International baccalaureate organization

The course, which is a requirement for graduation, will focus on the physical fitness components with emphasis on developing wellness and establishing attitudes that lead to lifelong healthy habits. These components will be taught through classroom strategies and reinforced through physical activity; these include: cardiovascular fitness, flexibility, muscular strength, muscular endurance, and body composition.

-Develop self-awareness and the ability to cope and respond to life’s daily demands.

-Understand personal well-being.

-Determine concepts that will foster safe and healthy decisions

-Analyze issues that affect wise environmental decisions

-Emphasize personal relationships with appropriate social behaviors and consequences.

7. 
   Topics:
   
8. 
   Why Fitness, Guidelines and components of fitness, Nutrition and body composition,
   
9. 
   Principles of training, Cardiovascular fitness, Muscular fitness, Flexibility, Designing your
   
10. 
    own program.
    

Personal Fitness for You- $45.00

Various video, websites, and supplemental text.
Course Outline

Health

Mrs. Binnion/Ms. Dixon Rm. 102; Mr. Stewart /Mr. Strickland Rm. 105

1. 
   Course Description
   

• 
  Develop a positive attitude toward the continued learning of Health
  
• 
  Provide students with relevant up-to–date information that will influence them to take positive actions regarding their own health.
  
• 
  Recognize that wellness is a way of living each day which includes choices and decisions based on knowledge of actions and their consequences.
  
• 
  Develop the ability to use communication to solve problems, develop relationships and stay out of trouble.
  
• 
  Design and evaluate their own individual fitness program through the development and understanding of training principles and the effects of exercise on the body and mind.
  
• 
  Understand the consequences associated with the use and abuse of illegal drugs.
  
• 
  Recognize the importance of safety within the environment.
  
• 
  Seeing links between health and the deterioration of the environment.
  

• 
  Fitness Decision Making
  
• 
  Nutrition Peer Pressure
  
• 
  Stress Goal Setting
  
• 
  First Aid (8^th grade) Gateway drugs
  
• 
  The Health Triangle
  

• 
  Anatomy and Physiology (6^th grade)
  
• 
  Puberty (6^th Grade)
  
• 
  Relationships (7/8^th Grade)
  
• 
  STD’s including AIDS
  

4. 
   International Baccalaureate Middle Years Programme Information
   

1. 
   Assessment
   

Students will be assessed in a variety of ways using many different tools. These will include class work, group presentations; writing summaries, projects, test and quizzes. In all projects students will be given a rubric guideline.

2. 
   Guiding Questions
   

Our guiding question for this year’s study of Health will be: “How can I impact the society positively by achieving wellness?”

affect my quality of life?

Unit 2 – Substance Abuse To what extent will the decisions I make now

affect the society and my future?

Unit 3 – Human Sexuality To what extent will my decisions now affect

affect my future?

5. 
   Vertical Alignment
   

Each math unit will be coordinated with other academic disciplines in order for students to understand the connection between Health and their other subjects. For example, the wellness unit will be closely coordinated with the Physical Education department to provide statistical information in preparation for the individual fitness plans.

6. 
   Resources
   

Teen Health Courses 1, 2 & 3

Too Good for Drugs Courses 1, 2, & 3

Choosing The Best Path (7^th grade)

Choosing The Best Way (8^th grade)

6th Grade IRR Earth Science Mrs. McQuade mcquade@fultonschools.org
The 6th grade Earth Science curriculum provides students with the necessary knowledge and skills in earth science. The course is designed to provide students with an overview of the common concepts in earth science including but not limited to meteorology, geology, astronomy, hydrology, and the impact of humans on the earth, resource utilization and conservation. These concepts are investigated through observing, collecting, summarizing, analyzing, and presenting the results of replicated scientific investigations and fieldwork for students to develop the appropriate skills in science as inquiry.
Expectations: Be respectful. Be attentive. Come prepared with necessary materials. 4, Arrive on time to class.	Discipline Guidelines: In order to maintain an environment conducive to learning, students must follow classroom expectations. The teacher may use a combination of the following methods of behavior management: verbal warning, silent lunch, loss of break, parent contacts, detention, conferences which may include the parent, teacher, and/or administrator, and the development of a behavior management plan. All Behavior Implementation Plans developed in the IEP will be followed.
Policies and Procedures
Grading Scale A = 100-90 C = 79-70 B = 89-80 F = 69- 0		Grading Policy Class Work: 30% Assessments: 30% Labs/Projects: 30% Homework: 10%
Grades- Progress Reports or Report Cards are sent home every nine weeks. Interim Reports are sent at 4.5, 13.5, 22.5 and 31.5 weeks. All Interim, Progress Reports and Report Cards sent home must be returned the next day with a parent signature.		Assignments- Assignments will either be completed in class or at home. If a student is unable to finish their work they must see me and make arrangements to complete the assignment in my room before or after school. Failure to do so will result in the student loosing their break and/or being referred to the PASS program.
Absences-It is the student’s responsibility to ask the teacher for work missed do to an absence. Upon returning to school, a student has one day for every day absent to make up work. Full credit will be given for work made up within the allotted time. If a student is absent and misses a class lab, the student will need to make arrangements to make up that lab before or after school.		Provision for Improving Grades Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Teachers will determine when and how students with extenuating circumstances may improve their grades.
I have read and understand all the policies and procedures. X Student Signature Date ____/____/_______			We have read all the policies and procedures. We understand our student’s responsibilities and know how to contact you if we have any concerns. Parent Signatures Home Phone: ______________________ Work Phone: ______________________ Parent Email Address: _________________________

Middle Years Program
The Middle Years Program (MYP) will be an integral part of our study of earth science. This will include journal writing, hands on inquiry based labs, exploring the Areas of Interaction (Approaches to Learning, Community and Service, Homo Faber, Health and Social and Environment) and investigating our learner profiles. Students will be assessed in a variety of ways. These assessments may include informal discussions with the teacher and other students, completion of lab activity/report, reporting the results of a group investigation and using other talents (drawing, writing, acting) to express or demonstrate their knowledge and understanding. Earth science units will be explored with other academic disciplines so that students will see the connectedness between academic subjects. We will also relate our studies to the global community.
Outcome Expectations:

Students will be able to:

• 
  Use appropriate scientific tools to observe record, organize, analyze, interpret, write and present the results of scientific investigations clearly and accurately.
  
• 
  Relate the nature of science to basic historical theories regarding the evolution of the universe including the Big Bang.
  
• 
  Describe the relative position and motion of objects in our solar system, galaxy, and the universe. Explain the results.
  
• 
  Describe the composition, location and topography of the world’s oceans.
  
• 
  Recognize the role of water in earth’s water-related processes including water cycle, waves, currents, tides, wind systems, distribution of heat, weather, and climate.
  
• 
  Identify and describe the structure and nature of earth’s crust, mantle, and core.
  
• 
  Explain the effects of earth’s structural movements on geologic features and physical processes such as tectonics, volcanic eruptions, currents, tides etc.
  
• 
  Classify rocks and explain the processes involved in their formation and cycle.
  
• 
  Describe the various sources of energy, their uses, and conservation including the sun, renewable, and non-renewable sources.
  

The student will improve age/grade vocabulary.

The student will develop the skill of making inferences.

The student will recall facts.

The student will work cooperatively with others in a group/lab activity.

The student will write complete sentence answers to questions.

Tutoring is available after school on Thursdays from 3:45-4:45 by appointment.

Characteristics of Science/Lab Safety The Universe

Geology The Solar System

Hydrology and Meteorology Energy Conservation

Lab equipment/supplies

Computer lab for technology activities/research

7th Grade Life Science Mr. Sarago sarago@fultonschools.org Room 245 Phone 404-843-7710
Course Description: The 7th grade Life Science curriculum provides students with the necessary knowledge and skills to transition from elementary life science standards to high school biology standards. The course is designed to provide students with an overview of the common concepts and strands in life sciences including but not limited to structures and functions of cells, tissues, organs, and organ systems, heredity, biological evolution, diversity of living organisms, and ecosystems. These concepts are investigated through observing, collecting, summarizing, analyzing, and presenting results of scientific investigations and fieldwork designed for students to develop appropriate knowledge and skills in science as inquiry.
Rules: Follow directions the first time. Student interruption of instructional time is prohibited. Keep body parts and objects to yourself. No harassment- including but not limited to profanity, inappropriate gestures, teasing, or bullying. Be in your seat and working when the bell rings. Treat all RCS guests with respect, honesty, and courtesy.	Consequences: 1st Offense- Verbal Warning 2nd Offense- Silent Lunch and/or loss of break 3rd Offense- Grade level after school Detention* 4th Offense- After school Detention* 5th Offense- Office Referral *Failure to return forms signed by a parent will result in a higher consequence Consequences start over each semester. Severe Offense- results in an immediate office referral
Policies and Procedures
Grading Scale A = 100-90 C = 79-70 B = 89-80 F = 69-0		Grading Policy Journal (MYP) 15% Homework 10% Labs/Class work 25% Quizzes/Tests 30% Projects 20%
Academic Integrity- All students will follow the Ridgeview Charter School Honor Code. Anyone who copies, cheats, plagiarizes or does not complete his or her own work on any assignment or test will receive a zero and will not be allowed to make up the grade. All work must be in the students own words.		Assignments/Reviewing- Assignments will either be completed in class or at home. My expectation is that students shall finish class work that was started in class at home. Failure to do so will result in the student losing their break or working with the graduation coach through PASS to complete the assignment. Reviewing the topics covered in class every day for at least thirty minutes regardless if a task is assigned will enable the student to establish a positive study habit.
Grades- Progress Reports or Report Cards are sent home every nine weeks. All Progress Reports and Report Cards sent home must be returned within three days with a parent signature. Mr. Sarago will communicate with the parent or guardian if student work is consistently inadequate.		Absences/Make-UP/Recovery- It is the student’s responsibility to complete Make-Up Work when returning to school from an absence. The student will get his or her make-up work from Mr. Sarago and will have as many days absent to make it up. Students are expected to complete and turn in all assignments on time. 1. Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. 2. Mr. Sarago will determine when and how a student with extenuating circumstances may improve their grades.
Daily Supplies: textbook, pen/pencil, notebook, and MYP Journal (to be stored in the class)		Additional Materials: Passports
I have read and understand all the policies and procedures. I agree to keep this page in my journal at all times for reference. X Student Signature Date ____/____/_______		We have read all the policies and procedures. We understand our student’s responsibilities and know how to contact Mr. Sarago if we have any concerns. X X Parent Signatures Phone Number: ______________________ Do you have computer access? Y or N Parent Email Address: _________________________

Course Outline

Life Science 7^th grade

Mr. Dan Sarago, Room 245

1. 
   Outcome Expectations:
   

At the end of this course students will be able to:

1. 
   Describe the structure and function of cells, tissues, organs, and organ systems.
   
2. 
   Explain the role of genes and chromosomes in the process of transfer of traits to successive generations in both asexual and sexual situations.
   
3. 
   Explain how the physical characteristics of organisms have changed over successive generations and how species evolve as a result of natural selection.
   
4. 
   Trace the fossil evidences of the long history of changing life forms.
   
5. 
   Demonstrate the process for the development of a dichotomous key and classify organisms based on the six-kingdom system using a dichotomous key.
   
6. 
   Demonstrate the interdependence of organisms on one another and their environments in a food web, competitive, and mutually beneficial interactions.
   
7. 
   Recognize that changes in environment can affect the survival of organisms and how this links to the characteristics of the major terrestrial biomes.
   

2. 
   MYP Aims and Objectives
   

The aims of any MYP subject and of the personal project state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition they suggest how the student may be changed by the learning experience.

• develop inquiring minds and curiosity about science and the natural world

• acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions in scientific and other contexts

• develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions

• communicate scientific ideas, arguments and practical experiences accurately in a variety of ways

• think analytically, critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts

• appreciate the benefits and limitations of science and its application in technological developments

• understand the international nature of science and the interdependence of science, technology and society, including the benefits, limitations and implications imposed by social, economic, political, environmental, cultural and ethical factors

• demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment.

Aims and objectives

The objectives of any MYP subject and of the personal project state the specific targets set for learning in the subject. They define what the learner will be able to do, or do better, as a result of studying the subject. The objectives of sciences listed below are final objectives and they describe what students should be able to do by the end of the course. These objectives have a direct correspondence with the final assessment

criteria, A–F.

This objective refers to enabling students to understand the interdependence between science and society. Students should be aware of the global dimension of science, as a universal activity with consequences for our lives and subject to social, economic, political, environmental, cultural and ethical factors.

At the end of the course, and within local and global contexts, students should be able to:

• describe and discuss ways in which science is applied and used to solve local and global problems

• describe and evaluate the benefits and limitations of science and scientific applications as well as their effect on life and society

• discuss how science and technology are interdependent and assist each other in the development of knowledge and technological applications

• discuss how science and its applications interact with social, economic, political, environmental, cultural and ethical factors.

B Communication in science

This objective refers to enabling students to develop their communication skills in science. Students should be able to understand scientific information, such as data, ideas, arguments and investigations, and communicate it using appropriate scientific language in a variety of communication modes and formats as appropriate.

At the end of the course, students should be able to:

• communicate scientific information using a range of scientific language

• communicate scientific information using appropriate modes of communication

• present scientific information in a variety of formats, acknowledging sources as appropriate

• demonstrate honesty when handling data and information, acknowledging sources as appropriate

• use where appropriate a range of information and communication technology applications to access, process and communicate scientific information.

This objective refers to enabling students to understand the main ideas and concepts of science and to apply them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and reflective thinking and judge the credibility of scientific information when this is presented to them. At the end of the course, students should be able to:

• recognize and recall scientific information

• explain and apply scientific information to solve problems in familiar and unfamiliar situations

• analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas

• discuss and evaluate scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and assess its credibility.

This objective refers to enabling students to develop scientific inquiry skills to design and carry out scientific investigations.

At the end of the course, students should be able to:

• define the problem or research question to be tested by a scientific investigation

• formulate a hypothesis and explain it using logical scientific reasoning

• design scientific investigations that include variables and controls, material/equipment needed, a method to be followed, data to be collected and suggestions for its analysis

• evaluate the method, commenting on its reliability and/or validity

• suggest improvements to the method.

This objective refers to enabling students to record, organize and process data. Students should be able to collect and transform data by numerical calculations into diagrammatic form. Students should be able to analyse and interpret data and explain appropriate conclusions.

At the end of the course, students should be able to:

• collect and record data using appropriate units of measurement

• organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts)

• present data in a variety of ways using appropriate communication modes and conventions (units of measurement)

• analyse and interpret data by identifying trends, patterns and relationships

• draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.

This objective goes beyond science and refers to encouraging attitudes and dispositions that will contribute to students’ development as caring and responsible individuals and members of society. This objective is set in the context of the science class but will pervade other subjects and life outside school. It includes notions of safety and responsibility when working in science as well as respect for and collaborationwith others and their shared environment.

• carry out scientific investigations using materials and techniques safely and skillfully

• work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment

• show respect for themselves and others, and deal responsibly with the living and non-living environment.

2. 
   Course Description
   

4. 
   Aims and Objectives
   

• 
  Use appropriate scientific tools to observe, record, organize, analyze, interpret, write, and present the results of scientific investigations clearly and accurately.
  

• 
  Describe the structure and function of cells, tissues, organs, and organ systems.
  

• 
  Explain the role of genes and chromosomes in the process of transfer of traits to successive generations in both asexual and sexual situations.
  

• 
  Explain how the physical characteristics of organisms have changed over successive generations and how species evolve as a result of natural selection.
  

• 
  Trace the fossil evidences of the long history of changing life forms.
  

• 
  Demonstrate the process for the development of a dichotomous key and classify organisms based on six-kingdom system using a dichotomous key.
  

• 
  Demonstrate the interdependence of organisms on one another and their environments in a food web, competitive, and mutually beneficial interactions.
  

• 
  Recognize that changes in environment can affect the survival of organisms and how this links to the characteristics of the major terrestrial biomes.
  

5. 
   Topics