Lake Bluff Middle School 7th Grade Curriculum Packet

2015 ­ 2016 Excellence in Education, Enthusiasm for Life, Every Student, Every Day

7th Grade Team Contact Information

Teacher Subject Voice Mail E­Mail Daryl Beese Band 234­9407 ext 4155 dbeese@lb65.org Doreen Buksa* Physical Education 234­9407 ext 4401 dbuksa@lb65.org Ann Cvitkovic* Choir 234­9407 ext 4213 acvitkovic@lb65.org Brian DeYoung* Science 234­9407 ext 4318 bdeyoung@lb65.org Cathy Driver Resource 234­9407 ext 4307 cdriver@lb65.org Janet Engel­Julian* Visual Art 234­9407 ext 4326 jengeljulian@lb65.org Allison Fink Heath 234­9407 ext. 4205 afink@lb65.org Lauren Hines Resource 234­9407 ext. 4309 lhines@lb65.org Corinne Horner Spanish 234­9407 ext 4201 chorner@lb65.org Joe Jakcsy* Mathematics 234­9407 ext. 4330 jjakcsy@lb65.org Angela McNicholas LA 234­9407 ext. 4101 amcnicholas@lb65.org Adrienne Olmstead Drama 234­9407 ext. 4321 aolmstead@lb65.org Carly Quick Social Worker 234­9407 ext. 3123 cquick@lb65.org Darci Springer* LA 234­9407 ext. 4160 dspringer@lb65.org Maureen Szostak French 234­9407 ext 4204 mszostak@lb65.org Annie Tschanz* Mathematics 234­9407 ext. 4156 atschanz@lb65.org Kathleen Turner Academic Enrichment 234­9407 ext. 4120 kturner@lb65.org Jane Twohig* Social Studies 234­9407 ext. 4159 jtwohig@lb65.org

* Denotes 7th Grade Advisor

LBMS Advisory Program

Our school­wide advisory program focuses on a variety of topics throughout the year that aim to support the academic, social, and emotional growth of all students. Morning advisories meet for 25 minutes at the beginning of each day and focus on individual goal setting, organization, and social emotional growth. Afternoon advisories meet for the last 5 minutes of each day. This is a chance to touch base with students before they leave, make sure everyone knows their homework for the night, and alert students to any pertinent announcements for the next day.

Advisory Focus Areas: Daily Routines

Monday: Set up for Success • Edit planner:

• weekly advisory plan • fill in columns • add LBMS activities and schedules

• Check PowerSchool with planners open • Organize materials • Clean out locker • Organize and set­up for tracking goals

Tuesday & Wednesday: SMART Goal Setting • Students will learn how to establish personal S.M.A.R.T. goals and create plans to achieve

those goals. • These goals will also serve as a foundation for student­led conferences. • S.M.A.R.T Goal Setting requires focus in:

• Decision­making • Maintenance and follow through • Problem solving

Thursday: All Things Bluffer • The Bluffer Traits of LBMS are important to student success, both in and out of the

classroom. • Focusing on the Bluffer Traits helps create a sense of community and unity too! • Thursdays might include:

• Bluffer Buddies • Bluffer Assemblies • Themed Thursdays

Friday: Flex Friday • Paired Advisory

• This is an opportunity to meet with another advisory in the school to continue 7th grade advisory curriculum with new perspectives.

• Bluffer Lessons • We can never talk about the five Bluffer traits enough!

• Advisory Choice • This could range from icebreakers and games to discussions about current

events...it is up to the advisory!

7th Grade Language Arts Mrs. Springer Mrs. McNicholas (847) 234­9407, ext. #4160 (847) 234­9407, ext. #4101 djohnson@lb65.org amcnicholas@lb65.org Room #160 Room #101 Throughout the 7th grade Language Arts experience, students will be challenged to grow in their roles of reader, writer,

and communicator. Students will develop a deeper appreciation and understanding for multicultural settings of classic literature, the writing process, the principles of grammar,and the value of informational text.

Shared Literature

Students will be introduced to a variety of cultures and traditions via classic literature, short stories, poetry, and nonfiction. Students will utilize literary terms and active reading strategies necessary to become better readers, writers, and critical thinkers during our studies.

Vocabulary Literature­based vocabulary will be presented at the beginning the week, followed by a quiz at the end of the week. It is our belief that consistent practice with vocabulary in context will allow students to practice and ultimately retain a more advanced vocabulary at the culmination of this course. Students will master essential Greek and Latin roots and literary terms as well as a list of “no excuse words.”

Grammar Time will be dedicated to enriching student understanding of the principles of grammar. Applications within the context of ongoing class assignments will target specific grammar concepts. Active practice, group lessons, and worksheets will be used to monitor student understanding.

Writing Students will write narrative, informational, and argument texts using the Units of Study developed by Lucy Calkins. Special focus will be given to editing and revision, helping students develop a greater appreciation for the writing process. Conferences will also be implemented to create a workshop atmosphere for students, allowing them to be both more proactive and reflective about their work as they practice the discipline of revision. Ultimately, students will grow substantially in their capacity to compose original written work and feel ownership of their accomplishments in becoming more literate people.

HOMEWORK

Assigned reading is as vital component of the 7th grade Language Arts curriculum. It is important that students complete all out of class reading to best participate in class and benefit activities/assignments that follow.

Additional homework iis selected carefully and should be completed before class begins to earn full credit.

GRADING POLICY & LATE WORK Grades will be valued on a total point scale. For larger­scale projects, the homework policy may possibly be temporarily revised.

Received on time – 100% of credit possible Received late – up to 80% of the credit Received after the deadline* – no credit

*The deadline will be at the end of each unit.

7th Grade Math Mr. Jakcsy Mrs. Tschanz (847) 234­9407, ext. #4330 (847) 234­9407, ext. #4156 jjakcsy@lb65.org atschanz@lb65.org Seventh grade mathematics classes at Lake Bluff Middle School are dedicated to providing an educational experience that fits the level of all students. Students will work individually, with partners, and in groups to engage in activities and exploratory experiences, as well as be an integral part of teacher instruction and discussions. Students will learn to use mathematics to solve real­world types of problems, as well as

communicate those solutions in oral and written forms.

Common Core Mathematics 8 This course offers support in the year immediately preceding an Algebra I course by emphasizing progressively more advanced applications and concepts in proportional reasoning, algebra, and geometry. Using graphing technology, manipulatives, and other mathematical tools, students develop conceptual mathematical understanding as they continue to explore interesting problems. Students deepen their understanding of univariate data and begin to investigate bivariate data. They use linear equations and systems of linear equations to analyze and represent both proportional and non­proportional relationships. Students also build their readiness for algebra by creating equations for problem situations and using models and symbols to solve those equations. They extend their understanding of numbers by learning how irrational numbers fit with the other types of real numbers they previously studied. Students develop the laws of exponents and extend their understanding of exponents to represent and perform operations with numbers expressed in scientific notation. Students also explore transformations, including reflection, translation, rotation, and dilation. They explore right triangles and use them to find distance in a coordinate system. Students continue their work with measurement to solve problems involving the volume of cones, cylinders, and spheres. Common Core Algebra Algebra provides a powerful method for describing interdependence and change­­two ideas that are essential to understanding mathematics. In this course, students work with linear functions and equations, which provide the mathematical tools necessary for consolidating and representing what they learned in elementary and middle school about ratios and proportional reasoning. Students develop an understanding of integer exponents as they explore exponential functions. Students also study exponential and quadratic functions and equations. Finally, throughout the course, students use basic algebraic tools to represent problem situations and solve important classical problems. Students need to have the sound understanding of functions and their multiple representations that they gain from this course and it is an essential foundation for higher mathematics.

Homework Homework is an essential part of the learning process, giving students the chance to practice skills, extend their learning, and discover areas of difficulty. Daily homework is selected carefully and based on quality. It should be fully completed with work shown by the following class to earn full credit. It is important that students have their homework in class to take advantage of the opportunity to refine and learn from mistakes.

The Agile Mind textbook can be found at http://lakebluff.agilemind.com/LMS/lmswrapper/LMS.html

7th Grade Social Studies Mrs. Twohig

(847) 234­9407 ext. 4159 jtwohig@lb65.org

Welcome to Seventh Grade Social Studies! I am looking forward to a great year with all of your children and getting to know those who are new to LBMS. We will be working with a variety of materials this year including textbooks, desk maps, laptops, map labs, and Junior Scholastic Magazine. What are we studying this year? World Geography is our focus. How do people and their choices affect the earth, and how does the geography of the earth affect people? Individual continents, and broad based questions concerning these areas will be addressed. Current events relating to these regions will also be discussed. What are the expectations? I expect the students to come to class prepared with required materials (binder, folder, textbook, laptop, and assignment notebook and writing materials) and completed assignments (usually chapter reading and notes or workbook assignments). I expect them to develop skills of discussion, inquiry, and problem solving while always showing respect for diversity of thoughts and opinions. How will the students be graded? Class work, homework, tests, projects, and quizzes will be averaged together for a final score. Points are assigned with varying values and are then calculated to determine a grade. Graded homework will receive a 20% reduction if it is not handed in at the start of class. The limit for handing in late assignments is the last day of the unit. Students will have advance notice of all quizzes and projects. I will keep you posted in the Weekly Updates and Homework Hotline. (Group projects are generally done in class.) This allows students to demonstrate teamwork, organization, leadership, and decision­making skills. Feel free to contact me at any time with your questions or concerns!

Science at Lake Bluff Middle School Lake Bluff School District is in the process of aligning our curriculum to the Next Generation Science Standards (NGSS), adopted by the State of Illinois in the winter of 2015. In anticipation of the adoption of these standards, the middle school science department has been hard at work to incorporate the NGSS into our teaching over the past couple of years. At the end of the 2014­15 school year, we adopted the IQWST (Investigating & Questioning our World Through Science & Technology) program as we move forward with implementation of these standards. IQWST is a rigorous, investigation­centered science curriculum designed to challenge and engage middle school students in grades 6 through 8. What are the Next Generation Science Standards?

Like learning to ride a bike or play music, the experience of doing science is far more important than just reading about it in a book. The NGSS promote a new way of teaching and learning that allows students to actively do and experience science in a deep, meaningful way, not just learn about it from a textbook or a lecture. The standards accomplish this by integrating three dimensions of learning:

• Disciplinary Core Ideas—the content, like biology for example • Science and Engineering Practices—how science is conducted in the real world, such as through planning and carrying out investigations

• Crosscutting Concepts—science ideas, like cause and effect, that permeate all the sciences)

The new standards also incorporate important engineering and technology principles, starting in elementary school. Most importantly, the NGSS sets high expectations for all students, not just those planning to pursue STEM (Science, Technology, Engineering, and Math) careers. Education teams from 26 states led the development of the NGSS, with a 41­member writing team (many of them classroom teachers) and in collaboration with many stakeholders, experts, and partners, including the National Science Teachers Association (NSTA). Thousands of educators, parents, and other community members also participated in an extensive review of drafts.

With the NGSS and the IQWST curriculum we will emphasize scientific exploration and experimentation, instead of giving long lectures and expecting students to memorize lists of facts. You'll see engaging classroom experiences with children asking more questions, exploring and discussing possible solutions, investigating science concepts, using argumentation, and being fully active in the learning process. This approach mirrors real­world science practices and engages students deeply in the learning process.

Are the NGSS different from the Common Core State Standards?

The NGSS were developed independently and are not part of the Common Core State Standards CCSS) initiative. The CCSS initiative (released in 2010) establishes goals for what students should know in mathematics (CCSS­M) and in English language arts (CCSS­ELA) at the end of each grade. While the CCSS­ELA standards do include goals for reading and writing within content areas, such as science, they do not and should not replace the NGSS.

In contrast, the NGSS present the science content, practices, and concepts students should know at different grade levels and build coherently as they progress from kindergarten to 12th grade. The NGSS development team worked closely with the CCSS writers to ensure the science standards align to the mathematics content and make important literacy connections.

How does the IQWST curriculum meet the Next Generation Science Standards?

IQWST was developed by science education, literacy, and learning science specialists from the University of Michigan, Northwestern University, Michigan State University, and the Weizmann Institute of Science, supported by funding from the National Science Foundation. Students investigate questions relevant to their lives by conducting investigations; collecting and analyzing data; developing and using models to explain phenomena, and engaging in argument from evidence, all in a literacy and discourse­rich environment. Lessons are organized into thematic units such as Can I Believe My Eyes? (Physical Science) and What's Going on Inside Me? (Life Science), that support students as they build understanding of core ideas in science as well as understanding and use of scientific practices. Students also pursue their own original questions in units that integrate the fundamentals of Physical Sciences, Life Science, and Earth & Space Science. As research indicates, and the Framework for K­12 Science Education and NGSS describe, students learn best when they use coherent materials that support them in building understanding over time. Examples include:

Sixth­graders learn about species interactions in ecosystems by investigating data

from real­world examples of invasive species. Seventh­graders explore properties, chemical reactions, and the conservation of mass by

making their own soap materials they have investigated across multiple lessons. Eighth­graders race, jump, and crawl in the classroom to measure properties of motion and

create graphs based on physics equations. Eighth­graders use a computer program to investigate a drop in the Galapagos Islands’ finch

population. By referencing real­world science with which students are familiar or have personal experience, science learning has value to diverse students who can apply what they are learning to their everyday lives. This learning­by­doing pedagogical approach engages students as active learners and makes science come alive in ways that research has shown best support the broad range of learners found in every classroom.

How are Lake Bluff teachers making the transition from the “former” curriculum to the new curriculum? Won’t 7th and 8th graders end up repeating some content?

We have developed a three­year transition plan to avoid repetition. The sixth graders will experience fully implement all four IQWST units this year and will receive

instruction under the full three­year program. The seventh graders will experience the chemistry, physical science, and life science IQWST units

this year. Since the current seventh graders learned content that included weather and climate as sixth graders, they will focus on space science as their fourth unit. Next year, seventh graders will experience all four IQWST units.

The eighth graders will experience the chemistry IQWST unit this year, as designed for their grade level. Since the rest of the 8th grade units incorporated in the IQWST program focuses on content that was covered in 6th and 7th grade under the previous scope and sequence, we will work with Properties of Matter for physical science, Earth History for earth science, and Ecology and Evolution for life science. Though we are not able to use all of the 8th grade IQWST materials, the course will still utilize the NGSS as set forth by the state of Illinois.

IQWST Middle School Curriculum

Level 1: 6th Grade

Physical Science: Can I Believe My Eyes? Light, its role in sight and its interaction with matter

Introduction to Chemistry: How Can I Smell Things From a Distance? Particle nature of matter

Life Science: Where Have All the Creatures Gone? Organisms and ecosystems

Earth Science: How Does Water Shape Our World? Water and rock cycles

Level 2 7th Grade

Introduction to Chemistry: How Can I Make New Stuff From Old Stuff? Chemical reactions and conservation of matter

Physical Science: Why Do Things Stop While Others Keep Going? Transformation and Conservation of Energy

Earth Science: What Makes Weather Change? Atmospheric processes in weather and climate

Life Science: What is Going on Inside Me? Body systems and cellular processes

Level 3 8th Grade

Earth Science: How is the Earth Changing? Geological processes

Life Science: Why Do Organisms Look the Way They Do? Heredity and natural selection

Physical Science: How Will It Move? Force and motion

Introduction to Chemistry: How Does Food Provide My Body with Energy? Chemical reactions in living things

Still want to know more?

Visit this link to view detailed information about how the IQWST program aligns with the NGSS. NGSS and IQWST Correlation

Visit this link to read more about each of the IQWST units IQWST Unit Descriptions Contact your child’s science teacher

Mrs. Bailey, sixth grade, room 122, hbailey@lb65.org Mr. DeYoung, seventh grade, room 118, bdeyoung@lb65.org Mrs. Cuarto, eighth grade, room 121, scuarto@lb65.org

7th Grade French Maureen Szostak

(847) 234­9407 ext.4304 mszostak@lb65.org

Course Description: Seventh grade French is a continuation of the 6th grade program. The emphasis continues to be on oral use of the language and building confidence in speaking and understanding French. Oral activities dominate our class time. Activities range from giving structured responses, to guided open discussions about vocabulary, to presenting dialogues, and working with partners and small groups. Speaking skills improve noticeably this year as students learn more about the structure of the language and are able to apply these structures in a meaningful message. Curricular Thematic Units:

∙ En Ville: Students will learn vocabulary focused on buildings in the city. Students will also learn how to give directions using prepositions of location and the correct form of de. Students will review the verb, aller, and will use other verbs necessary to giving direction. ∙ Ma Famille: Students will describe someone’s physical appearance, character traits, and age. They will identify family members. Students will use the correct form of an adjective. Students will conjugate the irregular verb être. ∙ Les Extra­Terrestres: In this unit students learn body parts and how to speak about physical conditions, such as being hot or cold, thirsty or hungry, etc. ∙ A l’école: Students will learn school vocabulary, including classroom objects, school subjects, and will learn about the education system in French schools. Students will count up to 1000 and beyond. They will conjugate regular –ir verbs and will give the exact time in French.

Homework Policy: Most homework assignments focus on writing as oral work is done during class. Students are encouraged to study vocabulary every night for 5­10 minutes. By doing this, the vocabulary stays current and students retain the information longer. Homework is the opportunity to practice structures and vocabulary that will be used during class activities the next day. For this reason, homework is expected to be completed in a timely and thorough manner. Course Assessment: A student’s grade is evaluated with homework (drill/practice and practical usage exercises) as 40% and tests, quizzes, and projects as 60% of their grade. Quizzes are given to evaluate vocabulary and grammar structures. Tests are given after each unit/lesson is completed. Various projects that focus on vocabulary units or culture are done periodically throughout each trimester.

7th Grade Spanish Srta. Corinne Horner 847­234­9407 ext: 4201

chorner@lb65.org Twitter: @Chorner_BU

Course description and purpose: In Spanish class, we focus on oral communication and conversation. Our goal is for students to make honest attempts at speaking every day in class, while they gradually build confidence and move towards more complex conversational skills. Units: The Spanish curriculum involves a series of thematic units. These units were designed with middle school students in mind to make the content relatable and engaging for them! The units this year are as follows:

¿Cómo es tu estilo? ­ The ever­popular fashion unit! Students will talk about their favorite clothing and what’s appropriate for specific weather or events. This unit concludes with students walking the catwalk!

Cocinamos en Puerto Rico ­ We’ll talk about the importance of food in Puerto Rican culture while we also build on our food vocabulary from last year.

¿Cómo es el hogar de tus sueños? ­ Students will describe their homes and place rooms and furniture where they belong. Students will be able to design their dream home and share it with the class.

¿Dónde está Wally en San Juan? ­ Our class will follow Sr. Wally in his adventure to San Juan, Puerto Rico! Students will be able to give directions and plan a day trip in a town or city.

¡Hay un desastre! ¿Cómo podemos ayudar? ­ Students will discuss what they can do to help others in their families, communities, and in our world! We’ll discuss what it means to be a global citizen and how we can reach out to other communities and countries in need.

Grading: Grades will be given in three categories:

1. Homework = 30% Homework is typically a short practice activity. Sometimes homework will be a paper copy, and sometimes it will be online in our Google Classrom. We will write assignments in our planners together in class so that students know where to access it and when it is due.

2. Participation in class = 30% Participation in class is essential! Participation includes taking part in group or class conversations, speaking as much Spanish as one can, and being a kind and positive classmate. In 7th grade, students are given specific “speaking grades” to encourage them to stay in the target language as much as possible.

3. Assessments = 40%

An assessment in Spanish class is typically a cumulative task at the end of a unit. This task could be a writing assignment, a presentation, a video, or another big project of sorts. Quizzes are given on occasion to check on specific skills.

I am looking forward to a fabulous year of Spanish!

7TH Grade Fine Arts, Physical Education, & Health

FINE ARTS MISSION STATEMENT The Fine Arts Team believes that students of middle school age should be allowed choices in the fine arts, to diversify, differentiate and develop appreciation in any or all of the arts. Exploratory subjects are an opportunity to try materials and activities that can be enjoyed throughout life as vocation or avocation. Classes are structured to enhance skill development on a continuum through sixth, seventh and eighth grades. Progress, skill development, participation, effort, and class preparation are assessed using the following scale:

“E” Exceeds expectations

“M” Meets expectations

“G” Goal for improvement

Band ­ Mr. Beese

CURRICULUM ­ Students will be developing general musicianship skills while improving individual and ensemble technique. Rehearsals will focus on ensemble playing skills and performance preparation, with concerts onOctober 29th (@ LFHS) November 11th, March 2nd, and May 16th. Lessons will concentrate on developing individual technique and preparing for performances, with options for in­depth study in areas of special interest. ASSESSMENT ­ Students will be assessed on their daily participation, progress and knowledge of material taught. They will also have opportunities to reflect individually on the concepts they are learning and demonstrate their knowledge during group lessons. Concert dress is as follows; Khaki pants, a black short sleeve polo shirt, black shoes, and black socks. We offer shirts embroidered with the LBMS music logo through the school for $20.00. Order forms are available online.

Choir ­ Ms. Cvitkovic

CURRICULUM­With at least two performances a year, chorus will provide members with the opportunity to perform many styles of music. Students will be focusing on good vocal production, stage presence, musicianship, music reading and ensemble skills. Experienced as well as novice singers can succeed in this course.

ASSESSMENT­Students are assessed on their daily participation, progress and knowledge of material taught. They will also have opportunities to reflect individually on the concepts they are learning. Connections will be made between the common core standards of listening and speaking as part of the curriculum. As their final exam, the students perform in a concert on November 12th, March 1st and May 18th. Concert call time for singers is 6:30 pm and the concerts begin at 7:00 pm. There is no cost to be part of choir.

Concert dress is as follows; Khaki pants, a black short sleeve polo shirt, black shoes, and black socks. We offer shirts embroidered with the LBMS music logo through the school for $20.00. Order forms are available online.

MacMusic ­ Mr. Beese

CURRICULUM­Using computers and piano keyboards, this class explores music composition using technology. It requires no musical background, though any piano skills are useful. Technology will allow students to create, record, and perform pieces that traditionally would require large groups of skilled performers. Students will learn basic compositional techniques and compose several individual projects. ASSESSMENT ­Students will be assessed using performance­based rubrics for each unit covered in class. Students will also reflect on their own work as well as the work of others in the class. Each student’s participation, preparedness and collaboration with others will also factor into their final grade.

Visual Art ­ Mrs. Engel­Julian

CURRICULUM – A comprehensive visual art education helps students think critically, solve problems and make decisions. The LBMS visual art program follows a choice based art education philosophy which enables students to express themselves, imagine and create, work cooperatively in groups, appreciate other points of view, understand different cultures, develop self­esteem, weigh meanings, make evaluations and develop self discipline.

ASSESSMENT – After the student completes a work of art, an artist statement will be written in order to reflect on the art­making process and develop use of vocabulary. The assessment of their art is derived from our common core aligned curriculum requirements, their continual collaboration with the teacher throughout the creative process, along with the artist statement written after the artwork is complete. Acting 1 ­ Mrs. Olmstead CURRICULUM­Students will continue to expand on the skills they learned in sixth grade with emphasis on the actor’s tools of body, mind, and voice. Games and activities will be focused on expressing emotions, improving vocal quality, and using gestures and movement. Individual monologues will be assigned so that students can work on characterization skills. They will also develop an understanding of stage directions and blocking. The common core standards of writing, listening and speaking, and comprehension are incorporated into the curriculum. ASSESSMENT­ Students will be assessed using performance­based rubrics for each unit covered in class. Additionally, students will be given opportunities to submit written reflections on what they are learning and the connections they are making. Each student’s active participation, preparedness, and collaboration with classmates will be included in his or her final grade. Intro to Lights, Camera, Action! ­ Mrs. Olmstead CURRICULUM­Students will be introduced to the art of storytelling through film. The class will move from formulating movie ideas to editing the final project, with storyboarding, casting, and filming in between. They will become familiar with film editing software using iMovie. Students will be expected to collaborate on several projects that they will share for their classmates. Connections will be made between the multi­media projects and the common core standards. ASSESSMENT­ Students will be assessed using performance­based rubrics for each unit covered in class. Additionally, students will be given opportunities to submit written reflections on what they are learning and the connections they are making. Each student’s active participation, preparedness, and collaboration with classmates will be included in his or her final grade.

Theater Arts ­ Mrs. Olmstead CURRICULUM­This class highlights all the aspects of theatre including directing, set design, costumes, and choreography. Students will experience all these roles through a variety of group and individual activities such as radio drama, scene directing, and reader’s theatre. The common core standards of listening, speaking, and comprehension are incorporated into the curriculum. ASSESSMENT­ Students will be assessed using performance­based rubrics for each unit covered in class. Additionally, students will be given opportunities to submit written reflections on what they are learning and the connections they are making. Each student’s active participation, preparedness, and collaboration with classmates will be included in his or her final grade. Physical Education ­ Ms. Buksa & Mr. Williams Students will be assessed in the following areas: Participation, Effort, Sportsmanship, Safety, Works to Improve – This includes being on time and dressed for activities, a constant level of effort during activities and warm­ups, following safety rules outlined for locker room, gym, and fields during activities, showing a desire to improve each day, and showing proper sportsmanship and respect toward classmates and teachers. Fitness – We will assess and monitor Fitness through the Fitnessgram program. The following 4 tests will be administered 2 times per trimester.

Pacer Run and/or Mile Run – assesses muscular and cardiovascular endurance Sit and Reach – assess flexibility Curl­ups – assesses muscular strength and endurance Push­ups – assesses muscular strength and endurance

Students will also be preparing a Fitness Plan/Portfolio. They will track and monitor their current Fitness levels as well as set goals for future success that are personal and appropriate for their own sports or activities. Skills Test – Tests are designed to assess a student’s ability to perform different movements relating to a particular sport. They will not be graded solely on their ability to perform the skill, but also that they demonstrate an understanding of how to do the skill and the reason for that skill in that sport. Written Test – Occasionally a written test will be given to assess a student’s knowledge of rules and other notable information relating to a particular sport or activity. All information will be covered daily in class.

Health ­ Ms. Fink

CURRICULUM – The Health curriculum is an important part of the middle school as it promotes the understanding and the application of the principles of good health and a healthy lifestyle in all aspects of the students’ learning. Health is a continuing activity­based curriculum that coordinates with both the Illinois State learning standards as well as the Common Core Standards. The curriculum is designed to provide students with healthful behaviors and practice life skills that promote wellness. This is a 12­week class. Listed below are the units that will be taught as well as the content and material.

Mental and Emotional Health: This unit will include how to maintain overall health through social, physical, mental and emotional health. Students will discuss self­awareness, self­advocacy, stereotyping, how to manage emotions, resiliency, & decision­making.

Physical Activity & Nutrition: This unit will include information on the six essential nutrients, the difference between healthy & unhealthy food options, a review of how to read food labels, & eating disorders. Additionally, students will learn the benefits of a proper diet & how it affects physical fitness. Lastly, students will learn the FITT principle & both health­related & skill­related fitness.

Drug Education: This unit includes defining drug use and misuse, the peer pressure involved and the steps to refusal. Students will understand the effects of tobacco, alcohol, marijuana, and inhalants on the body systems. Also, we will take a look at social norms as they apply to drug use in the area and practice refusal skills and strategies against drug use.

Growth and Development: In this unit, students will review the anatomy of the male and female reproductive system, as well as establishing good physical hygiene. In addition, students will define how to establish a healthy relationship and practice refusal skills and strategies. ASSESSMENT: Students will be assessed in many different ways: class participation, journal writing, homework assignments – worksheets, reading, etc.

Class participation – Students should be coming to class prepared with a pen or a pencil, folders, homework and the ability to discuss the day’s topic. Students should also be able to interact with their classmates in a respectful manner as daily discussions take place.

Homework assignments – Students will be expected to complete homework assignments on time with a minimum of 70% accuracy.

Dear Band and Chorus Students and Parents, Each student in a performing ensemble will need a solid black, short-sleeved polo shirt. If you do not already have one, the LBMS music department shirts will again be available for $20.00. To order, please fill out and return the form below and send it to school with the appropriate amount no later than Friday, October 30th and return to the MS office. Each student will also need to provide the following items for their uniform:

Khaki pants - Classic cut in tan khaki color, your choice of pleated or flat-front that are roomy enough to tuck in shirt tails

Black belt Black socks Black shoes - Solid black, black-soled shoes with low heels or ALL BLACK tennis shoes

These uniform items need to be obtained before the November 11th (Band) and November 12th (Chorus) concerts. Khakis are often sale priced at Target, Kohl’s, and other area department stores, and there is still plenty of time to shop. Thank you for your support of the LBMS music programs and please call or e-mail us if you have any questions. Ann Cvitkovic, Choral Director Daryl Beese, Band Director ----------------------------------------------------------------------------------------------------------------

LBMS MUSIC SHIRT ORDER FORM Return this form to the advisor or to the office with a $20.00 check made payable to

Lake Bluff Middle School no later than Friday, October 30th.

____________________________ Youth M (8-12) Adult S Adult M Student’s Name

Youth L (14-16) Adult L Adult XL ____________________________ Student’s Advisor Paid by: Check # _______ Cash ______ If you are uncertain of sizes, samples shirts are available in the choir room for students to try on. The majority of MS students order YL or AS. We do recommend that you lean towards the larger size to allow for growth for their years at the Middle School. Also, it is recommended that you wash in cold water and line dry to avoid shrinkage.