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HomeMy WebLinkAboutIB MYP Additional Documentation Application Part BWestlake Academy Additional Documentation Application Form, I C•�a I Is IIS Introduction The following documentation has been compiled and sent in accordance with IBNA's request and response (letter dated 12`h July 2006) to Westlake Academy's Application Form, Part B. The documentation has been compiled by the MYP staff and reviewed by Mrs. Barbara Brizuela (Head of School) and Mr. David Jenkins (MYP Coordinator). The documentation has been addressed in three chapters: 1. Course Descriptions for Grades 7 — 10 (MYP Years 2-5). 2. Units of work. 3. Explanation of delivery and organization of Areas of Interaction. This information has also been sent electronically to Mrs. Silke Koester (IBNR, MYP Associate). IBO Westlake Academy Ms Barbara Brizuela, head of school Mr David Jenkins, MYP coordinator 2600 Ottinger Road Westlake, TX 76262 United States 12 July 2006 Dear Colleagues: International Baccalaureate Organization Organisation du Baccalaureat International Organizaci6n del Bachillerato Internacional We are in receipt of Westlake Academy formal Application Form, Part B and supporting documentation for authorization to offer the Middle Years Programme (MYP). Your request for Applicant Status has been granted. Thank you for your commitment to the development of the MYP in your school community. In reviewing the application and supporting documents, we identified a need for additional information or clarification. Please submit one electronic and four hard copies of the following additional or modified documents to the IBNA office by 1 December 2006: 1. A description of each subject group and/or subjects within them across the five years, including a brief course outline for each of the following/proposed subjects to be taught in levels 1-5 written by the teachers scheduled to teach them and arranged by subject group. Please include (levels 1-5 for Science, Language B, Mathematics, Art, Technology and Physical Education; levels 3, 4, 5 for Humanities and Language A): ■ Aims and objectives (should be a blend of MYP and local requirements in narrative or outline form) • Teaching methods and assessment tasks used (should relate to MYP assessment) • Texts and other resources used • A narrative paragraph of how teachers plan to focus the content through the Areas of Interaction, remembering that the Areas are not merely links International Baccalaureate North America www.ibo.org 475 Riverside Drive, Suite 1600, 1661 West 2nd Avenue, Suite 202, New York, New York 10115 Vancouver, British Columbia V6J 11-13 USA CANADA TEL: 212 696 4464 FAX: 212 889 9242 TEL: 604 733 8980 FAX: 604 733 8970 ■ An explanation of how the resources, topics or methodology chosen will highlight or reinforce internationalism • Names of teachers who developed the outline N.B. If one or more subjects will be integrated with others, a separate outline is required which also shows how the aims and objectives will be addressed and the fifty -hour minimum requirement met, and describes how assessment of the integrated subject will be coordinated. 2. A unit of work for each subject group (with the exception of Humanities and Science) showing clear focuses on at least one area of interaction. In addition, each vertical team for the eight MYP subject areas should develop a brief description of how they will use the areas as a focus for teaching and learning in their subject group. The teachers could include an example of a unit to illustrate their understanding of how the areas should be used. 3. A unit of work or project derived from interdisciplinary planning 4. Documents that have been developed for horizontal planning across subject groups. The Areas of Interaction are not intended to represent subject specific topics. Rather, they are a lens through which subject -based content is taught. Please submit a revised version of: ■ An explanation (written by area leaders, if applicable) of how the Areas of Interaction will be coordinated, indicating organizational structure and time allotted for planning and coordination with faculty, as well as a description, by Area, of the progress made and future plans to ensure that the Areas of Interaction are the focus of planning and instruction The continuation of your school's status as an Applicant School for the Middle Years Programme and the realization of your school's authorization visit are contingent upon our receipt of these documents by the above-mentioned deadline. To complete the authorization process, a team from the IBO will visit your school in the spring of 2007. We would like to propose the following dates for your two-day site visit: 12-13 February 2006. Please provide confirmation of this date so that we may begin planning the visit. If these dates are not convenient, please let us know and we will make every attempt to re -schedule. Information about the authorization visit can be found in the Guide to the Authorization Visit; we urge you to review and share this document with your staff in preparation for your upcoming visit. International Baccalaureate North America www.ibo.org 475 Riverside Drive, Suite 1600, 1661 West 2nd Avenue, Suite 202, New York, New York 10115 Vancouver, British Columbia V6J 1H3 USA CANADA TEL: 212 696 4464 FAX: 212 889 9242 TEL: 604 733 8980 FAX: 604 733 8970 The MYP Schools Committee and the IBNA Board make the final recommendation for authorization to the Director General of the IBO after reviewing the application and site visit report of applicant schools. The committee meets twice a year, in January and in June, to review and to make recommendations. In practical terms, this means that schools will be notified of the outcome of their visit in February or in July each year. Once again, we would like to commend you on the hard work and dedication you have put forth to implement the MYP. If you need any additional information we will be happy to assist you; please do not hesitate to contact us. We look forward to continuing to work with you. Sincerely, Louis Berthelot Silke Koester MYP regional manager MYP associate International Baccalaureate North America www.ibo.org 475 Riverside Drive, Suite 1600, 1661 West 2nd Avenue, Suite 202, New York, New York 10115 Vancouver, British Columbia V6J 1H3 USA CANADA TEL: 212 696 4464 FAX: 212 889 9242 TEL: 604 733 8980 FAX: 604 733 8970 Chapter One Course Descriptions Westlake Academy Middle Years Programme C11- Course Descriptions Grades 7, 89 9 & 10 Years.`�,(3 ` 4 & 5 of the IBO MYP Programme 7th Grade Language A/English MYP Year 2 Mrs. Odom Aims and Objectives Students will read, investigate, write responses to, and analyze World Literature. By the end of this course, students will be able to articulate the similarities and differences between the author's culture and their own. Through their exploration, students will gain an appreciation for World Literature and a greater understanding of the world they live in. Literature will be used as a vehicle to gain knowledge about a variety of different cultures. This course will focus on literary analysis, social aspects, writing conventions, and the student's ability to show growth as a writer. Students will be required to sit for the local TAKS (Texas Assessment of Knowledge and Skills) examinations. Course Outline: I. Theme- Standing Up for what you believe in II. Who is the tragic hero? III. Symbolism and Irony IV. The Role of Women V. Allegory VI. Friendship VII. Persuasive Essays VIII. Epics Resources: Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. In addition to outside resources, students will also use the following: Elements of Literature Antigone by Sophocles Julius Caesar by William Shakespeare The Pearl by John Steinbeck Things Fall Apart by Chinua Achebe Lord of the Flies by William Golding Animal Farm by George Orwell A Collection of Poetry Anthologies Assessment Assessments will be ongoing and will take the form of a variety of tasks. The tasks will include individual coursework pieces such as homework assignments and/or essays, presentations, tests as will as group work. Students will be assessed using the subject specific rubrics. Summative assessments will include end of year exams. These assessments will be based on the student's final level of achievement as will as those tasks assigned throughout the year. The rubrics for Grade 7th are attached. Internationalism and Cultural Awareness The 7th Grade English program is diverse in content, with works ranging from Greek Mythology to Nigerian literature. Students are expected to explore and draw conclusions based on their reading and understanding of text. Areas of Interaction This English course uses five Areas of Interaction as a vehicle to deliver content in the following ways: Homo Faber: Students will study a number of World authors and their role in shaping World Literature as we know it today. For example, students will create masks they feel represent characters in the text Things Fall Apart. They will take pictures and analyze their ideas of family when we study A Raisin in the Sun. Community Service: Students are required to create a children's book in which they retell the story of Antigone to other students Grade 3 and below. Environment: Students will investigate the role theater played in shaping public opinion during Shakespearean times. How is the Nigerian environment both similar and different from the students' own culture? Health and Social Education: Students will investigate the impact the Russian Revolution had on society through studying allegory. Approaches to Learning: Students will learn through a variety of resources. These sources will include: reading, note taking, research skills, audiovisual skills, group and independent thinking skills. Students will be required to use technology in their research and presentation of their work. As independent thinkers, students will be able to clearly articulate a point of view. They will be asked to explain and justify their responses to text. This course outline has been written and prepared by Mrs. Tracy Odom 8th Grade Language A/ English MYP Year 3 Mrs. Odom Aims and Objectives Students will read, investigate, write responses to, and analyze American Literature. By the end of this course, students will be able to identify major authors of American Literature, as well as their impact and influence on society. The course will focus on literary analysis, social aspects, style of writers' voice, and the student's ability to grow as effective writers. Students will investigate the impact of time period and setting in a literary work. Students will also be required to sit for the local TAKS ( Texas Assessment of Knowledge and Skills) examinations. Course Outline: I. Persuasive Essays II. Editorials III. Research Papers IV. Irony V. Playwright VI. The American Dream/ Theme/Symbolism VIII. Symbolism/ Character Analysis VIIII. Figurative Language and Poetry X. American Diversity Poetry Search XI. Family and Environment XII. Independent Book Read Assessment Assessment will be ongoing and will take the form of a variety of tasks. The tasks will include individual coursework pieces such as homework assignments and/or essays, presentations, tests as well as group work. Students will be assessed using the subject specific rubrics. Summative assessments will include end of year exams. These assessments will be based on the student's final level of achievement as will as those tasks assigned throughout the year. The rubrics for Grade 8 are attached. Resources Students will have access to classroom and school computers. The computer is a meaningful resource tool and students will be given instruction on how to properly use the computer. In addition to outside resources, students will use the following: Elements of Literature (Holt, Rinehart and Winston) Keys of Writers -MLA Style The Scarlet Letter by Nathaniel Hawthorne The Miracle Worker by William Gibson The Great Gatsby by F. Scott Fitzgerald To Kill A Mockingbird by Harper Lee Out of the Dust by Karen Hesse Variety of American Poetry Anthologies A Raisin in the Sun by Lorraine Hansberry Internationalism and Cultural Awareness Although this course is predominantly one focusing on American Literature, students will analyze a large variety of author's voices. Students will also learn and explore the impact of American writers on society as a whole including the global perspective. Areas of Interaction This English course uses the Areas of Interaction as a vehicle to deliver content in the following ways: Homo Faber: students will study a number of American authors and their role in shaping American Literature as we know it today. For example, students will be asked to articulate An American Dream and evaluate whether or not it means the same to different cultural groups. They will also complete a diversity poetry search after their reading of Out of the Dust in order to analyze and interpret a diverse group of American poets and their voices. Community Service: Students are required to stage and perform a play from the The Yellow Boat. In addition to this, students will explore writers who use their talents as a catalyst to bring about change in society or their community. Health and Social Education: Students will investigate the changing role of authors and explore the difference in the " current " voice among Blacks, women, and the social classes, etc. Approaches to Learning: Students will learn through a variety of resources. These sources will include: reading, note taking, research skills, audiovisual, group and independent thinking skills. Students will be required to use technology in their research and presentation of their work. As independent thinkers students will be able to clearly articulate a point of view. They will be asked to explain and justify their responses to text. This course outline has been written and prepared by Mrs. Tracy Odom 4Th Grade Language A — English MYP Year 4 Mr. Kai Aims and Objectives Students will build on the guided inquiry study from MYP years 1 and 2 by continuing to examine different pieces and genres of literature that touch on the IB Areas of Interaction in a meaningful way. They will learn how to closely read and annotate text in order to draw conclusions about the author's intent and purpose and to critique the effectiveness of the author. Students will learn rhetorical strategies and how to utilize them in written and oral presentations and how to approach the waiting of a research paper. By the end of the term, students will be able to write a persuasive research paper using MLA style and clear rhetorical strategies. The course will focus on the examination of literature (written, oral and cinematic) in terms of its literary, social, environmental or humanitarian importance and impact. This will involve the use of technology in both research and presentation and original thinking and persuasive arguments on the part of the student. Students will also take the TAKS (Texas Essential Knowledge and Skills) examination for 9`h grade language. Course Outline I Writing: I. Analytical techniques —close reading/annotation of text 2. Thesis construction 3. Evidentiary support - use of facts, incorporation of quotes, utilization of expertise 4. Summary and conclusion II Research 1. Fundamentals of research — internet, reference, periodicals 2. Organization — bib cards, outlines, rough drafts 3. Practice writing — modified Jane Schaffer method III Novels 1. A11 Quiet on the Western Front — European, WWI 2. The Red Badge of Courage - American Civil war, war as heroic and character changing. 3. Night — European, Holocaust, WW II IV Short Stories 1. "Everyday Use for Grandma" — characterization, point of view 2. "Harrison Bergeron" — satire 3. "The Bet" — Russian, irony, characterization 4. "Hills Like White Elephants" — tone 5. "The Things We Carried" — first person, non-fiction, Vietnam War V Non-fiction 1. "Crito" —Classic Greek, argument on justice and obedience to laws 2. "Civil Disobedience" —argument on justice and disobedience of laws 3. "Letter from a Birmingham Jail" —argument on justice and disobedience of laws. VI Drama 1. Death of the King's Horsemen — African, colonialism, cultural clash, tragedy 2. The Crucible — allegory, tragedy, cold war, "Red Scare" 3. The Merchant of Venice —(revisited -qualities of justice, equity*) VII Poetry 1. Sampler of poetry of different periods, types and countries of origin. Assessment Assessment will be ongoing and take the form of a variety of tasks. These will include individual course work pieces (homework, essays, short answer assignments), presentations, (oral, written and technological), tests (multiple choice, matching and true or false) and group work. Each student will also construct an original research paper, using MLA style and rhetorical strategies. Students will be assessed using the subject specific rubrics. Before each assessment each student will be given information (oral or written) relative to the Criterion that will be scrutinized in the assessment. Summative assessment (report cards and end of year grades) will be based on the student's final level of achievement, based on the tasks assigned during the school term. The rubrics for Grade 9, Language A are attached. Resources In addition to the material listed above, students will have access to classroom and school computers, the school library and additional resource material (for example, Keys for Writers and Warnier's Grammar) in the classroom. Students will also be trained to utilize the internet to access different resources and differing viewpoints. Internationalism and Cultural Awareness The literature selected for this course reflects substantial diversity in international origin and reflects cultural diversity. For example, Death of the King's Horseman is written by a member of the Yourba tribe in Africa and reflects a specific view point of the clash between an indigenous and a Colonial culture. Several of the works that will be studied present a view of events and/or a philosophical approach from the perspective of a non - American society. Areas of Interaction This course uses all five Areas of Interaction as a means of delivering course content. Following are examples of the Areas of Interaction: Homo Faber: students will study a number of authors and poets who expressed original and compelling styles, ideas, philosophies or concepts. Through their studies they will have an opportunity to compare and contrast concepts and develop their own positions and articulate them. For example, they will examine Plato's "Crito" and Socrates' attitude toward the necessity to obey the laws of a city and have an opportunity to compare those thoughts to those of Thoreau and Martin Luther King Jr. as respects unjust laws. Community Service: Through different pieces of literature, students will examine the failures of some societies to value and appreciate the customs and beliefs of other societies or to protect its members from cruel and inhumane treatment (for example, Death and the King's Horseman and Night). From such studies, students should develop a heightened sense of community and will be asked to identify a local problem in need of improvement and create a specific action plan, for example, a petition drive or letter writing campaign Environment: Students will examine the role the environment can play in the development of cultural norms and societal beliefs and actions. Through poetry they will exhibit an appreciation of nature and the beauty that exists in the world around us. Students will also have an opportunity to use language to express the importance of the environment and the intrinsic beauty of a natural state. Health and Social Education: Students will examine concepts of social justice and the harm done by injustice within a community in the literature that will be examined (for example, the writing of Thoreau and King). They will also examine the effects of war on the mental health and well-being of those who experienced battle. Students will be encouraged to identify and work against injustice in a positive and meaningful way. Approaches to Learning: Students will be guided in ways to improve their ability to read, comprehend and analyze different texts and genres. They will use new techniques and technology to improve their language skills in the areas of reading and writing and to use logic and persuasive rhetoric to organize and present their opinions and concepts. This course outline has been written and prepared by Robert Kai 101h Grade Language A — English MYP Year 5 Mr. Kai Aims and Objectives Texas requires that one year in secondary English cover American literature; accordingly, this course will cover American novels, drama, poetry, non-fiction writing and essays. By the end of the course, students will be able to identify major figures in American literature, the time periods in which they lived and their impact and influence on American and other societies. Emphasis and focus will be on the development of literary styles in America, how the literature of the time reflected and commented on the society of the time and how literature can contribute to the improvement of a society or community. Students will take the TAKS (Texas Assessment of Knowledge and Skills) examination and also prepare for the PSAT. All elements of language arts necessary to sit for the examination will be covered in the course. Course Outline I Writing 1. Refresher on 9" grade material II Research 1. Refresher on 91h grade material III Novels 1. Scarlet Letter — excerpts revisited as social commentary 2. Moby Dick — characterization/environmental consequences 3. Adventures of Huckleberry Finn — discovery/race relations post Civil War 4. The Grapes of Wrath — depression era America/environmental disaster's effects IV Short Stories 1. "Where Are You Going, Where Have You Been?" — dysfunctional youth 2. "Haircut" — humorist writing/irony 3. "Story of an Hour" — women's issues 4. "A Rose for Emily" — southern writer/dysfunctional community 5. Blue Highm,ays — excerpt, Native American literature Non-fiction 1. Essays by Langston Hughes and Zora Neale Hurston — Harlem Renaissance 2. Essays by Ralph Waldo Emerson and Henry David Thoreau — American Transcendentalism 3. Essays — American revolution 4. Silent Spring — environmentalism 5. Into the Wild — journey/youth 6. The Woman Warrior (Excerpt) — cultural adaptation in America Drama 1. Death of a Salesman — societal change/human relations 2. Raisin in the Sun — African American frustrations in the 50's Poetry 1. Walt Whitman — Leaves of Grass 2. Robert Frost — various poems 3. e.e. cummins — style 4. Langston Hughes, Claude McKay, Arria Bontemps — Harlem Renaissance 5. Anne Bradstreet — early American poetry 6. Emily Dickinson — style Assessment Assessment will be ongoing and take the form of a variety of tasks. These will include individual course work pieces (homework, essays, short answer assignments), presentations, (oral, written and technological), tests (multiple, choice, matching and true or false) and group work. Each student will also construct at least one original research paper, using MLA style and rhetorical strategies. Students will be assessed using the subject specific rubrics. Before each assessment each student will be given information (oral or written) relative to the Criterion that will be scrutinized in the assessment. Summative assessment (report cards and end of year grades) will be based on the student's final level of achievement, based on the tasks assigned during the school term. The rubrics for Grade 10, Language A are attached Resources In addition to the material listed above, students will have access to classroom and school computers, the school library and additional resource material in the classroom (for example Keys for Writers and several anthologies containing critical appraisals of American writers and American literature). Internationalism and Cultural A-A,areness Although the course is defined as American literature there are still opportunities to provide linkage to international cultures. Because America is a country that was largely populated by immigration, the study of American literature necessitates a link to the countries from which emigration originated. This would include the experience of African Americans or the cultural issues raised in The Woman Warrior. Another example is the fact that the roots of American transcendentalism are in the writing of Immanuel Kant. Areas of Interaction This course uses all five Areas of Interaction as a means of delivering course content. Following are examples of the Areas of Interaction: Homo Faber: students will study a number of authors and poets who expressed original and compelling styles, ideas, philosophies or concepts in American literature. Through their studies they will have an opportunity to compare and contrast concepts and develop their own positions and articulate them. For example, they will read Rachel Carson's, Silent Spring and investigate whether her fears and predictions have proven to be true. Community Service: Through different pieces of literature, students will examine the development of American society, the treatment of its members and its progress. From such studies, students should develop a heightened sense of community and will be asked to identify an area of American society that requires examination and will construct an original article to be sent to local newspapers. Environment: Students will examine the role that the environment has played in American society through the literature studied. For example the material studied includes The Grapes of Wrath and the effects of the Dust Bowl and Rachel Carson's environmental warning in Silent Spring. Health and Social Education: Students will examine the way American society has treated its members and how certain aspects of injustice have changed over time. For example, students will see Huckleberry Finn discover that all he had ever been taught about a slave was untrue and he will "unlearn" those stereotypes during the course of his journey with Jim. Students will also examine the view of African Americans in Raisin in the Sun and Chinese immigrants in The Woman Warrior. Approaches to Learning: Students will be guided in ways to improve their ability to read, comprehend and analyze different texts and genres. They will use new techniques and technology to improve their language skills in the areas of reading and writing and to use logic and persuasive rhetoric to organize and present their opinions and concepts. This course outline has been written and prepared by Mr. Robert Kai 7th Grade Language B (Spanish) MYP Year 2 Mrs. Lira Aims and Objectives Students will develop the skills of listening, speaking, reading and writing at an accelerated pace appropriate to the IB curriculum. Through a basic text and a variety of supplemental reading and enrichment activities, students will learn to communicate in Spanish and will be introduced to the life and culture of the Spanish-speaking world. Spanish and Latin American art, literature and music, the indigenous cultures of Mexico and. Mesoamerica, and the themes found in "Don Quixote" are among the topics explored. Course Outline Geography of Spain Mesoamerica The Aztecs The Mayas The Incas Goths and Visigoths Roman architecture in Spain El Quixote Barcelona:Gaudi, Dali, Miro Gypsy Kings, Velazques Hispanic literature Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework assignments, essays, etc.) presentations (group and individual), tests (including semester exams), and group work. Students will be assessed using the subject specific rubrics. Summative assessments (report cards and end or the year grades) will be based on the students' final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 7 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a meaningful resource tool. In addition "Buen Viaje: Level I, II and III" (Glenco), movies, newspapers, magazines, music CD, etc. Internationalism and Cultural Awareness International understanding, cultural awareness, and historical knowledge are enhanced through cultural readings and study of the daily life, and behavior of people in Spanish speaking countries, and throughout the world. Areas of Interaction This Spanish course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Approaches to Learning: Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. Community Service: Students will design different child appropriate materials for the school library and for younger students. They will be asked to explain the relevance of these materials, and assist in their use. Through understanding the importance of the Hispanic community in the Area they will be able to relate and respect diversity within the community. Homo Faber: Students will study the life and legacy of various artists, architects and writers. They will recreate (acting, painting, composing) similar and original works of art. Environment: Students will study geography and its impact on different pre -Hispanic and current cultures and their creations. Health and Social Education: Students will investigate the different roles of people in Hispanic countries, focusing specially on women. This course outline has been written and prepared by Mrs. Daniella Lira. 8th Grade Language B (Spanish) MYP Year 3 Mrs. Lira Aims and Objectives Grammatical structure and vocabulary needed for developing communicative competency will be continually reinforced by means of various drills and activities. Students are expected to understand and respond to standard speech on familiar topics. The students continue exploring different Spanish-speaking cultures and work intensively on oral expression to improve their fluency. Students will learn about the formation of the Spanish language from a historical and linguistic point of view. Students will study and practice different genres of literature by reading masterpieces from different countries. Required readings: "La vision de los vencidos" and "La casa de Bernarda de Alba". Course Outline Goths and Visigoths Monarchy in Spain and Eurpoe. Discovery of the Americas El virreinato. La vision de los vencidos. Independence. Las posadas Religions in Latin America The House of Bernard Alba Puerto Rico/Cuba Modern America and Europe Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework assignments, essays, etc.) presentations (group and individual), tests (including semester exams), and group work. Students will be assessed using the subject specific rubrics. Summative assessments (report cards and end or the year grades) will be based on the students' final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 8 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a meaningful resource tool. In addition "Buen Viaje: Level I, II and III" (Glenco), movies, newspapers, magazines, music CD, etc. Internationalism and Cultural Awareness International understanding, cultural awareness, and historical knowledge are enhanced through cultural readings and study of the daily life, and behavior of people in Spanish speaking countries, and throughout the world. Areas of Interaction This Spanish course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Approaches to Learning: Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers, and will also be motivated to become lifelong learners. Community Service: Students will design different child appropriate materials for the school library and for younger students. They will be asked to explain the relevance of these materials, and assist in their use. Through understanding the importance of the Hispanic community in the area they will be able to relate and respect diversity within the community. Homo Faber: Students will study the life and legacy of various artists, architects and writers. They will recreate (acting, painting, composing) similar and original works of art. Environment: Students will study geography and its impact on different pre -Hispanic and current cultures and their creations. Health and Social Education: Students will investigate the different roles of people in Hispanic countries, focusing especially on women. This course outline has been written and prepared by Mrs. Daniella Lira. 9th Grade Language B (Spanish) MYP Year 4 Mrs. Lira & Mrs. Ourthe-Cabale Aims and Objectives The primary aim is to continue giving students the tools that will enable them to communicate both fluently and accurately in Spanish speaking environments, and to develop gradually a higher ability to communicate naturally. This class will offer insight into civilization and culture of Spain and other Spanish speaking countries. Study begins with everyday aspects of life, moving on to more specific aspects of culture. Course Outline Revolutions in Latin America: Mexico, River Plate, Peru La Celestina El Cid The Mexican Constitution Civil Rights in different Hispanic countries. Frida Khalo and Diego Rivera The Industrial Revolution in Latin America Immigration Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework assignments, essays, etc.) presentations (group and individual), tests (including semester exams), and group work. Students will be assessed using the subject specific rubrics. Summative assessments (report cards and end or the year grades) will be based on the students' final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 9 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a meaningful resource tool. In addition "Buen Viaje: Level I, II and III" (Glenco), movies, newspapers, magazines, music CD, etc. Internationalism and Cultural Awareness International understanding, cultural awareness, and historical knowledge are enhanced through cultural readings and study of the daily life, and behavior of people in Spanish speaking countries, and throughout the world. Areas of Interaction This Spanish course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Approaches to Learning: Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. Community Service: Students will design different children appropriate materials for the school library and for younger students. They will be asked to explain the relevance of these materials, and assist on their use. Through understanding the importance of the Hispanic community in the Area they will be able to relate and respect diversity within the community. Homo Faber: Students will study the life and legacy of various artists, architects and writers. They will recreate (acting, painting, composing) similar and original works of art. Environment: Students will study geography and its impact on different pre -Hispanic and current cultures and their creations. Health and Social Education: Students will investigate the different roles of people in Hispanic countries, focusing specially on women. This course outline has been written and prepared by Mrs. Daniella Lira and Mrs. Claudia Ourthe-Cabale 10th Grade Language B MYP Year 5 Mrs. Lira Aims and Objectives During Year 5 the students will further develop and refine the skills already gained during the previous years. The objectives of the Spanish language class study are social, academic and cultural, with emphasis upon communication and interaction in the target language. Students will gain greater insight into the Spanish, Mexican and culture, their way of life whilst acquiring a more detailed knowledge of the structure and rules of the language in operation. Materials used will include newspaper and magazine articles; poetry, music, drama, readers, short stories, novels and extracts from famous Spanish writers; audio and video cassettes; language -learning computer software. Course Content La vision de los vencidos, Portilla Cartas de relaci6n de la colonic de Hernan Cortes. Sor Juana Ines de la Cruz La Gitanilla, Cervantes Spanish Civil War El Lazarillo de Tormes, An6nimo El Burlador de Sevilla, Molina Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework assignments, essays, etc.) presentations (group and individual), tests (including semester exams), and group work. Students will be assessed using the subject specific rubrics. Summative assessments (report cards and end or the year grades) will be based on the students' final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 10 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a meaningful resource tool. In addition "Buen Viaje: Level I, II and III" (Glenco), movies, newspapers, magazines, music CD, etc. Internationalism and Cultural Awareness International understanding, cultural awareness, and historical knowledge are enhanced through cultural readings and study of the daily life, and behavior of people in Spanish speaking countries, and throughout the world. Areas of Interaction This Spanish course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Approaches to Learning: Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. Community Service: Students will design different children appropriate materials for the school library and for younger students. They will be asked to explain the relevance of these materials, and assist on their use. Through understanding the importance of the Hispanic community in the Area they will be able to relate and respect diversity within the community. Homo Faber: Students will study the life and legacy of various artists, architects and writers. They will recreate (acting, painting, composing) similar and original works of art. Environment: Students will study geography and its impact on different pre -Hispanic and current cultures and their creations. Health and Social Education: Students will investigate the different roles of people in Hispanic countries, focusing specially on women. This course outline has been written and prepared by Mrs. Daniella Lira 7"' Grade Mathematics MYP Year 2 Mr Aisthorpe Aims and Objectives In Grade 7 students will build upon the skills acquired in the PYP program. Students will study a broad range of appropriately challenging material which will aim to further enhance knowledge, understanding and enjoyment of Mathematics. Topics from algebra, number, spatial reasoning, as well as probability and statistics will be studied using a variety of approaches including investigation, group work, individual study and teacher led activities. The relevance of mathematics to the world around us will be an integral part of the course. Problem solving will be a key component of the Grade 7 scheme of work. The material will meet standards required by the State of Texas. Course Outline Integers and fractions Linear equations and formulae Circles Measures of central tendency Factors and multiples Graphing functions Similarity and Congruence Representing data Straight lines Polygons Probability Ratio and Proportion Pythagoras' theorem Area and volume Fractions, decimals, percentages Assessment Students will be assessed on their performance in a variety of tasks. These will include individual coursework (investigations, homework and class assignments) and tests (including semester exams). Three MYP subject assessment criteria A, B and C will be used to assess the student's level of achievement throughout the academic year. Resources Students will have access to classroom and school computers as well as Graphing Calculators in order to facilitate a greater understanding of Mathematical concepts. Students will have access to a variety of sources including the text "Pre -Algebra: An Integrated Transition to Algebra and Geometry" (Glencoe McGraw Hill). Internationalism and Cultural Awareness The students will learn about the influence of various cultures on the development of mathematics and how, over time, a universal language of mathematics has evolved. Areas of interaction This course uses all five Areas of Interaction as a means of delivering -the content in ways that include but are not limited to: Homo Faber: How Mathematics is used in human -made objects will be studied by looking at the application of Pythagoras' theorem in Egyptian construction. Community & Service: Helping others to understand a Mathematics topic is a way in which this Area of Interaction will be addressed. For example, students will create a guide for making tessellation displays for younger students. Environment: Students will use Mathematics to find out how much it would cost to paint the lines on the floor of the Sports Hall. Health and Social: Students will apply their knowledge of surface area to find an approximation for the surface area of skin on the human body. Approaches to Learning: Students will learn how to use a spreadsheet to make repeated calculations in order to solve an equation by trial and improvement This course outline has been written and prepared by Mr. Simon Aisthorpe. 8`h Grade Mathematics MYP Year 3 Mrs. Carlson Aims and Objectives The general aims of MYP mathematics are to enable the students to develop a positive attitude toward the continued learning of mathematics; to appreciate the usefulness, power and beauty of mathematics; to recognize its relationship with other disciplines and with everyday life; to appreciate the international dimensions of mathematics and its varied cultural and historical perspectives; to gain knowledge and develop understanding of mathematical concepts; to develop mathematical skills and apply those skills; to develop the ability to communicate mathematics with appropriate symbols and language; to develop the ability to reflect upon and evaluate the significance of student work; and to develop and apply information and communication technology skills in the study of mathematics. The more specific aims of 8`h grade mathematics are to build on previous work with patterns, mathematical relationships, and algebraic thinking to describe how a change in one quantity in a relationship results in a change in another quantity. Students will form verbal, numeric, graphical, and symbolic representations of these relationships. The students will also use graphs, tables of data, and algebraic formulae to make predictions and solve problems. Eighth grade students will continue their study of numbers, operations, quantitative reasoning, spatial reasoning, geometry, probability and statistics. Theoretical and experimental probability and statistical data will be used to make predictions and evaluate conclusions. An important objective is to enable the students to apply mathematical strategies for problem solving in the areas of algebra, geometry, probability and statistics, and to communicate clearly the mathematics used. Course Outline Number: Review order of operations and algebra properties Work with exponents, simplify monomials, review scientific notation and the metric system Simplify expressions Algebra: Solve one step equations Solve multi -step equations Perform "algebra proofs" ( use knowledge of algebra properties to explain the steps in solving simple algebra equations) Investigate relations and linear functions Work with polynomials (add, subtract, multiply, divide) Investigate quadratic functions Find patterns in data, find a rule that describes the relationship between the variables, and make predictions using the generalized rule Geometry: Review angle pair relationships and use algebra skills to solve for angle measures Review similar triangles and use proportions to solve for side lengths Review circumference and area of circles, area and perimeter of polygons Find the surface area and volume of solids Use Pythagorean Theorem to solve for side lengths of right triangles Statistics: Organize data using tables, scatter plots, histograms, stem and leaf plots and box and whisker plots Analyze data using mean, median, mode, and range Probability: Investigate theoretical and experimental probability Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual coursework pieces (homework assignments, individual projects, etc.), presentations (group and/or individual), tests (including semester exams), and group mathematical investigations. Students will be assessed using the subject specific rubrics. Each graded assignment will be assessed using one or more of the criteria A, B, C given in the Mathematics Grade 8 rubric. Summative assessment (report cards and end of year grades) will be based on the student's final level of achievement as determined from the assessed tasks throughout the year. The rubrics for Grade 8 are attached. Resources Students will have access to the classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. The students are expected to have their own graphing calculator, TI -83 or TI -84, for use in the classroom and at home. The students will be provided with instruction on how and when to use the calculator. (The calculator is useful in data exploration — collecting, graphing, and analyzing data- as well as in computation and modeling functions.) The following textbook will be used by students; however, other textbooks will supplement the course: "Mathematics Applications and Connections, Course 3", Glencoe Internationalism and Cultural AH°areness The students will learn about the influence of various cultures on the development of mathematics, and how over time, a universal language of mathematics has evolved. Areas of Interaction This mathematics course uses all five Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: The students will study about the contribution of individuals to the development of various branches of mathematics (for example the contributions of Pythagoras, Hypatia, Euclid, Descartes, and others). Community Service: The students will look at quantitative data on air quality in their community. They will develop a brochure to inform the public about the air quality and to suggest ways in which individuals and groups can help improve the quality of air that we breathe. Environment: Air quality is an environmental issue. Students will investigate how air quality is measured, the factors that contribute to poor levels of air quality, and what society and individuals can do to improve the quality of our air. This investigation looks at our local environment, as well as the global environment. Health and Social Education: In one investigation activity, students will research the health problems that result from poor air quality, and the ways in which humans can reduce the health risks related to poor air quality. In a broader sense, students will use various modes of representing quantitative data (histograms, tables, pie charts, stem and leaf plots), and we will discuss how society can be influenced by statistics and the ways in which data are presented. Approaches to Learning: Students will learn through a variety of sources. They will learn how to take notes, how to organize data and look for patterns, how to employ various strategies for problem solving, and how to study for tests. They will be required to use technology (computers and/or graphing calculators) to conduct research, collect and analyze data, and present their results. Students will be required to be independent thinkers. They will be asked to show their work in solving mathematical problems, to explain the strategies used and the reasonableness of the solutions, to identify patterns, to find a rule (formula) that fits a particular pattern, and to make predictions based on the results. Students will learn these skills through individual and group work and through a variety of teaching strategies. This course outline has been written and prepared by Mrs. Mary Carlson. 9'h Grade Mathematics MYP Year 4 Mr Aisthorpe Aims and Objectives As in previous grades students in Grade 9 will build upon prior knowledge and skills. Students will continue to acquire and use various approaches in order to understand concepts and make links between different areas of Mathematics. This course will again utilize an integrated approach to Mathematics to cover topics in algebra, number, geometry, probability and statistics. Students will be encouraged to adopt different strategies to solve problems as well as monitor and reflect on their processes. The material will meet the standards required by the State of Texas. Course Outline Right angled trigonometry Working in three dimensions Circle theorems Algebraic fractions Coordinate Geometry Equation of a circle Measures of spread Polynomials Proportion Transformations of graphs Inequalities Sampling and bias Assessment Students will be assessed on their performance in a variety of tasks. These will include individual coursework (investigations, homework and class assignments) and tests (including semester exams). Four MYP subject specific assessment criteria will be used to assess the student's level of achievement throughout the academic year. Resources Students will have access to classroom and school computers as well as Graphing Calculators in order to facilitate greater understanding of mathematical concepts. Students will have access to a variety of sources including the text: Internationalism and Cultural Awareness The students will learn about the influence of various cultures on the development of mathematics and how, over time, a universal language of mathematics has evolved. Areas of interaction This course uses all five Areas of Interaction as a means of delivering the content in ways that include but are not limited to: Homo Faber: Faulty formulas in films. Students analyze a scene in a film and use Mathematics to prove that it is impossible in reality Community & Service: Students will use Mathematics to predict and model the path of a hurricane in order to warn communities of its approach. Environment: Statistics can be used to analyze the effect of environmental factors on the size of plant leaves. Students will investigate and analyze a relationship between variables such as this in our own surroundings. Health and Social: Students will apply their knowledge of surface area to find an approximation for the surface area of skin on the human body. Approaches to Learning: Students will use a spreadsheet to perform repeated calculations to find limiting values when comparing a many sided polygon with a circle. This course outline has been written and prepared by Mr. Simon Aisthorpe. 10th Grade Mathematics MYP Year 5 Mrs. Mary Carlson Aims and Objectives The general aims of MYP mathematics are to enable the students to develop a positive attitude toward the continued learning of mathematics; to appreciate the usefulness, power and beauty of mathematics; to recognize its relationship with other disciplines and with everyday life; to appreciate the international dimensions of mathematics; to gain knowledge and develop understanding of mathematical concepts; to develop mathematical skills and apply those skills; to develop the ability to communicate mathematics with appropriate symbols and language; to develop the ability to reflect upon and evaluate the significance of student work; to use and apply technology in the study of mathematics; and to become independent thinkers and learners. Another goal of this course is for the students to learn the skills assessed by the TAKS test, a required assessment for all 1 Qth graders in the state of Texas. Tenth grade students will continue their study of numbers, operations, quantitative reasoning, spatial reasoning, geometry, and probability and statistics. An important goal is to enable the students to apply mathematical strategies for problem solving in the areas of algebra, geometry, trigonometry, and probability and statistics and to communicate clearly the mathematics employed. Course Outline Number: Finite and infinite number sets Complex numbers Algebra: Systems of equations and inequalities Relations and functions (linear, polynomial, logarithmic, and exponential; this includes inverse functions, behavior of functions, graphing) Expressions Recursive sequences and generating rules Geometry: Circles and triangles Vectors Trigonometry: Trigonometric identities Trigonometric graphs Statistics/probability: Data analysis including variance and standard deviation Assessment: Assessment will be ongoing and will take the form of a variety of tasks. These will include individual coursework pieces (homework assignments, individual projects, etc.), presentations (group and/or individual), tests including semester exams, and group mathematical investigations. Students will be assessed using the subject specific rubrics. Each graded assignment will be assessed using one or more of the criteria given in the Mathematics Grade 10 rubric. Summative assessment will be based on the student's final level of achievement as determined from the assessed tasks throughout the year. Resources Students will have access to the classroom computers and will be given the tools and education needed to operate the computer as a meaningful resource tool. The students are expected to have their own TI -83 or TI -84 graphing calculator for use in the classroom and at home. The students will be provided with instruction on how and when to use their calculators. Also, the students will use a variety of textbooks, including "Algebra Through Data Exploration" by Key Curriculum Press. Internationalism and Cultural Awareness The students will learn about the contributions of mathematicians from different cultures. Areas of Interaction This mathematics course uses all five areas of interaction as a means of delivering the content in the following ways: Homo Faber The students will learn about the contributions of individuals to the development of various branches of mathematics. Community'Service The students will look at quantitative data, and analyze it using statistical methods. The students will analyze data related to economics and investigate the "power" of continuously compounded interest. Students will then pick a community service project or charity for which money is collected, and they will compute the amount earned for the charity in specified time periods. (This activity involves statistics, fitting a model to the data, and graphing and solving exponential functions.) Environment Students will investigate population growth rates by looking at raw data, finding a mathematical model to "fit" the data, and using the model to make predictions. Students will work with exponential functions and logarithmic functions. They will extrapolate from the data and the exponential model to predict the population in the future, as well as, they will interpolate with an inverse operation (logarithms) to estimate the population in past years for which no data was originally given. Students will then discuss possible consequences of population growth to their environment. Health and Social Education Students will examine data that has a normal distribution, and they will learn how to interpret such data using standard deviation, mean, etc. Students will investigate the growing trend in American elementary and secondary education toward standardized testing. What kind of tests are they - achievement or aptitude tests; what are the pros and cons from these types of testing; and what are possible misuses of test results? Approaches to Learning Students will learn through a variety of sources. They will learn how to take notes, organize data and Iook for patterns, and employ various strategies for problem solving. They will be required to use technology to conduct research; collect, display, and analyze data; graph functions; and present their results. Students will be required to be independent thinkers. They will be asked to show their work in solving mathematical problems, to explain the strategies used and the reasonableness of the solutions, to identify patterns, to find rules that fit the patterns, to make predictions based on the relationships observed, and to work with various types of functions (linear, conic, logarithmic, exponential, and trigonometric) so that these functions can be used to model real world phenomena. Students will learn these skills through individual and group work and through a variety of teaching strategies. 7th Grade Science MYP Year 2 Mrs. Jenkins Aims and Objectives The aims, objectives and framework of the 7th grade science course at Westlake Academy are designed to promote science as a cooperative venture between individuals and the international community. The program comprises the traditional subjects of biology, chemistry, and physics (these three areas will become more distinct in grades 9 and 10) as well as the basic topics, concepts and issues from other branches of science, such as earth and health science. The overall objective is to provide a foundation that will make students scientifically literate so they can make informed judgments and decisions about scientific issues and use the acquired scientific process skills for successful problem solving. Course Outline I. Classification, adaptation, survival of the fittest, evolution, impact of humans on our environment 2. Investigations in physiology 3. Investigations in geology and the dynamic forces that help shape the surface of the Earth 4. Investigations in oceanography 5. Investigations in electricity/impact of people and nature 6. Physics of Flight/design, build, exhibit and promote a new airplane for a mock air show Assessment 7th grade students will explore the content by designing experiments and creating means for collecting, analyzing, and displaying data. Students complete a task to demonstrate proficiency with skills such as making inferences, problem solving, and justifying conclusions. Assessment will be a continuous process. Students will be expected to: 1. Conduct investigations/work with others cooperatively 2. Short answer and essay questions 3. Research 4. Participate actively in class 5. Lab journals 6. Reports 7. Create models 8. Demonstrate proper use of scientific tools 9. Mathematical calculations Resources The Event -Based Science model (by Prentice Hall) is an inquiry and researched based program that taps into the middle school students' natural curiosity by exploring the science behind powerful events. The Delta Science Modules (DSM's by Delta Science) provide the students with experiences that will enable them to become scientifically literate contributors to tomorrow's society through hands-on, inquiry based activities. Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. Students will also use the following: Science Explorer (Prentice Hall) Current Science (Weekly Reader) Miscellaneous classroom resource books Internationalism and Cultural Awareness Internationalism permeates MYP science throughout all topics of study during the school year. It is imperative that students are encouraged to view the units with a global perspective. For example, the students look at a six-week unit known as "OUTBREAK". They don't simply learn about diseases and how they affect the body, they study the diseases common to our area and compare them to others prevalent in different areas of the world. They also look at how scientists are able to prevent, treat or cure diseases here in the United States as opposed to other areas of the world that are not as well-equipped to treat their patients. The students look at how global warming is affecting the spread of certain illnesses and diseases throughout the world and what we, as a nation, are doing to increase the rate at which global warming is occurring. Incorporating internationalism in science gives students a better understanding of global issues, how we contribute and how we might attempt to improve conditions here at home as well as around the world. Areas of Interaction This science course uses all five of the Areas of Interaction as a means of delivering the content in the following ways: Homo Faber: MYP science stresses the ways students (as well as all humans) can initiate change and explore consequences of their choices and behaviors. The students study and discuss the human capacity to create and improve the quality of life. Some examples include: I. Designing a thrill ride for a mini amusement park using Newton's Laws 2. Design & demonstrate a parachute -drop device 3. Keynote presentations (based on experiments) 4. Museum displays 5. Create a demonstration showing how the composition of a liquid affects its viscosity 6. Design a cost-effective method for using soundings to obtain a harbor profile 7. Design a meter for measuring current Community Service: Responsible, caring attitudes are encouraged in the classroom/lab, which should also encourage the same attitudes in student's local setting as well as the wider world. We discuss, research and study the responsibilities of scientists and industrialists in a global setting and use a scientific approach to look for ways to solve some of the problems created by those who make (what many consider) unethical choices. Some examples include: 1. Create museum displays for younger students re: "new island" 2. DDT research 3. Estimations of the time available to evacuate 3 valley communities in a mud flow situation 4. Create posters (to place around school) investigating the different methods of cleaning up 5. After an oil spill predict how businesses are affected by solar storms/severity of solar storms Environment: Students look at the responsibility we have as citizens (as well as the responsibilities of scientists) in maintaining a natural world fit for present and future generations. We discuss community, local, and global issues and propose possible solutions to some of the problems we face. Some examples include: 1. Long-term study of a "new island" 2. Manipulating conditions to change friction on a ramp 3. Analyze energy transformations experienced on a slide 4. Identify energy transformations 5. Build a model of Mt. Ranier from a topographical map 6. Classifying/identifying igneous rocks 7. In-depth study and analysis of 6 ports/oil spills/possible oil terminals 8. Build an electrical circuit powered by a generator& investigate the effects of various changes to circuit Health and Social Education: As the IBO handbook suggests... economic, sociological, and psychological aspects of health are addressed, encouraging a respect for the mind and body. Cooperative learning is also a big part of what we do in the MYP science classroom. These activities are intended to aid in the development of crucial social skills. Some examples include: 1. Investigate forces exerted on a person riding a revolving ride (centripetal and G force) 2. Frog mutation research 3. DDT, Mercury, PCB investigation & report 4. Global warming/pollen counts/health effects produce a TV show focusing on the risks associated with Mount Ranier 5. Effects, hazards, and benefits of volcanoes on people and the environment 6. Calculate the cumulative effect of oil in the food pyramid 7. Correlation between meat consumption and deforestation Approaches to Learning: Teaches students in science HOW to organize themselves and HOW they learn best by practicing good note -taking skills, research skills, group work, and independent thinking skills. They also learn how to take charge of their own learning through independently developing and creating their own experiments and answers to problems. They are also required to assess themselves and the groups in which they work as a reflection activity at the end of each unit of study. Some examples include: 1. Creating museum displays 2. Diagrams, charts (handmade and computer-generated), keynote for comparing tropical and temperate rain forests 3. Creating press releases to distribute information 4. Discover how to read a topographic map in order to build models 5. Use charts as tools for informed decision-making (tide charts, etc.) 6. Construct charts of the major life zones showing typical life forms in each graph 300 yrs of data on solar storms & predict future storms using the data This course outline has been written and prepared by Mrs. Courtney Jenkins 8th Grade Science MYP Year 3 Mrs. Jenkins Aims and Objectives The aims, objectives and framework of the 8th grade science course at Westlake Academy are designed to promote science as a cooperative venture between individuals and the international community. The program comprises the traditional subjects of biology, chemistry, and physics (these three areas will become more distinct in grades 9 and 10) as well as the basic topics, concepts and issues from other branches of science, such as earth and health science. The overall objective is to provide a foundation that will make students scientifically literate so they can make informed judgments and decisions about scientific issues and use the acquired scientific process skills for successful problem solving. Course Outline I. Investigations in epidemiology, viruses, bacteria, etc 2. Investigations in physics 3. Ecology, chemistry and energy 4. Investigations in plant diseases, synergy between plants, and crop disease 5. Loma Prieta and Los Angeles earthquakes, surface of the Earth 6. Investigations in climate change, greenhouse effect, carbon dioxide, emissions Assessment 8th grade students will explore the content by designing experiments and creating means for collecting, analyzing, and displaying data. Students complete a task to demonstrate proficiency with skills such as making inferences, problem solving, and justifying conclusions. Assessment will be a continuous process. Students will be expected to: I. Conduct investigations/work with others cooperatively 2. short answer and essay questions 3. Research 4. Participate actively in class 5. Lab journals 6. Reports 7. Create models 8. Demonstrate proper use of scientific tools 9. Mathematical calculations Resources The Event -Based Science model (by Prentice Hall) is an inquiry and researched based program that taps into the middle school students' natural curiosity by exploring the science behind powerful events. The Delta Science Modules (DSM's by Delta Science) provide the students with experiences that will enable them to become scientifically literate contributors to tomorrow's society through hands-on, inquiry -based activities. Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. Students will also use the following: Science Explorer (Prentice Hall) Current Science (Weekly Reader) Miscellaneous classroom resource books Internationalism and Cultural Awareness Internationalism permeates MYP science throughout all topics of study during the school year. It is imperative that students are encouraged to view the units with a global perspective. For example, the students look at a six-week unit known as "OUTBREAK". They don't simply learn about diseases and how they affect the body, they study the diseases common to our area and compare them to others prevalent in different areas of the world. They also look at how scientists are able to prevent, treat or cure diseases here in the United States as opposed to other areas of the world that are not as well-equipped to treat their patients. The students look at how global warming is affecting the spread of certain illnesses and diseases throughout the world and what we, as a nation, are doing to increase the rate at which global warming is occurring. Incorporating internationalism in science gives students a better understanding of global issues, how we contribute and how we might attempt to improve conditions here at home as well as around the world. Areas Of Interaction This science course uses all five of the Areas of Interaction as a means of delivering the content in the following ways: Homo Faber: MYP Science stresses the ways students (as well as all humans) can initiate change and explore consequences of their choices and behaviors. The students study and discuss the human capacity to create and improve the quality of life. Some examples include: 1. Build roller coaster/amusement park rides 2. Creating fire-resistant products 3. Design & build new style airport 4. Design new tennis shoes for support and protection used for specific sports 5. Keynote presentations 6. Charts and graphs for petri dish/pathogen experiment Community and Service: Responsible, caring attitudes are encouraged in the classroom/lab, which should also encourage the same attitudes in student's local setting as well as the wider world. We discuss, research and study the responsibilities of scientists and industrialists in a global setting and use a scientific approach to look for ways to solve some of the problems created by those who make (what many consider) unethical choices. Some examples include: 1. Create informative posters about human body/physiology for younger students 2. UN study --global warming 3. Write/publish children's book about Olympics for younger students Environment: Students look at the responsibility we have as citizens (as well as the responsibilities of scientists) in maintaining a natural world fit for present and future generations. We discuss community, local, and global issues and propose possible solutions to some of the problems we face. Some examples include: 1. Global warming/effects on the environment/spread of diseases 2. CO2 concentrations 3. Design experiment on how clouds influence greenhouse effect 4. Petri dishes/growth of pathogens w/ different medications 5. Scientists' warnings ignored in New Orleans?? Hurricane Katrina and rebuilding of New Orleans 6. Oceans, heat, climate, changing environment 7. Why New Orleans is sinking 8. Create a mock TV program re: plants and plant disease (including blight) 9. Create experiment to observe and measure capillary action in celery stalks 10. Observe & analyze reproductive structures of plants 11. Observe & describe the rate of growth & development in different plant species Health and Social Education: As the IBO handbook suggests... economic, sociological, and psychological aspects of health are addressed encouraging a respect for the mind and body. Cooperative learning is also a big part of what we do in the MYP science classroom. These activities are intended to aid in the development of crucial social skills. Some examples include: 1. Design educational advertising campaigns to promote healthy products 2. Earthquake engineering/safer buildings 3. Changes in sea level to predict future levels 4. Researching & reporting on muscular/skeletal injuries common in Olympic sports 5. Reaction time/relationship between nervous & skeletal system 6. Research & report on common diseases in other countries 7. Antibiotic resistance 8. Viruses 9. Water quality tests 10. Research diseases/global warming/vectors/indirect and direct transmission 11. Hurricane Katrina & rebuilding New Orleans ... too vulnerable? Natural & human - induced hazards 12. Design an experiment to test different methods for anchoring a house to resist landslides 13. Ethnobotany Approaches to Learning: Teaches students in science HOW to organize themselves and HOW they learn best by practicing good note -taking skills, research skills, group work, and independent thinking skills. They also learn how to take charge of their own learning through independently developing and creating their own experiments and answers to problems. They are also required to assess themselves and the groups in which they work as a reflection activity at the end of each unit of study. Some examples include: 1. Exploring limitations of models 2. Working in task teams 3. Reporting research results/findings 4. Examining medical reports 5. Using microscopes 6. Devising grid system/determining proportions/creating proper scales 7. Create keynote presentations re: lab reports This course outline has been written by Mrs. Courtney Jenkins. 9`h Grade Biology MYP Year 4 Dr. Tech Aims and Objectives Students will learn effective methods for thinking about science, conducting scientific investigations, and evaluating and communicating scientific results and theories. Students will investigate biology at all scales, from the structure of molecules to the functions of ecosystems. In addition, students will explore difficult questions about the role of biology in society, such as the ethical considerations of stem cell research and the balancing of environmental protection with economic development. Upon completion of this course, students will be prepared to take the biology portion of the 10`h grade science TAKS (Texas Assessment of Knowledge and Skills) examinations. Course Outline I. Scientific Methodology II. Chemistry of Life III. Cell Structure IV. Cell Processes V. Animal Structure and Function VI. Plant Structure and Function VII. DNA, Genes, and Proteins VIII. Genetics IX. Evolution X. Ecology Assessment Assessment will be ongoing and will occur through a variety of tasks. These tasks include experimental design and execution, laboratory journals, formal lab reports, research papers, essays, class discussions 1 debates, homework assignments, presentations, and tests. In both individual and group tasks, students will be assessed using the 9th -10`h grade official IB science rubrics. Resources Students will have access to school computers and laboratory equipment, such as microscopes and balances, and will be given the instruction necessary to use these resources as valuable research tools. Students will have a wide range of biology texts available for study, but their primary text will be: Biology (Holt) by Johnson and Raven Internationalism and Cultural Awareness Students will examine several biological issues of global concern, such as disease prevention, global warming, resource preservation, and pollution. Students will also explore how attitudes and approaches to biology vary across cultures. Areas of Interaction All five of the Areas of Interaction will be used in this course as a means of delivering the content. Homo Faber: Students will study several recent innovations in biology, such as DNA amplification and mapping, genetic engineering, cloning, and stem cell research. In each case, students will explore how and why the innovative technique was developed, how it is used, and what the ethical and societal consequences are. Community Service: Students will investigate how diseases, and health and environmental issues impact their communities. Students will discuss ways in which individuals can assist their local and global communities on these issues. Students will also be required to perform several acts of community service, such as promoting health and environmental awareness and assisting in community clean-up. Environment: Students will learn about the interdependence of all living things and the function of ecosystems. Students will examine environmental issues such as global warming, genetic engineering, pollution, and preservation of resources. A guiding question will be: How can society balance the needs of the environment with that of individuals and the economy? Health and Social Education: Students will investigate many issues surrounding personal health, including the structure and function of the body, diseases, technological innovations, and the interaction of people and their ecosystem. Students will also examine the role of society in shaping biological policy and research. Should society regulate biological research or innovation? How should public welfare, individual rights, ethical concerns, and scientific progress be balanced? Approaches to Learning: Students will learn using a variety of methods, including note taking, scientific investigations, research skills, technology use, group work, and independent thinking. Students will be expected to evaluate scientific results and theories and to explain how and why things occur. Students will frequently be asked to self - evaluate their progress and performance in the class. This course outline has been prepared by Dr. Cynthia Tech. 10th Grade Integrated Physics and Chemistry MYP Year 5 Dr. Tech Aims and Objectives In this course, students will explore properties and transformations of matter and energy and the effects of forces. Students will apply their knowledge of physics and chemistry to real-world problems, such as analyzing the conversion efficiency of different energy sources, explaining how vehicle restraint systems protect passengers during crashes, and exploring the causes and effects of acid rain. In addition, students will learn effective methods for thinking about science, conducting scientific investigations, and evaluating and communicating scientific results and theories. Upon completion of this course, students will take the 10th grade science TAKS (Texas Assessment of Knowledge and Skills) examinations. Course Outline I. Properties, Structure, and Changes of Matter II. Chemical Bonds and Chemical Reactions III. Solution Chemistry IV. Oxidation - Reduction Chemistry IV. Energy V. Waves VI. Fluids and Gases VII. Forces and Motion VIII. Electricity and Magnetism Assessment Assessment will be ongoing and will occur through a variety of tasks. These tasks include experimental design and execution, laboratory journals, formal lab reports, research papers, essays, class discussions / debates, homework assignments, presentations, and tests. In both individual and group tasks, students will be assessed using the 9th -10th grade official IB science rubrics. Resources Students will have access to school computers and laboratory equipment, and will be given the instruction necessary to use these resources as valuable research tools. Students will have a range of texts available for study, and their primary text will be: Cambridge Physics Outlet (CPO) Integrated Physics and Chemistry Internationalism and Cultural Awareness Students will examine several issues of global concern, including alternative energy sources, global warming, and acid rain. Students will explore the question: what responsibilities do developed countries bear in conserving global resources and reducing global pollution, and how can innovations in chemistry and physics assist in these goals? Areas of Interaction All five Areas of Interaction will be used in this course as a means of delivering the content. Homo Faber: Students will study innovations in chemistry and physics, such as nuclear power, "green chemistry", the development of modern batteries, and new strategies for earthquake -proofing. In each case, students will not only learn the chemistry and physics behind the innovation, but will also explore how and why the innovative product or technique was developed, how it is used, and what the ethical and societal consequences are. Community Service: Students will investigate how the development and use of common chemicals and technologies impacts their communities. Students be required to do a chemistry or physics - related community service project of their choice. A suggested project will be: to develop an energy conservation plan for part of their local community, such as their own home, school, or church, present that plan to the local community, and if applicable, assist their local community in carrying out the plan. Environment: Students will learn about how the products and processes that we use everyday affect the environment, and will examine pressing environmental issues such as global warming, pollution, and the preservation of resources. A guiding question will be: How can society balance the needs of the environment with that of individuals and the economy? Health and Social Education: Students will investigate how products are designed by chemists and physicists to benefit personal health. For example, they will learn about pharmaceuticals, wastewater treatment plants, food safety, car restraints, and earthquake - proofed buildings. Students will also examine the role of society in shaping policy regarding chemistry and physics research. Should society regulate scientific research? How should public welfare, individual rights, ethical concerns, and scientific progress be balanced? Approaches to Learning: Students will learn using a variety of methods, including note taking, scientific investigations, research skills, technology use, group work, and independent thinking. Students will be expected to evaluate scientific results and theories and to explain how and why things occur. Students will frequently be asked to self - evaluate their progress and performance in class. This course outline has been prepared by Dr. Cynthia Tech. 7`h Grade Humanities MYP Year 2 Mr. Kai Aims and Objectives Students will investigate European history from the earliest records of human settlement to the formation of the EU. By the end of the course students will have an understanding of the way the environment influenced societal evolution and the development of the unique countries that comprise Europe. They will also be able to trace the influence of European societies on the whole of humanity, ranging form the Greeks to the introduction of the horrors of modern warfare during WW I. Students will maintain both a historical timeline of events with annotations relative to major European figures in literature, art, music, politics and science etc. The focus of the course will be on the causes and consequences of major events and developments over the period of study and how environmental, community and social issues contributed to them. Course Outline I. The geography of Europe and the environmental conditions that led to societal development II. The Greeks and their contributions III. The rise and fall of the Roman Empire IV. The Middle Ages V. The Renaissance VI. European Colonialism and its' effects VII. The Modern World, Industrial revolution and the rise of technology VIII. WWI and the horror of modern warfare IX. Post WWI, the rise of Dadaism, Surrealism and the reasons behind the despair X. The rise of fascism in the west and communism in the east. XI. WWII XII. The Cold War XIII. The failure of communism and the development of a different Europe. Assessment Assessment will be ongoing and will take the form of a variety of tasks, including oral and written reports, graphic displays, group work, research, essays, homework assignments and knowledge tests and quizzes. Students will be assessed using the specific subject rubrics. Summative assessment will be based on the student's final level of achievement, based on those tasks assigned throughout the term. The rubrics for Grade 8 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. In addition to outside resources students will also use the following: World Cultures (Prentice Hall) as a text, excerpts from a variety of supplemental sources including Collapse (Jared Diamond), The Decline and Fall of the Roman Empire (Edward Gibbons), The Histories (Herodotus), The History of Rome (Livy), Humanism and the Culture of Renaissance Europe (Charles G. Nauert), The Prince (Machiavelli), Utopia (Thomas More) and essays written by Friedrich Nietzsche. Internationalism and Cultural Awareness This course of study is focused on Europe and within that context we will also be examining the development of the different cultures on the European Continent and the causes and consequences of same. In addition, during our study of European Colonialism, we will study the effects that Colonialism had on cultures in other parts of the world. Areas of Interaction This humanities course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: Students will have an opportunity to study Europe's most significant contributions to literature, art, medicine, politics, music, science, drama etc., and the men and women who were responsible for these contributions. In addition, students will have the opportunity to construct their own original work in one of theses areas. Community Service: Students will have the opportunity to examine the interaction and conflicts between European countries and cultures and how environmental and social issues contributed to the causes and consequences of major events. Students will also create and produce a one act play to illustrate how a better sense of community might have avoided problems that arise between "communities' that adjoin one another. Environment: Students will examine the role that environment played in the settlement of Europe, the development of differing societies and the role the environment played in the rise and fall of European societies. They will also contrast the view of modern Europe toward the environment versus the Unites States and emerging nations. Health and Social Education: The study of Europe provides an opportunity to examine the development of social concepts such as democracy and equal justice that later influenced the United States. They will also have the opportunity to examine the worst of societal abuse in the Holocaust and how such events may produce harm to all of humanity. Approaches to Learning: Students will learn through a variety of sources. These sources will include: note taking, research skills, group work, development of theories and independent thinking skills. Students are required to use technology in their research and presentation of their work. As independent thinkers, students will not be focused on just facts and figures but will delve into the causes and consequences of events and postulate how the environment, the shape and structure of a community or its sense of social equality and justice may have influenced major events. This course outline has been written and prepared by Mr. Robert Kai 8'h Grade Humanities MYP Year 3 Mr. Jenkins Aims and Objectives Students will investigate American history from the early Native American settlers to modern day American domestic and foreign policy. By the end of the course students will be able to identify major figures in US history, as well as major events. The course will focus on social, political, economic, religious, technological and intellectual events over the course of time. Students will also be required to sit the local TAKS (Texas Assessment and Knowledge Skills) examinations. Course Outline I. Native Americans II. European exploration III. Early colonies and settlement IV. Independence and revolution V. Constitution VI. Early Republic VII. Manifest Destiny VIII. The Civil War IX. Reconstruction X. Industrial Revolution XI. Immigration XII. WWI XIII. 1920s XIV. WWII XV. The Cold War XVI. Contemporary American society Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual coursework pieces (homework assignments, essays etc), presentations (group and individual), tests (including semester exams) and group work. Students will be assessed using the subject specific rubrics. Summative assessment will be based on the student's final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 8 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. In addition to outside resources, students will also use the following: "History Alive: The United States." (Teachers' Curriculum Institute) Internationalism and Cultural Awareness Although this course is predominantly one focusing on the United States, students will also investigate the impact the rest of the world has had on America (in particular, culture), as well as America's role and influence on the rest of the world. Students will explore the role America has played in industrial development, global politics and economics throughout history. Areas of Interaction This humanities course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: Students will study a number of America's most significant leaders and their role in the shaping of American history, culture, politics etc. For example, they will be asked to assess the significance of George Washington, in the colonists' victory in 1783. They will also be asked to evaluate the role of the likes of Eli Whitney, Thomas Jefferson, Martin Luther King, in the shaping of America. Community Service: Students will be required to teach and write a children's book for those younger students in the school, focusing on the Constitution. In addition to this, students will also study significant figures who have sacrificed, worked and assisted their communities (Jefferson and King, being examples). Environment: Students will study the role the environment has played on settlement (Native American, early east coast colonies and westward expansion), and the dependence humans have on those environments. Students will also investigate the impact humans have had on the environment (the impact of industry and "development"). Health and Social Education: Students will investigate the changing roles of different groups of people in American history (Blacks, women, middle class etc.), and how these changes have affected the status quo of America and the way of life in the country. Approaches to Learning: Students will learn through a variety of sources. These sources will include: note taking, research skills, group work and independent thinking skills. Students will be required to use technology in their research and presentation of their work. Students will be required to be independent thinkers. They will be asked to explain why and how things occur, and what consequences result. This course outline has been written and prepared by Mr. David Jenkins. 9" Grade Humanities MYP Year 4 Mr. Jenkins Aims and Objectives The 9`h Grade Humanities course asks students to explore changes throughout time. The fundamental and reoccurring guiding question will focus on why changes occur in various environments (social, political, economic, technological and environmental) and the impact they have on the world. Through the study of major turning points in world history, students will gain a greater understanding of the world in which they live in, and how it has evolved. Course Outline 1. Causes, practices and effects of war a. WWI b. Spanish Civil War c. World War II d. Korean War e. Vietnam War f. Gulf War g. "War on Terrorism" 2. Revolution a. American b. French c. Russian d. Chinese e. Cuban 3. Changing societies a. Culture b. Language c. Democracies d. Dictatorships 4. Environmental change 5. Changes in the contemporary world Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual coursework pieces (homework assignments, essays etc), presentations (group and individual), tests (including semester exams) and group work. Students will be assessed using the subject specific rubrics. Summative assessment will be based on the student's final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 9 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. In addition to outside resources, students will also use the following: World Geography: World Geography (McDougal) World History: History, The Human Journey (Holt) AP World History: Traditions & Encounters AP European History: The Western Heritage AP Comparative Government & Politics: Comparative Politics Internationalism and Cultural Awareness This 9`h Grade Humanities course is one that takes on a truly global nature. In addition to this, the course also addresses nearly 400 years of history. Students will focus on the similarities and differences of the various changes studied, and will be asked to account for those changes, identifying cultural and environmental reasons, among others. For example, they will investigate why the Cuban Revolution succeeded, where other Latin American revolutions have failed. They will also be asked to investigate how these changes have impacted the people and the environment, as well as assessing their legacy in today's world. Areas of Interaction This humanities course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: Students will focus on the major players in the revolutions studied (Washington, Lenin, Ernesto Guevara), and the importance they played in the success or failure of change. Community Service: Students will be required to inform others about negative changes that are occurring in our world today, and what can be done to reverse these events. Topics may include the growing conflict in the Middle East, poverty in the undeveloped world. Students will also study how the changes in time have affected the various communities. Environment: When studying war, students will be asked to assess the environmental consequences of warfare, as well as the human impact. Through the area of environment students will also investigate the changes that have occurred in the environment (rise in pollution, CFC gases and the destruction of the ozone layer) over the course of time. Health and Social Education: Through the study of changes throughout history, students will be asked to identify how they affect humans. They will investigate how different groups (gender, race and class) have been impacted. Approaches to Learning: Students will learn through a variety of sources. These sources will include: note taking, research skills, group work and independent thinking skills. Students will be required to use technology in their research and presentation of their work. Students will be required to be independent thinkers. They will be asked to explain why and how things occur, and what consequences result. This course outline has been written and prepared by Mr. David Jenkins. 10" Grade Humanities MYP Year 5 Mr. Jenkins Aims and Objectives The 10`h Grade Humanities course focuses on specific periods of time throughout history. Students will study specific time periods throughout history, and will compare and contrast different geographical areas and the events occurring during that era. The course description gives an outline of the main topics, and examples of case studies (additional ones may be incorporated). Students will be made aware of the different events that occur throughout the world at the same time. They will also be asked to explain these differences. For example, why were Blacks achieving greater equality in America in the 1960s, while South African Blacks were experiencing enforced segregation and inequalities in the same era? Course Outline I. The Renaissance (Italy, France, England) 2. The Reformation (Germany, Spain) 3. The 1800s (Western vs. Eastern Europe) 4. The 1920s (Germany, Russia, USA) 5. Post WWII (USA vs. USSR, Europe, Japan and the UN) 6. The 1960s (Civil Rights Movement, Apartheid, Vietnam, Decolonization in Asia and Africa) 7. Our Lifetime (Yugoslavia, Rwanda, 9/11, Iraq) Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual coursework pieces (homework assignments, essays etc), presentations (group and individual), tests (including semester exams) and group work. Students will be assessed using the subject specific rubrics. Summative assessment will be based on the student's final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 10 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. In addition to outside resources, students will also use the following: World Geography: World Geography (McDougal) World History: History, The Human Journey (Holt) AP World History: Traditions & Encounters AP European History: The Western Heritage AP Comparative Government & Politics: Comparative Politics Global Cultures Internationalism and Cultural Awareness The 10`h Grade Humanities programme is truly global in content, in the sense that students will study a variety of countries, their culture and their history. As with the 9`h Grade course, they will be expected to investigate and draw conclusions, assessing the impact of these events on society. Areas of Interaction This humanities course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: Students will study the major players involved in the various eras, and will be asked to assess their role and significance. Among those covered will be: artists, politicians, clerics, monarchies, generals, etc. Community Service: Students will assess the various communities at this time, and those who contributed to them. This is closely linked with Homo Faber, in the sense that the role certain individuals played in their communities was immense (in South Africa: Biko and Mandela). Environment: Students will investigate how one political ideology can impact (positively and/or negatively) another. For example, how has American foreign policy impacted the Middle East, and America itself. A guiding question pertinent to this topic would be, "How has the political and social environment in America been affected in the post 9/11 era?" Health and Social Education: Students will research how different environments adopted such different ideologies throughout time. Why did America prosper under isolationism in the 1920s? At the same time, communism was rife in the newly formed USSR, and fascism was laying its solid foundation in Italy and Germany. Why did people latch on to these various forms of government? Approaches to Learning: Students will learn through a variety of sources. These sources will include: note taking, research skills, group work and independent thinking skills. Students will be required to use technology in their research and presentation of their work. Students will be required to be independent thinkers. They will be asked to explain why and how things occur, and what consequences result. This course outline has been written and prepared by Mr. David Jenkins 7th Grade Art MYP Year 2 Gail James Aim and Objectives Students will explore a distinctive way of learning where seeing, feeling, hearing, thinking, and creating are combined in a powerful form of visual and tactile affective communication. The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group. The program will provide a more sophisticated response to painting, drawing and 3 dimensional works as students explore new mediums, techniques, styles, and subject matters. The sketchbook will be their journal of creativity to be used continuously to record the students' ideas, experiments and creative imaginings. By the end of the course, students will see, through best effort, originality, application of knowledge and progressive improvement, the benefits they gain from drawing as it brings out creativity, organizes thought processes, and enhances our world. Students' work will meet the Texas TEKS. Course outline: 1. Review of the art elements 2. Monochromatic acrylic painting Rousseau inspired 3. Altered Art Exploration and Haiku poetry 4. Optical Illusion pop art 5. Costume Design, and construction - historic study of clothing and theatre illusion 6. Original Works art for reproduction 7. Leonard's Window, a study of Perspective 8. 1 and 2 point Perspective and Cityscape 9. Introduction to Watercolor Techniques 10. DaVinci Invention of Flying Machine from Gadgets Assessment Assessment will be on going and will take the form of a variety of methods. These will include individual design pieces, outside investigation and experimentation, group work, and their willingness to get involved in the creative process. Students will in addition, be assessed using the subject specific rubrics. Summative assessment will be based on the student's final level of achievement, based on those works of art assigned throughout the year. The rubrics for grade 7 Art are attached. Resources Students will have access to classroom and school computers, subject specific teacher complied art library, Westlake Academy library, and art reproductions. Students will be given the tools and instructional resources needed to understand techniques taught. International and Cultural Awareness The course will investigate art from around the world and its impact on the work they live in. Students will be exposed to different cultures through their art. Areas of Interaction This art course uses all five Areas of Interaction as a means of delivering the content. Homo Faber: Students will create original works of art using their creative processes and skills in recognized techniques. Community Service: Students will enhance their community through art developed and presented through our Gallery Day program and numerous mini gallery showings throughout the building. Environment: Students will learn the role they play in the condition of the environment and how their art can utilize recycled materials to create new works of art. Our altered art projects are an example of this concept. Health and Social Education: Students will study changes in art through history and how these trends affect humans. Approaches to Learning: Students will learn through a variety of methods. These will include: research skills, group work, brain -storming, demonstration, trail and error, developmental designing, and independent application of medium. Students will be required to be thoughtful in their investigation and to be professional in the presentation of their pieces. Original thought will be encouraged and best effort rewarded. Student critiques will encourage reflection. The above course outline has been written and prepared by Gail James 8th Grade Art MYP Year 3 Gail James Aim and Objectives Students will explore a distinctive way of learning where seeing, feeling, hearing, thinking, and creating are combined in a powerful form of visual and tactile affective communication. The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group. The program will provide a more sophisticated response to painting, drawing and 3 dimensional works as students explore new mediums, techniques, styles, and subject matters. The sketchbook will be their journal of creativity to be used continuously to record the students' ideas, experiments and creative imaginings. By the end of the course students will see, through best effort, originality, application of knowledge and progressive improvement, the benefits they gain from drawing as it brings out creativity, organizes thought processes, and enhances our world. Students' work will meet the Texas TEKS. Course outline: 1. Review of the art elements 2. Color cube exploration of color schemes 3. Three Dimensional Mixed Media Sculpture 4. Graphic Design lettering application 5. Scarlet letter T-shirt design interdepartmental project 6. Original Works art for reproduction 7. Exploration of the History of Poster Design focus on Peace poster 8. Changing role of Women in the World 9. Exploration into Native American Art and artists 10. Advertising Design focus on commercial production and public service announcements Assessment Assessment will be on going and will take the form of a variety of methods. These will include individual design pieces, outside investigation and experimentation, group work, and their willingness to get involved in the creative process. Students will in addition, be assessed using the subject specific rubrics. Summative assessment will be based on the student's final level of achievement, based on those works of art assigned throughout the year. The rubrics for grade 8 Art are attached. Resources Students will have access to classroom and school computers, subject specific teacher complied art library, Westlake Academy library, and art reproductions. Students will be given the tools and instructional resources needed to understand techniques taught. International and Cultural Awareness The course will investigate art from around the world and its impact on the work they live in. Students will be exposed to different cultures through their art. Areas of Interaction This art course uses all five Areas of Interaction as a means of delivering the content. Homo Faber: Students will create original works of art using their creative processes and skills in recognized techniques. Community Service: Students will enhance their community through art developed and presented through our Gallery Day program and numerous mini gallery showings throughout the building. Environment: Students will Iearn the role they play in the condition of the environment and how their art can utilize recycled materials to create new works of art. Many projects use recycled materials to help demonstrate this concept. Health and Social Education: Students will study changes in art through history and how these trends affect humans. Approaches to Learning: Students will learn through a variety of methods. These will include: research skills, group work, brain storming, demonstration, trail and error, developmental designing, and independent application of medium. Students will be required to be thoughtful in their investigation and to be professional in the presentation of their pieces. Original thought will be encouraged and best effort rewarded. Student critiques will encourage reflection. The above course outline has been written and prepared by Gail James 9th Grade Art MYP Year 4 Gail James Aim and Objectives Students will explore a distinctive way of learning where seeing, feeling, hearing, thinking, and creating are combined in a powerful form of visual and tactile affective communication. The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group. The program will provide a more sophisticated response to painting, drawing and 3 dimensional works as students explore new mediums, techniques, styles, and subject matters. The sketchbook will be their journal of creativity to be used continuously to record the students' ideas, experiments and creative imaginings. By the end of the course students will see, through best effort, originality, application of knowledge and progressive improvement, the benefits they gain from drawing as it brings out creativity, organizes thought processes, and enhances our world. Students' work will meet the Texas TEKS. Course outline: 1. Review of the art elements 2. Investigation of the Principle of Design Pattern focus on Gustav Klimt 3. Study of Positive and Negative Space and Japanese Notans 4. Introspective Study of Who I am and How Do I Communicate that to the World 5. 3 Dimensional Sculpture Forming and Craving focus on Henry Moore 6. Original Works art for reproduction 7. Geography Inspired Design Study from Maps 8. Historic Exploration into Stamp Design and Mosaic Construction 9. Under to Microscope - up close study of light and dark values 10. Collage Construction focus on Study of Texture 11. Looking and really seeing through Spectacles - creative design 3 dimensional 12. Introduction to the Developmental Workbook concept. Assessment Assessment will be on going and will take the form of a variety of methods. These will include individual design pieces, outside investigation and experimentation, group work, and their willingness to get involved in the creative process. Students will in addition, be assessed using the subject specific rubrics. Summate assessment will be based on the student's final level of achievement, based on those works of art assigned throughout the year. the rubrics for grade 7 Art are attached. Resources Students will have access to classroom and school computers, subject specific teacher complied art library, Westlake Academy library, and art reproductions. Students will be given the tools and instructional resources needed to understand techniques taught. International and Cultural Awareness The course will investigate art from around the world and its impact on the work they live in. Students will be exposed to different cultures through their art. Areas of Interaction This art course uses all five Areas of Interaction as a means of delivering the content. Homo Faber: Students will create original works of art using their creative processes and skills in recognized techniques. Community Service: Students will enhance their community through art developed and presented through our Gallery Day program and numerous mini gallery showings throughout the building. Environment: Students will learn the role they play in the condition of the environment and how their art can utilize recycled materials to create new works of art. Our altered art projects are an example of this concept. Health and Social Education: Students will study changes in art through history and how these trends affect humans. Approaches to Learning: Students will learn through a variety of methods. These will include: research skills, group work, brain -storming, demonstration, trail and error, developmental designing, and independent application of medium. Students will be required to be thoughtful in their investigation and to be professional in the presentation of their pieces. Original thought will be encouraged and best effort rewarded. Student critiques will encourage reflection. The above course outline has been written and prepared by Gail James 10th Grade Art MYP Year 5 Gail James Aim and Objectives Students will explore a distinctive way of learning where seeing, feeling, hearing, thinking, and creating are combined in a powerful form of visual and tactile affective communication. The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group. The program will provide a more sophisticated response to painting, drawing and 3 dimensional works as students explore new mediums, techniques, styles, and subject matters. The sketchbook will be their journal of creativity to be used continuously to record the students' ideas, experiments and creative imaginings. By the end of the course students will see, through best effort, originality, application of knowledge and progressive improvement, the benefits they gain from drawing as it brings out creativity, organizes thought processes, and enhances our world. Students' work will meet the Texas TEKS. Course outline: 1. Review of the art elements 2. Printmaking - reproducing editions of multiple colors 3. Developmental workbook 4. Warhol Pop Art World 5. 3 Dimensional Sculpture Forming - additive method 6. Original Works art for reproduction 7. Abstract Art - study of Mondrian cube construction 8. Study of Proportion - the relationship of items to each other 9• Charcoal study - of light and dark values 10. Portraits in the style of a historic artist - media free choice 11. Study of Seurat -pointillism 12. Life masks - plaster Assessment Assessment will be on going and will take the form of a variety of methods. These will include individual design pieces, outside investigation and experimentation, group work, and their willingness to get involved in the creative process. Students will in addition, be assessed using the subject specific rubrics. Summate assessment will be based on the student's final level of achievement, based on those works of art assigned throughout the year. Resources Students will have access to classroom and school computers, subject specific teacher complied art library, Westlake Academy library, and art reproductions. Students will be given the tools and instructional resources needed to understand techniques taught. International and Cultural Awareness The course will investigate art from around the world and its impact on the work they live in. Students will be exposed to different cultures through their art. Areas of Interaction This art course uses all five Areas of Interaction as a means of delivering the content. Homo Faber: Students will create original works of art using their creative processes and skills in recognized techniques. Community Service: Students will enhance their community through art developed and presented through our Gallery Day program and numerous mini gallery showings throughout the building. Environment: Students will learn the role they play in the condition of the environment and how their art can utilize recycled materials to create new works of art. Our altered art projects are an example of this concept. Health and Social Education: Students will study changes in art through history and how these trends affect humans. Approaches to Learning: Students will learn through a variety of methods. These will include: research skills, group work, brain -storming, demonstration, trail and error, developmental designing, and independent application of medium. Students will be required to be thoughtful in their investigation and to be professional in the presentation of their pieces. Original thought will be encouraged and best effort rewarded. Student critiques will encourage reflection. The above course outline has been written and prepared by Gail James 7th Grade Course Description for Physical Education 7th Grade PE MYP Year 2 Mireida Rubayo and Juan Carlos Herrera Aims and Objectives The aims of the physical education course at Westlake Academy are designed to enable the student to: appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle; develop social skills that demonstrate the importance of teamwork and cooperation in group activities; demonstrate a high level of interest and personal engagement showing initiative, enthusiasm, and commitment; demonstrate the ability to critically reflect upon physical activity in both a local and intercultural context. The objectives of the physical education course at Westlake Academy are split into five subgroups known as: Knowledge and Understanding, Movement Composition, Performance and Application, Social Skills, Personal Engagement. In grade 7 students will investigate general fitness, nutrition and health; basketball and softball; aerobics, weight training; volleyball, soccer and track. Course Outline Fitness/cross country Basketball Volleyball Soccer Softball Assessment: Exams Projects Uniform Effort/ Participation MYP PE Criteria Resources: Students will have access to PE equipment, computers and any other tool necessary for the class. Internationalism and Cultural Awareness: All the PE units will be focused on worldwide impact and how different sports and activities are practiced and developed in different cultures. Areas of interaction This PE Course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different PE Units. Designing a new game or new equipment based upon research. Developing strategies for team play, warm-ups and drills. Working on the history of sports and significant people in the development and evolution of the activity/sport. Community Service Students will be asked to encourage family and friends to exercise and make them understand how important it is to keep a healthy lifestyle. Students will help to organize a sports day for K -3rd grades. Environment Students will learn to handle equipment safely and understand that proper gear is necessary to prevent injuries in specific activities and sports. Recognizing the importance of safety within the environment and within the specific activity or sport. Health and Social Education Students will be responsible for their own well-being and for their physical and social environment. Students will develop and demonstrate a general and specific warm-up routines for different activities and sports. Approaches to Learning Students will learn and achieve different techniques and skills for the different activities and sports. Students will develop a positive attitude towards themselves and others by respecting similarities and differences. They will also learn how to solve problems and how to make decisions during physical activities through individual and group work. This course outline has been written and prepared by Mireida Rubayo and Juan Carlos Herrera. 8th Grade Course Description for Physical Education 8th Grade PE MYP Year 3 Mireida Rubayo and Juan Carlos Herrera Aims and Objectives The aims of the physical education course at Westlake Academy are designed to enable the student to: appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle; develop social skills that demonstrate the importance of teamwork and cooperation in group activities; demonstrate a high level of interest and personal engagement showing initiative, enthusiasm, and commitment; demonstrate the ability to critically reflect upon physical activity in both a local and intercultural context. The objectives of the physical education course at Westlake Academy are split into five subgroups known as: Knowledge and Understanding, Movement Composition, Performance and Application, Social Skills, Personal Engagement. In grade 8 students will investigate general fitness, nutrition and health; Floor Hockey, Badminton, Game activity innovation, bicycle, aerobics, weight training. Course Outline Fitness/Track and Field Floor Hockey Badminton Game activity innovation Bicycle Assessment Exams Projects Uniform Effort/ Participation MYP PE Criteria Resources Students will have access to PE equipment, computers and any other tool necessary for the class. Internationalism and Cultural Awareness: All the PE units will be focused on worldwide impact and how different sports and activities are practiced and developed in different cultures. Areas of interaction This PE Course uses all five of the Areas of Interaction as a mean of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different PE Units. Designing a new game or new equipment based upon research. Developing strategies for team play, warm-ups and drills. Working on the history of sports and significant people in the development and evolution of the activity/sport. Community Service Students will be asked to encourage family and friends to exercise and make them understand how important it s to keep a healthy lifestyle. Students will help to organize a sports day for 4th -6th grades. Environment Students will learn to handle equipment safely and understand that proper gear is necessary to prevent injuries in specific activities and sports. Recognizing the importance of safety within the environment and within the specific activity or sport. Health and Social Education Students will be responsible for their own well-being and for their physical and social environment. Students will develop and demonstrate a general and specific warm-up routines for different activities and sports. Approaches to Learning Students will learn and achieve different techniques and skills for the different activities and sports. Students will develop a positive attitude towards themselves and others by respecting similarities and differences. They will also learn how to solve problems and how to make decisions during physical activities through individual and group work. This course outline has been written and prepared by Mireida Rubayo and Juan Carlos Herrera. 9th Grade Course Description for Physical Education 9th Grade PE MYP Year 4 Mireida Rubayo and Juan Carlos Herrera Aims and Objectives The aims of the physical education course at Westlake Academy are designed to enable the student to: appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle; develop social skills that demonstrate the importance of teamwork and cooperation in group activities; demonstrate a high level of interest and personal engagement showing initiative, enthusiasm, and commitment; demonstrate the ability to critically reflect upon physical activity in both a local and intercultural context. The objectives of the physical education course at Westlake Academy are split into five subgroups known as: Knowledge and Understanding, Movement Composition, Performance and Application, Social Skills, Personal Engagement. In grade 9 students will investigate general fitness, nutrition and health; Handball, Gymnastics/Dance, Frisbee/Flag Football, Inline skating, aerobics, weight training. Course Outline Fitness/Cross Country Handball Gymnastics/Dance Frisbee/Flag Football Inline skating Assessment Exams Projects Uniform Effort/ Participation MYP PE Criteria Resources Students will have access to PE equipment, computers and any other tool necessary for the class. Internationalism and Cultural Awareness: All the PE units will be focused on worldwide impact and how different sports and activities are practiced and developed in different cultures. Areas of interaction This PE Course uses all five of the Areas of Interaction as a mean of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different PE Units. Designing a new game or new equipment based upon research. Developing strategies for team play, warm-ups and drills. Working on the history of sports and significant people in the development and evolution of the activity/sport. Community Service Students will be asked to encourage family and friends to exercise and make them understand how important it s to keep a healthy lifestyle. Students will help to organize a sports day for 7th -9th grades. Environment Students will learn to handle equipment safely and understand that proper gear is necessary to prevent injuries in specific activities and sports. Recognizing the importance of safety within the environment and within the specific activity or sport. Health and Social Education Students will be responsible for their own well-being and for their physical and social environment. Students will develop and demonstrate a general and specific warm-up routines for different activities and sports. Approaches to Learning Students will learn and achieve different techniques and skills for the different activities and sports. Students will develop a positive attitude towards themselves and others by respecting similarities and differences. They will also learn how to solve problems and how to make decisions during physical activities through individual and group work. This course outline has been written and prepared by Mireida Rubayo and Juan Carlos Herrera. 10th Grade Course Description for Physical Education 10th Grade PE MYP Year 5 Mireida Rubayo and Juan Carlos Herrera Aims and Objectives The aims of the physical education course at Westlake Academy are designed to enable the student to: appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle; develop social skills that demonstrate the importance of teamwork and cooperation in group activities; demonstrate a high level of interest and personal engagement showing initiative, enthusiasm, and commitment; demonstrate the ability to critically reflect upon physical activity in both a local and intercultural context. The objectives of the physical education course at Westlake Academy are split into five subgroups known as: Knowledge and Understanding, Movement Composition, Performance and Application, Social Skills, Personal Engagement. In grade 10 students will investigate general fitness, nutrition and health, intramural games, aerobics, weight training. Course Outline Fitness/Track and Field Acrosport Orienteering Basketall Badminton Volleyball Assessment Exams Projects Uniform Effort/ Participation MYP PE Criteria Resources Students will have access to PE equipment, computers and any other tool necessary for the class. Internationalism and Cultural Awareness: All the PE units will be focused on worldwide impact and how different sports and activities are practiced and developed in different cultures. Areas of interaction This PE Course uses all five of the Areas of Interaction as a mean of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different PE Units. Designing a new game or new equipment based upon research. Developing strategies for team play, warm-ups and drills. Working on the history of sports and significant people in the development and evolution of the activity/sport. Community Service Students will be asked to encourage family and friends to exercise and make them understand how important it s to keep a healthy lifestyle. Students will help to organize intramural games for PYP grades. Environment Students will learn to handle equipment safely and understand that proper gear is necessary to prevent injuries in specific activities and sports. Recognizing the importance of safety within the environment and within the specific activity or sport. Health and Social Education Students will be responsible for their own well-being and for their physical and social environment. Students will develop and demonstrate a general and specific warm-up routines for different activities and sports. Approaches to Learning Students will learn and achieve different techniques and skills for the different activities and sports. Students will develop a positive attitude towards themselves and others by respecting similarities and differences. They will also learn how to solve problems and how to make decisions during physical activities through individual and group work. This course outline has been written and prepared by Mireida Rubayo and Juan Carlos Herrera. PE MYP Planning Grade Term 1 Term 2 Term 3 August September October November December January February March April May June 7th Fitness & Track/Field Fitness & Track/Field Basketball Basketball Volleyball Volleyball Soccer Soccer Softball Softball Fitness Tests 8th Fitness & Cross Countr Fitness & Cross Countr Floor Hockey Floor Hockey Badminton Badminton Game Activity Game Activity Bicycle Bicycle Fitness Innovation Tests 9th Fitness & Track/Field Fitness & Track/Field Handball Handball Gymnastics Gymnastics Frisbee/Flag Frisbee/Flag Inline Inline Fitness Football Football Skating Skating Tests 10th Fitness & Cross Countr Fitness & Cross Countr Acrosport Acrosport Orienteering 9 Orienteerin g Badminton Basketball Handball Volleyball Fitness Tests 7th Grade Course Description for Computer Technology 7th Grade Computer Technology MYP Year 2 Mrs. Mary Carlson Aims and Objectives The aims of the Computer Technoloigy course are to encourage an awareness of the impact of techhnology on society and the environment, develop an appreciation of the international and intercultural aspects of technology, provide a variety of technological information and ideas, encourage curiosity, ingenuity, resorcefulness and discrimination, stimulate self-confidence through the creaton of products/solutions, promote effective, informed apprpriate communication, foster responsibility for designs, decisions, actions and assessment, promote effective cooperarion and respect for individuals differences when responding to techonological challenges and develop logical -thinking skills. All these aims will be developed through main objectives where students will learn how to investigate, plan, create a product/solution and evaluate it. In grade 7 students will learn how to create different word processed designs in Pages as well as design and create presentations in Keynote for their different subjects. Course Outline: • Pages • Keynote Assessment: Students will be assessed using the developmental cycle. This is a cycle that students will be exposed to throughout the MYP, and one in which they need to imporve upon. Assessment will follow the crietria stipulated by the IB Design Cycle. Resources: Students will have access to ibooks, Pages software, Keynote software, wireless internet and school email. Internationalism and Cultural Awareness: The Computer Technology Units are focused on worldwide impact and how technology and communication has changed the world. Projects in class will focus on these ideas. Areas of interaction This Computer Technoliogy Course uses all five of the Areas of Interaction as a mean of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different Computer Technology Units. • Students will design and create different word processed projects (including graphics, pictures... etc.) and keynote presentations of different historical characters that have impacted the world in a different ways. Community Service • Students will create different leaflets, brochures, pamphlets... etc. for the different activities that will be organized in the school (Halloween, Thanksgiving, Christmas... etc). Environment • Students will approach different damages humans have done to the environment and will give possible solutions. These will be presented in a Keynote presentation. Health and Social Education • Students will learn proper seating and screen position when working with computers to prevent injuries and health problems. • Students will understand that computer technology is a tool for work, entertainment, information, communication ... etc. and a healthy use of it will be very important to prevent social problems. Approaches to Learning • Students will learn how to investigate, plan, create a product and evaluate it. These steps are essential when working with computer technology. Some projects will demand more time investigating than creating and others will need a long planning process. Students will learn to analyse what parts are more important in a project and dedicate more time to it instead of wasting time in other less important issues (organization) This course has been written and prepared by Mrs. Mary Carlson. prevent social problems. Approaches to Learning • Students will learn how to investigate, plan, create a product and evaluate. These steps are essential when working with computer technology. Some projects will demand more time investigating than creating and others will need a long planning process. Students will learn to analyze what parts are more important in a project and dedicate more time to it instead of wasting time in other less important issues (organization). • Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. This course has been written and prepared by Mrs. Mary Carlson. 9th Grade Course Description for Computer Technology MYP Year 4 Mr. Juan Carlos Herrera Aims and Objectives Computer Technology is designed to create in the student the confidence to use computers as an empowering tool on a day-to-day basis. By dominating website editing software, the student will be able to communicate and express him/herself in a variety of forms (pod casts, pictures, movies ...) in this everlasting and changing world. This is a practical hands-on course based on design and communication. Course outline Iweb Photo editing software and publishing Pod cast publishing Movie editing software and publishing Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework assignments, essays, etc.) presentations (group and individual), tests (including semester exams), and group work. Students will be assessed using the subject specific rubrics. Summative assessments will be based on the students' final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 7 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a meaningful resource tool. Internationalism and Cultural Awareness By publishing on the Internet students will be communicating with people from other cultures, sharing and exchanging ideas in a safe, supervised classroom environment. Areas of Interaction This IT course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different Computer Technology Units. Students will create an original website which will be kept updated and enhanced by pod casts and movies. Community Service Students will design the MYP newsletters and keep the MYP web page updated. Environment Students will understand the impact of computers in our culture and how technology can improve environmental aspects. • Students will create different presentations to show how computers and technology have improved or help reduce environmental destruction (use of email to reduce usage of paper... etc.) Health and Social Education • Students will learn a proper and safe etiquette when using the Internet. Approaches to Learning • Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. Students will learn how to investigate, plan, create a product and evaluate it. These steps are essential when working with computer technology. Some projects will demand more time investigating than creating and others will need a long planning process. Students will learn to analyze what parts are more important in a project and dedicate more time to it instead of wasting time in other less important issues (organization). This course outline ahs been written and prepared by Mr. Juan Carlos Herrera. 10th Grade Course Description for Computer Technology MYP Year 5 Mr. Juan Carlos Herrera Aims and Objectives Computer Technology is designed to create in the student the confidence to use computers as an empowering tool on a day-to-day basis. By dominating website editing software the student will be able to communicate and express him/herself in a variety of forms (pod casts, pictures, movies...) in this everlasting and changing world. This is a practical hands-on course based on design and communication. Course outline Photo editing software and publishing • Photoshop • Illustrator • InDesign Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework assignments, essays, etc.) presentations (group and individual), tests (including semester exams), and group work. Students will be assessed using the subject specific rubrics. Summative assessments will be based on the students' final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 10 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a meaningful resource tool. Internationalism and Cultural Awareness Students will understand that computers and technology is 100% international. Photos and pictures are an international language. By creating and editing their own photos and pictures, they are creating an international language which everybody in the world will understand. Themes of their different projects will revolve around the different cultures around the world. Areas of Interaction This IT course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the diversity in cultures around the world. By using photos of these different cultures, student will learn about their way of life, country... etc. Community Service Students will create presentations, to share with the rest of the MYP, about different cultures around the world. Environment Students will understand the different environmental problems each culture have and how more global environmental ones affect them. • Students will create different presentation explaining different ways to improve local environmental problems. Health and Social Education • Students will understand that photos have copyrights and that the improper use of them is illegal. Students will learn proper etiquette when working with photos and pictures. Approaches to Learning • Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. • Students will learn how to investigate, plan, create a product and evaluate it. These steps are essential when working with computer technology. Some projects will demand more time investigating than creating and other, will need a long planning process. Students will learn to analyze what parts are more important in a project and dedicate more time to it instead of wasting time in other less important issues (organization). This course outline has been written and prepared by Mr. Juan Carlos Herrera. Chapter Two Units of Work Units of Work Examples of Units of Work I. English'— Grade 10 II. Spanish — Grade 7 & 8 III. Mathematics — Grade 8 IV. Art — Grade 7 V. PE — Grade 7 VI. Technology — Grade 8 Example of Inter -disciplinary Unit of Work: "National Women's History Month Subject: 10`h Grade English Year: MYP 5 Title: California or bust! Unit Theme: Social justice and the human spirit as reflected in the American migration from the Dust Bowl to California during The Great Depression. AOI: Environment — Although this unit could easily use Community Service or Health and Social Education as the primary AOI focus, environment has been selected because it is largely a story of man's reaction to a natural environmental disaster (the Dust Bowl). In addition the author comments continuously on man's misuse of the environment and how proper care could have avoided some of the problems of the American migrants. Lastly, the novel provides a link between the story of the Joad family and the sweeping political, economic and social changes that followed in the wake of both a natural and an economic disaster. Additional Focus: Community and Service, HSE, HF Topic: What do people do when faced with an environmental crisis that eliminates their old way of life? What options were available? How and why did some people suffer and others enrich themselves? Who was responsible and what should have been done to help those in need? Interaction: Humanities, Music (Woody Guthrie) Time: 20 hours Guiding Question: What does Okie mean? Content Questions: 1. Why were the Joads forced to leave their farm? 2. What is an intercalary chapter and what is its purpose? 3. What American philosophical view is expressed in the novel? 4. Why were the migrants disliked by the Californians? 5. Who is to blame, if anyone, for the treatment of the migrants? 6. How are the wealthy and powerful characterized in the novel? 7. What kind of "subculture" evolved with the migrants? 8. Who changed during the course of the novel and why? 9. How did the family unit change and why? 10. What is the ending of the novel intended to symbolize? Aims and Objectives: (see list) Aims: 1, 3, 5, 6, 7, 8, 9, 10 and 12 Objectives: 1, 3, 6, 7, 8, 10, 11, and 12 Assignments: Students will read The Grapes of Tfrath and rely on their previous knowledge of American history. In addition to individual homework assignments, students will group into "families" and construct responses to the situations that the Joad family had to confront. For example, when faced with eviction, the student families must decide where they would go and what they would take with them. There will also be three short essays that respond to specific prompts during the course of study. The final assessment will be to rewrite the final chapter of the novel to leave the reader on either a note of hope or a note of despair. Content: The Grapes of YVrath, "American Philosophical Threads in `The Grapes of R'rath "' Video — The Great Depression, Music from Woody Guthrie and Pete Seeger, Assessments: Criterion A — Content, students must closely read the text and annotate passages in order to respond to the essay prompts. Criterion B — Organization, students must organize their responses on their essays and the final assessment. Criterion C — Style and language use, will be exhibited in the student's original creation of a new ending chapter. Subject Area: Language B- Spanish Area of Interaction: Homo Faber Topic: What is the role of the mundane in literature? Year: 2 & 3 Duration: 3 lessons Lesson description: Students will read and investigate Julio Cortazar's life. They will become acquainted with his literature style and will understand the scientific nature of his language. Students will read a short piece of work from Julio Cortazar. Students will be prompted to think about mundane actions that we usually take for granted and will be asked to write a similar piece and then read it to the class. Tasks: Students will read a short work from Julio Cortazar. Students will research the life of Julio Cortazar and how his work was influenced by the scientific method. Students will write a short essay on a mundane action that everybody takes for granted (i.e unwrapping a candy bar, combing hair, walking..) Students will then read their work to the class. Assessment: Criterion A- The student must be able to describe the work using the imperative, and incorporating some of the vocabulary previously studied in the classroom. Criterion B- The student must be able to talk describing his/her work using and incorporating some scientific language. Criterion F- The student must be able to read a simple text of approximately 200 words containing present, past and understand the main idea. Final essay and presentation will be assessed. Subject: Mathematics Year: 3 Theme: History of mathematics Topic: What is mathematics? How has the definition of mathematics (what it is and what it is used for?) changed over time? Area of Interaction: Health and Social Education Length of Unit: Year-long (36 weeks) Objectives: Students will examine what mathematics is through the following: 1. What is your own definition of mathematics? (write about this at the beginning of the year and then at the end of the year to see if your definition has changed) 2. What were the contributions of individuals from different periods of history and what was mathematics used for during those time periods? 3. Has the definition of mathematics changed over time? 4. Has your definition of mathematics changed over the course of this class? 5. Will there ever be an end to mathematical discoveries? 6. Does culture (time and place) influence the types of mathematical thought and discovery? These questions will be discussed in groups and as a class, and they will be researched throughout the year. Also, students will learn about some branches of mathematics through "doing mathematics" (number and arithmetic, geometry, probability, and statistics). Assignment: 1. First week of school: Write a one or two paragraph essay about your own definition of mathematics (you may include its uses). 2. Once each 6 -week period, write a 2 page paper on a mathematician (about 500 words). Include in the paper the individual's contribution to the field of mathematics, the primary uses/view of mathematics at that time, and the influences of the individual's culture on his/her discoveries. 3. At the end of the year, write a 2 page paper on how the definition of mathematics has changed over time. Include examples from the year's research. Also include how time and place have influenced the changing view of what mathematics is and what it is used for. Finally, give your current definition of mathematics. Assessment: Criterion C - Communication, Presentation, and Reflection Visual Art Unit: Da Vinci Project - Flying Machines MYP Year: 2 Materials: Sketch book Tracing paper Watercolor paper 4H pencil Magic rub eraser Watercolor paint set Golden Taklon assorted brushes. 2 water containers Paper towels Kitchen gadgets including: wooden spoons, rotary beater, basting tool, etc. Guiding Question: What can imagination design? Where do artists get their ideas? Objectives: To encourage students to see inspiration in the world around them and to think and draw creatively using original thought and technical skill. Time Line: Brain storming - 1/2 class period - 45 minutes Designing 1 class period - 1 hour 45 minutes Revising and final drawing 1 class period - 1 hour 45 minutes Color application 1 class period - 1 hour 45 minutes Resources: Flying machine drawings by Da Vinci and other early inventors P & P Online Catalog Leonardo Web site Teacher generated samples AOI: ATL: Brain storming, pre sketching Homo F: Create thinking and designing, Students will also study the work and thinking behind Da Vinci's art. Vocabulary: Creativity Original Rotary beater Garlic press Baster Strainer Egg beater Grater Watercolor wash Utensils Kitchen gadgets Motivation: Creativity and original thought can be encouraged by everyday items. The possibilities available to the inventor are only limited by your imagination - the possibilities are endless. Leonardo Da Vinci spent most of his life dreaming up new things and finding their connection to other things. Procedure: Read the pages on Leonardo's Gears, pulleys and etc. Look at the household gadgets available. Design a flying machine using these items that has the appearance that it could get off the ground. A combination of at least 5-7 items must be used in the invention. Drawings must be approved by the teacher before progressing to the revised final. Descriptive information must accompany the drawing, indicating what actions will take place, what the item is called, and how its parts function together and independently. Final presentations will be spot water colored using techniques learned in previous lesson, and then drawn with Ultra Fine Line sharpie. WARNING: do not outline first and then attempt to add watercolor. Once the watercolor is dry you can apply the marker. Evaluation: Did the students use the correct number of utensils? Did the students use one of their watercolor techniques? Was it clear that original thought was used rather then being copied from other sources? Rubric and student evaluation accompanied project. Artist Biography: Born: 1452 -died: 1519 Leonardo Da Vinci was a master artist. He was maybe the greatest artist ever to come out of the Renaissance. He was best known for his painting of the Mona Lisa - a portrait of the wife of a Florentine official painted in Da Vinci's later years. Da Vinci trained under Verrocchio, a painter, goldsmith and sculptor. Da Vinci was a good student and earned many commissions. He was considered to be an original creative thinker and a philosopher as well as an artist. Da Vinci was recognized as a painter, sculptor, scientist, inventor, architect, mathematician and philosopher. His work has influenced humans for generations Assessment: Criterion A Knowledge and Understanding Criterion D Artistic Awareness and Personal Engagement Subject: Physical Education Unit: Volleyball Year: 2 Length of study: 6 weeks Guiding Question: How important is talent compared to hard work in practicing in order to achieve excellence in skills, tactics and performance in Volleyball and in competitive sports in general? Areas of interaction: Homo Faber & Environment Cross -curricular links: IT (researching and comparing different athletes and discussing about the training of that athlete and his/her talent. Do a comparison chart on Pages.) Objectives: Students will learn and ask to perform basic technical skills: Individual Technique: • Finger touch • Underhand pass • Serve • Reception Students will learn and ask to perform basic tactical skills: • Reception -set -attack (through zone 4 and 2) Students will learn the Volleyball History and will apply the rules during practice games: • Creation of Volleyball as a sport • Evolution of the game and rules • Rotation • Point system • Technique fouls • Max. number of touches (plus the blocking) Assessment: Assessment will take place in the following ways: Criterion A (Knowledge and Understanding): Discussion of the guiding question, the history plus the comparison chart of different athletes of the same sport done on Pages. Criterion C (Performance/Application): Practical test. See annex 1. Criterion D (Social Skills): Observation during class activities and games played. Criterion E (Personal Engagement): Observation of the following aspects during the Volleyball Unit: • Uniform • Tardiness • Effort • Commitment Technology Unit of Work Title Environmental Hazards Duration 12 weeks Context An in-depth study into environmental hazards that affect our world today. With the devastating earthquakes, volcanic eruptions, hurricanes and tsunamis that have occurred in the past five years, a better understanding of what these phenomena are, what causes them and the deadly consequences they have, is more important than ever. Challenge • Investigate one of the topics in detail • Plan a presentation for one of the topics, suggestion preventative measures and/or a solution to the problem. • Create a product/solution, some possible tasks include - Information: a PowerPoint presentation on the causes and consequences of the chosen topic. - Materials: show the topic in motion (i.e. design a volcano) - Systems: how the environment works. Human interdependence. • Evaluate the work Objectives/Emphasis I. Understand the causes of these hazards 2. What are the consequences? 3. How can the damage be minimized? 4. Educate others — awareness Resources Varying, according to project Areas of Interaction ATL, Health & Social Education, Environment, Homo Faber, Community Service Cross -curricular Science, Geography and IT links Assessment Technology Assessment as outlines in the Technology Guide. Unit: National Women's History Month - March Year 3 Interdepartmental Unit - Science / PE / English /Humanities / Spanish / Math Guiding Question: What is the Changing Role of Women in the World? Explore and comment on the "Changing Role of Women in the World - in the past, in the present, or in the future". Through art work the student will: Create a piece of art to answer this question. Materials: 1 I" x 15" watercolor paper Tracing paper I I "' x 15" white drawing paper rough Sketch book Pencils - 2,4H Medium of choice Alternative art style might include sculpture, collage, construction, altered book Material list can become open ended as the choice of project determines Time Line: 3 class periods or 4.5 hours Objectives: The objective is to explore various means to illustrate a central theme dealing with a historic and current topic. To practice brain -storming and investigate ways to express a common idea through differing approaches. To help students at every grade level discover, recognize, and celebrate women's contributions AOI: ATL: brain storming, group discussion, critiquing, writing, lecturing, listening, research Homo Faber: creating artwork and varying mediums and techniques Community / Service: using their skills and awareness of public issues to promote Environment: showing a connection to the greater art community with involvement in the local art scene / Investigate the role of women in their world Health and Social Education: Gallery exhibit open to the community to promote NWHMonth Resources: http://women history. about.com/library/prm/blbranchin 01.htm Britannica on line Women in American History www.star-telegram.com Kitchen Couture U.S. society & Values / June 1997 Tarzanna by Babette Cole - read to class The Paper Bag Princess by Robert Munch - read to class Mother by Judy Olausen - show photos http://www.gale.com/free resources/bhm/bio/evers m.htm 2005 Yale -New Haven Teachers Institute http://www.colorado.edu/AmStudies/lewis/2010/roles.htm 2002 The National Women's History Project www.nwhp.org en.wikipedia.org/wiki/Installation—art Vocabulary: Sensation Art - sparking controversy and debate, evoking reactions Installation Art Environmental Art Title IX entrepreneurial Nontraditional Motivation: To bring attention and understanding to National Women's History Month and the changing role of women in the world. In addition: to help women and men alike to communicate, evaluate, identify and understand how the role of women changed between WWI / WWII / and current day. Also to make students aware of the outdated stereotyping of women and the inequality of their position and worth in the world. Procedure: BACKGROUND information: Start by explaining the installation art - it is a genre of western contemporary art which came to prominence in the 1970s. It incorporates almost any media to create a visceral and or conceptual experience in a particular environment. Installation artists often use the space of the gallery but not always. It is art that uses sculptural materials and other media and seeks to modify the way we experience a particular space. It takes a space and loads it with disparate items that evoke complex and multiple associations and thoughts, longings, and moods. It can be a huge 3-d painting or sculpture. The intention of the artist is paramount as seen in conceptual art of the 60s. Materials used have ranged from soap to shoes. Ann Hamilton is an American I.A. who "wants to bring to the surface the questions we should be asking." INSTALLATION: Remember the apron? Aprons were in at the time of June Cleaver and Lucy Ricardo. When the women's movement started in the 60s, they began to fade out. They were considered symbolic of the little lady burdened at home by kitchen chores. An installation art piece of vintage aprons will be hung from each side of the Commons and where they would join they will be disconnected as a symbolic statement on the end of the stereotyping of the woman as only a housewife. The rest of the Commons will be occupied by a display of 8th grade art pieces that are their comments on the big question. DEFINE NWHM and NOW organizations and Title IX. NWHM began in1970 when several female students realized the achievements and contributions of women were missing from their history texts and lectures. American women had very few employment options, usually secretaries. When women married they were encouraged to retire and become a housewife and raise any children they might have. During WWII women took the former positions of men that went to war, showing them that they could work as well as men in some cases. RESEARCH MATERIALS: Timeline of Women's History in the 20th Century, Timeline of Legal History of Women in the United States, Wo paper on Women's Liberation Movement, US Society & Values paper on The Changing Roles of Women in the United States - 37 pg., White house letter may 1997, and other papers gathered for the students to review. INFO: Although the American women won the right to vote in 1920, broader economic and social change has been a longer time coming. In the US during the 60s, there began a period of social change in women's issues, the result was the women's movement. The group urged full equality for American women - a call for revision of American institutions, customs, and values — and for a revolution in consciousness - in the minds of women as well as men and especially in the way women thought about themselves. Women are now living very different lives than they did in the 1950s. America saw political action produce legislation which responded to and shaped the times - increasing the opportunities for women in the workplace and marketplace. In the 80s and 90s it has become common for many families to have two wage earners to afford a house and pay for education, and a comfortable life style. PROJECT INSTRUCTIONS: Requirements - 4 thumbnail sketches of different ideas related to the big question. CAN BE: 2-D 11" x 15" with at least 3 colors plus black or 3- D in full color plus black. Must Have: either a visible slogan or title card to accompany the piece. LOOK FOR: an unusual approach - find the hook to get your viewers in to the art piece. Can be interactive, sensation art, creativity is what we are looking for. The piece can communicate information, identify and evaluate the information, portray the role of women in the greater world, it can demonstrate society's attitudes, or help viewers understand how women's roles have changed over time. It can include women in non traditional roles and jobs - employed in what were once considered exclusively male fields. Or show entrepreneurial women, a June Cleaver Protest, or women as unexpected rebels from the 1950s. Movies that might inspire are: Mona Lisa Smile, Plesantville, Stepford Wives 1 and 2. There is no one way to approach this project. Each student will have to find what they are comfortable with and what media they work best in. They should draw on their knowledge of art media and techniques to create a stand out piece for display to celebrate NWHM. Evaluation: Rubric forms for art content and for time application. Open forum critiquing and public display for comments and consideration. Assessment: Criterion A Knowledge and Understanding Criterion B Application Chapter Three Areas of Interaction Areas of Interaction Area Leaders This is only the third year the school has followed the MYP, with an additional grade level being added on each year. The responsibility for the implementation and coordination of the areas of interaction is one that is bestowed upon all teachers in the MYP. Area leaders have been assigned this year to help facilitate the implementation of the areas, as well as to document how they have been incorporated/covered in each subject. Although the area leaders at the time of writing do not have a job description, the future responsibilities will include: Ensuring that the areas of interaction are well understood by teachers ➢ Helping to decide how the areas of interaction can be addressed by subject - specific content and special activities in each year of the programme ➢ Contributing to an overall plan for the integration of each area of interaction in a gradual way, according to age group ➢ Maintaining contact with teachers and departments, and helping to sustain momentum and enthusiasm Monitoring the implementation of the areas of interaction.' This year the area leaders are responsible for documenting the activities and content covered in all the classes, and offering guidance to the subject teachers, when developing their guiding questions for various units. This role will become more important as the school grows. One a month, teachers meet to discuss how the areas have been covered in their respective subjects. This is also a time for an open forum for discussion of the areas and the level of understanding of the students. Each month, each of the area leaders is responsible for hosting a workshop on their specific area, making suggestions about how these can be incorporated into the curriculum. The area leader is also responsible this year for creating a vertical plan for the . This is something that all staff will then develop and adopt as a whole. Due to the small size of incorporation of the areas of interaction in Years 2 through to 5, of the MYP the MYP at Westlake, the ability to work as a close, cohesive unit makes the planning and incorporation of the area of interaction is very much a luxury and strength that we have.` At the time of writing, these vertical plans are being compiled and will be ready and in place by the time the IBO team visits in February 2007. 'These guidelines were taken from an IBO workshop held in Vancouver in 2005. Presenters Bill Shell and Louis Berthelot Curricular Strategies The areas of interaction are the central components of the MYP at Westlake Academy. The students are taught their subject matter through these areas. Teachers meet at the beginning and end of each year to discuss how the areas of interaction have been and will be incorporated into each of the subjects. As our school grows and develops, so too does our understanding of the areas and how best to incorporate them into our programme. All teachers are responsible for the planning and effective integration of the areas of interaction. Using the areas of interaction as a common set of organizing themes and contexts, teachers at Westlake Academy plan collaboratively to put the learner at the centre. An example of how this was done for Grade 7, in the first term can be seen in Appendix 1. When planning the curriculum, teachers identify the content that needs to be covered that year. Sometimes this may be predetermined due to State requirements. For example, the core content of the Humanities course in Grade 8 is US History and Geography. At the end of the year students take the State exam in this field of study. Once the topic has been identified, it is then linked to an area, by using a guiding question. The guiding question is essentially a broad-based question that encompasses a specific theme or unit of study. Students are given this question at the beginning of each unit. These questions should be asked in such a way that encourages thought and investigation, and something that the students will remember. These questions should prompt the students to ask even more questions which can then be used to come up with the answers. The Personal Project Although Westlake Academy does not have a 10`h grade class at the time of writing, a lot of work and preparation has gone into the Personal Project. The MYP staff discussed in its first year, when we only had grade 7, that students should be exposed to the Personal Project, in their second year of the programme. At the end of grade 7, students are taught about the Project. They are then given a schedule that they will be expected to follow when they begin 8`h grade. Not only does this give the students experience with the Personal Project, it also enables the teachers to become a lot more familiar with the Project, its requirements, and their role as supervisors. By Grade 10, teachers and students alike, will be in an excellent position to carry out the project as it should be. In grade 10 the project should demonstrate the students' understanding of the areas of interaction over the course of the programme. Last year's example of the timetable to be followed and the grading template, are included in Appendix 2 and 3. Tutorials Each class has a 40 -minute period at the end of the day for tutorials. Tutors play a key role in the educating and documentation of the Areas. Every student is required to have a Portfolio of his/her work and to keep it updated. It is in their tutorials that they work on these. Their portfolios are used to collect the following: i. Record of community service. Students are encouraged to complete the Record of Community form. ii. Self Evaluation forms. Examples of pieces of work, with commentary. iv. Updated resume V. Students' own definition of Areas of Interaction These portfolios are used by the students for the student -led conferences which are held twice a year. Students are taught how to lead these conferences. These portfolios are updated every year. This approach to learning encourages students to manage and evaluate their role and understanding in the MYP, over the course of the four years. Students are also responsible for planning an assembly for the rest of the MYP. This encourages collaborative skills, encouraging students to work together and use the various individual skills they have. ATL This area will be shared by all tutors in the MYP. Although ATL is not taught as a class, students will have 40 minutes at the end of the day when they will have the opportunity to work on various aspects. In grade 7, students will be instructed on the importance of the portfolio and how to keep it updated, and what is expected to be included. In grade S, students will be required to complete an extended project over the course of the year. This will be very similar to the Personal Project. Students will be introduced to the project, previous examples and the criteria used to assess the project. During their tutorials, they will be given the opportunity to develop their ideas and to meet with their supervisors. This introduction to the Personal Project encourages students to investigate and learn about the areas of interaction in greater depth. In addition to their tutorials, every teacher is required to teach students how to learn, not just what to learn. Students should be given the tools needed to acquire the skills and the confidence to take ownership of their own learning. Community Service Students are taught not to see Community Service as a chore, but to acknowledge their role and responsibility in their local, national and global community. Community Service is an integral part of the MYP at Westlake Academy. Students are required to document their community service activities in their portfolio. Although there is a standard form that students are required to complete, they are also encouraged to write a more detailed description on their experiences. An example of the record of community service that students are required to complete can be seen in Appendix 4. Students are encouraged to research and find an area they are interested in to engage themselves in community service. As a staff, we are also in the process of developing larger projects for each class/grade level to participate in. These include the foundation of the first Junior Historians of Texas at Westlake Academy. This is a project that investigates, protects and informs about the local community in which the students live and study. We hope to have between 15 and 20 students actively engaged in this project. Other large group projects have included workdays at Rocky Top, which is a rehabilitation site for children with physical and mental disabilities. Students are also involved in activities within the school community. Students actively take part in the Student Council, the School Newspaper, the Yearbook and other roles that promote a sense of community spirit and identity. Tutors will assist the students in documenting their activities throughout the year. The tutors will be responsible for ensuring that each student in their homeroom completes the requirements. This information will be passed to the Community Service leader (Mr. David Jenkins), who will document the number of hours, ensuring that they comply with the requirements. Mr. Jenkins will also coordinate with the parents in an effort to get parental involvement in this area. Interdisciplinary Approach Cross -curricular links are of key importance when planning the curriculum and developing the MYP. They provide the means of stimulating discussion and cooperation into each other's academic subject group. They also offer an interesting insight into the areas of interaction for students. When planning the curriculum, therefore, teachers collaborate on various projects throughout the year. This enables students to see the inter relatedness of the subject groups and how one specific area can be covered in more than one discipline. APPENDIX' I TERM 1 Health & ATL Homo Faber Social Ed Environment C.S. Black Language A Listening skills Paton Friendship South Africa community Poetry analysis Shakespeare Apartheid Anthology Oral work Newspaper Survival Newspaper Using WWW Language B Oral/Vocabulary Writing Speaking Listening Population Mathematics Measurement Tessellations stats Stock market Teepee Data Drawing skills Teepee design Body mass presentation Exploring Calculator pattern Problem solving Using logic Use of Red Ribbon Science astronomy Constellations Light pollution Environment Week Molecular Lens & eye models Astronomers care Newton's Law Pressure & Vol. Periodic Table Responsibility Skies Newton Pollution Humanities WWW as tool Builders & Imperialism Topography Decolonization Map reading Destroyers Culture Interdependence Death/birth Team work GNP rates Development African Researching leadership Development Land use PE Skills/Fitness Skills test Fair play Safety/respect Refereeing Fitness Exercise safe Creating/leading principles/ for equipment Peer tutoring methods/ Benefits of ex. warm-ups choices/ and area Teamwork Olympics Components Art & Design Line Poppy making Art & Nature Poppy making Mixing Drawing skills Tessellations Independence Drama Public speaking Music making Equipment Vocals Vocals Play Script writing IT Keynote Webpage Ethics Ethics Newspaper Research Blogs Scanning Newspaper Word processing APPENDIX-; Personal Project 2005 - 2006 Week of: 3rd October Meet with the MYP Coordinator to discuss the topic 11th October Choose a supervisor. 17th October Have a clear goal written down, stating your intentions and plans. You need to include: - Areas of Interaction you plan to include in your project - Title of your Project - Description explaining your choice of project - Foreseeable challenges - Plan of action / an outline of what you will be doing 5th December Supply a list of resources used. This should include a bibliography 9th January Completion of the introduction 20th March Rough draft must be submitted 1st May FINAL COPY DUE IT IS YOUR RESPONSIBILITY TO ORGANIZE AND MEET WITH YOUR SUPERVISOR. THE ABILITY TO ARRANGE AND STICK TO APPOINTMENTS IS ONE OF THE GRADING CRITERIA FOR THIS PROJECT APPENDIX 3 8th Grade Personal Project 2006 Student Name Supervisor Criterion Grade Comment A B C D E F G TOTAL COMMENT APPENDIX 4 Westlake Academy 2600 Ottinger Road Westlake TX 76262 Record of Community Service Name of Student• Year of the Middle Years Programme: Description of project(s) completed by the student, including dates: Comments from the school and/or outside authority: Authorised signature: Student's self-assessment: Signature of student: Date: Areas of Interaction — English In every unit, multiple AOIs are part of the learning experience. Literature is, in many ways, a reflection of specific societies and often humanity at large. Thus students are able to comprehend how different societies and cultures may view events and developments from their own unique perspective, while also understanding that there are many things that bind all of us together as members of the human race. The Areas of Interaction provide a lens that the student can use to focus on the subject matter. Approaches to Learning In English students are exposed to a number of different forms of literature and communication. Because literature is viewed as a reflection of and a commentary on societies and the human condition, the essential elements of literature may be communicated through novels, poetry, essays and graphic representations as well as art and music. This variety in the way literature reaches the student also allows the student to experience Approaches to Learning in a number of ways, including the written word, the spoken word, visual representations and various combinations of the preceding. Emphasis in the MYP is on understanding literature as a window into human and societal thought that can take the student back into time or into a predicted future. To appreciate literature students begin by learning and understanding how literary elements (metaphors, irony, symbols, etc.) and techniques (stream of consciousness, satire, etc.) are utilized to carry the ideas of authors and poets. Students are also taught how to conduct research, document sources, construct persuasive arguments and utilize elements of rhetoric to present their thoughts and opinions in essays and research papers. Beginning in the 9`h grade, students will write at least one research paper a year that will increase in complexity over time. It is also expected that students will use technology to express themselves in addition to traditional written and oral methods. Lastly, students will have the opportunity to create original literary works of their own. Environment The Environment can be a catalyst for a dynamic change in the way a society behaves and the values it adapts under new conditions. Understanding the connection between cause and consequence gives the student an enhanced understanding of events that are often the subject of the literature of a society's time. The study of literature permits the student to view how man interacts with the natural conditions of his time and can even create futuristic scenarios of what drastic environmental change might hold for a society. Literature is one of man's most powerful tools in communicating the need to understand and live within the boundaries that have been provided by the environment and to be wary of abusing the world upon which we are dependent. For example, dystopian societies that appear in literature are often connected to environmental abuse that leads to the destruction of normal society. Pieces of literature that are connected to the environment are taught in every year in the MYP. And students will construct commentary on the ramifications to society of environmental neglect. Community Service The same concept is true for Community Service. What a society values, in terms of its members and abstract concepts such as justice, are available for examination in the prose, poetry or drama of its literature. The type of community that existed at any time and any place in the world can be seen in both its recorded history and its literature. In addition, we often find that literature will offer a critique of societies' views and, for example, may use satire to hold up certain beliefs for examination. Through literature the student can examine the different views of many cultures and broaden his understanding of the world. As an example, 9th grade students will study and perform the drama, Death and the King's Horseman by Wole Soyinka. Soyinka, a member of the Yoruba tribe in Nigeria, won the Nobel Prize for literature in 1984 and his play explores the conflict that arises between the indigenous Yoruba culture and the culture of the British colonial rule of the country. Students are expected to recognize both the unique aspects of different cultures and the characteristics that bind all peoples together in the community of human beings. Throughout the MYP, literature selections are made with this aspect of Community Service in mind. Health and Social Education Throughout time, man's concern for his society and fellow man is reflected in his commentary on the needs of people at a given time and place. Literature also provides compelling images of injustice that can provide even keener insight into man's need to treat all of humanity with respect than might be experienced in historical accounts. For example, the words of Elie Weisel in Night bring the Holocaust to life in a more personal and meaningful way than many purely historical accounts of Nazi concentration camps. In this way, literature is complementary to history and can offer the student a experience that will have a significant personal impact that might otherwise be missed. Students will also be asked to examine pieces of literature that connect the health of individuals to the health of their societies in both a physical and an ethical sense. The dependence of man on his fellow man to act in a civilized and respectful manner forms the central theme of a number of the pieces of literature selected for study (see course descriptions for MYP- English). Homo Faber Th study of literature in the MYP stretches over time from the early epics, such as The Odyssey, to modern literature such as The Things They Carried. This allows the student to examine creations that have retained their importance over time, despite the fact that the immediacy of that literature may be long past. Plato's "Crito," when studied alongside Martin Luther King Jr.'s "Letter from a Birmingham Jail," directs the students focus to compelling but different views on the difference between the law and justice. The fact that they are separated by over a thousand years does not detract from the importance of each. Most importantly students are expected and encouraged to express themselves through original creations in all forms of literary expression including prose, poetry, graphic and visual creations, oral and audio presentation and mixed media. Areas of Interaction - Language B (Spanish) Five perspectives known as the areas of interaction are at the core of the MYP programme. The Language B- Spanish programme at Westlake seeks to help the student develop personal values and self-awareness by giving each student the opportunity to take some responsibility for his or her own education. The areas of interaction are not directly assessed nor awarded individual grades, since they are themes rather than subjects. They are, however, indirectly assessed through the personal project. Approaches to Learning is concerned with the intellectual discipline, attitudes, strategies, and skills that will result in critical, coherent, and independent thought. This theme helps students develop self-discipline and a capacity for problem solving that allows them to produce high-quality work. At Westlake Academy students will focus on their written, verbal, reading and listening skills that will be emphasized through: - effective writing and note -taking skills - reading comprehension and listening exercises - cooperative learning - class discussions and action / role-playing - learning the origin of language Students will learn through various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. Community Service is a theme that emphasizes community awareness and concern, a sense of civic responsibility, working cooperatively, and the skills needed to make an effective contribution to society. At Westlake Academy, Language B Students will design different children appropriate materials for the school library and for the younger students. They will be asked to explain the relevance of these materials, and assist on their use. Through understanding the importance of the Hispanic community in the area they will be able to relate and respect diversity within the community. Health and Social Education is a theme that prepares students for a physically and mentally healthy life and helps them develop a sense of responsibility for their own well being. At Westlake students will: Promote a positive attitude towards multiculturalism: - by understanding and minimizing differences and by embracing similarities - by familiarizing ourselves with the customs of others - by promoting enhanced communication skills (written and verbal) - by considering health, family and social issues in target cultures (compared to our own). Students will also investigate the different roles of people in Hispanic countries, focusincy specially on women. Environment is a theme that develops the students' awareness of the interdependence of humans and nature. At Westlake, Language B Students will learn investigative and problem -solving strategies, which will encourage them to accept responsibility for maintaining an environment fit for the future. Students will be focusing on: - reading and interpreting newspapers / magazines articles pertaining to environment - giving oral presentations and participating in debates on environmental issues Students will also study geography and its impact on different pre -Hispanic and current cultures and their creations. Homo Faber is concerned with human creative genius and the impact of this creativity on society and the human mind over time. Spanish students at Westlake Academy will learn to appreciate the human capacity to influence, transform, enjoy, and improve the quality of life. Focus on the creative and influential people in Spanish countries, and how their work (art, music, philosophy, literature, etc.) impacted the Spanish culture. They will recreate (acting, painting, composing) similar and original works of art. Areas of Interaction — Mathematics Approaches to Learning In Mathematics we have many ways of covering this aspect of the Areas of Interaction. Varying the strategies we adopt for teaching and learning from group work to individual learning to working with students from other grades, means that everyone gets the opportunity to experience Mathematics in a way that suits them. Using technology also gives students the opportunity to develop alternative approaches to problem solving. Using a spreadsheet for iteration and trial and improvement, for example, provides students with alternative ways of solving a variety of equations. Homo Faber In Mathematics we feel it is important that students see the relevance of Mathematics in the world around us. Where possible, real life applications of Mathematics will be incorporated into the scheme of work. Students will see how early construction methods used the Pythagorean Theorem. They will also investigate how quadratic equations can be applied to the stopping distances of cars. Community Service Understanding the community in which we live and how we can have an impact on that community is incorporated into Mathematics in several ways. MYP students will help others in different grades gain a better understanding of topics in Mathematics. In the wider community the application of Mathematics will be used by students to communicate to others their understanding and analysis of things that affect us all. Health and Social Education: Health and social education is incorporated in MYP mathematics through a variety of ways. Social trends and health issues are investigated in statistics lessons through data collection and analysis. For example, in grade 8, we will use movie data (American pop culture) to determine measures of central tendency and measures of variation, and to construct box and whisker plots. Two sets of movie data will be analyzed and compared. Also, in grade 8, students will research various mathematicians from different historical periods to gain an understanding of the cultural influences on mathematical discovery. Environment: In statistics lessons, students will display, interpret, and analyze data that relates to their environment. For example, in grade 8, students will investigate air pollution, particularly ozone levels as measured by the AQI (air quality index). Students will investigate the causes of air pollution, health effects, and ways to increase public awareness and safety. Students will also look at how temperature and wind speed effect ozone levels. We will use statistics to display data, analyze data, and use data to make predictions about the ozone. Areas Of Interaction - Science The areas of interaction are a very important aspect of the MYP Science classes. They permeate all topics of study and are structured to fit as naturally as possible into the lessons. The goal is to assist students in developing an appreciation for other cultures, diversity, attitudes and values throughout the study of the AOIs. Approaches to Learning Students in MYP Science are expected to organize their work, keep track of their assignments and actively participate in their learning. They are asked to investigate (imperative in inquiry -based learning) and research various topics. For all research projects, students are required to document their work with the use of a bibliography. Students are frequently asked to analyze their learning and studying styles and to self - assess their performance on projects and tests. In science, students develop the ability to solve problems and make informed decisions using critical thinking skills as well as imagination and creativity. In all years, students will be asked to interpret, analyze, and evaluate scientific evidence, both for current issues in science and in their own investigations. Students devise and review their own experiments to find answers to both their own science questions and those posed by the teacher. This and other scientific inquiries allow for differentiation in the classroom to reach all learners. Environment There are numerous lessons and activities, which involve addressing environmental issues in MYP Science. Students look at the responsibility we have as both citizens and scientists in maintaining a natural world fit for present and future generations. We discuss community, local, and global issues and propose possible solutions to some of the problems we face. In Years 2 and 3, students examine several global environmental issues, including major oil spills since the mid 1900's, release of toxins like DDT and other common pesticides, global warming and carbon dioxide emissions, and plants and plant diseases. In these years, students also ask how can we use science to manipulate our environment. For example, students investigate methods for increasing the amount of friction on ramps. In Years 4 and 5, students seek to understand how society should balance the needs of the environment with that of individuals and the economy. Specific issues examined in Year 4 include the genetic engineering of crop plants and the conservation of ecosystems. In Year 5, students tackle the energy crisis by developing plans for energy conservation and investigating the costs, benefits, and efficiencies of alternative energy sources. Health and Social Education As the IBO handbook suggests, we address economic, sociological, and psychological aspects of health in order to encourage a respect for the mind and body. Cooperative learning is also a big part of what we do in the MYP science classroom. Cooperative learning activities are intended to aid in the development of crucial social skills. An example of incorporating Health and Social Education in the course is the study of global warming. The students look at how global warming is affecting the spread of certain illnesses and diseases throughout the world and what we, as a nation, are doing to increase the rate at which global warming is occurring. As a culminating activity the students are given the jobs of industrialists, scientists, environmentalists, and politicians. They choose a region of the world to represent at a model United Nations Climate Change Committee meeting. The students then must make a presentation explaining their position on global warming, the spread of diseases, and ideas for improving conditions. In Years 4 and 5 students examine tough ethical questions in science and explore whether society should regulate scientific research and innovation. Topics discussed include stem cell research, disease control, and green chemistry. Community Service We encourage responsible, caring attitudes in classroom, with the hope of promoting the same attitudes and behavior in student's local settings as well as the wider world. We discuss, research and study the responsibilities of scientists and industrialists in a global setting and use a scientific approach to look for ways to solve some of the problems created by those who make (what many consider) unethical choices. Students explore how issues in science impact their community, and discuss ways in which individuals can assist their communities in addressing these issues. We also require that students use their science knowledge in the performance of community service activities. For example, in the early years of the MYP program, students often their science knowledge to create displays and books to share with students in the PYP. In Year 4, students will be asked to participate in local environmental clean-up efforts. In Year 5, students will develop an energy conservation plan for a segment of their local community, such as their own home, school, or church, present that plan to the local community, and if applicable, assist their local community in carrying out the plan. Homo Faber In MYP science, we stress the ways students can initiate personal and societal change and explore the consequences of our choices and behaviors. The students study and discuss the human capacity to create and improve the quality of life. In all courses, students study scientific and technological innovations, and explore how and why the innovation was developed, how itis used, and what the ethical and societal consequences are. They also research and discuss scientific figures who have greatly impacted the world in which we live. In Years 2 and 3, students study ethnobotany when learning about plant life. They look at how other cultures have used scientific thought to create various uses of plants from medicinal purposes to food, shelter, and clothing. Students also study genetic manipulation. They think about important and often controversial questions such as "Should we manipulate genes in order to create more perfect humans?", "Where do we draw the line with regards to genetic manipulation?", and "Should such a "line" be drawn?" Students will see the achievements of many, and recognize the negative impact or consequences of some. In Year 4, students explore the controversy of stem cell research. Students will examine claims about the promise of stem cell research for curing disease, learn about different types and sources of stem cells, and will discuss how society should balance the progress of research with ethical considerations. In Year 5 students will explore the development and promise of "green chemistry", chemical products designed to reduce or clean up environmental damage. Areas of Interaction - Humanities The Areas of Interaction are not intended to represent subject specific topics. Rather, they are a lens through which subject -based content is taught. The Humanities programme at Westlake Academy seeks to develop the students' understanding and use of these areas and to see them as the central focal point of the programme. Approaches to Learning From the very first year of the programme at Westlake Academy, students are expected to organize their work, keep track of their assignments and actively participate in their learning. In the formative years students will be asked to research various topics, and investigate (imperative in inquiry -based learning). In addition to this they will be required to document their work with the use of a bibliography. Students will use the SPRITE (Social, Political, Religious, Intellectual, Technological, Economic) form as a means of understanding the subject of Humanities. In Humanities, students will be introduced to primary documents and will learn how to interpret them, using evidence, analyzing bias and evaluating content. Students are also required to formulate clear and concise arguments (something that is addressed in the subject specific rubrics). As the students progress through the MYP, the detail and the organization and formulation of their work should become more concise and well supported and explained. Students are expected to identify cause and consequence in the study of Humanities, and to draw their own conclusions from them. Environment Environment in the MYP at Westlake is taught throughout the four years, through the study of global case studies. Every year of the programme tackles a different geographical area and a different era. For example in Year 2, students study Europe, from the Greeks to the establishment of the European Union; the environment in which they live and how environment has impacted settlement. In Year 3, students are asked to explain the importance of environment in the early settlements on the American continent, and how environment influenced expansion in the 1800s. In Year 4, students investigate the subject of revolution throughout the world. Students will become familiar with the environment in the areas studied and will be asked to explain how those environments were ripe for revolution. Students will also study the human impact on environment. For example, Year 2 students will be asked to identify the impact the Industrial Revolution had on the environment, and how has that impact changed with increased production over the ages. They will also be asked to investigate ways in which humans can right the wrongs they have made over time. Health & Social Education Health and Social Education is a key component of the Humanities programme. Throughout all the years students study various ideologies from different eras and regions, and evaluate the significance and impact they had. For example, students in Year 4 will be asked to analyze the reasons behind the successful Russian, French and American Revolutions. All succeeded, but were led by different people, fighting for different causes. What were they, and how did they reflect the attitudes and beliefs of the people at that time, in that place? Students will also investigate the changing nature of societies, and the causes and consequences of those changes, especially the impact they have on the people. The impact of change can be both negative and positive. With improved technology, comes improved health and understanding. However, technology has also given us weapons (nuclear). Students will draw their own conclusions, as to the pros and cons of development. Community Service Students will study various communities around the world, and will be asked to research individuals who have helped their communities. These may include the likes of Rosa Parks, George Washington or Mahatma Gandhi. Students will also play a role in helping their community. Students will demonstrate their knowledge and understanding of certain topics, by informing others (the re -writing of the Constitution). Homo Faber Throughout the MYP, students will study those figures who have greatly impacted the world in which we live in. At the same time students will be asked what their role should be in the shaping of the future. What can they do to impact the world in a positive way? Through the studying of influential people, students can learn the strengths and characteristics needed to make positive changes. Students will study such influential figures as Socrates and Plato, and evaluate the impact they had on their environment, as well as the legacy they left behind. In Year 2 of the programme, students will evaluate the impact of Europeans on the world. How did Martin Luther impact not only thel6" Century German States, but the entire world? In Year 3, students study the great American figures of the Revolutionary and Constitutional eras. How did their forward thinking lay the foundations for the birth of the American nation? In Year 4, students evaluate the successes and failures of revolutionary leaders. They will assess the importance of the individual in uniting a people for a common cause. Areas of Interaction - Visual Arts The Areas of Interaction are a tool used to help teach the visual art course content. The Art Department at Westlake Academy strives to help the student understand these areas and their use as a tool to enhance our creative process. Approaches to Learning Learning is achieved in numerous ways in art. Students are exposed to demonstration, lecture, research skills, trail and error, through organization of thoughts and works, and critical review of their visual art pieces. Students are expected to learn the developmental process of art based on a four -step procedure. they will be required to produce thumbnail sketches (their brain storming of ideas), rough copy of their design, final revision of their work and the completed artwork. Students will use many different techniques to arrive at their final design including resource materials, light boxes and assorted materials or medias. Students will be responsible for the development of ideas in response to guiding questions using originality and creative thought processes while manipulating the media and style required for each visual art response. Environment Environment is an integral part of the arts program and is incorporated through out the MYP years. Students will be exposed to the arts in a global manner and learn how the arts has impacted the world. Material investigation will make use of recycled materials when ever possible and require the students to consider the impact materials has on the global world. Students will be involved in effecting their environment through public display of their individual art style in numerous gallery exhibits. Health and Social Education Students will investigate the changing and developing nature of the art movements in the world and the causes and consequences of those changes. Students will also investigate the impact those changes have on the current art trends. Community Service Students will participate in service projects for the benefit of the community through their participation in open gallery events with the focus on increased awareness of a public issues. Community events that are locally sponsored will also be part of our focus group and students will enter artwork for public view. Homo Faber Students will take an active role in producing works of art that impact their environment. Journals of Creativity will be used to further their studies in art and students will be involved in all phases of the art production cycle. Developmental workbooks will be used to record the student growth through their art and used as a guide for their creative thought processes. All stages of the art process will be developed with the use of the Elements of Art and the Principles of Design as the guiding resource. Original thought will be used in the creation of works of art with a special push towards experimentation with different medias and presentation forms. Works created will include two-dimensional and three dimensional pieces. Areas of interaction (AOI) in Physical Education The Areas of Interaction are not intended to represent subject specific topics. Rather, they are lens through which subject -based content is taught. The Physical Education program at Westlake Academy integrates the different areas of interaction within its classes and seeks to develop the students' understanding and use of these areas. Approaches to Learning Sports, games and physical activities enable you to be a constant learner. Every situation that appears in a game or activity is new and the situations are constantly changing. Problem solving will be a key in all our activities as well as decision-making. Students will be constantly making decisions to solve the different situations that will appear. These decisions will be based on their skills, tactics and the strategy the group or team is developing in order to achieve their goals. Students will compare and contrast all the different decisions that they have made in the activity so that in the future they can choose to apply the best ones in similar situations (ATL). Environment Environment is essential in PE classes. Our students need to know how to make responsible use of the equipment and to use proper gear depending on the activity and the weather conditions. We will see how sports and physical activities are played in different environments and how you need to adapt yourself in order to achieve healthy and safe practices. For example, in Year 4 we will have a unit in inline skating and students will learn to use proper gear like helmets, wrist protectors and, if practicing the activity outdoors, sunscreen to protect themselves from UV rays. In Year 3 we will have a bicycle unit where students will learn how it would be healthier for them to use the bicycle instead of a car and also how much better it would be for the environment, as they would not pollute it. Health and Social Education Health and Social Education is vital in Physical Education. One of our goals is to foment an active healthy lifestyle by practicing safe physical activities and sports. We will teach our students the benefits of exercise, different sports and physical activities to' be active, the importance of a good warm-up, fitness components, balanced diets versus junk food, ... etc. All these will be taught within a balanced social atmosphere. We are social beings and students need to understand that teamwork, fair play and a good self- esteem are vital in our lives. All these aspects will be developed throughout the PE classes in every year. For example, students in Year 2 will learn how to do proper warm-ups both for general physical activities as well as for specific sports, and expose them before every PE class. Community Service Community Service is based on teamwork and helping as much as you can to make society better. Students in the MYP will participate, referee and score -keep the Inter House Basketball, Soccer, Volleyball Tournaments. Homo Faber All sports and physical activities that we have nowadays have been developed by visionaries. These men and women have given the world the chance to enjoy the game or sport and help lead a healthy life style. Others have made the activity even more important in our lives because of their mastering and achievements in such activities. Students in the MYP will study the history of each activity that we see in our classes as well as its development and most outstanding characters that have made history