Herbert Hoover Middle School - Montgomery … › siteassets › schools › ...Herbert Hoover Middle School 8810 Postoak Road Potomac, MD 20854 301-9683740 January 2019 Dear Parents/Guardian:

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Herbert Hoover Middle School is a partnership of students, staff, parents,

and community where respect, learning, appreciation for diversity, and

service to others are modeled and valued. We are committed to the

adventure of life-long learning and to providing a safe environment that

fosters problem solving through the utilization of technological, print, and

human resources, and through the application of thinking and learning

skills. We experience success through effective collaboration as well as

through individual effort, and we look forward to helping shape a positive

future.

Herbert Hoover Middle School Course Bulletin 2019-2020

http://www.montgomeryschoolsmd.org/schools/hooverms/

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Herbert Hoover Middle School 8810 Postoak Road Potomac, MD 20854

301-9683740

January 2019

Dear Parents/Guardian:

This booklet is designed to give you an overview of the three-year instructional program at

Herbert Hoover Middle School. It contains information on Montgomery County Middle School

courses. The school counselors will support student registration through classroom visits. We

suggest that you refer to this resource.

We are very proud of our comprehensive program with its emphasis on the whole child. For this

school year, we have structured our electives program to include multiple opportunities for

students be exposed to different experiences with a Science, Technology, Engineering, Art,

Math/Music/Movement (STEAM3) focus. Our instructional teams will work with you to assure

that your children are challenged, supported, and nurtured throughout their three years at

Hoover.

If you have any questions, please contact our guidance office at 301-968-3740.

Sincerely,

Yong-Mi Kim, Ed.D.

Principal

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Contents

4 Introduction

6 English

8 World Languages

11 ESOL

13 Mathematics

20 Science

21 Social Studies

23 Physical & Health Education

24 Grade 6 Quarterly Rotations

24 Grade 7 Quarterly Rotations

24 Grade 8 Semester Elective Pairings

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Introduction

Excerpts from the Montgomery County Public Schools' policy on middle school education are

included as background information to help explain the structure and instructional program of

Hoover Middle School. One of the primary purposes of the policy is to ensure that middle schools

provide strong emphasis on academic achievement and focus on the intellectual, social, emotional,

and physical growth of students in their middle learning years. Hoover Middle School works

diligently with staff, parents, and students to fully implement the policy.

Philosophy

Each student has a unique combination of abilities and talents, learning rates and styles, hopes and

dreams, and problems and fears. The rapid physical change in early adolescence creates great

diversity and variability in cognitive functioning and personality development.

Middle school education will address the unique needs and characteristics of emerging adolescents

in grades six through eight. It is designed to enable all students to make better sense of their world.

Middle school education will prepare students academically for high school and for eventual full

participation in their communities. All students will have the opportunity to reach their academic

potential, to learn higher order thinking skills, and to develop the abilities to find and analyze

information, pose problems and seek solutions, persevere, collaborate, and take responsibility for

their own learning.

Curriculum

The middle school curriculum addresses questions young adolescents have about themselves and

the world around them and questions posed to them by the world in which they live. It addresses

the needs of all students. Both curriculum content and methodology relate to the interests and

needs of young adolescents. They emphasize both product and process. The MCPS approved

curriculum forms the framework upon which the Hoover instructional program is built.

Middle school is also a time for exploration. Students engage in a variety of experiences and have

opportunities to explore a range of courses. Required and exploratory courses provide

opportunities for students to develop personal attributes such as self-esteem, responsibility,

integrity, pride in achievements, as well as problem-solving, decision-making, study, and thinking

skills.

Interdisciplinary Team

At Hoover the teaching staff is organized into interdisciplinary grade level teams. English,

reading, mathematics, social studies, science, and foreign language teachers are represented. The

grade level teams plan and provide for the daily instructional program. Each team has a leader or

IRT (interdisciplinary resource teacher). Each grade level has an assigned administrator and

counselor. Arts and physical education teachers provide instruction for all students across teams.

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The team provides a coordinated support and reinforcement program designed to address

individual student needs and assessment measures. Support programs such as peer tutoring,

mentoring, after-school tutoring, and extended day academic classes are designed to improve

overall student performance. Self-esteem for every student is promoted through activities that

enable students to develop skills in goal-setting, problem-solving, conflict resolution, leadership,

and organization. These programs provide positive reinforcement for students. Teams also conduct

activities that reward, praise, and recognize student efforts.

Support Services for Students

Depending on the programs and the needs of students, support services may be given directly in

the classroom, individually, or in small groups. The teacher specialists confer regularly with the

grade level and arts teams to ensure a consistent and integrated approach to meeting the needs of

these students.

The specialists provide services in the following areas:

Special Education

Speech Language

ESOL (English for Speakers of Other Languages)

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English

Advanced English Grade 6

In this course, students examine the communication processes of reading, writing, speaking,

listening, and viewing through their study of language and literature. This course is organized into

four thematic units: Foundations, Adventures, Challenges and Barriers, and Artistic Choices.

Students read, discuss, and analyze multicultural, contemporary, and classic titles related to each

theme, including Maniac Magee, The View from Saturday, Where the Red Fern Grows, The True

Confessions of Charlotte Doyle, Around the World in Eighty Days, A Wrinkle in Time, White

Mountains, Belle Prater’s Boy, Banner in the Sky, Mrs. Frisby and the Rats of NIMH, The Ear,

The Eye, and The Arm, and selections from The Language of Literature and Junior Great Books.

Students complete the required common tasks or products that are designed to be useful as

instructional and formative assessment tools. Many common tasks focus on the writing process

where students use critical and creative thinking to interact with text, information, ideas, and each

other. They have opportunities to display their critical thinking and creative work through art,

poetry, oral presentations, and technology. All students create their middle school portfolios to

showcase their work. They revisit their portfolios during the year to reflect on their progress and

to collaborate with their teachers.

Students learn to use binders, assignment books, and calendars effectively. They receive

instruction on specific study skills through note-taking, skimming, and outlining. They also

develop their critical thinking skills by summarizing, comparing, interpreting, and evaluating

literature. Instruction in reading and writing strategies, grammar, and vocabulary is embedded in

every unit. Students prepare for formal county and state assessment, including the PARCC

assessment, through activities integrated into each thematic unit.


This course builds on the students’ experiences of reading, writing, speaking, listening, and

viewing in English 6 and involves greater rigor and challenge in its approach to the study of

English. It is organized into four thematic units: Identity, A Sense of Place, Perspectives, and

Expressions. Students read, discuss, and analyze multicultural, contemporary, and classic titles

related to each theme, including The Adventures of Tom Sawyer, The Great Gilly Hopkins, Call of

the Wild, The Outsiders, Hatchet, The Wave, Anne Frank: The Diary of a Young Girl, A

Midsummer Night’s Dream, and selections from The Language of Literature and other

anthologies.

Students complete the required common tasks or products that are designed to be useful as

instructional and formative assessment tools. Many common tasks focus on the writing process

where students use critical and creative thinking to interact with text, information, ideas, and each

other. They have opportunities to present their work through oral presentations and technology.

All students continue to develop their middle school portfolios to showcase their work. They revisit

their portfolios during the year to reflect on their progress and to collaborate with their teachers.

Instruction in reading and writing strategies, grammar, and vocabulary is embedded in every unit.

Students prepare for formal county and state assessment, PARCC assessment, through activities

integrated into each thematic unit.

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Writing and Language 8A

This semester course prepares students to communicate effectively in a world that is changing

rapidly. Students focus on developing the skills needed to communicate for a variety of purposes,

audiences, and media. The course is designed as a workshop: students write daily to explore their

own thinking, keep a portfolio to track progress, engage in reflection, set goals, and explore ways

to convey their own voice. They read as writers analyzing short texts practicing the writers’

techniques, and imitating the style and sentence structures of published authors. They study

literature and language as an integral part of the writing and revision process. Students learn each

day that they have control over improving their craft.

Literature and Language 8B

This semester course centers on the study of language and literature through three six-week units.

In Unit 1 – Literature as Craft – students read short stories and narrative fiction to explore how

authors construct texts in deliberate ways to give life to their stories. In Unit 2 – Literature in

Context – students read historical narratives, non-fiction, and essays to examine how social and

historical forces play a role in shaping an author’s work. In Unit 3 – Literature as Art – students

read drama and poetry to consider how audiences respond to imaginative language and intense

expression in print texts and live performances. Throughout the semester, students have

opportunities to choose texts based on their interests and curiosities, to imitate the techniques of

the writers that they study, and to continue to hone their writing skills. As in Writing and Language

8A, the course is designed to help students realize the promise of language and literature for their

own authentic purposes. Instruction in reading and writing strategies, grammar and vocabulary is

embedded in both semester courses as students prepare for formal county and state assessments.

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World Languages

Note: Final decisions about the specific offerings will depend on student registration and staffing

allocation.

The MCPS world languages program follows the American Council on the Teaching of Foreign

Languages (ACTFL) standard that “effective language instruction must provide significant levels

of meaningful communication and interactive feedback in the target language in order for students

to develop language and cultural proficiency.” The ability to communicate in a culturally

appropriate manner with speakers of other languages is the key to success in the increasingly

diverse global community of the 21st century. Hoover currently offers courses in Chinese, Spanish,

and French at all grade levels.

Course Level Descriptions

(For students who have not taken first level of a language course in MCPS but have a background

in a language that they wish to continue studying, a placement test will be administered to

determine what level is appropriate for the interested students.)

Level 1

Novice-low to novice-mid. Students begin to learn to communicate orally and in writing in a

culturally appropriate manner about topics related to daily life. They interpret basic

information when listening and reading. Vocabulary and basic grammatical structures are

taught within the context of these familiar topics. Culture is embedded throughout the course.

Level 2

Novice-high to intermediate-low. Students expand their ability to communicate orally and in

writing in a culturally appropriate manner about topics related to daily life. They interpret

information when listening and reading. Vocabulary and grammatical structures are taught

within the context of these topics. Culture is embedded throughout the course.

Level 3 (Chinese Only)

Intermediate-mid. Students continue to expand their ability to communicate orally and in

writing in a culturally appropriate manner about a variety of familiar topics. They interpret

detailed information when listening and reading. Vocabulary and more complex grammatical

structures are taught within the context of these topics. Culture is embedded throughout the

course.

Course Themes

Chinese 1

1A themes are: Getting Acquainted, Family, Classroom, and Calendar.

1B themes are: Chinese Money, My School, Daily Routines, and Food Preferences.

Chinese 2 2A themes are: The People Around Me, Occupations, and Wellness.

2B themes are: Festivals and Celebrations, School, and Restaurant Experiences.

Chinese 3

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3A themes are: House, Pastimes and Weather, and Clothing and Shopping.

3B themes are: Community, Transportation, and Travel.

French 1

1A themes are: Welcome to French Class, What Do You like, Family, and At School.

1B themes are: Pastimes, Meals, Clothing, and At Home.

French 2

2A themes are: My Family, My Friends, and I, Let’s Party, Let’s Go Shopping, and School and Classes.

2B themes are: My Daily Routines, When I Was Little, Let’s Go Camping, and How Do You Feel?

Spanish 1

1A themes are: Welcome to Spanish Class, Getting Acquainted, School, and Food.

1B themes are: Pastimes, Family Celebrations, House, and Clothing & Stores.

Spanish 2

2A themes are: School Life, Daily Routine, Shopping, and Community.

2B themes are: When We Were Children, Emergencies, Let’s Cook, and Travel.

High School Credit World Language courses are high school credit bearing courses. In order to receive credit for high

school courses completed while in middle school, middle school students must meet the same

requirements as high school students and earn a final grade of A, B, C, or D.

For students who entered Grade 6 prior to the 2018-2019 school year, the final grade and credit

for high school courses successfully completed in middle school are reported on the high school

transcript and included in the calculation of the student’s cumulative GPA.

For students who enter Grade 6 during or after the 2018-2019 school year, the final grade and

credit earned for high school courses successfully completed while in middle school will be

reported on the high school transcript, but will not be calculated into the cumulative GPA unless

requested by the parent/guardian. Parents/guardians will be notified annually of procedures to

follow in order to include such courses in the cumulative GPA.

Additional information can be found in MCPS Regulation IKC-RA, Grade Point Averages (GPA)

and Weighted Grade Point Averages (WGPA).

Semester vs. Full-Year Courses

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Semester Course: Level 1A taken in a semester, followed by level 1B the following semester,

and level 2 the following year. Each quarter focuses on two units of study, offering an introduction

to the language at the high school pace.

Full-Year Course: Level 1A taken over 1 year, followed by level 1B the following year, and level

2 the following year. Each quarter focuses on one unit of study, offering an introduction to the

language at a moderate pace.

GRADE 6 OPTIONS

Chinese 1AB Immersion*

Chinese 1AB

Chinese 1A Full-Year

French 1A Full-Year

French 1AB

Spanish 1A Full-Year

Spanish 1AB

*Students who have successfully completed the Potomac Elementary School or Bayard Rustin Elementary

School Chinese Immersion Program will register for the immersion version of the course

GRADE 7 OPTIONS

Chinese 1A/B

Chinese 1A Full-Year

Chinese 2A/B

French 1A Full-Year

French 1A/B

French 1B Full-Year

French 2A/B

Spanish 1A Full-Year

Spanish 1B Full-Year

Spanish 1A/B

Spanish 2A/B

GRADE 8 OPTIONS

Chinese 1A/B

Chinese 2A/B

Honors Chinese 3A/B

French 1A/B

French 2A/B

Spanish 1A/B

Spanish 1B Full-Year

French 1B Full-Year

Spanish 2A/B

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ESOL (English for Students of Other Languages)-Grades 6, 7, 8

The goal of the English for Speakers of Other Languages (ESOL) program is to empower ESOL

students to master academic English to thrive in school, college, career, and as global citizens.

The education of students learning English as a new language is a collaborative responsibility

shared by the ESOL teacher, the classroom teacher, all other appropriate MCPS staff, as well as

the ESOL student.

The State of Maryland is a member of the World-Class Instructional Design and Assessment

(WIDA) Consortium. As a member of WIDA, the Maryland State Department of Education and

all public school systems in Maryland use the WIDA English language development standards and

assessments to guide the development of ESOL curriculum, assess English language proficiency

levels, and inform ESOL instructional placement decisions.

The Residency and International Admissions Office of Montgomery County Public Schools

determine student placement in ESOL classes. These classes are designed for students with limited

proficiency in understanding, speaking, reading, or writing English. This special instruction in

English is given until the students are ready to be mainstreamed into the regular English program.

Additionally, students receive orientation designed to allow them to explore American and world

cultures as well as to prepare them for the American educational system.

Course Level Descriptions

Level 1

This course is designed to teach English as a new language to Entering ESOL students. The

four skill areas of reading, writing, listening, and speaking are integrated as they practice oral

and written language in an academic context. Students have various learning activities that

emphasize vocabulary development and oral fluency. This course meets for a double period

every day

Level 2

This course is designed to teach English as a new language to Emerging ESOL students.

Students continue to develop proficiency in four skill areas of reading, writing, listening, and

speaking and are integrated as they practice oral and written language in a variety of academic

contexts. Learning experiences are provided to support students as they read informational and

literary texts. Students also learn to respond to factual questions and write paragraph

summaries about their readings. This course meets for a double period every day.

Advanced: Levels 3, 4, & 5 This course is designed to teach English as a new language to Developing, Expanding, and

Bridging ESOL students. The four skill areas of reading, writing, listening, and speaking are

integrated as students practice applying language using a variety of academic functions,

academic vocabulary, and grammatical structures in context, both orally and in writing, for a

variety of academic purposes in discourse. Students practice using various reading strategies

while reading a variety of literary and informational texts. Students practice writing single-text

http://wida.us/

http://www.marylandpublicschools.org/MSDE/programs/title_III/?WBCMODE=Presen%25%3e%25%3e%25%3e%25%3e%25%3e%25%25%25

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and multiple paragraph essays. In this course, they review known text structures (problem and

solution, sequence, main idea and detail, comparison and contrast); study text structure as a

guide to increased comprehension; and focus on cause and effect as a structure. Students study

poetry, its elements, and its interpretation as they read, analyze, and respond to poetry. They

discuss and write comparisons of related ideas in two forms— poetry and prose. Students also

select a research topic, research the topic, analyze the data, write a report, and make a

presentation. This course meets for a single period every day.

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Mathematics

Math 6

Course Description:

Curriculum 2.0 (C2.0) Mathematics 6 extends students’ understanding of whole number and

fraction concepts developed throughout the elementary grades. Instruction at this level will focus

on four areas: (1) connecting ratio and rate to whole number multiplication and division and using

concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions

and extending the notion of number to the system of rational numbers, which includes negative

numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing

understanding of statistical thinking.

Content Emphasis:

Curriculum 2.0 (C2.0) Mathematics 6 focuses on the Standards for Mathematical Practice to build

a climate that engages students in the exploration of mathematics. The Standards for Mathematical

Practice are habits of mind applied throughout the course so that students see mathematics as a

coherent, useful, and logical subject that makes use of their ability to make sense of problem

situations. Through this course, students will . . .

Reason about multiplication and division to solve ratio and rate problems about quantities.

Use the meaning of fractions, the meanings of multiplication and division, and the

relationship between multiplication and division to understand and explain why the

procedures for dividing fractions make sense.

Understand the use of variables in mathematical expressions.

Build on and reinforce the understanding of number, to develop the ability to think

statistically.

Reason about relationships among shapes to determine area, surface area, and volume.

Topics of Study: *

Ratios and Proportional Relationships

Understand ratio concepts and use ratio reasoning to solve problems.

The Number System

Apply and extend previous understandings of multiplication and division to divide

fractions by fractions.

Multiply and divide multi-digit numbers and find common factors and multiples.

Apply and extend previous understandings of numbers to the system of rational numbers.

Expressions and Equations

Apply and extend previous understandings of arithmetic to algebraic expressions.

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent

variables.

Geometry

Solve real-world and mathematical problems involving area, surface area, and volume.

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Statistics and Probability

Develop understanding of statistical variability.

Summarize and describe distributions.

Math 7

Course Description:

Curriculum 2.0 (C2.0) Math 7 extends students’ understanding of mathematical concepts

developed in C2.0 Mathematics 6. Instruction for C2.0 Math 7 will focus on four critical areas:

(1) developing a unified understanding of numbers, recognizing fractions, decimals (including

both those that have a finite or a repeating decimal representation), and percents as different

representations of rational numbers; (2) using linear equations and systems of linear equations to

represent, analyze, and solve a variety of problems; (3) comparing two data distributions and

reasoning about differences between populations; (4) analyzing geometric relationships in order

to solve real-world mathematical problems.

Content Emphasis:

C2.0 Math 7 focuses on the Standards for Mathematical Practice to build a climate that engages

students in the exploration of mathematics. The Standards for Mathematical Practice are habits of

mind applied throughout the course so that students see mathematics as a coherent, useful, and

logical subject that makes use of their ability to make sense of problem situations. Through this

course, students will:

Apply and extend previous understandings of operations with fractions to add, subtract,

multiply, and divide positive and negative rational numbers.

Create and interpret numerical and algebraic expressions and equations in one variable.

Develop understanding of proportionality through the use of linear equations and systems

of equations to solve and graph single- and multi-step real world and mathematical

problems.

Reason about geometric relationships among two-dimensional and three-dimensional

figures.

Compare two data distributions and generate data sets by random sampling.

Investigate chance processes and develop, use, and evaluate probability models.

Topics of Study: *

Ratios and Proportional Relationships

Analyze proportional relationships and use them to solve problems.

Apply and extend previous understandings of operations with fractions to rational numbers.

Rational Number Operations

Understand the connections between proportional relationships, lines, and linear equations.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Expressing Geometric Relationships

Investigate angle measures, area, surface area, and volume of geometric figure

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Use random sampling to draw inferences about a population and compare two populations.

Develop understanding of probability models.

* The topics of study listed above may not necessarily be taught in the order listed.

Investigations into Mathematics & Applied Investigations into Mathematics

Course Description:

Curriculum 2.0 (C2.0) Investigations into Mathematics (IM) extends students’ understanding of

mathematical concepts developed in C2.0 Mathematics 6 and accelerates the pace of instruction

to prepare for C2.0 Algebra 1. This course compacts all of the Grade 7 Common Core State

Standards and much of the Grade 8 Common Core State Standards into a single year. Students

who successfully complete C2.0 IM are prepared for C2.0 Algebra 1 in Grade 8. The remaining

Grade 8 CCSS are compacted into the C2.0 Algebra 1 course. Instruction for C2.0 IM will focus

on four critical areas: (1) developing a unified understanding of number, recognizing fractions,

decimals (including both those that have a finite or a repeating decimal representation), and

percents as different representations of rational numbers; (2) using linear equations and systems

of linear equations to represent, analyze, and solve a variety of problems; (3) comparing two data

distributions and reasoning about differences between populations; (4) analyzing geometric

relationships in order to solve real-world mathematical problems.

Content Emphasis:

C2.0 IM focuses on the Standards for Mathematical Practice to build a climate that engages

students in the exploration of mathematics. The Standards for Mathematical Practice are habits of




Apply and extend previous understandings of operations with fractions to add, subtract,

multiply, and divide positive and negative rational numbers.

Create and interpret numerical and algebraic expressions and equations in one variable.

Develop understanding of proportionality through the use of linear equations and systems

of equations to solve and graph single- and multi-step real world and mathematical

problems.

Reason about geometric relationships among two-dimensional and three-dimensional

figures.

Compare two data distributions and generate data sets by random sampling.

Investigate chance processes and develop, use, and evaluate probability models.

Topics of Study: *

Rational Numbers and Exponents

Apply and extend previous understandings of operations with fractions to rational numbers.

Develop understanding of irrational numbers by using rational approximations.

Develop understanding of radicals and integer exponents.

Proportionality and Linear Relationships

Analyze proportional relationships and use them to solve problems.

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Use random sampling to draw inferences about a population and compare two populations.

Develop understanding of probability models.

Creating, Comparing, and Analyzing Geometric Figures

Construct and describe geometric figures through understanding of congruence and

similarity.

Investigate angle measures, area, surface area, and volume of geometric figures.


**Applied IM for 6th grade will be county determined by specific criteria (CogAt, MAP-M, and

PARCC)

Math 8

Course Description:

Curriculum 2.0 (C2.0) Mathematics 8 extends students’ understanding of mathematical concepts

developed in C2.0 Mathematics 6 and 7. Instruction at this level will focus on three critical areas:

(1) formulating and reasoning about expressions and equations, including modeling an association

in bivariate data with a linear equation, and solving linear equations and systems of linear

equations; (2) grasping the concept of a function and using functions to describe quantitative

relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle,

similarity, and congruence, and understanding and applying the Pythagorean Theorem. Students

who successfully complete this course will be ready for C2.0 Algebra 1 in Grade 9.

Content Emphasis:

Curriculum 2.0 (C2.0) Mathematics 8 focuses on the Standards for Mathematical Practice to build

a climate that engages students in the exploration of mathematics. The Standards for Mathematical

Practice are habits of mind applied throughout the course so that students see mathematics as a

coherent, useful, and logical subject that makes use of their ability to make sense of problem

situations. Through this course, students will:

Use linear equations and systems of linear equations to represent, analyze, and solve a

variety of problems including the association between two quantities in bivariate data

Solve and analyze situations using systems of two linear equations in two variables and

relate the systems to pairs of lines in the plane

Understand that functions describe situations where one quantity determines another

Use ideas about distance and angles to describe and analyze two-dimensional figures

Understand and apply the Pythagorean Theorem to find distances between points on the

coordinate plane, to find lengths, and to analyze polygons

Complete their work on volume by solving problems involving cones, cylinders, and spher

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Topics of Study: *

The Number System

Know that there are numbers that are not rational, and approximate them by rational

numbers.

Expressions and Equations

Work with radicals and integer exponents.



Functions

Define, evaluate, and compare functions and use functions to model relationships.

Geometry

Understand congruence and similarity using physical models

Understand and apply the Pythagorean Theorem.

Solve real-world and mathematical problems involving volume of cylinders, cones and

spheres.


Investigate patterns of association in bivariate data.


Algebra 1

Course Description:

Curriculum 2.0 (C2.0) Algebra 1 is designed to analyze and model real-world phenomena.

Exploration of linear, exponential, and quadratic functions forms the foundation of the course.

Key characteristics and representations of functions – graphic, numeric, symbolic, and verbal –

are analyzed and compared. Students develop fluency in solving equations and inequalities. One-

and two-variable data sets are interpreted using mathematical models.

Content Emphasis:

C2.0 Algebra 1 focuses on the Standards for Mathematical Practice to build a climate that engages

students in the exploration of mathematics. The Standards of Mathematical Practice are habits of




Develop fluency and master writing, interpreting, and translating between various forms

of linear equations and inequalities in one variable, and using them to solve problems

Solve simple exponential equations that rely only on the application of the laws of

exponents

Interpret functions (graphically, numerically, symbolically, verbally), translate between

representations, and understand the limitations of various representations

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Use regression techniques to describe approximately linear relationships between

quantities and look at residuals to analyze the goodness of fit and use more formal means

of assessing how a model fits data

Compare the key characteristics of quadratic functions to those of linear and exponential

functions and select from among these functions to model phenomena

Explore more specialized functions—absolute value, step, and those that are piecewise-

defined and select from among these models to model phenomena and solve problems

Topics of Study:

Relationships between Quantities and Reasoning with Equations

Linear Equations in One Variable

Linear Inequalities in One Variable

Exponential Equations in One Variable

Linear and Exponential Relationships

Characteristics of Functions

Constructing and Comparing Linear and Exponential Functions

Solving Systems of Equations and Inequalities in Two Variables

Descriptive Statistics

Analyzing Data Representations

Quadratic Relationships

Quadratic Functions

Equations in Two Variables

Solving Quadratic Equations

Generalizing Function Properties

Function Families

Honors Geometry

Course Description:

Curriculum 2.0 (C2.0) Honors Geometry formalizes and extends students’ geometric experiences

from the elementary and middle school grades. Students explore more complex geometric

situations and deepen their understanding of geometric relationships, progressing towards formal

mathematical arguments. Instruction at this level will focus on the understanding and application

of congruence as a basis for developing formal proofs; the relationship among similarity,

trigonometry, and triangles; the relationship between two- and three-dimensional objects and their

measurements; exploration of geometric descriptions and equations for conic sections; and

application of geometric concepts in modeling situations.

Content Emphasis:

Curriculum 2.0 (C2.0) Honors Geometry focuses on the Standards for Mathematical Practice to

build a climate that engages students in the exploration of mathematics. The Standards of

Mathematical Practice are habits of mind applied throughout the course so that students see

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mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense

of problem situations.

Through this course, the student will:

Prove theorems and solve problems about triangles, quadrilaterals, and other polygons.

Apply understandings of similarity and right triangle trigonometry to find missing

measures of triangles.

Utilize the rectangular coordinate system to verify geometric relationships.

Apply understandings of circles to derive equations and solve problems.

Measure two and three-dimensional objects.

Topics of Study: *

Congruence

Experiment with transformations in the plane

Understand congruence in terms of rigid motions

Prove geometric theorems

Make geometric constructions

Similarity, Right Triangles, and Trigonometry

Understand similarity in terms of similarity transformations

Prove theorems involving similarity

Define trigonometric ratios and solve problems involving right triangles

Apply trigonometry to general triangles

Circles

Understand and apply theorems about circles

Find arc lengths and areas of sectors of circles

Expressing Geometric Properties with Equations

Translate between the geometric description and the equation for a conic section

Use coordinates to prove simple geometric theorems algebraically

Geometric Measurement and Dimension

Explain volume formulas and use them to solve problems

Visualize relationships between two-dimensional and three-dimensional objects

Modeling with Geometry

Apply geometric concepts in modeling situations

* The topics of study listed above may not necessarily be taught in the order listed

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Science

The middle school science program allows students to investigate both the concepts and practices

of Science and Engineering. At each grade level, topics in Life Science, Earth Science, Physical

Science, and Engineering are interconnected to show students the relationships that exist between

the sciences and the natural world. Inquiry and laboratory investigations are an integral part of the

program. Problem solving and online investigations are used continually to allow students to

investigate authentic problems and reinforce science concepts. The middle school science program

was developed in part through a Howard Hughes Medical Institute grant and reflects the Next

Generation Science Standards adopted by the State of Maryland. High expectations and

differentiated instruction allow all students a challenging and engaging access to science.

Investigations in Science 6 (IS6)

IS 6 is a problem/project based curriculum. Instruction is interwoven around a relevant

problem/project to allow a focus for student learning. Students engage in minds-on inquiry and

hands-on explorations, productive discourse, and purposeful reading and writing. Units studied in

IS 6 center around topics related to matter and its interactions, ecosystem dynamics, human

impacts on the environment, energy, and waves. Students engage in science, technology,

engineering, and mathematics (STEM) in order to propose solutions to identified problems.

Students are awarded 10 SSL hours at the completion of Grade 6 Science for their full participation

in SSL activities.


Like IS 6, IS 7 is a problem/project based curriculum. Instruction is interwoven around a relevant



IS 7 center around topics related to cellular processes, structure and function inn living things,

genetics, Earth’s history, and biological evolution. Students engage in science, technology,

engineering, and mathematics (STEM) in order to propose solutions to identified problems.


IS8 is a problem/project-based curriculum. Instruction is interwoven around a relevant



IS8 center around topics related to Forces and Motion, Astronomy, Weather and Climate, and

Earth’s Materials and Processes. Students engage in science, technology, engineering, and

mathematics (STEM) in order to propose solutions to identified problems.

21

Social Studies

The goal of the MCPS Social Studies Program is to help create literate and well-informed

citizens who actively participate in a democratic society. Social studies is the part of the school

curriculum that employs the concepts, facts, generalizations, and skills of history and the social

sciences to promote responsible citizenship. Through the study of history, past events and

decisions are examined critically and assessed according to their importance for the present and

future. Our social studies curriculum is a comprehensive study of our community, nation, and

world, offering students the skills and knowledge to thrive in an increasingly complex society.

The middle school social studies curriculum is designed to provide students with a firm

foundation in the structures and concepts of the systems of geography, economics, politics, and

culture that exist in today’s world as well as the historical basis of those systems. Included in

this foundation are the requisite skills necessary for students to independently acquire, interpret,

evaluate, and communicate information. In addition, advanced lessons teach students historical-

thinking skills. This includes the ability of students to critically read and write in response to

primary and secondary historical sources. This foundation is intended to best prepare students for

the rigor of future high school coursework.

There are two major strands that run through all units in grades six through eight. The first

strand is specific present-day content in geography, economics, political systems, or culture. The

second strand is historical. The history strand progresses chronologically by unit from ancient

history to approximately 1000 CE in grade six, early modern world history in grade seven, and

U.S. history to 1890 in grade eight.

Historical Inquiry into Global Humanities 6

The goal of the social studies curriculum in grade six is to introduce students to ancient

civilizations using a variety of skills and materials. Students gain knowledge of patterns of

settlement and the components necessary for a civilization to develop. They trace the

development of such early cultures as ancient Egypt, Greece, Rome, and China. Students will

explore deeper connections to today, engage in investigative inquiry to strengthen their writing

through Document Based Questions, and enhance their learning through relevant literature

connections. They will also participate in a culminating Model UN simulation at the end of the

year. The curriculum is divided into four units: Patterns of Settlement in the Ancient and

Modern Worlds; Citizenship and Governance in Classical and Modern Times; The Impact of

Economics in Ancient and Modern China; and Cultural Systems: The First Millennium and

Today.

Historical Inquiry into Global Humanities 7

This course covers the foundations of modern history in Europe, Africa, and Latin America.

This includes the ability of students to critically read and write in response to primary and

secondary historical sources. Students will explore deeper connections to today, engage in

investigative inquiry to strengthen their writing through Document Based Questions, and

enhance their learning through relevant literature connections. They will also participate in the

National History Day (NHD) competition to research historical topics related to a NHD annual

theme. In addition, students will participate in a three- week study of financial literacy, which

will culminate with a field trip to Finance Park. The curriculum is divided into four units: The

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Foundations of Modern Political Systems: Europe in the Middle Ages; The Influence of Culture

in Africa; Geography and Identity in Latin America; and The Impact of Economics: One World.

Advanced US History 8

The social studies curriculum for grade eight is designed to provide students with the foundation

of principles, ideas, and concepts of American History. This is the first year of a two-year

sequence of American History. In 8th grade, students study American History from colonization

through Reconstruction. The 9th grade social studies curriculum continues focusing on

American History beginning with a review of Reconstruction through present day events. The

curriculum is divided into four units: Democracy: Political System of the People 1763-1783;

Creating a National Political System and Culture 1783-1815; Expanding Geography Challenges

Sectional Economics 1815-1850; and A Nation Divided and Rebuilt 1850-1890.

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Physical & Health Education

(Physical Education Uniform – Strongly Recommended

Uniform Cost to Be Determined)

Physical Education Physical Education classes are taught in every grade level and are designed to provide challenges

for students to develop, maintain, and refine motor development. A wide variety of physical

activities are provided to meet each individual’s fitness, skill, and interest needs. Students are

given opportunities to experience enjoyment and satisfaction through successful participation in

individual, small group, and large group physical activities. Students participate in a variety of

invasion, net/wall, and hitting/striking games with a focus on teaching sport concepts and skills.

In addition, fitness, weight training, and track and field skills are included in all physical education

classes.

Health Education Comprehensive Health Education is taught for a term of nine weeks during Grades 6, 7 and 8.

Units of study vary within each grade level:

Grade 6 Grade 7 Grade 8

Mental Health

Tobacco, Alcohol & Other

Drugs

Personal & Consumer

Health

Safety & Injury

Prevention

Mental Health

Alcohol, Tobacco & Other

Drugs

Personal & Consumer

Health

Family Life & Human

Sexuality

Disease Prevention

Alcohol, Tobacco & Other

Drugs

Personal & Consumer

Health

Safety & Injury

Prevention

Nutrition & Fitness

Family Life & Human

Sexuality

Health skills emphasized throughout the program include analyzing influences; accessing

information; interpersonal communication; decision making; goal-setting; self-management; and

advocacy for personal, family and community health. A parent information session regarding the

content of the Family Life & Human Sexuality Unit and the Disease Prevention Unit is conducted

in the fall for parents. Parents give passive consent from these units unless a signed permission

slip is given to the teacher indicating student opt out for the FLHS/DPC unit(s). Alternative units

of study are available for students who do not opt into the Family Life & Human Sexuality Unit

and the Disease Prevention Unit.

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Quarterly Rotations or Full-Year Music Courses

Students may elect to take a full-year of paired quarterly courses or a full-year music course. The

table below shows the options available to students per grade level. Descriptions of the courses are

included in the following table.

Fine Arts Courses Full-Year Music Course

Grade 6 Grade 6 Quarterly Rotation

Or

MS Band I / Beginning Band

or

MS Beginning Strings

Grade 7 Grade 7 Quarterly Rotation

Or


MS Band II / Concert Band

or

MS Orchestra I / Beginning Orchestra

MS Orchestra II / Concert Orchestra

Grade 8 Grade 8 Semester Pairings

Code & Dance/Movement

STEAM & Art Studio 8

CAD/Robotics & Drama

Marine Biology & Ceramics

8

Or


MS Band II / Concert Band

MS Band III / Advanced Band

or

MS Orchestra I / Beginning Orchestra

MS Orchestra II / Concert Orchestra

MS Orchestra III / Advanced Orchestra

8th Grade Chorus

Grade 6 Quarterly Rotation: Students who choose to enroll in the 6th Grade Arts Rotation will be introduced to courses covering

the basic elements in the areas of visual and performing arts, technology, and informational

literacy/research.

These nine-week classes include: Introduction to Computers, Introduction to Art, Introduction to

Music, and Informational Literacy/Research. Final decisions about the specific course offerings

will depend on student registration and staffing allocations.

Grade 7 Quarterly Rotation:

Students who choose to enroll in the 7th Grade Arts Rotation will experience four quarterly courses

that will enhance their exposure to visual and performing arts as well as technology. These nine-

week classes include a combination of photography, art, music, and computer animation. Final

decisions about the specific course offerings will depend on student registration and staffing

allocation.

Grade 8 Semester Elective Pairings:

Students who elect to enroll in the paired semester course option will experience courses within

the content areas of: Science, (STEAM3), Technology, Engineering, Art, and

Math/Music/Movement focus. The options for the semester course pairings are below as well as

the course descriptions. On the student registration card from the counselor, students will identify

three different course-pairing options in order of preference. On Scheduler, students will be

25

prompted to choose only their top choice. Final decisions about the specific course offerings will

depend on student registration and staffing allocations.

Grade 8 Semester Pairings Course Descriptions:

Art III

In this semester long course, students will identify and create artworks that communicate universal

themes about people, events, and values that unite communities. Through art production and

investigation, students will increase their understanding of why people create art, and develop an

appreciation of different cultural and individual artist styles. Students will learn to appreciate the

uniqueness of individual artwork. Students will work in two and three-dimensional media,

including drawing, painting, sculpture, and they will use the art elements and design principles to

compose personal artworks from observation and imagination. Craftsmanship, aesthetics and

dedication are emphasized.

Ceramics III Emphasis on this semester long course is placed on skills and concepts pertaining to production of

three dimensional art. By the end of this course, the students will be able to demonstrate

knowledge of elements essential to the effective and efficient performance of art processes; utilize

knowledge about work by various artists; use authentic art vocabulary when discussing and

critiquing one’s own work and that of others; apply an advanced knowledge of the elements of art

and principles of design in the creation of artwork.

Code

This semester long course provides an engaging introduction to computing concepts and is

supported through a nationally developed curriculum, which is offered through a unique

partnership with Code.org®. The course focuses on the conceptual ideas of computing so that

students understand why tools and languages are used to solve problems through a study of human

computer interaction, problem solving, web design, programming, and data analysis.

Computer Assisted Drafting (CAD) & Robotics This semester long course features two parts. During the first nine weeks, the course will introduce

basic concepts, software, and applications of computer-aided drafting (CAD). Students will apply

CAD techniques to architectural and product design. During the second nine weeks, students will

explore robotics through lessons, demonstrations, and hands-on activities. Students will design,

create, and program robots in a team-based environment using the LEGO EV3 Robotics

system. This course is designed for students who are computer literate.

Dance I This semester long course is investigative and performance-based and focuses on creating,

analyzing, responding, and performing. It encourages creativity and expands aesthetic and

intellectual awareness. Students develop literacy skills to interpret, comprehend, appreciate, use,

and create dance in ways that advance thinking, decision-making, communicating, and learning.

Students practice artistry, refinement, and reflection through self-expression, improvisation, and

collaboration in dance. By the end of the course, students will apply the skills learned to

choreograph and perform an original dance piece.

26

Drama

In this course, students will explore how the theater is a space that both creates and challenges

COMMUNITY. Theatre artists create an ensemble amongst themselves which functions as a safe

space for risk-taking and creating. A sustained investigation of COMMUNITY in this intermediate

level course engages students to study a variety of dramatic works, participate in the creation and

enhancement of ensemble, and question the role of theatre within their COMMUNITY.

Marine Biology

This semester long course explores the relationship between the abiotic and biotic factors in marine

ecosystems in more depth than the first marine biology course. The course begins with two basic

lab skills and two STEM challenges. Topics of study include the evolution of marine life forms,

marine adaptations and natural selection, marine food webs with a special attention on

phytoplankton and zooplankton. Three weeks of microscope work allow us to study Kingdom

Protista in great detail. Our study of marine symbiosis with an emphasis on coral reefs and

mangrove ecosystems allows us to explore these beautiful habitats and the populations that live

there. As we study Phylum Chordata we will focus on dolphins, marine sea turtles and celebrate

our own "Shark Week." Towards the end of the semester we will examine human impacts on

marine ecosystems including climate change, over harvesting, coastal development and trash. This

course includes a possible optional visit to the Ocean's Hall at the Smithsonian. Learning

simulations include "Fishy, Fishy, Anemone" and "Symbiosis Tag." The course is 90% lab work

with no homework tests or quizzes. In lieu of an exam the class will conduct a shark dissection.

STEAM

The science course called STEAM combines Science, Technology, Engineering, Art, and

Mathematics provides an enriching experience in all five areas outlined in its name through minds-

on and hands-on activities. During the semester long course, students will be looking deeper into

the scientific method through exploration and experimental design as students tackle various

problems or challenges. Students will use technology as a means to research solutions to the

problems presented or to create working prototypes of simple and complex machines. Students

will use tools to construct projects, following the Engineering design to determine the problem,

imagine a solution, plan out the process of creation, create a prototype, and improve upon the

design until it successful meets certain criteria outlined in the project. Students will gain an

appreciation of art and its relationship to the engineering process when generating aesthetically

appealing designs. Students will also use their mathematical skills to help graph their results,

determine optimum working conditions, and analyze their results.

Full-Year Music Course Descriptions—Band, Orchestra, and Chorus:

Middle School Band I / Beginning Band (6880)

This course is for students with no prior instrumental music experience and / or students who

need to refine skills learned from their elementary Grade 4 and 5 instrumental music programs,

and to develop more advanced performance techniques. The course promotes development of the

technical skills necessary to perform Grade 1 to Grade 2 Level music. Emphasis is placed on

developing formal rehearsal decorum, following a conductor, and developing pitch and rhythmic

security in preparation for performing an independent part in the traditional band or orchestra

ensemble. Individual practice for 20 minutes a day, five days a week is required. Students also

learn melodic form and construction as they examine and perform more complex folk melodies

27

and melodies from master composers. Students discuss the social and intellectual influences that

affected the creation of the music they are studying. They begin to develop aesthetic criteria for

measuring the quality of instrumental performance. This band will represent the middle school at

required public performances. Please contact the instrumental music teacher with questions about

student placement. Prerequisite: Attainment of outcomes for Beginning Band in Grades 4–5.

Middle School Band II / Concert Band (6830) Students develop and refine their technical skills in order to perform music at the Grade 2 Level

of difficulty. Emphasis is placed on developing formal rehearsal decorum, following a conductor

and developing pitch and rhythmic security in preparation for performing an independent part in

the traditional band or orchestra ensemble. There is an opportunity to explore “color” instruments

(tuba, French horn, oboe, bassoon, bass clarinet, and tenor and baritone saxophones) in order to

achieve a balanced instrumentation. Individual practice for 25 minutes a day, five days a week is

required. Students learn the social, cultural, and intellectual influences reflected in the musical

works they are studying and discuss performance styles and musical forms of corresponding

historical periods. The study of music theory includes performance and recognition of major

scales, diatonic and chromatic intervals, and simple melodic dictation. The critical listening skills

that are developed as a result of preparation for instrumental performance are used to help the

student formulate criteria for effectively evaluating his/her own performance as well as the

performance of others. This band will represent the middle school at required public performances.

Please contact the instrumental music teacher with questions about student placement

Prerequisite: Attainment of outcomes for Middle School Band I. Students may also audition to

qualify for this course. This course may be taken for more than one year.

Middle School Band III (6890) / Advanced Band

Students distinguish between abstract and programmatic music and learn and discuss the social,

intellectual, and historical influences on each. Students develop and refine their technical skills in

order to perform music at the Grade 2 to Grade 3 Level of difficulty. Practice of 30 minutes a day,

five days a week is required. In addition, students perform and historically categorize transcriptions

of a variety of composers. This band will represent the middle school at required public

performances. Please contact the instrumental music teacher with questions about student

placement Prerequisite: Attainment of outcomes for Middle School Band II or Orchestra II.

Students must audition to qualify for this course. This course may be taken for multiple years.

Middle School Orchestra I / Intermediate Orchestra (6800)

This course is for students with no prior instrumental music experience and / or students who

need to refine skills learned from their elementary Grade 4 and 5 instrumental music programs,

and to develop more advanced performance techniques. The course promotes development of the

technical skills necessary to perform Grade 1 to Grade 2 Level music. Emphasis is placed on

developing formal rehearsal decorum, following a conductor, and developing pitch and rhythmic

security in preparation for performing an independent part in the traditional band or orchestra

ensemble. Individual practice for 20 minutes a day, five days a week is required. Students also

learn melodic form and construction as they examine and perform more complex folk melodies

and melodies from master composers. Students discuss the social and intellectual influences that

affected the creation of the music they are studying. They begin to develop aesthetic criteria for

measuring the quality of instrumental performance. This band will represent the middle school at

required public performances. Please contact the instrumental music teacher with questions about

student placement. Prerequisite: Attainment of outcomes for Beginning Strings in Grades 4–5.

28

Middle School Orchestra II / Concert Orchestra (6860) Students develop and refine their technical skills in order to perform music at the Grade 2 Level

of difficulty. Emphasis is placed on developing formal rehearsal decorum, following a conductor

and developing pitch and rhythmic security in preparation for performing an independent part in

the traditional band or orchestra ensemble. Individual practice for 25 minutes a day, five days a

week is required. Students learn the social, cultural, and intellectual influences reflected in the

musical works they are studying and discuss performance styles and musical forms of

corresponding historical periods. The study of music theory includes performance and

recognition of major scales, diatonic and chromatic intervals, and simple melodic dictation. The

critical listening skills that are developed as a result of preparation for instrumental performance

are used to help the student formulate criteria for effectively evaluating his/her own performance

as well as the performance of others. This orchestra will represents the middle school at public


placement

Prerequisite: Attainment of outcomes for Orchestra I. Students may also audition to qualify for

this course. This course may be taken for more than one year.

Middle School Orchestra III / Advanced Orchestra (6900) Students distinguish between abstract and programmatic music and learn and discuss the social,

intellectual, and historical influences on each. Students develop and refine their technical skills in

order to perform music at the Grade 2 to Grade 3 Level of difficulty. Practice of 30 minutes a day,

five days a week is required. In addition, students perform and historically categorize transcriptions

of a variety of composers. This band will represent the middle school at required public


placement

Prerequisite: Attainment of outcomes for Middle School Orchestra II. Students must audition to

qualify for this course. This course may be taken for multiple years.

8th Grade Chorus

This course is designed for students of all voice parts with all levels of experience. Through choral

music, students will develop skills not only in music, but also public speaking, performing in front

of an audience, building self-confidence, and learning how to act as an integral part of a

team. Students enrolled in chorus will be able to demonstrate appropriate vocal (singing) skills;

demonstrate how to interpret a song and its meaning; understand and use basic music terminology;

understand and use basic music theory and reading skills; and demonstrate proper rehearsal and

performance techniques.

Students will perform at a minimum of three evening performances and a minimum of two music

festivals. Students in this ensemble, while not required, will be eligible to audition for All-County

and All-State Choirs.

Documents

Herbert Hoover Middle School - Montgomery … › siteassets › schools › ...Herbert Hoover Middle School 8810 Postoak Road Potomac, MD 20854 301-9683740 January 2019 Dear Parents/Guardian: