood, hiking a 200 mile section of the Appalachian Trail and participating in community service trip to Latin America involving Spanish language immersion.

Planning Your Curriculum The Academic Dean is the primary contact for new and returning students during the course selection process. In planning a course of study many variables are considered, including the student’s previous academic record, interests the student has expressed in their application, the school’s graduation requirements, and recommendations from the student’s teachers. The Humanities, Project, and Physical Education courses listed in this curriculum guide are examples of recent offerings. Because Scattergood is a school that maximizes teachable moments and real world experiences, these particular courses are subject to change from year to year as new opportunities are identified.

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All course assignments are considered tentative. Students and parents are welcome to contact the Academic Dean to discuss possible changes. Entry into specific math courses requires a placement test given during the first week of the fall semester.

Course Selection: As students prepare to enter Scattergood they complete a tentative course sequence plan. The goal of this plan is to map out possible paths for future courses. Returning students work with the Academic Dean and their advisor and parents to map out the best combination of courses to meet the student’s goals. Examples of Possible Mathematics Sequences:

9th Grade

10th Grade 11th Grade 12th Grade

Algebra I Geometry Algebra II Trigonometry

Geometry Algebra II Trigonometry Calculus

Algebra II

Trigonometry Calculus Statistics or Calculus (AP)

Examples of Possible Science Sequences:

9th Grade

10th Grade 11th Grade 12th Grade

Agricultural Biology

Biology Chemistry Physics or Advanced Biology

Biology Chemistry Physics or Advanced Biology

Biology (A.P.), Psychology (A.P.), Chemistry (A.P.) or Physics (A.P.)

Mathematic Offerings: Algebra I and II, Geometry, Trigonometry, Calculus, Statistics, A.P. Calculus, A.P. Statistics and A.P. Micro and Macro Economics.

Science Offerings: Agriculture and the Environment, Biology and Advanced Biology, Chemistry, Physics, A.P. Biology, A.P. Chemistry, A.P. Physics and A.P. Psychology.

Social Studies Offerings: U.S. Government, U.S. History, World History, Global Issues, A.P. U.S. History and A.P. Government. Language Offerings: Spanish I-V (Spanish VI as needed), A.P. Spanish, ELL (English Language Learning) I-IV

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Course Offerings by Department

English Literature and Humanities

Department Philosophy Scattergood’s Humanities program has several distinct goals, including exposing students to different written genres and authors, introducing them to various forms of communication, developing students’ literary and critical thinking skills, instructing students in mechanical techniques and fostering students’ writing. While most Humanities classes focus on textual analysis, many help students engage in visual analysis of art and improve their oral communication skills. Humanities classes focus on communication and help students learn to read critically, listen to others, participate in a conversation, give a formal speech, and express themselves on paper in a way that values and develops the art of communication. Rather than reading solely for content, students analyze text to examine how words, images, emotions and ideas are conveyed. Increased consciousness of language and the varied ways that people express themselves through writing, speech, and art are key to our Humanities curriculum.

Historical Thriller In this course, students will have the opportunity to take literary analysis to the next level. In his 2004 novel The Dante Club, Matthew Pearl brings to life 19th century Boston through the eyes of an actual group of men who gathered to translate Dante's Inferno for an American audience. Among the members of this exclusive "club" were poet Henry Wadsworth Longfellow, physician Oliver Wendell Holmes and poet James Russell Lowell. While pouring over the poem, the men find themselves on the trail of a serial killer who tortures his victims in ways that seem to be taken straight out of the pages of Dante’s book. While Pearl fictionalizes the murders, many of the events in the story are quite real, and the class will become detectives and delve into the lives of these men who were attempting to translate this monumental work. Together, the class will read some of their work, as well as part of Longfellow's translation of Inferno, which remains one of the most popular translations. Harlem to Hip Hop This class will be a study of Hip Hop music, culture, and politics, grounded in African American literature and history since the Harlem Renaissance. Students will ask the question, “What is art, and what is its relationship to politics?” Is art something outside of racial and political considerations, or is it intimately connected to them? Hip Hop has been praised as high art. It has also been called anti-

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social noise. The class will try to get to the bottom of this distinction. When is hip hop art? When is it base commerce? During class, students will read works by Langston Hughes, Zora Neal Hurston, Ralph Ellison, Richard Wright, Amiri Baraka, and a number of contemporary writers on Hip Hop music and culture. The music of Nina Simone, James Brown, Afrika Bambaataa, Grandmaster Flash, Run-DMC, Public Enemy, N.W.A., Dr. Dre, Queen Latifah, Nas, Tupac Shakur, The Notorious B.I.G., Mos Def, Eminem, The Roots, and many others will also be studied. This will be a reading and writing intensive course, with daily writing assignments as well as longer papers and projects. Hip Hop has too often been taken lightly by academics and cultural critics, so everyone will be working hard to not fall into that trap. Logic This course is about understanding and evaluating the formal structure of arguments. The course focuses on the study of inductive, deductive, and symbolic logic. (Imagine verbal geometry. We can thank the ancient Greeks for both Geometry and Logic!) Students are to come to class having read the assigned chapter and worked the related exercises. Each class begins with a quiz over this same material. Students may then use the period to work on any problem areas by reading, talking to one another, or by asking questions. This is a challenging upper level course requiring great focus and self-discipline.

Literature and the Natural World Students will read and study literature well known for its ability to evoke thoughts and feeling about nature and our part in it. The class will discuss differences between the agrarian and the pastoral as they are depicted symbolically in literature. Students will make critical inquiry into the nature of nature through responses to their reading and responses to their surroundings. Much of the writing will be meditative in nature, which is to say: not much like the essays one usually writes in school. Students will learn to impose their own discipline upon these essays. They will not, when finished, be merely a series of random and rambling thoughts, although they are quite likely to start out that way. Authors will include prominent nature writers and environmentalists such as Shakespeare, Milton, Emerson, Thoreau, Whitman, Frost, Muir, Burroughs, Steinbeck, Derleth, Rachel Carson, Stegner, Dillard, Erdrich, Peacock, Janisse Ray, Swander, Wendell Berry, and more. American Guilt and Innocence in To Kill a Mockingbird Published in 1960 by Harper Lee, To Kill a Mockingbird is considered one of the all-time classic American novels. Lee adopts the perspective of an intelligent child to highlight some of the darker sides of American society such as systemic racism, cruelty, and social exclusion. She also tells a funny and perceptive human story. In this class, the novel will be used as a window into American culture. In a language-supported environment, students will examine American constructions of childhood, race, class and justice. Course work will include class discussion, informal journaling, formal academic writing, and oral presentation. Creative Non-Fiction It's lame to describe a genre by what it's not. If fiction writers make things up, do nonfiction writers

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tell the truth? Does "creative" nonfiction mean "not-boring"? What, if anything, do diverse writers like J.J. Sullivan, Annie Dillard, Geoff Dyer, David Foster Wallace, Eula Biss, and David Sedaris have in common? Well, more than you might think. They take subjects in the world and in their lives (some of them mundane, some of them obviously fascinating) and create powerful and compelling works. It's not fiction, but it moves the reader and opens up new worlds as if it were. It's also not the nonfiction of newspaper reporting and history books, though it does tell about real people and places. These writers experiment with form and style, choose their words carefully, and tell rollicking good stories about reality TV stars, taxidermy, lobster festivals, old war photographs, encounters with weasels, and soccer hooligans. In this class, students will study the work of these creative nonfiction writers (for lack of a better term) and write a great deal of their own creative nonfiction. Students will be reading and writing about a wide variety of subjects, and will be doing a lot of both. Form, style, and the difficult choices of the nonfiction writer will also be discussed in-depth. If this sounds like fun, this class is for you. Medieval Literature In this course students are introduced to medieval arts and literature. The course is structured around three classics of medieval poetic literature - Beowulf, The Song of Roland, and Sir Gawain and the Green Knight. Each story is read aloud in class. For each story students complete several assignments - a paper examining aspects of cultural history, a poetic composition following the verse rules of the original text, a memorized recitation from a verse translation of the text, and a personal essay responding to an issue raised by the story. Students also practice a variety of medieval arts including calligraphy and illumination, armoring, and heraldic design. The American Presidents This class, typically offered during election years, focuses on the race for the Presidency. In this writing and speaking-intensive course, students will develop a shared vocabulary of election rhetoric--partisan, non-partisan, platform, exit polls, talking points, hanging chads, war chests, running mates, mud-slinging, spin, hype, etc.--and use these words and phrases to analyze and craft memorable speeches, debates, essays and opinions. Students will research and debate the major candidates’ views on immigration, healthcare and foreign policy. The class will study past presidents, their lives, families and administrations as context for current debates. Students will learn about the history of inaugural poetry and respond to poems by Miller Williams, Maya Angelou, and Robert Frost. The class will take advantage of Scattergood’s proximity to the Hoover Presidential Library and Museum to make two visits: the first to focus on the concept of a Presidential Library as a repository of primary sources, the second, to examine Set Momjian’s collection of White House china to determine how the details of china selection help set the tone and mission of a Presidency.

Spoken Word This course focuses on oral presentation. Students select, memorize, and recite poetry, tell autobiographical stories, and read aloud from novels that they have chosen. Students read aloud in small groups at every class meeting. We sing every week and each student is responsible for presenting and leading a song once during the course. They recite poetry and tell a story to the class every week. Each week, students also hand in their poem texts and both an outline and a written version of their autobiographical stories. At the end of each term, students meet individually with their

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advisor to once again perform all of their oral work from the term. To earn a passing mark, students must participate actively during class and successfully complete all of the assignments.

Language Department Philosophy Studying another language at Scattergood means that the student will learn to communicate with relative fluency both orally and in writing. Students learn the basic skills of speaking another language, develop effective grammatical and vocabulary skills, and become comfortable communicating in another language. Through our language program, students seek out opportunities to communicate with others, become familiar with different cultures, histories, and literature, and participate in foreign travel and cultural exchange. We expect that the student’s exposure to the language in high school is just one small step along a path of interaction and discovery which the student will travel his or her whole life. Spanish I During Spanish I, students work on introduction, directions, and other skills that allow them to carry on basic conversations.

1. Communication: Students use their Spanish to obtain information and interpret written and spoken language on a variety of topics. They can also present information, concepts, and ideas to peers on a variety of topics.

2. Cultures: Gain knowledge and understanding of other cultures. Students will explore Hispanic countries through varied topics such as culture, history, art, and so forth. Through collecting information, reading documents, group discussions, sharing with the whole group, students are engaged in understanding other cultures from different perspectives.

3. The oral memorization technique Total Physical Response (TPR) will be one of the main tools in developing insight into language and culture of Hispanic countries.

Spanish II During Spanish II, students practice their conversational and writing skills by building complex dialogues.

1. Communication: students carry on dialogues about daily activities. They work with a partner, work in small groups, and interview classmates.

2. Cultures: students familiarize themselves with the Hispanic world through art, photographs, popular sayings, tongue twisters, songs, hand- on projects, and short readings.

3. The oral memorization technique Total Physical Response (TPR) will be one of the main tools in developing insight into language and culture of Hispanic countries.

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Spanish III During Spanish III, students are able to articulate abstract and concrete ideas in order to develop conversational and writing skills.

1. Communication: students incorporate new vocabulary in their conversations and writings.

2. Cultures: students learn about Hispanic culture through art, photographs, popular sayings, tongue twisters, songs, hands-on projects, readings, and documentary films/videos.

Spanish IV During Spanish IV, students refine the four language skills to communicate effectively at a functional level.

1. Communication: students incorporate new and complex language structures (phonological, grammatical, lexical) to converse and compose in the target language.

2. Cultures: students explore and acquire the Hispanic culture through art, photographs, popular sayings, tongue twisters, songs, hands- on projects, readings, and documentary films and videos. Students also interact with the Spanish-speaking community at individual and corporate levels.

Spanish V During Spanish V, students practice the target language consistently with their teacher and peers. Students talk with native Spanish-speakers by using Skype, by visiting Latino families, restaurants and stores, by carrying out a survey, and by doing community service in a Latino community.

They will be able to use the Spanish language to:

Understand conversations, lectures, oral presentations, newspapers, letters, instructions, internet articles, and short fiction and nonfiction stories.

Express themselves orally and fluently by convincing, arguing, inquiring, and describing.

Express ideas accurately and fluently in writing in a variety of styles, using different strategies for different audiences.

English Language Learners Program (ELL) English as a Second Language (ELL) classes function on multiple levels. They serve to instruct international students in English and, as such, are much like our Spanish courses. They also function as ongoing support classes for international students who need language assistance with work from their other classes. ELL courses serve to help students learn the complexities of the English language while at the same time focusing attention on developing skills and cultural understanding. ELL teachers are a vital resource not only in the classroom, but are also advocates and friends for international students, helping them to adapt to life in an American boarding school. ELL classes range widely in their objectives, structure, and content based on the students who make up that class. While all Scattergood ELL classes are small and discussion-based, students in some ELL classes may need to spend more time becoming oriented to life in the United States and building comfort with written and spoken self-expression in English while others are ready to tackle advanced works of literature.

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ELL Core In this class students develop their ability to use the English language fluently and accurately to express themselves and communicate with others. There will be extensive opportunities to practice and refine the skills of speaking, listening, reading, and writing. Students also expand their English vocabulary understanding and mastery of English grammar. This course also provides specific instruction in the following areas:

Writing: Students begin by studying the basic building block of prose—the paragraph—and work their way up to the full composition. Students also write a narrative essay and an issue essay involving research each year. The class approach will be to look at writing as a process: students will have the chance to revise and edit all pieces, and work towards individual stylistic and grammatical goals identified in consultation with the instructor.

Reading: Over the course of the year students will read the novel The Absolutely True Diary of a Part-Time Indian as a class, with a small book group, and several novels that the personally select. Students also read numerous other short pieces.

Grammar: With the instructor, students identify three specific issues to work on each quarter and complete exercises targeting these areas, focusing on them while revising their writing.

Vocabulary: Students’ approach to vocabulary is personalized. Students learn and practice words that are relevant to their lives and studies by choosing words each week that they encounter in their daily life. Students are tested over their chosen words every other week.

Speaking: Students and the instructor decide together on three pronunciation or other speech goals which students work on over the course of the semester. Students are required to present two prepared speeches this year: a “how-to” speech explaining how to perform a specific skill and a persuasive speech. Students also create a dramatic video production based on our novel The Absolutely True Diary of a Part-Time Indian.

Listening: Students practice listening skills throughout the semester in the context of student presentations and other in-class activities such as watching videos in English and completing related exercises.

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Mathematics Department Philosophy Through math, students learn the skills to understand a new language, one that enables them to manipulate numbers and variables to solve problems. As they engage in this process, they learn to translate between words and mathematical ideas. Problem-solving is at the heart of the field, and through the math curriculum students learn to approach everyday dilemmas using their problem-solving skills. Students are exposed to a wide variety of challenges, both mathematical and non-mathematical in nature, and learn to work through them in a step-by-step, analytical fashion. Math helps develop a student’s ability to deal with abstract concepts, a skill which is useful in a variety of different disciplines. Algebra I This class is a study of the language, concepts, and techniques of Algebra that will prepare students to approach and solve problems following a logical succession of steps. Skills taught in the course lay the groundwork for upper level math and science courses and have practical uses. The course is designed to emphasize the development of concepts, skills and techniques for understanding the use of variables, formulas, the real number system, linear equations, functions, graphs, and their applications. The key ideas presented are:

Develop strong mental computational skills

Use mathematical language in a creative and precise manner

Recognize and describe patterns

Communicate effectively both verbally and in written form

Build an intuitive understanding

Develop independence in the learning process

Improve ability to estimate and check reasonableness of solutions

Learn some of the history and beauty of math

Experiment with various problem-solving techniques and strategies

Geometry “Geo”+“Metria” means “Earth Measure” in Greek. If one were tasked with laying out a perfectly rectangular soccer field, it would quickly become apparent why early builders would have been so concerned with angles, triangles, distances, and the relationships among them. Soccer field placement becomes much easier if one knows that in a right triangle, a2 + b2 = c2 (Pythagoras, circa 530 BC). It should be noted that both the Egyptians and the Babylonians were aware of versions of the Pythagorean Theorem about 1,500 years before Pythagoras. In this class, students will follow the trail of the ancient Greeks, Indians, Egyptians and Aztecs: learning about the relationships between shapes in two and three dimensions and the logical steps taken to prove these relationships.

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Algebra II This course aims to apply and extend what students have learned in previous math courses by focusing on multiple representations of functions and relations and on finding connections among the ideas studied. Students will use problem-solving strategies, questioning, investigating and explaining in conjunction with their knowledge of the connections among algebra, geometry and functions to analyze problems and formulate solutions. The class structure depends on students working in study teams to collaboratively solve problems and discuss their thinking with others. The key ideas presented are:

Make conjectures and test their validity

Pose mathematical questions meaningfully and appropriately

Recognize opportunities to use algebraic representations to solve problems

Communicate effectively, both verbally and in written form

Appreciate algebra as a connected, systematic branch of mathematics

Develop independence in the learning process

Analyze and criticize an argument presented as justification

Exhibit creativity and perseverance in the problem solving process

Determine when an approach is not working and a new direction is needed Trigonometry This course is designed to cover all of the key concepts found in traditional trigonometry, pre-calculus, or math analysis courses, and emphasizes several big ideas that form a foundation for calculus and other college mathematics curricula. The key ideas presented are:

Transformations of functions

Periodic functions and their graphs

Inverses, exponentials, and logarithmic equations and applications

Limits to infinity and at a point

Properties of functions, including continuity

Other graphical systems including polar and parametric

Applications of trigonometric functions

Algebraic fluency and simplification techniques

Modeling using a variety of functions The course is structured around investigations and problem solving. Students explore concepts and develop mathematical relationships through observation, application, and both formal and informal proof. Lessons are designed to facilitate teamwork and encourage students to pose conjectures, justify solutions, and defend their thinking. Some lessons are specifically designed to be teacher-directed, but most have strong components that require students to work in study teams. Concepts are developed over time so that students can master key ideas with conceptual understanding, not merely memorization. Calculus This course is designed to cover all of the key concepts found in calculus and emphasizes several big ideas:

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Determining the area under a curve

Considering differences

Limits, Sums, Rates and Continuity

Slope and Curve Analysis

Differentiation

Integrals

Optimization

Derivative Tools

Convergence of Series The course is structured around investigations and problem solving. Students explore concepts and develop mathematical relationships through observation, application, and proof. Lessons are designed to facilitate teamwork and encourage students to pose conjectures, justify solutions, and defend their thinking. Some lessons are specifically designed to be teacher-directed, but most have strong components that require students to work in study teams. Students’ progress will largely be determined by how efficiently the study teams work together and how well team members teach each other. Concepts are developed over time so that students can master key ideas with conceptual understanding, not merely memorization. The key ideas presented are:

Make conjectures and test their validity

Pose mathematical questions meaningfully and appropriately

Communicate effectively, both verbally and in written form

Develop independence in the learning process

Analyze and criticize an argument presented as justification

Exhibit creativity and perseverance in the problem solving process

Determine when an approach is not working and a new direction is needed Statistics This course asks students to apply their knowledge of functions and trigonometry to analyze statistical data. Students explore topics such as:

Sampling methods and measures/sources of bias

Working with categorical data

Working with numerical and graphical representations of quantitative data sets

Applying range and IQR to detect measures of spread

Using Chi Square and T-Test

Students will apply their knowledge in the form of a significant scientific research paper. Using a mixed methods approach, students will collect and analyze qualitative and quantitative data to defend a hypothesis. The final product of this course will be a written thesis that contains a literature review, data collection methodology, and findings. This paper will also serve as the student’s Senior thesis.

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Calculus (A.P.) Calculus AB and Calculus BC are primarily concerned with developing students’ understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Calculus BC is an extension of Calculus AB rather than an enhancement; common topics require a similar depth of understanding. Both courses are intended to be challenging and demanding. Broad concepts and widely applicable methods are emphasized. The focus of the courses is neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems, or problem types. Thus, although facility with manipulation and computational competence are important outcomes, they are not the core of these courses. Statistics (A.P.) The purpose of the A.P. course in Statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes:

Exploring data: describing patterns and departures from patterns

Sampling and experimentation: planning and conducting a study

Anticipating patterns: exploring random phenomena using probability and simulation

Statistical inference: estimating population parameters and testing hypotheses

Students who successfully complete the course and exam may receive credit, advanced placement, or both for a one-semester introductory college statistics course.

Science Department Philosophy Science is the study of the world around us, and through science courses at Scattergood, students learn to look with curiosity at the world, pose questions, and equip themselves with the basic understanding and skills to be able to continue to learn more about the world and themselves. Our classes are designed to help students explore and make discoveries, and be actively engaged in collaborative discovery. Science is, at heart, problem solving, about nurturing a desire to explore, asking questions, and then going about the process of finding answers. Science is looking at familiar things in new ways, looking deeper into the world rather than taking it for granted. It is seeing something as ordinary as a leaf as a new, rugged, glorious terrain of information that they can explore. It is about asking “Why?” and allowing students the opportunity to test those theories and come to their own conclusions about why something works through individual and cooperative inquiry. Agricultural Science Agricultural Science is a study of the physical environment and the role of the agriculturalist (both

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organic and conventional) in relation to that environment. This class will investigate how the scientific method operates in farming, study ecology and biodiversity and the farm’s living ecosystem, climate change and its relationship with modern agricultural practices, and meteorology and geology (both a broad overview and specifically that of eastern Iowa). As much as possible, the method of study will be inquiry based. Students will develop a better understanding of scientific concepts through labs and experiments; written, verbal and graphic communication of scientific information; and critiques of current events relating to agriculture and the environment. Whenever possible, this class will use Scattergood’s farm as a laboratory. Biology In this course, students will investigate fundamental concepts within the study of biology, including the scientific method, cell biology, genetics, evolutionary theory, and biodiversity. As much as possible, the method of study will be inquiry based. Students will develop a better understanding of scientific concepts through labs and experiments; written, verbal, and graphic communication of scientific information; and critiques of current events relating to agriculture and the environment. Whenever possible, this class will use Scattergood’s pond, prairie, and farm as laboratories.

Advanced Biology In Advanced Biology, students study the scientific method and look at how scientists (and Scattergood farmers) design experiments. They will then move on to plant and animal anatomy & physiology, investigating form and function in plants and animals through a series of dissections. Following anatomy and physiology, students will investigate important cellular processes through group research papers. During third quarter, students study genetics, observe Mendel's laws of genetics through Drosophila (fruit fly) experiments, and write lab reports. An inquiry into bioethics in genetic research precedes a look at human genetics and evolution, current theories about where humans come from, and the study of evolution in living populations. The fourth quarter is dedicated to ecology with a focus on our local ecosystems, both on the Scattergood campus and in the surrounding area. Inter-unit goals in the course include learning how to develop and carry out experiments, collect and analyze data, write scientific reports, and read and interpret scientific literature. Whenever possible, this class will use Scattergood’s pond, prairie, and farm as laboratories. Chemistry Chemistry provides a comprehensive exposure to a wide variety of general chemistry topics. Through laboratory experiments, each student will manipulate various types of equipment and chemicals. Data is collected by students and analyzed mathematically. All topics are taught using the modeling method in which students observe phenomenon, construct and conduct experiments, and present and justify their conclusions in a variety of forms. Physics In Physics class, fundamental concepts of force, motion, energy, waves, electricity, and magnetism are explored. With an emphasis on the construction and application of conceptual models of physical

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phenomena, students construct a grounded understanding of physics. All topics are taught using the modeling method in which students observe phenomenon, construct and conduct experiments, and present and justify their conclusions in a variety of forms. Psychology (A.P.) The A.P. Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.

Social Studies Department Philosophy

Students coming to Scattergood have the opportunity to live in community with people from varying backgrounds and with a diversity of perspectives. Developing the ability to see things from a variety of perspectives and to live constructively in community is at the heart of Social Studies. At its core, the Social Studies exist to facilitate these exchanges and to help students develop the habit of civic interaction both on a local level and in a global sense. Social Studies are those pursuits that encourage students to think reflectively so that they might begin to form lasting habits of effective, active citizenship. Social Studies classes at Scattergood tend to emphasize the development of higher-order thinking skills rather than rely solely on rote memorization. History classes, for example, help students learn about important historical people, places, and events within a larger cultural understanding, emphasizing the importance of cultural exchanges and interdependence and understanding of the causal relationship between events.

World History World History is a vast subject and this survey course endeavors to cover most of human history in one year. The purpose of this course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. Students will conduct comparisons of cultures, looking for commonalities and differences, and will analyze primary and secondary sources of historical evidence to better understand changes in international frameworks over time. The course will be divided into six major units, each covering a shorter period of time as the class progresses.

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U.S. History Each year in U.S. History, learning is centered on an essential question. (One such question is, “Are we living the American Dream?”) Each year begins with an exploration of the meanings and history behind each essential question. Throughout the year, students return to this question to determine whether their understanding of the term needs to be adjusted for certain time periods, and to assess the evidence they have collected. Students will start with a quick-paced jog through the first century of U.S. History and spend more time on post-1850 events. Students learn to hone their skills in research, organization, and argument-making and have opportunities to speak, perform, analyze, and write on a regular basis. This course is heavy in primary sources, and critical thinking skills are a vital part of analyzing those resources. U.S. Government The goal of the course is for students to understand how society uses government to maintain social order and civilly resolve social conflict. The course begins by exploring the origin of the United States Constitution. Then, the class will analyze how federal and local governments operate in practice. The final leg of the course covers the importance and means of civic engagement in a democratic society. Primary Topics the course will cover:

Political Theory and Types of Government

Early American history and the U.S. Constitution

Structure of the U.S. Government

Elections and Political Parties

Social Issues and Foreign Policy

State Government Global Issues The senior Global Issues course is the capstone course for the social studies program at Scattergood. It is intended to utilize previous knowledge gained in Social Studies classes to understand and solve social issues. The primary topic of the course is the history of globalism. Some of the primary concepts studied in the course will be the impact of technology on social change, global economic integration, cultural exchange and homogenization, and geographic influences on economic organization. The primary topic during the second semester is looking at the integration of the Iowa agricultural economy in the global economy.

Visual and Performing Arts Department Philosophy Scattergood places a high value on individual expression and creativity. Fine arts classes range from drawing and painting, printmaking and photography, to ceramics, wood working, and weaving. The performing arts are represented by drama, musical and theatrical performances involving both students and faculty. Art at Scattergood also encompasses creative writing, journalism, poetry,

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community service, and farm projects. The core program offerings, though already quite diverse, are also regularly expanded to take advantage of faculty and staff talent. Digital Photography Students in this course are challenged to observe their world more closely and capture the details and moments of their lives through digital photography. Good photographic composition and creativity will be emphasized. Using the basics of Adobe Photoshop’s tools, layers and filters, students will learn to enhance and transform their photos to create a portfolio of interesting and imaginative images. Photography will be explored as a career possibility as well as a vehicle for self-expression. Students will also view and discuss photos and digital images in the media and the art world for inspiration and learn to examine them more critically. Access to a digital camera is recommended because students will be encouraged to take photos outside of class, but a camera can be borrowed during class if needed.

2D Art In this class, students will have the opportunity to explore a variety of drawing and painting materials including pencil, charcoal, pastel, watercolor, acrylics, collage, mixed media, and found objects. Assignments will cover a range of subject matter and artistic styles including still life, figure, portraits, and abstract work. Some technical skills will be taught and students will have the opportunity to experiment with materials in new ways. Creativity and personal expression will be encouraged. In addition to class projects, students will record ideas and sketches in an art journal outside of class. Works from artists throughout history will be viewed and discussed for inspiration and in reference to course assignments. No previous artistic skill is required for this course, just a willingness to work hard, take risks, and try new things

Ceramics I With this course, students gain the techniques of making functional and sculptural ceramics, working with clay on the potter’s wheel, and hand building. Students will develop a vocabulary of technical skills, explore the physical properties of clay, and refine their understanding of ceramics craftsmanship and personal expression through art. Advanced Potter's Wheel Ceramics In this course, students focus mainly on the potter's wheel method. Students will try many different types of forms and altered works based on throwing. Also, students will learn to make glazes and properly load and fire an electric kiln. Eligible students must have completed Ceramics I and have proficiency on the potter’s wheel. Outside class activities are required in this class based on students' needs. Bow Making Participants in this course will learn to construct traditional archery tackle. Specifically, students will be building a wood and fiberglass laminate longbow (30-35 pound draw weight), selecting from several

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possible wood and fiberglass color combinations. During the first two weeks, the class will work together to layup and laminate all of the bow blanks, which will require several additional class meetings outside of class time. Once the blanks are completed, students will work individually to shape and finish their own bow. No previous woodworking experience is required. This type of construction is not technically difficult and is forgiving of small errors, but creating a beautiful bow will require time, patience and attention to detail.

Etsy Entrepreneurs In this course students will learn how to own and operate an Etsy shop. Etsy is a popular website where artisans and craftsmen can sell their products to the larger world. The Scattergood community has an abundance of arts and crafts experts, and this will give them an outlet to sell their goods. The goal of this class will be to establish a working and profitable Etsy shop, with proceeds benefiting the school and its students. In the class students will work together to brand and market the shop, learn the principles of pricing, and coordinate merchandise and shipping, among other skills. The end product will be a shop that can serve the school over future years.

Drama Drama allows students to study the struggles of humanity by playing them out in different scenarios. Though the outcome of this class is a full-length production to be performed in front of the community, the process permits students to explore their own relationships, their own beliefs, and their own comfort zones; it is a process that reveals as much about us as it does about our characters. Actors have seven weeks to rehearse the play and only two rehearsals a week, which means this is a very fast-paced course requiring substantial out of class work (mostly in the form of line memorization). Students also have rehearsals outside of class time including (but not limited to) evening rehearsals during the week leading up to the performance. Juggling Jug-gle v. -gled, -gling, -gles. --tr. 1. To keep (two or more balls, plates, or other objects) in the air at one time by alternately tossing and catching them. (The American Heritage Dictionary of the English Language, New College Edition) Students meet two times a week to practice juggling skills. Students start with the basic three-ball cascade pattern. From there, they each follow their own interests. These may include more complex three ball patterns, partner work, pins, devil sticks, contact juggling, hacky sack, equipment construction or even some limited experiments on stilts and unicycle. Journaling and Poetry Slam “All serious daring starts from within.” – Eudora Welty In this class, students search for and foster their authentic inner voice through journaling and poetry. Students will be exploring the journaling process as a way to make decisions, do introspective self reflection, and foster identity. Through journaling students will find a message they want to share with the greater community. This message will be delivered through poetry slam performance. Students will learn the mechanics of poetry writing and the art of performing through poetry slam. The class will simultaneously explore journal writing and poetry. The class will explore the world of journaling through prompts, exercises, and discussions. The class will explore poetry through writing, practicing performance, and visiting other artists’ performances in Iowa City. The final class assessment will be in the form of a poetry slam for the wider Scattergood community.

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Rock Band This Project class will include a brief history of the musical genre examining the roots in Blues, Gospel and Folk music, follow it briefly through the Rock-A-Billy genre to the British Invasion and Psychedelia into Metal, Progressive, and Punk. Students will form their own band learn to play a number of rock standards and will begin composing their own music. Students will be expected to cooperate and listen to each other in order to make quality pieces. A final project for first term may include a performance at school but priority will be given to learning and playing together before a performance is established. Archery During this course, students learn and practice basic archery skills. The class constructs and repairs arrows using wooden shafts and feather fletching and will focus on traditional bare bow shooting technique, which relies entirely on hand/eye coordination rather than various mechanical shooting and targeting aids. Students develop their form while shooting at short range. They then progress at their own pace as their skills improve. Finally, to exercise the mind as well as the body, the class will occasionally take a break from the shooting to lie under the apple trees and read aloud from Howard Pyle's Robin Hood.

Only at Scattergood These courses represent some of the most interesting offerings that students would only be able to take advantage of living and working at a school with a 126 acre organic farm and restored prairie. In these classes, students take full advantage of the beautiful natural surroundings and engage in meaningful work that connects them with what many would describe as the “real world”. Understanding of where food comes from, how it is stored and processed, and how delicate eco-systems co-exist are at the center of these classes. Farm Project Scattergood is one of the only schools in the country that has a fully operational farm. This class is a fundamental part of really living the Scattergood experience! Spend the autumn afternoons doing what people have done for thousands of years: working on the farm. Students will experience daily farm life which could include: moving fences, herding livestock, cleaning pens, harvesting vegetables, planting fall crops and flowers, preparing the gardens for winter, and cleaning up around the farm.

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Food Preservation Fresh food is great! But often we harvest too much to eat all at once and want to save some for the long, cold winter. How do you keep food from spoiling if you want to keep it around for a while? For millennia, humans have been preserving and storing food. Modern people use some recently-invented methods, such as freezing and canning, to preserve food from spoilage. There are older methods as well, including drying, fermenting, pickling and root cellaring.

This class will explore both ancient and modern methods of food preservation. Students will preserve some of our own community’s food for the winter, working with produce from Scattergood’s own farm, including tomatoes, red peppers, apples, winter squash, cucumbers, and herbs. Students will also experiment with making beef jerky and making cheese from local milk. Expect to work outside (the class will do some harvesting and other work on the farm) or in the kitchen, picking vegetables, chopping, cooking, talking, and laughing. Elvish With the release of J. R. R. Tolkien’s Lord of the Rings as major motion pictures, there has been a resurgence of interest in Middle Earth. Tolkien was a professional linguist whose hobby for decades was creating and refining his own imagined languages. The fantasy novels for which he is famous were apparently created largely to give these languages a place to exist. His most fully realized language is Elvish "Quenya". This is a constructed language, like Esperanto, and incomplete (if students of Quenya ever run into an elf they may have difficulty asking for directions to the restroom). Nevertheless, this is a real language with a substantial vocabulary, elaborate grammatical structures, and an elegant writing system. The serious examination of Tolkien's Elvish is an exercise in basic linguistics and a supplement to general concepts learned in the study of other languages. (It is also a lot of fun!) Lessons from a language text will be covered in class. The class is highly structured and systematic. Before each class, students read the lesson and work through exercises. In class each day, new material is discussed, exercises are reviewed and students complete a quiz touching on all information covered up to that time. Students taking this course should enjoy languages and be prepared to study outside of class. Prairie Management Prairie management involves learning about and managing Scattergood’s 22-acre restored prairie and 3 acre woodlot. It will generally be a physical course (fulfilling some students’ P.E. requirements) but will also involve educating ourselves on the latest prairie management techniques and on the life of the prairie. Projects include cutting out Autumn Olive (a non-native invasive bush), species identification in the burned versus unburned areas, and maintenance of the 200 trees planted in the woodlot, including installing tree tubes to protect from herbivore damage. On indoor days and through honors projects the class will investigate the larger question of why prairies need to be protected and restored in Iowa and the Midwest and brainstorm ways to further integrate the prairie into Scattergood Friends School and the larger community.

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Seminar Department Philosophy Seminar classes are designed to provide students with specific tools that supplement their other course work at Scattergood. For Freshman and Sophomores, the Seminar program helps students improve study techniques, build vocabulary, and build skills in essay writing and research. In their Junior and Senior years, students take a Seminar class designed specifically to help them succeed in college. In Junior and Senior Seminar, each student writes a significant research paper on a topic of his or her choice. Students are expected to employ proper research methods from the Modern Language Association handbook, and are encouraged to conduct research at the Iowa City and University of Iowa libraries. During the last week of school, each Senior presents his or her paper to a faculty panel including the Head of School, Seminar teacher, and Paper Advisor. Freshman Seminar All students come to Scattergood with different experiences and expectations and all want to survive and thrive in this setting. This class combines many dimensions of student adjustment, health and wellness; and organizational, study and writing skills to help them achieve their goals. Together, students will analyze, ask, collaborate, collect data, compare, comprehend, cook, critique, develop, discard, discuss, eat, evaluate (often with criteria), evolve, graph, listen, read, research, synthesize, take notes, and laugh. The skills students learn in this class will transfer to many other aspects of their life at Scattergood and beyond. Students will learn the most by reflecting on what they are learning and making careful, intentional choices about how to use these skills in their life – even when there is no homework requiring them to do so; they will learn from their own failures and successes. Sophomore Seminar The purpose of Sophomore Seminar is to provide students with the writing, analytical, oral and research skills that they will need to succeed in their Junior and Senior years, as well as in college. This seminar will build upon the skills that students learned in Freshman Seminar. Much support is provided throughout the learning and writing process. Major goals for the year are to gain a higher level of mastery in gathering evidence to support claims, extending knowledge to comparative writing, and having fun throughout the entire writing process. Junior Seminar In this class, each student will pursue something that they find exciting and powerful in a careful and thoughtful manner. The core necessities for this class are curiosity, an ability to ask questions and to ask for help, and a willingness to try new things. This class begins with an assignment with certain parameters. The purpose of the class is to help each individual writer complete these assignments as well as they are able. Beyond that, the purpose of this class is to help students learn, think, and communicate better, and to learn about themselves as writers. In Junior Seminar, the class focuses on the basics of where students’ interests lie, how their overall plan is forming, and how they will achieve their goals. Students take fundamental steps to goal achievement by beginning SAT and ACT preparation and start to look at colleges and college alternative programs.

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Senior Seminar This course serves as an extension to the second semester of Junior Seminar. Since being accepted into a four year accredited institution is a graduation requirement, Senior Seminar focuses more on the college application process and prepares students for academic life after high school graduation. This half of the class will be more tailored to individual needs, so students and the instructor will often meet one-on-one. At the end of the first semester, most students should have applications for college complete so that they can focus on their Senior paper in the second semester.

Physical Education and Athletics

Department Philosophy Athletics are a part of Scattergood life and the curriculum as much as academics and the creative arts. We offer a mix of competitive and non-competitive activities each quarter. Additionally, we promote physical education as a way to achieve a sound and healthy mind and body and value the opportunities that P.E. courses provide our students to gain confidence, develop their skills, learn teamwork and good sportsmanship, and make connections with other schools. Soccer Students work in practices and games to improve their individual and team skills, as well as their conditioning and strategic knowledge. Playing time in games is not guaranteed, but all players will be given an equal opportunity in practice to earn playing time. Each year, players travel to Earlham College for a weekend in October where they will play a game against Olney Friends School (our sister school in Ohio). Soccer is an extremely fun and rewarding experience for students who are able to make a commitment to each other, since working together towards a common goal strengthens a group as few other experiences can.

Ultimate Frisbee Ultimate Frisbee relies upon a spirit of sportsmanship that places the responsibility for fair play on the player. Highly competitive play is encouraged, but never at the expense of mutual respect among competitors, adherence to the agreed upon rules, or the basic joy of play. Protection of these vital elements serves to eliminate unsportsmanlike conduct from the Ultimate field. Such actions as taunting opposing players, dangerous aggression, belligerent intimidation, intentional infractions, or other “win-at-all-costs” behavior must be avoided by all players as they are contrary to the spirit of the game, which sets Ultimate apart from other competitive team sports. No previous experience is required. At Scattergood, the focus will be on game play. Students will take some time to develop basic game skills like throwing, catching, cutting and strategy, but most class time is focused on getting some

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exercise and emphasizing the importance of fair play. Our goals include playing two 1-day round-robin tournaments against three other local high school teams. Running Students run in several regional cross-country meets in the 1-A division. Girls who are registered with the Iowa Girls High School Athletic Union will be able to run at a state-qualifying meet, individually or as a team. Students pursuing honors will be required to run in at least half of the scheduled races and participate in one or two extra running days per week. This class will start easy as students build their base and work individually depending on each student’s current level of conditioning. Students will eventually focus on preparation for running a 5k race, and at various times will go for runs specifically designed to work on stamina and speed.

Workin’ Out! This class will work with students to accomplish personal fitness goals. Students will be required to keep a journal to track their improvement and changing goals. Students will participate in various forms of cardiovascular exercises and strength training to increase lean muscle mass through aerobic and anaerobic lifting routines. Proper nutrition for building a lean and healthy body will be addressed in this course. No need to be in perfect shape for this class, just a desire to improve. Yoga In this class, students work on being balanced in mind, body and soul. If you want to get strong, and relaxed, then this is the class for you! This class focuses on Vinyasa Yoga -- uniting breath and movement. Every day students practice both familiar and new poses integrating them into short flowing sequences. Basic Sun Salutations are an example of this kind of sequence and students will have a chance to design their own sequence. These vinyasas will become progressively more challenging as the course progresses. Relaxation poses and seated meditations will also be included. Basketball Basketball at Scattergood is an interscholastic 5-day P.E. class. Students will play approximately four games, and will work hard to become a team together. The first term will primarily focus on individual skill development (shooting, passing, dribbling, rebounding, and defense) and team strategy (offensive and defensive principles). The second and third terms will include playing games, learning from each experience and preparing for the following games. During the fourth term, the game schedule wraps up and the class moves into a more laid-back pace. All players will get equal opportunities to prove themselves in practice. Not all players will get equal playing time in games as this is a varsity sport. This class will work hard together and have a lot of

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fun together. Basketball is a great way to stay on point--mentally, physically, and emotionally--throughout the winter months. No previous basketball experience is necessary. Beginning Fencing In this course, students are introduced to the basics of modern foil fencing. Mechanics of the game, practicing basic stance and footwork and learning to manipulate the foil in attack and defense will be the focus of the class. Fencing skills are quite alien to most people so new students all start on an equal (and usually awkward) footing. Progress is slow and requires seemingly endless drilling and very little swashbuckling. To succeed, students must possess patience and perseverance. Beginning Fencers meet three days a week to learn basic skills. The returning Advanced Fencers play a key role, working one-on-one with the beginning fencers to teach basic skills three days a week. The Advanced fencers also train one or two nights a week at the Iowa City Fencing Center and compete in inter-club sparring and tournaments on weekends. Advanced Fencing This is a course for students who have previously fenced at Scattergood. It has two primary aims. The first is to prepare the advanced fencers to be effective fencing instructors. The second is to give these fencers the opportunity to develop their competitive skills to a higher level. To achieve the first end, basic skills are reviewed and polished. Various teaching techniques and related drill routines are discussed and practiced. Students completing this course will have a strong grasp of basic fencing skills and be prepared to teach beginning students effectively. Students teaching students is one of the most important elements of the Scattergood fencing program. To achieve the second end, the class continues to work on skills and physical conditioning. Once a grounding in basic skills has been re-established, more complicated techniques are explored. Judged bouting using electric scoring gear makes students increasingly comfortable with formal tournament structure and gives students a chance to sharpen their eyes by directing. To help push skills to a higher level, there are regular practices at the Iowa City Fencing Center and field trips to visit other area college and city clubs. Students also have the opportunity each block to participate in tournaments.

Biking and Fitness This is an individualized, noncompetitive fitness course, leading students gradually to a higher level of physical fitness. Workouts are specifically matched to each student's personal fitness level through the use of a heart rate monitor. Students will improve their cardiovascular fitness, muscle tone and flexibility through a balanced blend of activities. This carefully structured program consists of a blend of walking, running, biking, weightlifting and stretching: 90 minutes per day, Monday – Friday. Students may choose to participate from three to five days each week. During the first block, the class eases into the program with low intensity workouts. Students become familiar with the structure of the course and their bodies gradually acclimate to the demands of daily exercise. In the second block, students slowly increase the physical demands by mixing in moderate and high intensity workouts - pushing the body and building strength and fitness. Students will need sport shoes, a bike, a helmet, and a watch.

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Special Curricula

Advanced Placement Juniors and Seniors may enroll in A.P. courses, with departmental permission, through the Iowa Online A.P. Academy through the Belin-Blank Gifted Center at the University of Iowa.

o Year-long courses available: A.P. Biology, A.P. Calculus AB, A.P. Chemistry, A.P. English Language & Composition, A.P. English Literature & Composition, A.P. Physics B, A.P. Statistics, A.P. Spanish, and A.P. U.S. History.

o Semester-long courses available: A.P. Macroeconomics, A.P. Microeconomics, A.P. U.S. Government, and A.P. Psychology

Independent Study Students at Scattergood are encouraged to actively take part in shaping the course of their education. Students are given the opportunity to apply for an independent study course that allows them to pursue new experiences or advance their knowledge in an area with which they already have familiarity. The purpose of Independent Study is to give students the opportunity to explore legitimate areas of academic interest which are not normally accessible. Independent Study is offered in all areas of the curriculum except in place of regularly available classes. Some topics that students have successfully pursued as Independent Studies include Ice Skating, America in the 70s, Comic Book Drawing, Theatrical Monologues, and Comparative Kitchen Budgeting: Organic versus Conventional Foods. The student begins the Independent Study application process by discussing his or her proposal with the Academic Dean and selecting a staff sponsor. The student then writes a proposal which discusses goals for the course, provides objectives for the course, a schedule of activities, and identifies the means of assessment to determine if the course goals have been met. The Instruction Committee, comprised of both students and staff, evaluate the Independent Study applications and approve or deny proposals.

Students are required to produce an end product that demonstrates what they have learned as confirmation of their work. This may be a research paper, demonstration, performance, or art exhibit. The staff sponsor plays an active role in the Independent Study by discussing goals and progress with the student on a regular basis. At the end of the course, the staff sponsor submits a grade report as confirmation that the course was completed. If the goals were met, the student will receive credit.

Honors: Honors level course work is available in all classes. To qualify for honors in a class, students must carry a GPA of 4.0 in that class and complete a substantial honors level project in addition to all required course work.

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2013-2014 Weekly Class Schedule Time: MON TUE WED THU FRI

7:30 7:30-7:50 am BREAKFAST

8:10 8:10-8:25 Collection

Collection Collection Collection

8:35-9:25 D E D E B

9:30-10:20

C A B A C

10:20 10:20-10:30 10-Minute Break

10:30 -12:15

A Biology –Mike (Science East Lab) ELL– Melanie (Library #3) Physics–Mark E. (Science Lab West) Trig – Dave (Lib. #2) World History -Stephanie S. (Social Studies Rm.) Spanish 1/2 – Emma (Science Basement)

B Algebra 2 –Dave (Lib. #2) Global Econ – Kevin (Soc. Studies Rm) Spanish 1/2 – Emma (Science Basement) ELL– Melanie (Library #3)

C Ag Science – Mike (Science East Lab) Government – Kevin (Social Room) Spanish 4 – Emma (Science Basement) US History – Stephanie (Soc. Studies Rm) Statistical Research – Dave, Mark E. & Louis (Science Lab West)

D Calculus 1 – Dave (Lib. #2) Spanish 3 – Emma (Science Basement)

E Adv Bio – Mike (Science Lab East) Algebra 1 – Dave (Lib. #2) Chemistry – Mark E. (Science Lab West) Geometry – David (Lib #3) Spanish 5 – Emma (Science Basement)

12:20 (M=Advisor lunch) 12:20-12:40 LUNCH

12:45 12:45-1:35 After-Lunch Crews Extended Crew 12:45-2:00

1:45-2:35 G – Humanities

Seminar

G – Humanities

Meeting for Worship

Seminar 2:10-3:00

2:40-4:20

F – Projects:

Staff Meeting/ Student Meeting

F – Project

G–Humanities: Community Meeting

3:10-4:25

4:30-6:05 H - P.E.:

Team Practice, or Free time

H - P.E. H - P.E. Team Practice, or Free time

6:15 DINNER

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1951 Delta Avenue, West Branch, Iowa 52357 (319) 643-7600 admissions@scattergood.org

www.scattergood.org