Academics » Talents Overview - 1st Marking Period

Talents Overview - 1st Marking Period

Teachers: Antony Solino (STEM Science) and Joe Gulino (STEM Engineering)

Introduction to Science: Humans altering the planet to suit their needs

Introduction to Engineering: Tower project.

 

Both Subjects, all classes:

 

STEM Science will begin Woodworking for Grade 8:

Training videos, safety in the classroom. Proper usage of the woodworking tools.

First project-construct your own Jenga set.

Second project- construct the keepsake box.

Third project- (tentatively) construct your own footstool.

 

 

STEM Science 7th grade  and STEM Engineering 6th-8th  grades.

Continue with more advanced 3D Printing Projects.

After completing “Build a Tinkercad House,” the students will modify it to become a Spooky/Haunted/Halloween House. They will customize it using their own creativity and designs.

Advanced project: use Tinkercad to design a building/monument/skyscraper/other edifice that you feel represents your cultural identity. Students may use real-life structures as models or design them through their own ideas or any combination of the two.

 

STEM Science 6th grade:

Students will use Lego WeDo to construct 10 different robotic projects. Each highlighting different aspect of coding and applying different sensors to various scenarios.

Students will follow the Lego challenges as well additional teacher-created challenges.

6th grade will intersperse this with Hydroponic lessons and planting/germination/introduction of plants to the Hydroponic systems

 

STEM Engineering 6th-8th grade:

Introduction to Flight, four forces of flight and accompanying missions, take-off, landing, airport flight pattern.

Mr. Gulino will be introducing Trout in the Classroom to grades 6-8. Trout habitat, life cycle and development.

Teachers: John Hutton and Christine Zambri

 

6th Grade: Everfi - Digital Citizenship Course

Ignition empowers students to use digital platforms safely and to make decisions about technology with self-awareness, respect, and confidence. Students gain skills to navigate the digital world.  Students will also be able to explore the possibilities of positive communication and collaboration, including the benefits of helping peers avoid negative online behavior. They will be taught the skills to help them determine short term and long term impacts of digital decisions, as well as the human, legal and social implications of digital use and technology. Students will be able to recognize the consequences of sharing personal information on social networks; understanding how to set up a secure profile, including customizing privacy settings and creating strong passwords. Teachers will be educating students to make safe choices when using online games, websites, and in direct online communications and also enabling students to identify forms of cyberbullying and other harmful online interactions, and develop strategies for preventing and helping victims.

 

7th Grade: Lego Robotics - EV3 Mindstorms

We start off by introducing the students to the programmable intelligent EV3 Brick. Then we take them through the various motors and sensors that you can connect to the EV3 Brick to transform it into your very own robot, ready to perform any task. Next, we show the students how to connect your EV3 Brick to a computer or tablet and then explain the various functions and settings available in the EV3 Brick Interface. In the next chapter, we introduce you to the computer-based EV3 Software, including the various screens, tutorials, and tools they will use throughout the course of the unit. 

 

8th Grade: Agent Sheets - Video Game Creations

The educational goal of these lessons is to learn and apply Computational Thinking Patterns in the context of a familiar game. Emphasis on these Computational Thinking Patterns is essential for student understanding. Every effort has been made to create instructions with an eye toward guided discovery. Direct instruction has been used for those aspects where students are learning the code for the first time; however, materials have been provided to ensure that students are understanding the programming concepts, as opposed to simply copying code. Note that special materials have been designed for students who are new to this program. Research shows that game design is associated with engaged students, and engaged students show higher levels of conceptual understanding. Allowing students to personalize their games aids in this engagement and motivation.

Teacher: Ray Tran

6th Grade

6th grade students will be taking a financial literacy course called “Vault” on Everfi.  In this 5 mission course, students will participate in digital lessons that cover the following topics: Financial Decision-Making, Budgeting and Spending, Income & Careers, Credit & Borrowing and Future Planning. After each mission, there is a ten question assessment testing their knowledge of the content.  

 

At the conclusion of that 5 mission course, students will use their knowledge from “Vault” 

to play in the stock market game.  They will be learning how to analyze stocks/charts and deciding which stocks to invest in. Students will be assigned stock analysis assignments that will be graded. Student’s grades will be determined by a combination of homework, student engagement, assessments and stock analysis assignments.

 

7th Grade

7th grade students will be starting year 1 of a two year program called Virtual Enterprise JV.  In this program, they will learn all the skills needed to start their own virtual business in the 8th grade.  They will learn skills in Marketing, Human Resources, Graphic Design, Accounting & Finance and Administration.  In the first marking period, students will be covering the Orientation, Microsoft Word, Entrepreneurship and Microsoft Excel Units.  Within each unit, there are several lessons.  In each lesson, there will be a few tasks that need to be completed.  Students are given detailed instruction along with the required content to complete these tasks by a predetermined deadline.

 

7th Graders will also be playing the year-long stock market game. They will be using their knowledge of the stock market to invest in the market with the goal of increasing their stock portfolio by the end of spring 2022. Student’s grades will be determined by a combination of homework, student engagement and Virtual Enterprise tasks.

 

8th Grade

8th grade students will be going through year 2 of Virtual Enterprise JV.  They will be starting their virtual business in the 8th grade.  The year will start with them learning about each department.  Then they will be taught how to do resumes, cover letters and job applications. 8th graders will endure a rigorous interview process to determine their positions and departments within the class business. Once the company positions and departments are filled, they will be running their own virtual business with an eye on entering and competing in the Virtual Enterprise International Trade Show in the spring of 2022.

8th Graders will also be playing the year-long stock market game. They will be using their knowledge of the stock market to invest in the market with the goal of increasing their stock portfolio by the end of spring 2022. In the first marking period, students will be working on the Orientation unit of the curriculum. Within the unit, there are 12 lessons.  In each lesson, there will be a few tasks that need to be completed.  Students are given detailed instruction along with the required content to complete these tasks by a predetermined deadline. Student’s grades will be determined by a combination of homework, student engagement and Virtual Enterprise tasks.

Teacher: Jessica Schneider

OCTOBER:

10th-15th

Introduction to Ear Training with Solfege hand signs

Basic music theory: Introduction to clefs (treble and bass), the grand staff, ledger lines, measures, 4/4 time signature and C major scale

18th-22nd

Applying solfege to music notation 

Music Theory: note values (quarter note/rest, half note/rest, eight note/rest

Introduction to patching and takadimi

Friday Quiz (Oct. 22nd): The grand staff

25th-29th

Distribution of concert repertoire: Each grade will receive two songs or “pieces”

-We will learn sections by rote, each student has been assigned to “alto” OR “soprano”

NOVEMBER:

1st-5th

Sectionals: Students will split into sections in the auditorium and practice learned music with their sections (alto or soprano)

After we learn new measures of a piece we will split into sections in the auditorium

8th-12th

Work repertoire together

Sight Reading Factory Exercises

-Solfege

-Takadimi

Homework: Study sight reading excerpts, and fill in solfege and takadimi

15th-19th

Work repertoire together

Sight Reading Factory Exercises

-Solfege

-Takadimi

Homework: Study sight reading excerpts, and fill in solfege and takadimi

Quiz: Open note, repertoire notes

22-24th

Work repertoire together

Graded work: Sections (alto and soprano) will record their part in-class for a group grade

DECEMBER:

First Week

Work repertoire together

Practice performing on stage

Wednesday (Dec. 1st): Music History lesson

Friday Quiz (Dec 3rd): Music History

6th-10th

Work repertoire together

Chamber Performance (Thursday, Dec. 9th): Students will be sorted into miniature choirs to perform small sections of concert repertoire to the class. Will be graded as a group.

13th-16th

Drill performance routine during class,

Review concert program CONCERT DATE: DECEMBER 16th

Teacher: Lisa Perchick

Grade 6, Lessons 1,2, 3, & 4

Drawing from Observation #1

Students will practice observing what they see. They are encouraged to keep looking at the object. They may add another object to complete their pictures.

Observation of Nature in Landscape #2

Students start with a horizon line to separate the earth from sky. To emphasize background, they will make the trees smaller than those that are closer. Students will realize that the objects look bigger in front because it is closer to the viewer.

Oil Pastels#3

Students learn to use oil pastels to blend colors and try out different techniques.

Oil Pastels #4

Students draw a house with pencil. When finished they may use different color techniques to finish their houses.

 

Grade 7 Lesson 1, 2, 3, &4

Drawing from observation

Students will practice observing 2-3 objects for their drawings. When they are ready to start their pictures, they are encouraged to draw what they see, even if the objects are challenging.

Drawing #2

Observation of Landscape 

Students will start with background, such as mountains and sky. Students have looked at artists’ work to help them get ideas for their own drawings. Their ability will increase with practice.

 #3

Cityscapes

Students will view buildings to help them create their own cityscapes. They will start out with sky for background which clouds and sunsets. They will then add three buildings or houses to their drawings.

#4 Color

Oil Pastels are to create dark and bright, after spending time practicing blending colors.

 

Grade 8, Lessons 1, 2, 3 & 4

Lesson 1: Observation

 Students will demonstrate their ability to create drawings of still-life objects. During this project, the students will pay attention to details of shapes, add background and learn to shade the objects they are observing.

Lesson 2: Landscape Drawing

The next step for students is to hone their new skills with landscapes. Students will learn to start their pictures with the background.  Students are encouraged to be creative so their work will be unique.  Lastly, they will add to the foreground to complete their pictures.

Lesson 3: Creating Cityscapes with Watercolor

In this project, students will practice getting the hang of using watercolor. Students are encouraged to mix colors and try new techniques. After a week, they will be acquainted with different types of application.

Next step will be to draw a cityscape, showing background such as mist and clouds in the sky. They may begin to paint from back to front, using the techniques they learned.

Lesson 4: Ancient Pottery

Students will view pictures of pottery from different countries. The next step includes drawing pictures from observation of artifacts found from different countries. Students will continue to use watercolor paint for this project.

Teacher: Julie Rubin

 

6th Grade

Marking Period 1: Choreography using Social Emotional Topics

6th Grade dance students will be learning how to choreograph dances using the SEL topics, learning strategies for managing their emotions and recognizing the importance of connection and support, following a traumatic event.” Dancers will be taught the skills of choreographing a dance, and will use these creative skills to express their connection to the SEL themes.

 

7th Grade

Marking Period 1: Choreography using Social Emotional Topics

7th Grade dance students will be learning how to choreograph dances using the SEL topic, learning strategies for managing their emotions and recognizing the importance of connection and support, following a traumatic event. Dancers will be taught the skills of choreographing a dance, and will use these creative skills to express their connection to the SEL themes.

 

8th Grade

Marking Period 1: Choreography using Social Emotional Topics

8th Grade dance students will be learning how to choreograph dances using the SEL topic, learning strategies for managing their emotions and recognizing the importance of connection and support, following a traumatic event. Dancers will be taught the skills of choreographing a dance, and will use these creative skills to express their connection to the SEL themes.

 

The topics for each marking period will be modified to fit the SEL topics that are relevant to each grade at that time.