Wilmington Friends Middle School Program of Studies 10-11

MIDDLE SCHOOL :: PROGRAM OF STUDIES 2010 • 2011

TABLE OF CONTENTS

Division Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . 1

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Foreign Language . . . . . . . . . . . . . . . . . . . . . . . . . . 3

History/Social Science . . . . . . . . . . . . . . . . . . . . . . . 5

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Science . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 8

Computer Technology . . . . . . . . . . . . . . . . . . . . . . 9

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Advisory Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Human Dynamics and Development . . . . . . . . . . . . . . 14

Library Media Center . . . . . . . . . . . . . . . . . . . . . . 15

Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . 15

Service Learning Program . . . . . . . . . . . . . . . . . . . . 15

Front cover: A 7th grade social science SMARTBoard presentation on international efforts to fight hunger and develop sustainable food systems

WiLmiNgTON FriENdS middLE SChOOLdiviSiON OBjECTivES

The middle school student at Wilmington Friends School is by definition a pre-adolescent or an adolescent, and the curriculum reflects the changing and sometimes dif-ficult nature of that stage in our students’ development. The children who enter the sixth grade differ dramati-cally from the teenagers who move on to upper school after eighth grade. Their changes are intellectual, emo-tional, and physical. Middle school students often seek independence by testing authority. At the same time, they both fear and delight in taking risks and trying new things.

The middle school structures programs that stimulate students to meet challenges, value differences in each other, and make good decisions. Faculty advisors (see “Advisory Program”) and grade deans offer guidance and support for students and their families. The transi-tion to adult life requires the acquisition of both skills and knowledge, which promote the growth of indepen-dent and cooperative learning. By emphasizing interdis-ciplinary activities and programs, reading, study skills, group work, and techniques of organization, middle school teachers guide students through and beyond the fundamentals of academic work. Activities that strengthen written, oral, and artistic expression allow individual talents to be recognized. Participation in indi-vidual and team sports develops both the cooperative and competitive spirits in children while satisfying their need for physical activity.

in Wilmington Friends middle School, students...

i. Academic development

• demonstrate curiosity, excitement, commitment, cooperation, and independence in learning.

• demonstrate the desire to do their personal best.

• communicate, orally and on paper, with confidence and clarity.

• demonstrate techniques of organization and efficiency in work.

• appreciate and participate in the arts.

• exhibit a broadened cultural perspective, beyond American/Western outlook.

ii. Social / interpersonal development

• make and sustain successful social relationships with peers and adults.

• show integrity and honesty in dealing with others and oneself.

• show social consciousness and responsibility.

• respect and value individual differences,

a.) dealing with our school population.

b.) dealing with the wider community.

iii. Personal / Spiritual development

• make good decisions and accept responsibility for consequences.

• demonstrate physical and emotional self-confidence.

• show resilience and perseverance in dealing with responsibilities.

• show spiritual awareness and the habit of personal reflection.

• know and respect themselves.

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ENgLiSh

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In setting high expectations for students in aspects of grammar, writing mechanics, vocabulary, and literary terminology, the middle school English program also focuses on the goal of developing students’ positive attitudes toward reading; their readiness to write in vari-ous modes—and to revise; their confidence and facility in self-expression; and their capacity to organize and comfortably handle their assignments in English. Skills in speaking/oral presentation, reading, writing, vocabulary development, organization, and grammar and mechan-ics are taught in each course. Methods include in-class essays and take-home essays (in stages of thesis state-ment, outline, first draft, and final draft); student multi-media presentations; dramatizations; cooperative learn-ing groups; reading aloud; creative writing; and teaching through games and competitions.

grade 6

In sixth grade English students work to achieve compe-tence and reliability in writing assignments, emphasizing paragraph structure, fictional works of varying length, poetic language, and five-paragraph essays. They make use of peer editing, thereby internalizing the guidelines and rules of good writing, and they use assessment rubrics to help revise their work effectively. Some sixth grade English writing is done in coordination with other courses, especially sixth grade social science.

Students read, discuss, and write about novels focusing on the ancient world. Much of the reading coordinates with the social science program. The English focus is on literary style and cultural analysis. Texts include selected novels such as Gilgamesh the Hero, Pharaoh’s Daughter, Inside the Walls of Troy, with some variation depending on the teacher. The Outside Reading compo-nent of the course provides the opportunity for students to select and read a variety of age appropriate literature.

For grammar study students learn the parts of speech. They also review sentence structure. The vocabulary development program is primarily derived from class readings.

grade 7

This course aims to create a community of readers and writers. In coordination with the seventh grade social studies class, English 7 is an exploration of modern global cultures through literature. At the same time, students look at themselves, using literature as a lens through which to view their own culture and identities.

Throughout the year, students are encouraged to develop their enjoyment and habit of reading through free choice reading books. Students share their impres-sions through informal book endorsements as well as letter-essays, in which they articulate their reactions to themes and writing techniques.

Skill building is also emphasized. Students write and revise extensively. Writings range from argumenta-tion and analysis to personal narratives and vignettes. Mastering many rules of writing mechanics and usage as well as vocabulary building are also important aspects of the course. Students have the opportunity to develop skills and confidence in public speaking through frequent discussion and presentation.

Books used in the course, for the full class and for small-group “literature circles” include:

• The Gospel According to Larry by Janet Tashjian• The House on Mango Street by Sandra Cisneros• The Diary of Anne Frank • Surviving Hitler by Andrea Warren• The Devil’s Arithmetic by Jane Yolen• The Man from the Other Side by Uri Orlev• The Cage by Ruth Minsky Sender• China’s Son by Da Chen• Red Scarf Girl by Ji Li Jiang• Chinese Cinderella by Adeline Yen Mah• The Year of Impossible Goodbyes by Sook Nyul Choi• Persepolis by Marjane Satrapi• A Little Piece of Ground by Elizabeth Laird• Real Time by Pnina Moed Kass• Habibi by Naomi Shihab Nye

FOrEigN LANgUAgE

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The ultimate goal of the Foreign Language Department is the communication of meaning as fluently and accu-rately as possible. We teach the four basic skills of listening, speaking, reading, and writing. Our focus is on using the language in the classroom; teachers speak to students only in the target language. Such immersion necessitates active listening on the part of students and encourages and enhances conversation. We reinforce the study of grammar through open-ended scenarios, skits, and dialogs, which might include such real-life situations as airplane rides, applications for jobs, and restaurant and market excursions. We include aspects of the culture and civilization of many countries in which French and Spanish are spoken in order to enrich the language-learning experience. Additional techniques may include field trips, music, slides, video clips, video film-ing, and pen pal exchanges.

In alternating years, French and Spanish seventh and eighth grade students have the opportunity to travel, respectively, to Québec and Puerto Rico during the summer.

Grade 6 - French

This is an introductory course with vocabulary, gram-mar, and culture taught through meaningful communica-tion. Within the first marking period, students converse with each other, not using memorized text, but within open-ended scenarios based on broad vocabulary study. Techniques in the classroom may include the use of skits, role-playing, songs, slides, compact discs, and video-clips. The geography, customs, and culture of France are introduced.

Grade 7 - French

Seventh grade French continues introductory level instruction, with emphasis on speaking French from the beginning of the year. (The course description from this point is basically the same as for sixth grade, with an increased level of challenge.) Within the first month, students are expected to converse with each other, not with a memorized text, but extemporaneously within open-ended scenarios based on broad vocabulary study. In addition to speaking and listening, strong emphasis is placed on developing reading and writing skills. Tech-niques in the classroom may include the use of skits, role-playing, music, pair-work, video clips, and video filming. We teach the customs and idioms of French-speaking countries in order to enrich the language-learn-ing experience.

grade 8

Eighth grade study of English and history form an inter-disciplinary program called “The American Identity,” involving historical fiction, literature of the period, and history of the country from colonial settlement through the Civil War.

In the English portion of this program, students grow in their articulation of ideas in writing and orally, their grasp of the grammatical structure of language, and their understanding of the ways in which American literature reflects the ideas, attitudes, and conflicts of American culture. Readings will include many genres—sermons, poetry, essays, novels, and plays—and also outside reading from a list of books related the themes of the class.

Listed below are eight “thematic rivers” that course throughout American history and culture. Students read works of literature that deal with at least one (and often many) of these concepts.

• “A City Upon a Hill”• Conflicting Loyalties• Dependence, Independence, Interdependence • Materialism vs. Idealism• Changing Perceptions of Nature• Freedom vs. Order• Expanding of the Domain of Freedom• Evolving Nature of American Identity

Texts studied in recent years have included Narrative of the Life of Frederick Douglass, Inherit the Wind by Jerome Lawrence, Light in the Forest by Conrad Richter, April Morning by Howard Fast, The Crucible by Arthur Miller, and Wolf by the Ears by Ann Rinaldi.

Composition assignments encourage students’ organiza-tion, paragraph development, factual support for ideas, use of quotations, syntactic accuracy, and confidence in expression. The composition process includes some peer review sessions and extensive opportunity for and requirement of revision. Students also evaluate their own writing according to a well-articulated set of stan-dards for different types of writing. Teacher and student have at least one writing conference each term.

The central question of the American Identity program is, “Who are we as a people, and how did we come to be that way?” Students will see how our culture has been shaped by conflicting values and experiences, absorbing and altered by new political, scientific, and economic concepts and by successive immigrant cul-tures. Students will seek to determine constant values and directions amid the clash and change.

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Grade 8 - French

This course is a continuation of seventh grade French, and focuses on aural-oral comprehension. There is increasing emphasis on communicative skills. Students learn how to function and react in many different real-life situations, such as socializing, expressing attitudes and opinions, exchanging basic day-to-day information, seeking to persuade, expressing abilities and goals, talking about actions in the past and in the future, and making comparisons. We continue to use such tech-niques as open-ended scenarios, role-playing, songs, pair-work, c.d.’s, videos, and video-filming, and also establish a letter or email exchange with students in a French school. As part of the language study, students learn about the geography of France and some Franco-phone countries, and about holidays and traditions in French provinces. At the end of the year, eighth grade teachers recommend placement for the ninth grade classes.

grade 6 – Spanish

This is an introductory course with vocabulary, gram-mar, and culture taught through meaningful communica-tion. Within the first marking period, students converse with each other, not using memorized text, but within open-ended scenarios based on broad vocabulary study. Techniques in the classroom may include the use of skits, role-playing, songs, slides, CDs, and video-clips. Working in the target language, students also learn about the geography, customs, and culture of Spain and Mexico.

grade 7 – Spanish

Seventh grade Spanish continues introductory level instruction, with emphasis on speaking Spanish from the beginning of the year. (The course description from this point is basically the same as for sixth grade, with an increased level of challenge and expanded geographi-cal/cultural study.) Within the first month, students are expected to converse with each other, not with a memorized text, but extemporaneously within open-ended scenarios based on broad vocabulary study. In addition to speaking and listening, strong emphasis is placed on developing reading and writing skills. Tech-niques in the classroom may include the use of skits, role-playing, music, pair-work, video clips, and video filming. Working in the target language, students learn about the geography and cultures of Spain and selected Hispanic countries in Europe, the Caribbean, and Central and South America.

Grade 8 - Spanish

This course is a continuation of seventh grade Spanish, with an increasing emphasis on aural-oral comprehen-sion and communicative skills. Students learn how to function and react in many different practical circum-stances, using vocabulary useful to everyday life situa-tions, such as conducting basic transactions, extending invitations, sharing information about past activities, socializing, expressing attitudes and opinions, seeking to persuade, expressing agreement or disagreement, dis-cussing food and family, and giving directions or instruc-tions. We continue to use such techniques as open-ended scenarios, role-playing, songs, pair-work, c.d.’s, videos, and video-filming. Cultural study also continues, with an emphasis on the Yucateca version of Día de los muertos. At the end of the year, eighth grade teachers recommend placement for the ninth grade classes.

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hiSTOrY/SOCiAL SCiENCE

The History/Social Science department stresses the development of students to be effectively engaged in a world that should be in addition to a world that is. Students should feel secure in their possession of intel-lectual strengths and specific knowledge, as well as a sound foundation in History/Social Science methodolo-gies. These objectives go into the creation of a student prepared academically and in disposition to pursue further education, formally and informally; and a citizen, a participant in society prepared to be an active compo-nent of that “better world” to which people throughout history have aspired.

The department’s program is designed to encourage stu-dents to appreciate history/social science as a means to make possible “life-long learning”; develop specific skills and attitudes relevant to the discipline (e.g. research, critical thinking, historical empathy); understand and appreciate global interdependence by being aware of historical forces developing logically and represent-ing various needs, stages of development, beliefs, and conditions; respect scholarship and intellectual achieve-ment; ask relevant questions, probe and be intellectu-ally curious; communicate by various methods, use a variety of techniques in learning, and understand how to acquire information from a variety of sources; feel self-aware, confident, and secure in their skills to pursue multi-faceted forms of knowledge in an active, inquiring manner from various sources; understand the difficulty of universal agreement on facts and the impact upon individual and societal perspective of gender, race, eth-nicity, sexual orientation, religious belief, and geographi-cal location; understand notions of continuity, change, and historical development; apply moral and ethical considerations to their analyses of the past and under-standing of the present; show “geographical literacy”; appreciate the creative forces and the creations of a culture, such as mythology, ritual, folklore and legends, literature, values, and beliefs.

grade 6 — Ancient Cultures

The sixth grade history/social science course is an inves-tigation of ancient cultures and civilizations. Students study the rise of civilization in Mesopotamia, Egypt, Greece, and Central America. They begin each unit by examining the role geography played in the development of the civilization before moving to a study of its system of government, economy, education, religion, social structure, arts and technology, and intellectual ideas and concepts.

A main focus of the course is the development of skills that allow the student to analyze a culture through its components. Students compare the societies they study and identify, examine, and evaluate the differences they

find. They also examine how each of these societies has influenced their lives and the world they live in today.

Students will be required to write on a regular basis and to develop a history/social studies vocabulary. They will also learn basic research skills using both printed sources and the Internet. Among the skills emphasized throughout the year will be organization, note taking, identifying the important points in a reading, test-taking techniques, public speaking, and cooperative group work.

grade 7 — World Social Studies: History, Geography, and Culture

In this course students will examine three regions of the world through the lenses of geography, history, and cul-ture. Significant emphasis will be placed upon modern societies and the connections between diverse coun-tries, including the United States. An in-depth look into a recent political, social, or economic crisis will begin each unit.

Student experience in each unit will be geared toward answering the essential questions of “who what, when, where, why, and how” through an exploration of the political, social, religious, economic, and geographic histories of various parts of the world. Emphasis will be placed upon relating the events of the past to those of the present and future. Additionally, students will exam-ine different cultures using the five themes of geogra-phy, including location, movement, human/environment interaction, region, and place.

Course topics include:

• Africa Mapping Project, analyzing two key variables

• Berlin West Africa Conference of 1885

• Examining the Holocaust both historically and through literature

• Rebellions, Revolt and Revolutions – Using the Russian Revolution as a case study in conjunction with the seventh grade English class reading the book Animal Farm

• China becoming an economic power in the global community

• Various Asian countries and the five themes of geography

• The Middle East: Understanding geography, conflicts, and options for the future

• Latin America (persuasive speech assignment) Course content is a vehicle for developing critical thinking skills in the following areas: methods of research and inquiry, writing, problem solving, public speaking, and group work.

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mAThEmATiCS

Grade 8 — The American Identity

Eighth grade English and history study are part of an interdisciplinary program called “The American Identity,” involving literature, history, art, and music. This program is also coordinated to an extent with the eighth grade computer course.

In the history portion of the program, students develop an understanding of several periods of American history. Within these eras emphasis is given to politics, society, economy, and geography. We focus on the central con-flicts within each period, with the overarching theme of the evolving nature of American identity.

• Revolutionary Era: conflicting loyalties of religion, ideology, nationality

• Constitutional Era: freedom and independence vs. social responsibility

• Industrial Era: materialism and idealism in American society; changing ideas about Nature

• The South during the Ante-bellum Period

• Events leading to the American Civil War.

• The Civil War

The course presents a broad overview of American cul-ture, and also includes a service learning component.

The central question of the American Identity program is, “Who are we as a people, and how did we come to be that way?” Students explore how our culture has been shaped by conflicting values and experiences, undergoing continuous growth, absorbing and altered by new political, scientific, and economic concepts and by successive immigrant cultures. Students seek to determine some constant values and directions amid the clash and change.

Middle school represents a transition from the primarily concrete thinking exhibited in the lower school to the higher level of abstraction required in the upper school math courses. The middle school program covers a wide range of ideas and skills including arithmetic computa-tion with rational numbers, number theory, patterns and functions, statistics, probability, geometry, and linear and quadratic algebraic operations.

The material is presented in a variety of ways to best impact the needs of students with a variety of learn-ing styles. Using discovery methods as well as direct instruction, students will either work individually or in small groups.

Students develop their abilities to communicate their mathematical reasoning orally, symbolically, and graphi-cally. Middle school mathematics requires an ability to calculate accurately and to use words and symbols in a meaningful manner. Students learn the appropriate use of technology, which includes the use of graphing cal-culators (starting in 7th grade) and supported programs such as Fathom, Excel, The Geometer’s Sketchpad, LOGO, and others.

There is an advanced math section in 8th grade, with a quicker pace and deeper exploration of concepts, and covering additional topics. In preparation for the advanced section in 8th grade, students are strongly encouraged to seek out challenges in earlier grades, such as regular participation in Math Olympiad and other challenging work that exists within the curriculum. At the beginning of the year, math teachers distribute to information concerning advanced work to all interested students.

Sixth Grade Mathematics

In sixth grade, students are exposed to a variety of new topics, while building upon and drawing from previously learned mathematical facts and concepts (in careful coordination with our lower school program but certainly accessible to students joining us from other schools, as well). Through the discovery method, students investi-gate real-world problems, using multiple strategies and collaborative learning to arrive at common solutions. Students learn to use calculators and other technologies such as The Geometer’s Sketchpad to enhance concept development, while maintaining an ability to understand the mathematics behind the calculations.

Students use the Connected Mathematics 2 series as a framework for classroom investigations and individual study; each unit within series allows for both remedia-tion and enrichment possibilities. Course topics include:

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• Number theory, including the LCM, GCF, and the fundamental theorem of arithmetic

• Two-dimensional geometry

• Measurement of two-dimensional figures

• Probability and statistics

• The use and manipulation of rational numbers

• Order of operations, including understanding of exponents and square roots

• Pre-Algebraic concepts involving variables and patterns

Seventh grade mathematics

Seventh grade marks a transition from the primarily concrete thinking of arithmetic to the generalized ideas and abstractions needed for algebra and all higher math courses. The course makes regular use of technology (including the TI-83 Plus or TI-84 Plus graphic calcula-tor) and manipulatives in helping students to make that transition. All students are encouraged to investigate concepts as deeply as possible; in addition, students may request (or the teacher may encourage them to request) more challenging problems for practice and assessment and may apply for “advanced standing” in math.

The Connected Mathematics 2 series provides the framework of concepts covered and will be supple-mented with additional skill exercises and projects inte-grated with the other subjects.

Each unit within the Connected Mathematics series allows for both remediation and enrichment possibilities.


• Algebraic representations in tables and graphs

• Proportionality and ratios

• Similarity relating towards two-dimensional shapes and ratios

• Introduction to linear equations

• Integers

• Three-dimensional measurement

• One-variable statistics as represented in graphs and tables

• Sampling and surveying

Eighth grade mathematics

Math 8 focuses on modeling patterns of change through the use of both symbolic and non-symbolic representa-tions. As the final math course in the middle school, students hone their mathematical communication and organization with real-world applications. This course incorporates meaningful contexts to develop familiar-ity and comfort with the universality of mathematical reasoning necessary within all subject areas. The course makes regular use of technology (including the TI-83 Plus or TI-84 Plus graphic calculator). Through class dis-cussion, group work, and reflection, students strive to achieve a deeper understanding of traditional algebraic concepts and how they connect to the other disciplines within math.

Advanced Math 8 will cover topics at a quicker pace and in greater depth, with an emphasis on abstract extensions and applications of lessons. In each section, all students are encouraged to investigate concepts as deeply as possible. Upon request, students will be given more challenging problems for practice and assessment and can earn advanced credit.

Students will use the Connected Mathematics 2 series as a framework for classroom investigations and indi-vidual study.


• Representing patterns of change through tables, graphs, and equations

• Modeling data with linear equations

• Analyzing and comparing linear and nonlinear relationships

• Deriving and applying the Pythagorean theorem

• Exponential growth and decay as patterns of change

• Quadratic relationships

• Geometric transformations as they connect to algebra

• Solving equations and systems of equations

• Number theory and properties

• Combinatorics

Advanced topics may also include such concepts as:

• One-variable statistics as represented in graphs and tables

• Sampling and surveying

• Properties of special right triangles, and other trigonometric concepts

SCiENCE

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Grade 6 – Physical Science

Sixth grade science provides students with a core introductory course that emphasizes the methods and processes of science. The scope and sequence of this course gives middle school students an appropri-ate foundation as well as a conceptual framework for further studies. Students experience the contemporary relevance of science to their daily lives and make con-nections with other disciplines through various projects. This course examines the ways systems work in terms of motion, forces, matter, and energy.


• observing, describing, and measuring the physical properties of matter, using appropriate tools and units

• composition of matter, including atomic theory, the periodic table of elements, and molecules and compounds

• evidence of chemical reactions occurring and basic theoretical background for understanding chemical changes; affecting rates of change of reactions and effects of the concentration of chemicals on biological responses

• wave properties, focusing on the commonalities of different kinds of waves, including sound and light

• motion, forces, and energy, including the Law of Conservation of Energy

• technical problem solving

• metric system

• graphing

• lab safety

• scientific design including variables, reliability, and accuracy

Text book: BSCS Science and Technology: Investigat-ing Physical Systems, Kendall Hunt Publishing Company

Grade 7 – Life Science

In Life Science, students engage in scientific inquiry through investigations in human systems and ecology. The course emphasizes the nature of dynamic equi-librium in the systems that sustain life on our planet. Through lab work, research projects with oral presenta-tions, model construction, data collection and analysis, the applied use of technology, and experiences designed to promote collaboration and communication, students develop skills in questioning, observing, predicting, and organizing, and learn to discuss their findings in mean-ingful ways. Written work is included through home-work assignments, lab investigations, essays, and other activities.

Systems and change serve as the unifying theme of the Life Science course. Students use the basic concepts associated with systems in balance throughout the year.


• Dynamic balance in human systems and the effect of drugs on those systems

• Human genetics and applications to human health and welfare: Students learn about cells, the chromo- some theory of inheritance, and genetic engineering.

• Evolution in terms of species change over time and the theory that explains these changes: Students explore how systems, objects, organisms, and explanations evolve or change over time. Students will learn the criteria that scientists use to evaluate explanations, how explanations change, how to develop their own explanations, and decide whether their explanations are scientific.

• Population growth: Students investigate exponential growth and the effects this growth has on available resources. They also examine the mechanisms that control population growth and ponder whether human populations are subject to the same controlling mechanisms as populations of other species.

Text book: BSCS Investigating Life Systems (3rd Edi-tion), Kendall Hunt Publishing Company

grade 8 – Earth Science

The Earth Science course continues to develop the stu-dents’ understanding of the scientific method through the study of the Earth’s atmosphere, biosphere, hydro-sphere, and lithosphere. Course topics include:

• models and maps

• the layers of the Earth and their characteristics

• the theory of plate tectonics and formation of this theory through history

• types and locations of earthquakes and volcanoes

• matter and chemical bonding

• rocks and minerals; identification of a selection of mineral and rock samples

• the rock cycle and its importance to the rocks of Delaware

• erosion and deposition by rivers, waves, and ice

• ocean floor bathymetry

• instruments and methods of observing and forecasting weather

• weather systems, air masses, and fronts

• severe weather events

• the hydrologic cycle

• surface water

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COmPUTEr TEChNOLOgY

• mass movements

• proxies and their use in the study of climate change

• the study of Earth systems from space

• formation and evolution of the moon

• gravity and its role in tides and in the solar system

• the nature of lunar phases

• formation, scale, and characteristics of the solar system

• the big bang theory

• respect for the environment and care of natural resources

In addition to the study of topics in earth science, this course helps students apply developing process skills as well as logical and useful study skills for the sciences.

Text book: Earth Science: Geology, Environment, and the Universe, Glencoe (2009), and the accompanying lab manual

grade 6

The sixth grade computers & technology curriculum includes keyboarding instruction so that students can efficiently key in handwritten data or compose directly on the computer. Students are exposed to Internet literacy, safety, and search techniques, fundamental computer skills, programming, computer security, social issues, problem-solving methodologies, and critical thinking skills. Additionally, students apply technol-ogy, and multimedia tools and peripherals, to support personal productivity, group collaboration, and learning throughout the middle school curriculum.


• Typing posture and hand position

• Typing with computer instruction

• Research organization using Inspiration®

• MS Office and OpenOffice application use

• Basic word process, spreadsheet, and presentation skills

• Internet literacy

• Internet safety

• Internet searches

• Evaluating web sites

• Use of digital equipment

• Multimedia production

• Programming concepts and programming

Materials include:

• Macintosh computers

• Ultra Key typing software

• MasterKey typing software

• MS Office: Word, Excel, PowerPoint

• OpenOffice: Writer, Calc, Impress

• Inspiration

• iLife 2000: iPhoto, GarageBand, iMovie

• Google applications

• LEGOS and Mindstorms

• Digital cameras

• Digital movie cameras

• Digital tape recorders

• Scanners

• Printers

• GPS

• External hard drives

• Flash drives

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grade 7

The seventh grade computers & technology curriculum focuses on integrated projects in multiple disciplines (English, Social Science, Science, and Mathematics) that allow students to use acquired skills to complete real work. Students continue to expand their knowledge of Internet literacy, safety, and search techniques, funda-mental computer skills, programming, computer secu-rity, social issues, problem-solving methodologies, and critical thinking skills. Additionally, students apply tech-nology, and multimedia tools and peripherals, to support personal productivity, group collaboration, and learning throughout the 7th grade curriculum.


• Managing files in a networked environment

• Review Internet literacy, safety, searches and web site evaluation

• Study advanced Internet searches and the hidden web

• Intermediate word processing, spreadsheet, and presentation skills


• Review digital equipment and multimedia production

• Improve keyboarding speed and efficiency

• GIS and GPS technologies

Materials include:





• Inspiration



• LEGOS and Mindstorms

• GIS software

• GPS

• Digital cameras



• Scanners

• Printers


• Flash drives

grade 8

The eighth grade computers & technology curriculum focuses on interdisciplinary projects in English, Social Science, Science, and Mathematics. Specific proj-ects that are chosen from year to year are adjusted as needed to meet the ever-changing characteristics of computers and technology, but are designed to help stu-dents develop skills in the application of technology to support personal productivity, group collaboration, and learning throughout the 8th grade curriculum.


• Review managing files in a networked environment

• Review Internet literacy, Internet searching, website evaluation

• Blogs, social bookmarking, RSS, podcasting

• Advanced word processing, spreadsheet, and presentation skills


• Review of digital equipment and multimedia production

• Improve keyboarding speed and efficiency

• GIS and GPS technology

Materials include:





• Inspiration



• Scratch

• GIS software

• GPS

• Digital cameras



• Scanners

• Printers


• Flash drives

Note: In addition to the music courses and ensembles, there is an annual eighth grade musical, in which every member of the class participates—as a member of the cast, pit band, stage crew, or technical crew.

Sixth Grade Exploring Music: Our Musical Selves

The sixth grade music class expands students’ experi-ence with a variety of music to allow them to make informed musical judgments. This broad exposure also helps students in making connections between music and other disciplines. Students become more aware of the cultural and historical forces that shape society, part of their preparation to live and work in a multicultural community. They also explore their changing teen-age voice and define what might be considered music. This course intends to expand the role that music plays in students’ lives, and enhance the level of skill they develop in creating, performing, and listening to music.

Seventh Grade Exploring Music: Music in Our World

The seventh grade music class further expands stu-dents’ experience with a variety of world music to allow them to make informed musical judgments. The focus is on the music of non-Western countries and cultures, with an emphasis on Africa and Asia. This broad expo-sure aids students in making connections between music and the other disciplines. Students become more aware of the cultural and historical forces that shape our world, part of their preparation to live and work in a multicultural community. This course intends to expand the role that music plays in students’ lives, and enhance the level of skill they develop in creating, performing, and listening to music.

Eighth Grade Exploring Music: The American Experience

The eighth grade music class expands the students’ experience with American music to allow them to make informed musical judgments. This exposure aids students in making connections between music and the other disciplines as they study American civiliza-tion. Students become more aware of the cultural and historical forces that shape American society, another important part of their preparation to live and work in a multicultural community. This course intends to expand the role that music plays in students’ lives, and enhance the level of skill they develop in creating, performing, and listening to music.

Choir 6 and Band 6

Students in sixth grade are required to take either Choir 6 or Band 6.

In Choir 6, students perform a wide range of repertoire that includes pieces from a variety of cultural traditions, historical time periods, and foreign languages, written for unison and two-part chorus. This experience deepens understanding of these traditions as students learn to use their voices expressively, build sensitivity to musical nuance, and develop critical listening skills. Technical skills in diction, breathing, and vowel formation encour-age an awareness of the body as an expressive musi-cal instrument. Students also focus on learning to read music and to understand music theory. There are two required evening choral events during the school year as well as other performances during the school day.

In Band 6, students are introduced to, prepare for, and perform musical works of various historical periods and cultures. Students focus upon the importance of their specific instruments and the role those instruments play in the production of the whole. Musicians in Band 6 create and interpret music by applying a working knowl-edge of rudimentary music theory and by demonstrat-ing skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, and dynamics). Students are also expected to demonstrate the proper care and maintenance of their musical instruments. There are two required evening performances during the school year as well as other performances during the school day.

Choir 7/8 and Band 7/8

Choir 7/8 and Band 7/8 are electives.

Students in Choir 7/8 perform a wide range of repertoire that includes pieces from a variety of cultural tradi-tions, historical time periods, and foreign languages, written for two-, three-, and four-part harmony. Stu-dents develop technical skills in diction, breathing, and vowel formation, encouraging them to become expres-sive interpreters of music. Students also broaden their knowledge of music theory and continue to build their reading skills. There are two required evening choral events during the school year as well as other perfor-mances during the school day.

Students in Band 7/8 are exposed to music of a more advanced technical nature. While emphasis is given to group performance, instrumental sectionals help to provide an essential as well as satisfying forum in which individual parts are solidified and understood. Members of Band 7/8 will create and interpret music by applying a working knowledge of intermediate to advanced music theory, and by demonstrating more refined skill in and control of all elements of music (form, rhythm, tone, pitch, temp, dynamics). Students are also expected to understand fully and to demonstrate the proper care and maintenance of their musical instruments. There are two required evening performances during the school year as well as other performances during the school day.

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mUSiC

The middle school visual arts program exposes students to visual learning experiences that deepen the elemen-tary school foundations and explore new aspects of the nature and potential of the visual arts. Special emphasis is given to understanding the unique role and possibili-ties of the language of visual expression, to learning cul-tural and historical contexts of a variety of visual works, to making interdisciplinary connections, to assessing fairly one’s work and the work of others, and to devel-oping technical and thinking skills that allow the inves-tigation, expression, and clear communication of ideas. The renovation of the middle school art room during the summer of 2010 allows for increased and more seam-less attention to digital technology as part of the pro-gram; the art room now includes its own laptop lab.

grade 6

The sixth grade visual arts program is designed to tran-sition students from elementary school competencies in the visual arts to a deeper and broader understanding of the subject and its possibilities. This course investigates the concept of art and work of art, the role of respon-sibility in the arts, elements and principles of design, observation-based drawing, color theory and study, pho-tomontage, digital photography, and three-dimensional design. Throughout the course students are exposed to surveys of relevant past and present works and will learn how to describe and critique their work and the work of others. The core objective of this course is to expose students to a process of producing works that require both the acquisition of visual arts skills and the ability to engage in interdisciplinary thinking and expres-sion.

grade 7

Elements of design, imagination and observation draw-ing, collage, color theory and color studies, photomon-tage, and three-dimensional design are explored with emphasis on fluency of technique and personal vision. Special emphasis is given to ways of assessing one’s work and the work of others. Group critiques and per-sonal reflections are used to plan, produce, and assess works. Surveys of past and present relevant interdisci-plinary works are used to deepen the understanding of the importance of integrative projects that stress cre-ativity and social responsibility.

grade 8

Eighth grade students complete projects that deepen their knowledge of the visual arts language and its integrative possibilities. Students will develop a port-folio that aims at revealing achieved levels of mastery of the subject throughout middle school and personal future directions in the visual arts. This is an important task that allows students to begin planning their visual art explorations in high school. Exposure to surveys of relevant past and contemporary interdisciplinary works, group discussions, and theme-based projects are some of the elements that make this class an exciting oppor-tunity to listen, reflect, and produce.

viSUAL ArTS

The faculty advisor establishes a working relation-ship with student advisees that provides each student with an adult advocate. The advisor is the primary link between home and school, providing regular commu-nication to parents/guardians, including comments in interim and semester reports, concerning the growth and progress of the student. The advisor is also respon-sible for knowing the “big picture” about her/his advi-see’s academic and personal development, consulting with other teachers as needed and tracking approaches that are more or less helpful in encouraging student suc-cess.

Advisory Groups:

• consist of 10 -13 advisees and meet regularly and frequently.

• provide a trusting environment where students may offer support to each other.

• provide a setting in which students can…

—review school rules and procedures

—discuss ethical and moral issues

—discuss social concerns

—build group trust

—set individual goals

—learn to be an organized and responsible student

—learn conflict resolution skills

—have fun in a small social group

AdviSOrY PrOgrAm

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The girls’ and boys’ seventh and eighth grade athletic program is the start of interscholastic competition at Friends. The program offers a wide variety of team and individual sports to give each student a broad, in-depth, and meaningful athletic experience appropriate to the athlete’s level of ability.

The department’s objectives for student-athletes in middle school are:

In developing individual strengths and a healthy sense of self, the student athlete

• values physical as well as intellectual activity as components of personal growth and well-being.

• sets personal and team goals.

• appreciates the individual/team qualities that may set him or her or them apart from other individuals/ teams.

• develops the confidence and the willingness to take risks in competitive interscholastic games, i.e., “make the big play.”

• develops an individual moral and ethical sense of sportsmanship while engaged in interscholastic activities.

In learning to respect the dignity and worth of each individual, to value diversity, and to seek acceptance and understanding for people of all groups, the student athlete

• shows respect for others such as teammates, coaches, opposing teams, officials, spectators, and parents.

• displays integrity, honesty, and sportsmanship.

• recognizes, understands, and values teammates’ and opponents’ diversity in skills and abilities.

Throughout her/his activities and experiences, the student athlete develops and displays these qualities of mind, body, and spirit:

• enjoyment of the experience and reward of learning new skills and techniques necessary to compete in inter-scholastic competition.

• commitment to developing skills to the fullest.

• ability to work cooperatively and independently for a team.

• confidence through skill improvement and performance in all athletic endeavors.

AThLETiCS

Specific athletic objectives which will allow the student athlete to develop and maintain self-discipline, initiative, and independent thinking include:

• physical conditioning and training to perform at peak efficiency, thus enhancing a positive self-image and sense of self-worth.

• development of poise and composure by learning

to deal with different kinds of stress situations in both practice and games.

• encouragement to take on and accept leadership opportunities such as inspiring teammates, performing duties of responsibility, and learning to be a good leader and a good follower.

• development of team spirit and teamwork in working together.

• development of sportsmanship (i.e., being humble in victory and gracious in defeat; playing by the rules; accepting decisions of officials without comment).

• commitment to program.

During the year, students are required to participate in three sports seasons (with the limited option of petition-ing to be excused from one season a year for an “alter-nate outside activity”). There are usually two or three teams for each sport. Practice is held Monday through Friday from 2:45 to 4:00 p.m. Games usually begin at 3:30 p.m. and end at approximately 5:30 p.m.

girls – grades 7 and 8

Fall

Field Hockey

Volleyball (limited to 24 players)

Coed Cross County

Winter

Basketball (limited to 30 players)

Physical Fitness*

Spring

Lacrosse

Soccer

Tennis (one coed team—limited to 20 players)

*not interscholastic

13

Boys – Grades 7 and 8

Fall

Football —

A Team Division Weight Limit:

• Offensive Linemen—

unlimited from tackle to tackle

• Offensive Ends—145 lb. limitation

• Offensive Backs and Ball Carriers—

125 lbs. limitation

• Defensive Down Lineman—

unlimited weight

• Defensive Linebackers, Ends, and Backs—

145 lbs. limitation

B Team Division Weight Limit:

• Down Lineman—145 lbs. limitation

• Backs and Ends—125 lbs. limitation

Soccer

Coed Cross Country

Winter

Basketball (limited to 30 players)

Wrestling

Physical Fitness*

Spring

Baseball (limited to 16 players)

Lacrosse

Tennis — one coed team (limited to 20 players)

*not interscholastic

Human Dynamics and Development is a cross-divisional (lower, middle, and upper school) program at Wilming-ton Friends, encompassing social and emotional aware-ness, interpersonal relationships, and healthy living habits, including strategies and processes for making informed decisions.

Sixth Grade Connections

The Connections 6 course seeks to develop students’ interpersonal and risk-assessment skills, with lessons on values clarification, self-esteem, friendship, puberty, and the effects of alcohol and tobacco consumption. Stu-dents will develop a more explicit understanding of how and why they make choices. The course, first, provides information, so that students have and appreciate the importance of having sound factual data on which to base choices; and second, builds social and emotional awareness, so that students recognize factors other than factual data that influence their choices.

Seventh Grade Conflict Resolution

The seventh grade Conflict Resolution course teaches students how to examine, understand, and resolve con-flict. During the first half of the course, students learn about and improve their communication skills, as these are the essential tools in resolving conflict. Students gain insight about behaviors that escalate conflict, and they acquire skills for de-escalating conflicts. During the second half of the course, students investigate conflicts at their sources, studying how point of view, power differentials, competition, collaboration, and diversity may all play a role in conflict development. The goal of the course is to equip students with the skills necessary to handle conflict in their lives and to help them view conflict as an opportunity for growth, not as something to be avoided.

Eighth Grade Decision Making

In this seminar course, students learn how to assess healthy and unhealthy risks through enhanced social/emotional awareness, decision-making skill develop-ment, and knowledge of healthy living habits. The course does not seek to instill values, but is designed to provide students with an opportunity for clarifica-tion of their own. Students will identify their personal decision-making styles, learn the decision-making rubric, and practice using it in practical, authentic applications. They will explore the external factors that influence decisions and will learn factual information needed to make informed decisions about matters affecting their emotional and physical health.

hUmAN dYNAmiCS ANd dEvELOPmENT

14

15

The Library Media Center is an integral part of the middle school educational program. Recognizing that students retain skills best when lessons are taught in the context of the classroom curriculum, information-seeking strategies and other library related skills are taught in the core subject areas. The librarian plans teaching units closely with classroom teachers and inte-grates lessons based on the “Big Six Information Prob-lem Solving Model” (see below) into assignments and research projects. Students learn to evaluate and solve all forms of information needs.

The “Big 6” is a general information problem-solving model created by Michael Eisenberg and Robert E. Berkowitz. It is a six-step process that teaches students to analyze their information needs and to make a plan. Although the Library Media Center staff members are the primary teachers of the process, the Big 6 provides every student and teacher in our school with a common vocabulary to use in the research process. The six steps are: (1) task definition—what am I supposed to do? (2) information-seeking strategies—what information do I need? (3) location and access—what would be my best sources/where can I find this information? (4) use of information—how do I record and organize this informa-tion? (5) synthesis—how do I create something new with this information? (6) evaluation—how could I have improved my process?

LiBrArY mEdiA CENTEr

The middle school physical education program is designed around the team sport concept. Sixth grade students are gender-separated so that boys and girls have an opportunity to learn about the individual and team sports offered in our MS athletic program. Prepa-ration for their sport choices begins in P.E. classes. A range of skills, concepts, and activities are presented which allow each student to gain an interest in and to develop the foundation skills for sports of his or her choice. Drills and small-numbered, lead-up games allow students to develop a cognitive understanding of each sport, helping them learn to transfer their newly acquired skills into more competitive scrimmage situa-tions. Effort, social interaction, conceptual knowledge, skill development, and initiative toward self-improve-ment are emphasized.

PhYSiCAL EdUCATiON

The Middle School Service Learning Program is an important aspect of students’ growth and maturation, and it is integrally linked to curriculum covered in both academic courses and advisory. Students in all three grades engage in service learning projects throughout the course of the school year. Service learning rein-forces the idea, importance, and practice of reaching out and caring for others that is started in the lower school and serves as a preparation for the upper school’s ser-vice requirement. Our hope is that students will gain a broader understanding of their individual roles in society by helping to improve the quality of life of others in their local and/or global community.

Finally, the Service Learning Program is based on the Quaker ideals of environmental stewardship and com-munity responsibility and the belief among educators that service experiences provide adolescents with an outward focus that can facilitate a personal and group sense of pride and accomplishment, as well as support educational goals.

Middle School service experiences include activities and projects that:

• are authentic (meet a real need in the community);

• are age appropriate;

• engage students in the planning;

• involve a strong reflective component before, during, and after the service activity;

• are in some way connected to, or integrated with the students’ academic/advisory curriculum.

The following are objectives of the Middle School Ser-vice Learning Program:

• Students develop an appreciation for the opportunities community service can provide, both in terms of personal pride for the student and positive impact on the greater community. Students grow personally and intellectually as a result of their service experience and the subsequent reflective activities.

• Students understand that service to others is a responsibility of each member of the community.

• Students discern connections between their service work and components of their academic and/or advisory curricula.

• Students connect their service experiences with the Quaker beliefs in stewardship of the Earth, the environment, and economic resources.

• Students engage in several different school-sponsored service opportunities throughout the academic year.

SErviCE LEArNiNg PrOgrAm

Wilmington Friends School

101 School Road

Wilmington, DE 19803

Quaker, founded in 1748;

Welcoming to all faith and ethical traditions, with a focus on values rather than religion;

Coed, Early Learning Center (ages two and three) through 12th grade;

Signature international programs, including the International Baccalaureate (first authorized IB school in Delaware) and School Year Abroad (first member school in Delaware);

A “global” approach at all grade levels, in content and in teaching students to engage complex issues intellectually and in action, in and outside of the classroom, with a sense of confidence and responsibility;

Advanced and independent study opportunities;

Language study beginning in PK, upper school pilot program in Mandarin beginning fall 2010;

Commitment to diversity dates to 1748, central to the school’s original and ongoing mission;

National/international faculty searches, emphasis on continuing professional development;

Competitive athletics in grades 7-12, extensive physical education program PK-6;

Visual and performing arts, with courses and independent study to prepare for college majors, and with performance opportunities in instrumental and choral music, drama, and musical theatre;

Integrated technology program, with specialized computer instruction in grades K-12;

Two campuses located in a residential neighborhood just outside the city of Wilmington;

Extensive financial aid program, rooted in the school’s mis-sion, to meet a range of need;

After-School Program for Early Learning Center through sixth grade;

Summer camps for age three through ninth grade.

middLE/UPPEr SChOOL CAmPUS:(Grades 6-12)

Located in the residential neighborhood of Alapocas, just outside the City of Wilmington: approximately 25 acres, one building of 175,000 square feet; includes five athletic fields, six tennis courts, three full-size gyms, fitness room, a 500-person capacity theatre/auditorium, Meeting Room, seven science labs, and four full computer labs, one smaller public lab, two art room computer labs, and three mobile laptop labs.

LOWEr SChOOL CAmPUS: Early Learning Center (ages 2 and 3) – Grade 5

Located on the wooded boundary of Alapocas: approxi-mately 30 acres (including wooded areas), two buildings totaling 68,000 square feet; includes two gyms, two sci-ence labs, computer classroom lab, After-School Program computer lab, and two mobile laptop labs, three outdoor playgrounds, two additional paved outdoor play areas (for basketball and other hard-surface activities), two athletic fields (also used by middle and upper school sports teams), a Library Media Center open all day every school day, Meeting Room/auditorium, and facilities architecturally de-signed for music (including practice rooms) and art (includ-ing ceramics studio).

For more information, contact:Office of Admissions and Financial Aid(302) [email protected]

FSC logo here

Friends 7th and 8th graders stop at the Biosphere on a bike tour dur-ing the summer 2010 service-learning trip to Quebec.

Wilmington Friends Middle School Program of Studies 10-11

Documents

Transcript of Wilmington Friends Middle School Program of Studies 10-11