|
6th Grade Religion and Science Course
Descriptions
6th Religion
I
have been developing a religion curriculum over the last two
years that hopefully will challenge and fulfill your child
spiritually. The primary resources used are the Faith First
middle school religion texts, New American Bible (Catholic
Edition) and the Catechism of the Catholic Church. During the
year, your sixth grade student will learn about the Roman
Catholic mass, Catholic social justice, and the Gospels. I
start off the year reading Who Moved My Cheese? by
Spencer Johnson to the students. It is a great lesson on how
our attitudes towards change can affect how we respond to
cheese. In years past students have responded positively and
appreciated the message considering the many changes they
experience this year as they transition to middle school. We
celebrate the end of the unit with a “cheese party”.
Students will go to the church every Friday that is a full day
of school. During our time in the church, we will pray silently
and as a group. Some of the Devotions that we will do are the
Rosary, Divine Mercy Chaplet, Stations of the Cross and
Eucharistic Adoration. Additionally, in cooperation with our
priests I am planning for the students to receive the Sacrament
of Reconciliation four times during the school year. Last year
students had an opportunity to pray during our first Eucharistic
Adore-athon, a 24 hour period of prayer in the church in front
of the Blessed Sacrament. We did this on the first Friday of
Lent. Students in the past have watched the movie The Passion
of the Christ on Ash Wednesday in the church. This will be at
your discretion of course. I strongly caution you to consider
your child’s maturity and readiness to see this very moving and
realistic depiction of our Lord’s Passion.
We are very blessed to have two wonderful priests to come visit
our classrooms again this year. Frs. Sinclair and Langner have
open invitations to visit us anytime their schedules allow. I
am also planning to have students visit the Benedictine nuns of
Mary, Queen of the Apostles. (http://www.benedictinesofmary.org/index.html)
They reside in the priory in front of St. Pius X High School.
We will be helping them with their newsletter and fundraiser
mailings. This was a huge hit with last year’s class and
students have asked we revisit the nuns. If you are available
to go with us, I would encourage you to not miss this uplifting
visit. The nuns’ mission is the sanctification of our priests,
so they pray for and make vestments and altar cloths for
priests. They are currently fundraising for their monastery to
be built by St. Joseph, Missouri.
6th Science
In 6th grade students will explore the physical
forces that affect our lives. The year will begin with students
learning science process skills essential to scientific
inquiry. It is important they master these skills as they will
use them to conduct and communicate their own science fair
experiment. These skills include observing, classifying,
communicating, measuring, inferring, and predicting. These
skills will then be combined into the integrated science process
skills of identifying variables, constructing hypotheses,
analyzing investigations, tabulating and graphing data, defining
variables, designing investigations, and experimenting.
Learning these skills empowers students to answer many of their
own questions. Students who have learned the integrated skills
have the tools to interpret what they observe and to design
investigations to test their ideas.
Students will use a textbook, purchased in 2007, that was
designed specifically for middle school science. McDougal
Littell’s Physical Science text has great supporting features
and has an accompanying website (www.classzone.com)
with simulations and animations for students. Students can use
the online quizzes to help study for an upcoming exam. After I
model reading and outlining skills with students, I expect them
to keep their textbook at home. It will be a resource for them
and will be primarily used for homework assignments only. (The
textbook is quite large so it should not be carried to and from
school on a daily basis.)
The content knowledge for this year will include properties of
matter and energy, temperature and heat, motion and forces, and
electricity. If time allows at the end of the year, students
will explore chemistry as well. An understanding of physical
science is fundamental to understanding life and earth processes
which will be explored during the 7th and 8th
grade years. The National Science Education Standards (available
at
http://www.nap.edu/openbook.php?record_id=4962)
specify what students need to know by the 4th, 8th,
and 12th grade level. My mission is to insure your
child meets those standards by the 8th grade that
will help them to be successful in high school no matter what
career they choose to pursue.
The real challenge is to master the knowledge and skills with
the time we have. Every minute in the classroom must be
productive. Students are expected to assist in making every
class period count by coming to class prepared mentally and
physically.
7th Grade Religion and Science Course
Descriptions
7th Religion
I
have been developing a religion curriculum over the last two
years that hopefully will challenge and fulfill your child
spiritually. The primary resources used are the Catholic Faith
Handbook published by St. Mary’s Press, New American Bible
(Catholic Edition) and the Catechism of the Catholic Church.
During the year, your seventh grade student will learn about the
communion of Saints, the Cardinal and Theological Virtues, books
of Acts and the Letters of St. Paul, and Catholic art and
symbols. Due to the weekly school Mass schedule, we have one
less class period available for Religion.
Students will go to the church every Friday that is a full day
of school. During our time in the church, we will pray silently
and as a group. Some of the Devotions that we will do are the
Rosary, Divine Mercy Chaplet, Stations of the Cross and
Eucharistic Adoration. Additionally, in cooperation with our
priests I am planning for the students to receive the Sacrament
of Reconciliation four times during the school year. Last year
students had an opportunity to pray during our first Eucharistic
Adore-athon, a 24 hour period of prayer in the church in front
of the Blessed Sacrament. We did this on the first Friday of
Lent. Students in the past have watched the movie The Passion
of the Christ on Ash Wednesday in the church. This will be at
your discretion of course. I strongly caution you to consider
your child’s maturity and readiness to see this very moving and
realistic depiction of our Lord’s Passion.
We are very blessed to have two wonderful priests to come visit
our classrooms again this year. Frs. Sinclair and Langner have
open invitations to visit us anytime their schedules allow. I
am also planning to have students revisit the Benedictine nuns
of Mary, Queen of the Apostles. (http://www.benedictinesofmary.org/index.html)
They reside in the priory in front of St. Pius X High School.
We will be helping them with their newsletter and fundraiser
mailings. This was a huge hit last year and students have asked
we revisit the nuns. If you are available to go with us, I
would encourage you to not miss this uplifting visit. The nuns’
mission is the sanctification of our priests, so they pray for
and make vestments and altar cloths for priests. They are
currently fundraising for their monastery to be built by St.
Joseph, Missouri.
7th Science
In 7th grade students will explore aspects of life
science. Last year students learned science process skills
essential to scientific inquiry. It is important that they
mastered these skills as they will again use them to conduct and
communicate their own science fair experiment. These skills
include observing, classifying, communicating, measuring,
inferring, and predicting. These skills will then be combined
into the integrated science process skills of identifying
variables, constructing hypotheses, analyzing investigations,
tabulating and graphing data, defining variables, designing
investigations, and experimenting. Learning these skills
empowers students to answer many of their own questions.
Students who have learned the integrated skills have the tools
to interpret what they observe and to design investigations to
test their ideas. This year’s science fair will be more student
self-directed than last year. I am still refining the structure
for the 7th grade science fair process based on
lessons learned last year.
Students will use a textbook, purchased this year, that was
designed specifically for middle school science. McDougal
Littell’s Life Science text has great supporting features and
has an accompanying website (www.classzone.com)
with simulations and animations for students. This textbook is
the companion to the book used last year during 6th
grade. Students can use the online quizzes to help study for an
upcoming exam. After I model reading and outlining skills with
students, I expect them to keep their textbook at home. It will
be a resource for them and will be primarily used for homework
assignments only. (The textbook is quite large so it should not
be carried to and from school on a daily basis; however, I will
likely request it for when we review for an exam.) Additionally,
this summer I attended a cutting edge program that uses current
research techniques for students to learn about ecology issues
facing our world. We will be working in the JASON Project
curriculum Resilient Planet (www.jason.org)
which I am very excited about. It will require internet access
so please let me know if you are not able to accommodate this at
home.
The content knowledge for this year will include cellular
structures and functions, characteristics of living organisms,
heredity and genetics, diversity of living things, ecology and
human anatomy. Mrs. Fiddelke, their Health and PE teacher, and
I will be working closely to make sure we cover the human
anatomy unit this year. An understanding of physical science is
fundamental to understanding life and earth processes which will
be explored during the 7th and 8th grade
years. I have taken a closer look at the Life Science content
and broken out the required physical science principles
essential to understanding Life Science. Based on last year’s
class, I think I need to spend more time and effort on optics
and light energy as we prepare to use the microscopes and
magnifying glasses. We will also do a review of chemistry
before we talk about cellular processes and genetics. The
concept of waves will be discussed when we look at sound and
hearing and again with earthquakes and tsunamis in eighth
grade. The National Science Education Standards (available at
http://www.nap.edu/openbook.php?record_id=4962)
specify what students need to know by the 4th, 8th,
and 12th grade level. My mission is to insure your
child meets those standards by the 8th grade that
will help them to be successful in high school no matter what
career they choose to pursue.
The real challenge is to master the knowledge and skills with
the time we have. Every minute in the classroom must be
productive. Students are expected to assist in making every
class period count by coming to class prepared mentally and
physically.
8th Grade Religion and Science Course
Descriptions
8th Religion
I
have been developing a religion curriculum over the last two
years that hopefully will challenge and fulfill your child
spiritually. The primary resources used are the Catholic Faith
Handbook published by St. Mary’s Press, New American Bible
(Catholic Edition) and the Catechism of the Catholic Church.
Second semester will be dedicated entirely to studying the
Theology of the Body using the textbook Theology of the Body for
Teens from Ascension Press. During the year, your eighth grade
student will learn about the moral and social responsibilities
of being Catholic, effects of media on us, the virtues, and the
Theology of the Body. Eighth graders typically participate in
two retreats during the year.
Students will go to the church every Friday that is a full day
of school. During our time in the church, we will pray silently
and as a group. Some of the Devotions that we will do are the
Rosary, Divine Mercy Chaplet, Stations of the Cross and
Eucharistic Adoration. Additionally, in cooperation with our
priests I am planning for the students to receive the Sacrament
of Reconciliation four times during the school year. Last year
students had an opportunity to pray during our first Eucharistic
Adore-athon, a 24 hour period of prayer in the church in front
of the Blessed Sacrament. We did this on the first Friday of
Lent. Students in the past have watched the movie The Passion
of the Christ on Ash Wednesday in the church. This will be at
your discretion of course. I strongly caution you to consider
your child’s maturity and readiness to see this very moving and
realistic depiction of our Lord’s Passion.
We are very blessed to have two wonderful priests to come visit
our classrooms again this year. Frs. Sinclair and Langner have
open invitations to visit us anytime their schedules allow. I
am also planning to have students visit the Benedictine nuns of
Mary, Queen of the Apostles. (http://www.benedictinesofmary.org/index.html)
They reside in the priory in front of St. Pius X High School.
We will be helping them with their newsletter and fundraiser
mailings. If you are available to go with us, I would encourage
you to not miss this uplifting visit. The nuns’ mission is the
sanctification of our priests, so they pray for and make
vestments and altar cloths for priests. They are currently
fundraising for their monastery to be built by St. Joseph,
Missouri.
8th Science
In 8th grade students will explore aspects of Earth
science. Last year students practiced science process skills
essential to scientific inquiry when they participated in a
science fair experiment. These skills include observing,
classifying, communicating, measuring, inferring, and
predicting. These skills were combined into the integrated
science process skills of identifying variables, constructing
hypotheses, analyzing investigations, tabulating and graphing
data, defining variables, designing investigations, and
experimenting. Learning these skills empowers students to
answer many of their own questions. Students who have learned
the integrated skills have the tools to interpret what they
observe and to design investigations to test their ideas.
Although 8th grade students are not required
to participate in the science fair, they are still invited
to participate and will be required to demonstrate these skills
during our routine lab experiments.
Students will use several resources this year. The textbook is
Holt, Rinehart, and Winston’s Earth Science. Online resources
are available through
http://my.hrw.com.
Students can use the online quizzes to help study for an
upcoming exam. After I model reading and outlining skills with
students, I expect them to keep their textbook at home. It will
be a resource for them and will be primarily used for homework
assignments only. (The textbook is quite large so it should not
be carried to and from school on a daily basis; however, I will
likely request it for when we review for an exam.)
Additionally, I attended a cutting edge program that uses
current research techniques for students to learn about weather
phenomena. We will be working in the JASON Project curriculum
Monster Storms (www.jason.org)
which I am very excited about. It will require internet access
so please let me know if you are not able to accommodate this at
home.
The content knowledge for this year will include Earth models,
rock and mineral cycles, wave concepts in plate tectonics,
earthquakes, and tsunamis, and weather. An understanding of
physical science is fundamental to understanding life and earth
processes which will be explored during the 7th and 8th
grade years. I have taken a closer look at the Earth Science
content and broken out the required physical science principles
essential to understanding Earth Science. Based on previous
years’ academic progress, I think I need to spend more time and
effort on system processes and wave concepts. We will also do a
review of chemistry before we talk about minerals. The concept
of waves will be discussed when we look at earthquakes and
tsunamis. The National Science Education Standards (available
at
http://www.nap.edu/openbook.php?record_id=4962)
specify what students need to know by the 4th, 8th,
and 12th grade level. My mission is to insure your
child meets those standards by the 8th grade that
will help them to be successful in high school no matter what
career they choose to pursue.
The real challenge is to master the knowledge and skills with
the time we have. Every minute in the classroom must be
productive. Students are expected to assist in making every
class period count by coming to class prepared mentally and
physically.
Homework and Grading Policies
Why I assign homework:
I
believe that homework is valuable in helping students make the
most of their experience in school. I give homework because it
reinforces what has been taught in class, prepares students for
upcoming lessons, and helps students develop self-discipline,
responsibility, and organizational skills. I make every effort
to make the homework relevant and meaningful. It will never be
designed as “busy work”. The TIPS (Teachers Involve Parents in
Schoolwork) homework sheets require your child to discuss
science content with you. We often learn better when we teach
someone else. Students will sometimes clarify their own
thinking when they have to explain it to you. The other reason
I assign TIPS is to help us communicate with each other about
what your child is learning in class. Each TIPS assignment must
be signed by a family member.
When homework will be assigned:
TIPS homework will be assigned as we move through the science
content. Students will not be assigned homework every
night, however, they are expected to review their class
notes or textbook every night. This should require only 15
minutes per day. Students should study and review the notes in
their science notebook on a nightly basis if another assignment
(such as textbook reading) has not been assigned. When TIPS
homework is assigned, students will have one week to complete
the assignment. I try to avoid assigning homework on Fridays
and due on Mondays to allow for family time and TIPS homework
completion. Unit projects will generally require a week to
complete.
Tests:
Tests will be given periodically, usually on a Wednesday,
Thursday, or Friday. Adequate notice will be given for all
tests. Any test that receives a D or U must be returned within
two days, signed by a parent. In order to assess students’
learning, I will administer a formative assessment (pretest, if
you will). Doing poorly on the formative assessment will not
jeopardize a student’s grade. However, I will input a score in
Sycamore so you can see how your child progresses through the
unit. Quizzes may also be given. Most tests consist of multiple
choice and extended response questions. Mastery is indicated by
an 80% score. Students will be required to retake the test if
they do not get 80% on the test. The highest test score of the
two tests will be used for grading. In lieu of tests for some
units, students will complete a performance assessment/unit
project (i.e., lab, presentation, poster, etc.). Some students
do not perform well on tests not because they don’t know the
material but rather because they don’t have good test-taking
skills. Most of the questions on my tests go beyond rote
memorization. I want the students to have a deep understanding
of the content so most of the questions require them to apply
what they have learned to new situations. Do not be alarmed if
your child who may usually perform very well in science, does
not do so on the first few tests. I will be working with them
to improve their written responses and reasoning. I am confident
that you will see a marked improvement in your child by the end
of the first quarter but as always you may contact me if you
have concerns well before the first parent-teacher conference.
Student’s homework responsibilities:
Ø
All assignments will be completed and turned in on time.
Ø
Students are responsible for making up homework missed due to
absence.
Ø
Students will turn in work that is neatly done.
If students choose not to do their homework, the following
corrective actions will occur:
Ø
Students will complete an Oops! slip to explain why they are not
turning in their homework.
Ø
Students will be referred to lunchtime detention to complete
their homework and an email will be sent to parents.
Ø
If the homework is turned in by 3:05 pm the day it was
originally due, no points will be taken off.
Ø
Perpetually late or missing work will cause the student to be
referred to the School Intervention Team (SIT).
Ø
If the missing homework will be discussed or graded during the
class, which is usually the case, the student will be asked to
leave the classroom, causing them to miss out on valuable
instructional time.
If there is a legitimate reason why a student is unable to
finish homework, please send a note on the day the homework is
due stating the reason it was not completed. The note must be
signed by the parent.
Parent’s homework responsibilities:
Parents are the key to making homework a positive experience for
their children. Therefore, I ask that you make homework a top
priority, provide necessary supplies and a quiet homework
environment, provide praise and support, and contact me if you
notice a problem.
Teacher’s homework responsibilities:
I
will check all homework and keep a record of assignments
completed and not completed. Because I strongly believe in the
value supportive feedback plays in motivating students to
develop good study habits, I will recognize students with a
variety of incentives when they do their homework. If a student
seeks assistance, I will not hesitate to provide it. I will
notify parents if I notice any irregularities in their child’s
homework or class work. |
