2013-2014 Exploratory Departments - Gregory Middle...

Gregory Middle School 2013-2014 Exploratory Departments

The practical application of science, technology, engineering, and

mathematics

Classes: Design and Modeling Automation and Robotics Energy and Environment Manufacturing Technology

In this unit, students begin to recognize the value of an engineering notebook to document and capture their ideas. They are introduced to and use the design process to solve problems and understand the influence that creative and innovative design has on our lives. Students use industry standard 3D modeling software to create a virtual image of their designs and produce a portfolio to showcase their creative solutions.

Students trace the history, development, and influence of automation and robotics. They learn about mechanical systems, energy transfer, machine automation and computer control systems. Students use a robust robotics platform to design, build and program a solution to solve an existing problem.

Students investigate the impact of energy on our lives and the environment. They design and model alternative energy sources and participate in an energy expo to demonstrate energy concepts and innovative ideas. Students evaluate ways to reduce energy consumption through energy efficiency and sustainability.

Students examine and learn material handling processes, safety procedures, and production techniques in the tool shop. Students are given the opportunity to apply mathematic and scientific learning in practical situations. Principles of woodworking, tool use, shop maintenance, and design are used to produce projects that represent both crafts and professional levels of work.

Gregory’s Computer Curricula for 6th, 7th & 8th Grades

Grading Policy

• We don’t take points off for late work

• All work must be turned in by the end of the grading period

• Students can work at home if they have the software available

• They can come in early to work in the lab

• You can link to us through www.edline.net

Computers 1Curriculum • Keyboarding

• Keyboards covered, goal: 30 words per minute with 90% accuracy

• Microsoft Word • Document layout and formatting

• tables, columns, bullets, shapes, Word Art, Clip Art, picture files

• Excel • Spreadsheets, charts & graph comprehension, formulas

• PowerPoint • Principles of design, transitions, hyperlinks, animations

• Publisher • Formatting, designing

• Programming • Using Guido van Robot

Computers 2 Curriculum

• Word: review skills, formatting, designing, inserting sounds

• PowerPoint: slideshows with action buttons

• Excel: Advanced charts & spreadsheets, graph comprehension

• Corel Draw: Designing vector graphics, save as picture files

• Video: Create and edit video footage with Movie Maker

• PhotoShop: Creating and saving animations

• Scratch: Computer programming

• Google Sketchup and Google Earth

Mixed Media Technology

• Audio: Good speaking skills, Mini-speeches, Sounds and music, recordings in Audacity

• Visual: Photography! Good picture taking, Camera Settings, Rules of Photography, Create a Photo Album, Picture editing in PhotoShop, Advertising and Graphic design

• Audio Visual: Shooting video footage using different angles and techniques, creating and editing video, digital storytelling, public service announcements

Advanced Computers

• Computer Programming – Gaming using Scratch

• Website Design/Build – Using Dreamweaver & HTML

• Animation – Keyframe and stop motion

• Databases using Access

Gregory

Music General Music Curriculum

General Music

6th Grade General Music

Quarter-long class

Curriculum is designed to review basic musical

components including the Medieval through

Classical period history, rhythm, melody, listening

skills, composition and basic performance

7th Grade General Music-World Music

Semester-long class

Curriculum builds upon and advances the

concepts and skills from 6th grade, but does so

with a focus on Romantic to Contemporary

music and world cultures

What are our goals for the

general music classes? Our goals for each student include:

To discover, appreciate, and value his/her talents, the talents of others, and the beauty of all types of music

To understand tone production of many instruments, music theory, composition, and improvisation

To perform music on different instruments

To experience self-fulfillment as he/she communicates with others through music

To instill a life-long enjoyment and appreciation of music long after leaving Gregory Middle School

What will students be doing

specifically in the music

classes?

Listening to a wide variety of music

Learning how to critique, describe and

reflect on what they have listened to

Appreciating music from other time

periods and cultures

Composing and performing music in a

variety of different styles and forms

How will students be assessed

in General Music?

40% Class Participation and Group Work

20% In Class Notes, Worksheets and

Quizzes

20% Original Compositions and

Performances

20% Listening Logs

Congratulations! Through

music, you have given your

student an edge for success! University of Michigan Richard H. Shaw Jr., Director of Admissions

Intellectual leaders from Plato to the present have recognized the importance of the arts to a thriving civilization. The University of Michigan joins these leaders in recommending the arts because of their humanizing influences, their demands for self-discipline, their abilities to evoke idealistic dreams that transcend everyday issues, their effectiveness in reflecting the achievements of diverse peoples, and their capacities to stimulate that

most important of all intellectual abilities: creativity.

Perhaps in no past era of our increasingly global civilization have these qualities been more sorely needed than they are today. The University of Michigan is a community rich in varied artistic achievements, and we are

especially pleased to consider applicants whose backgrounds synchronize with artistic values.

Please Contact Me if You

Have Questions!

Chorus and General Music:

Dave_Pfenninger@ipsd.org

630-428-6300 x8784

Thank you!

Learning Targets

I can… At least one goal for each class

Example? Demonstrate sewing safely using

a sewing machine

6th Grade Learner Outcomes

• Describe proper kitchen and food sanitation practices

• Demonstrate kitchen safety • Understand the importance of eating healthy and

exercising regularly • Demonstrate the skills necessary for following

recipes • Model responsible behavior for self and as a

caregiver • Apply basic hand sewing skills

Here’s how we do it….

• Childcare/Home alone skills

• Smiley Face Hand sewing Project

• Going Green!

• MYPlate

• Kitchen Basics

• Foods Labs

– No nuts! Very accommodating to dietary restrictions

7th Grade Learner Outcomes

• Understand safety in the sewing lab

• Demonstrate proper use of small sewing equipment

• Apply basic laundering skills when caring for clothes

• Demonstrate basic hand sewing stitches

• Apply machine sewing skills to create projects

• Make food choices following the dietary guidelines

• Apply informed consumer knowledge for food choices

• Recognize global influences in food choices

Here’s how we do it…..

• Semester class (9wks Sewing/9 wks Foods)

• BOXERS

• Laundry – take home assignment

• Nutrition

• Menu development

• Kitchen Basics

• Foods Labs

8th Foods Learner Outcomes

• Understand the role and function of each nutrient • Recognize foods and food customs that are common among cultures • Properly handle food • Identify and correct potential kitchen hazards • Demonstrate proper food preparation procedures • Identify the health benefits of whole grain foods, vegetables, and fruits • List the nutrients found in milk products • Understand the difference between complete and incomplete proteins • Recognize the differences between saturated and unsaturated fats • Demonstrate the different methods of bread baking • Recognize the benefits of meat, poultry, and fish • Identify food related careers

Here’s what we do…

• Safety – kitchen, knife, food

• Nutrition through food segment

• Foods Labs 2x’s per week

• Cooperative Learning groups

• 1 Research project

• Computer lab

8th Grade Sewing Learner Outcomes

• Describe how natural and manufactured fibers differ • Identify and explain the use of small sewing tools and equipment • Demonstrate correct operation of a sewing machine • Define common clothing construction terms • Demonstrate and explain how to complete basic construction

details • Interpret information given on a pattern • Use body measurements to choose correct pattern size and basic

alterations • Apply construction techniques with proficiency to other projects • Identify textile and fashion related careers

Here’s What We Do….

• Fibers

• Consumerism

• Sewing Skills

• Projects

• Hand sewing project

• Self evaluation

In conclusion….FACS classes are: Hands ON! Project based Using 21st Century Skills Cooperative

Collaborative Communication Creativity Organization Problem Solving Self Direction/Social Responsibility Technology Fluent

Check out our website! http://gregoryfacs.blogspot.com/

Mrs. Burnopp

Ms. Martha Bouchard

Room 8

2013.2014

6th Grade Health

• HEALTH

• WELLNESS

• What is the difference?

• What do they mean to you?

Types of Relationships

Peer Pressure

The 3 C’s

Communication

Cooperation

Compromise

• Communicable • Immune System

• Barriers

• Pathogens

• Causes/Prevention

Drug Classifications

Drug use/misuse & abuse

OTC

Tobacco

Inhalants

Resistance Skills

Nutrients

Choose My Plate

Food Labels

Portion size

Adolescence

Puberty

Personal Hygiene

Reproductive Systems

7th Grade Health

Advocacy

Decision Making

Safety Precautions

ThinkFirst Injury Prevention Program

Bullying

Conflict resolution

Self Esteem/Self Concept

Body Image

Stress/Anger

Types of Mental Health Disorders

Alcohol, Marijuana,K2, Prescription Drugs

Gateway Drugs

Resistance Skills

Obesity Prevention

Personal Evaluation

Non-Communicable Disease prevention

Eating Disorder Consequences

Fertilization

Reproductive System

Stages of Pregnancy

Abstinence

Unplanned Pregnancy

8th Grade Health

Goal Setting

S.M.A.R.T Goals

Abuse/Harassment Prejudice/Hate Healthy vs. Unhealthy Relationships

Suicide/Depression

Stages of Grief

Self Esteem/Self Concept &

Body Image

Treatment & Support

Stimulants

Depressants

Narcotics

Club Drugs

Hallucinogens

Resistance Skills

Treatment/Support

Abstinence

STIs – STDs

Consequences

Resistance Skills

AMPLIFY Program

Gregory

Music

Performing Ensembles

Band, Orchestra and Chorus

Each ensemble meets for a full period every day (this provides extensive growth and musical development compared to the once-a-week offering)

Band and Orchestra students also attend lessons (Technique Class)

Students may be in Band and Chorus or Orchestra and Chorus (Combo)

Co-curricular Opportunities

As a result of the skills acquired in 5th

grade and daily rehearsals in 6th grade,

many students are ready to perform in

extra ensembles that meet outside of the

day. These are a wonderful part of our

program and are often the favorites of

the students!

Some groups are formed by auditions,

some are open to all students

Co-curricular Offerings Band: Wind Ensemble, Jazz Ensemble, Jazz

Band, Clarinet Choir, Flute Choir, Chamber Groups

Orchestra: Select Strings, Pioneer Fiddlers, Chamber Groups

Chorus: Concert Choir, Men’s Ensemble, Mixed Ensemble

Students must be enrolled in curricular ensembles to be in any of the extra groups except for Men’s Ensemble.

On the Path to Neuqua and

Beyond

All of our courses and ensembles are part

of a continuous program that is preparing

students for the nationally acclaimed

music program at Neuqua Valley.

A comprehensive education in the Fine

Arts also equips your son or daughter with

the 21st Century Skills that will give them

the competitive edge for college

admissions and successful careers

Please Contact Us if You Have

Questions!

Band: Kelly_Dimidik@ipsd.org or

Melissa_Schwolow@ipsd.org

Orchestra: Stephanie_Lein@ipsd.org or

Robert_Provost@ipsd.org

Chorus and General Music:

Dave_Pfenninger@ipsd.org

Thank you!

WELCOME

TO

GREGORY Home of the Pioneers

Gregory Middle School

Physical Education

It is our goal that

our students

become life-long

learners and life-

long participants.

Then and Now P.E.

Then Captains chose

teams

Team Sports only

Dodgeball

Separate Boys and

Girls P.E.

Now Teacher created

teams

Fitness Based

Curriculum

Fitness Center

Co-Ed classes

Our Grading System

50% Effort and Participation

10% Written Tests

15% Run Day

15% F.I.T.S. Units

10% Fitness Center

Gregory

P.E. Curriculum

50% F.I.T.S. Fitness

Integration

Through

Sport

50% Fitness

F.I.T.S. Units Speedaway

Soccer

Touch Football

Basketball

Volleyball

Team Handball

Pickleball

Inline Skating

Badminton

Line Dancing

Softball

Kickball

Run Day-Fall

33/4 Laps= 1 mile

22 minute activity

6 laps = A 20 points

5 1/2 laps = B 17 points

5 laps = C 15 points

4 1/2 laps = D 13 points

4 or less = F 0 points

Fitness

Activities/

Topics

Weight Training

Calisthenics

Step Aerobics

Jump Rope

Fitness Circuits

Fitness Games

F.I.T. Formula

Fitness Components

Target Heart Rate

Competitive vs. Recreational

When possible, we offer a choice in the

level of play: Competitive & Recreational

We try to allow students to work within

their comfort zone or ability level.

No Dress Policy

In order to fully participate, students are expected to dress in their Physical Education uniform on a daily basis. This consists of:

– A gray t-shirt

– Shorts, sweats or running pants (no jean material)

– Rubber soled athletic shoes (no heels)

– In the spring and fall it is suggested that students have a sweatshirt or light jacket for class.

No Dress Consequences

For every 3 times a student is not prepared for class, the student’s grade is lowered by one letter grade.

Contact Information Girls P.E. Office

– 428-6300

– Nancy_Voegtle@ipsd.org

– x9346

– Kim_Williams@ipsd.org

– x9347

Boys P.E. Office

– 428-6300

Kerry_Crowe@ipsd.org

x9343

Tony_Wesolowski@ipsd.org

x9345

We look forward to a great year!

GMS P.E. Staff

Sra. Rhodes, Sra. Pautlitz,

Mme. Nemeth

Avancemos/Bon Voyage: Textbook and Workbook

2 year program 7th grade: Avancemos Book IA Units 1-3 8th grade: Avancemos Book 1 Units 4-6 7th grade: Bon Voyage Book Units 1-5 8th grade: Bon Voyage Book Units 6-10 Freshmen: Spanish II/French II AP class available in high school

Students will be able to:

Develop a base of common words /phrases

Grammar and sentence syntax

Prepositions of locations

Verb conjugation

Daily schedules and time

Describe classes and school

Students will be able to:

Continue to develop vocabulary

Grammar and sentence syntax

Describing family and pets

Verb conjugation in present and past tense

Ordering in a restaurant

Shopping in a clothing store

Transportation

Ordinal numbers

Healthy habits

Students have a variety of ways to practice the language including the website: www.classzone.com. (We already showed the students how to use this website.)

Students also have a username and password to access their online textbook, workbook, and resources.

We encourage your child to use classzone.com as daily supplement in addition to their homework.

www.gmsspanish.weebly.com is a way to check your child’s homework assignments and access study guides for tests.

Students have a variety of ways to practice the language including the website: www.glencoe.com.

Students also have a code to access their online textbook, workbook, and resources.

Analysis of the American College Test (ACT) scores of 17,451 students applying for college admission between 1981 and 1985 found that high school students who studied a foreign language consistently scored higher on ACT English and mathematics components than did students who did not study a foreign language in high school.

Olsen, S.A., Brown, L.K. (1992). The relation between high school study of foreign languages and ACT English and mathematics performance. ADFL Bulletin, 23(3), from ERIC database.

Third-grade students from were randomly assigned to receive 30-minute Spanish lessons three times a week for one semester. These lessons focused on oral-aural skills and were conducted entirely in Spanish. Students in the Spanish classes scored significantly higher than the group that did not receive Spanish instruction in math and language on the Metropolitan Achievement Test (MAT).

Armstrong, P. W., & Rogers, J. D. (1997). Basic skills

revisited: The effects of foreign language instruction on reading, math, and language arts. Learning Languages, 2(3), 20-31.

Thank you for attending tonight! We are looking forward to making this year a success!

ART

GREGORY

MIDDLE SCHOOL

Mediums Used

Drawing Painting Sculpture Pencil Watercolor Paper

Mache

Colored Pencil

Acrylic Metal Tooling

Ink Wire

Oil Pastel Paper

Printmaking

21st Century SKILLS

• Critical Thinking/Problem Solving • Creativity/Innovation • Communication/Collaboration • Research • Flexibility/Adaptability • Initiative/Self Direction • Social/Cross Cultural • Productivity/Accountability • Leadership/Responsibility

Grading

Project Grades: 50 points

Exercises: 25 points

Daily work: 25 points/week

Daily clean up: 25 points/week