Math | Science | Spanish | Art | Music | PE
MATH
Subjects and Skills Summary:
The Math program at Sussex School seeks to develop the students’ problem-solving abilities. This developmental goal is implicit in every subject the kids study. We teach the kids specific math skills that give them multiple problem-solving options so that they can conceptualize and solve problems in various ways. In the 8th Grade, these skills usually include: statistics, linear functions, absolute values functions, inequalities, polynomials, quadratic functions, basic trigonometry, probability and exponential functions.
The above list is a guideline only. We may cover more or fewer skills, depending on how the class progresses. To keep the kids excited about math, they complete several hands-on projects, which primarily includes:
The Mathematics and Science of DUI
The National Council of Teachers of Mathematics Curriculum and Evaluation Standards for School Mathematics states important goals for school mathematics. Among these goals are to integrate mathematics across the curriculum, and to apply it to real life situations. The Mathematics and Science of DUI is an interdisciplinary project that teaches mathematics across such curricular areas as health education, biology, physics, chemistry, social studies, and driver’s education.
The number of alcohol-related accidents and fatalities both in Montana and across the nation is staggering. In most schools, the task of preparing students for making good, educated decisions about drinking and driving is left almost solely to drivers ed. and health instructors. By using pertinent math and science concepts to articulate and investigate relevant topics, we believe teenagers can develop a greater understanding of the risks involved when people drink and drive. Most students are highly motivated by the prospect of driving, and we hope that presenting these issues will compel them to examine the risks seriously and sincerely to the betterment of their future driving behavior.
The DUI unit was developed at Sussex School and has been a focus in the 8th grade curriculum since the early 1990’s. The DUI project assumes the use of Internet resources for obtaining current data, providing the students with an opportunity to learn in a meaningful, realistic context. While studying absorption and removal of alcohol, laws and law enforcement, momentum transfer in car collisions, and accident statistics and the ensuing financial ramifications, the students explore mass and volume, weighted average, best-fit curves, interpolation/extrapolation, and other applicable concepts.
The above concepts are spread over ten separate “investigations,” for which each student writes up a formal answer sheet, complete with graphs. Including this project as part of the 8th grade math curriculum not only teaches applied and integrated mathematics, but also better prepares the students for decision-making regarding alcohol use. It is the intent of the material that young adults will apply their learning towards protecting themselves and others from the often tragic consequences of driving while under the influence.
Homework
By 8th grade, the students are well aware of homework expectations. We continue to use the 30-minute guideline on their math homework so it doesn’t become burdensome or discouraging to them, but we expect them to start governing their own schedules so they learn to turn in complete and excellent work. The amount of accurately completed problems provides a constant assessment for them as well as for the teacher.
To increase the students’ comfort level with standard high school math class procedures, we assign some homework from various textbooks depending on the level of the individual student.
SCIENCE
At Sussex, middle school science is taught via the inquiry approach. Inquiry strives to engage students by finding explanations for things that happen in the world around them. Students construct and deconstruct their science knowledge through student run experiments that test their ideas. After experimentation, students analyze results for validity and make conclusions about their data. Inquiry at Sussex varies; at times, questions are posed by the teacher (teacher-guided inquiry); at other times, students pose their own questions (student-led inquiry).
Science teachers at Sussex expect students to develop critical thinking skills and a deeper understanding of their world. Students, therefore, study only a few topics, but in great depth.
Topics/Units of Study may vary each year. Students at the 8th grade level generally study: Forensics, partially consisting of fingerprinting, chromatography, blood type, blood splatters, handwriting analysis, genetics; Energy Use and Alternative Energy; Phases of the Moon and Tides; Ocean Ecosystems; and Sound. All of these units are explored through a hands-on curriculum.
Using inquiry to widen their skill base, students engage actively in their learning. Students develop life skills that will be used outside the science classroom. Among other skills, inquiry style teaching helps students learn how to: ask testable questions; evaluate validity of results; make well-justified conclusions, etc.
The following skills are developed as well:
•Using technology (Excel, Word, Google Earth, GPS)
•Working cooperatively
•Identifying faulty reasoning
•Making objective observations
•Writing non-fiction (technical writing)
•Collecting and recording data accurately
•Editing and revising writing and explanations
•Accepting criticism
•Reading and understanding non-fiction
•Proposing alternative explanations
•Calculating and understanding averages and percents
Our 8th grade science curriculum finds students practing observing, collecting data, mapping to scale, and making conclusions using forensic science. Students study and practice different forensic and crime solving techniques and then use them to solve a crime. All students work to understand blood types, blood splatters, crime scene mapping, eyewitness credibility, chromatography, hair analysis, fiber analysis, handwriting analysis, genetics, and fingerprinting as they relate to solving crimes. After studying each of these topics, students become expert in one area and work in a group to solve a hypothetical crime that takes place at the school.
For example, one year a computer was “stolen” from the science room. If properly investigated and processed, evidence left behind would identify the criminal. Fingerprints, hair samples, fibers, blood, and footprints were all present at the scene. As a team, students collected and photographed the evidence, created a crime scene map, interviewed suspects, processed evidence and identified their suspect. Each team created a report including: a review of their topic of expertise, pertinent photographs, interview transcripts, relevant evidence reports, and a discussion of their findings that included who they thought was guilty. This unit—while developing observation, laboratory skills, and problem solving skills, along with a deeper appreciation for the difficulty of “proving” things—also gives examples of many science career opportunities.
SPANISH
Varied in structure, the three-year middle school Spanish curriculum hopes to ensure that students will maintain an appreciation for the study of a second language and its cultures, while also beginning to feel proficient in Spanish. Students should be begin to feel that they could use the language in an authentic context, and understand short, clear conversations in standard speech. Students at this level may need information repeated, but will be able to comprehend written paragraphs about familiar topics and understand the main idea of some authentic texts. Students at this level can carry on independent conversations when given a prompt, and exchange some information of personal interest and ask basic questions. Speaking in simple, connected sentences while conversing about themselves and their needs, students will also be able to relate information about what they read and see.
Our hope is that, by the end of the middle school program, students will have a desire to use Spanish in authentic situations, feel confident in their ability to communicate with a sympathetic listener, and understand a series of sentences about familiar material in clear, standard speech. Advanced students will understand the main idea of authentic texts and be able to cull out key details. They will also be capable of carrying on spontaneous conversations with familiar material. By responding to questions and asking a variety of questions, students will obtain simple information. Students also carry on written correspondence with the teacher, speak in connected sentences, explain their opinions, and narrate stories. Writing highly comprehensible paragraphs on a variety of topics, and speaking with more grammatical accuracy are final goals for middle school Spanish students.
Middle School Units and Methods:
Teachers build proficiency throughout the year through storytelling units. This method utilizes the framework for a story that includes 2 to 4 newly acquired words each day. These are acquired through repetition, in the form of different questioning techniques, oral retells of stories, translation, and written retells. Throughout a TPRS unit, teachers may incorporate acting, drawing, games, reading, songs, videos, flashcards, quizzes, and timed writings. Grammar points are taught through the context of a story.
La tienda de ropa is a unit that builds upon a chapter in the TPRS series of stories. In addition to learning vocabulary commonly used in a clothing store, students reinforce and add to an extensive list of clothing words that they have learned throughout previous years. These are practiced through trying on and describing actual clothing, performing partner activities in order to discover the prices of articles of clothing, drawing and describing clothing, word finds, and even a Sudoku puzzle made up of clothing vocabulary. Students also practice having an interaction in a clothing store, during which they play the roles of customer and salesperson. We also discuss the practice of bargaining throughout markets in Spain and Latin America.
La corrida de toros is our bullfighting unit, during which students learn about the different sides of the controversy of bullfighting. They develop their own opinions and learn to argue in favor of or against this tradition. In addition to learning bullfighting vocabulary, students practice reading dates, times, and locations on bullfighting posters and they go on to produce their own poster. We practice reading proficiency through the use of the book, Ferdinando, in the beloved Spanish translation, about a bull who didn’t want to fight. Aural and oral skills are also practiced through the use of “La cogida y la muerte”, an ode to a torero who is killed, written by the Spanish poet, Federico García Lorca. Students practice the use of adjectives in descriptions of the different players in a bullfight, and they produce their own poems about bullfighting.
ART
Elements Emphasized:
•Form
•Line
•Shape
•Color
•Texture
•Space
•Value
Art Principles Emphasized:
•Emphasis
•Balance
•Harmony
•Variety
•Movement
•Rhythm
•Proportion
•Unity
Sample lesson: The 8th graders learn how to talk critically about photographs by analyzing Dorthea Lange's Migrant Mother and/or Alfred Steiglitz’s The Steerage. In addition, students read artist’s statements written with regards to the aforementioned photographs in an attempt to better understand what drives some photographers. Special attention is paid to emphasis, rhythm, movement, balance, line, and form when discussing these photographic masterpieces. With this knowledge, the students then take their own digital photographs and together edit each student's portfolio to just two or three images.
Additional lessons may include, but are not limited to:
•Researching an artist, creating a brief biography of this artist, and emulating his or her style through a work of art
•Screen-printing tee-shirts
•Creating large-scale (4’ X 4’) relief prints collaboratively
•Participating in a student-led lesson such as building and painting hand drums from a Native American perspective
•Collaborating in a Sussex campus beautification project, such as creating a glass tile mosaic for the school bell’s post
MUSIC
8th Grade often concentrates on Continuing Guitar, a unit in which students review basic knowledge of chords, progressions, and tab music from 6th and 7th grade. New students will be paired with an advanced guitar player “buddy” to help reinforce basic teaching points. Students learn some lead patterns and have the opportunity to play an electric guitar along with the class. Continuing to play ensemble music working in small groups and on individual projects, students embrace the curriculum, which often includes a field trip to a guitar shop, at their own pace
Battle of the Bands is a mainstay of the Middle School music curriculum. Students in the 8th grade are given the opportunity as a class to use most of the year developing “Bands” that are chosen by the teacher, students, and staff of Sussex. Chosen after much of the small ensemble work takes place (with the teacher evaluating which students work well together and where their individual music talent can be best used), bands include, but are not limited to: a guitar player, drummer, bass player, and singers. The Bands learn throughout the year what it takes to write a song, including lyrics, chord progressions, rhythm, and, of course, teamwork. They embark on several musical assignments before deciding (along with the music teacher) what the best genre and instrumentation is for their particular group. B.O.B. Curriculum includes appearances by guest singer/songwriters to motivate the bands, and may include guest guitarists, drummers, bassists, or other specific musicians who can help mentor the bands. B.O.B wraps up the school year with a friendly competition in which the 7th graders classes are the judges. The bands are judged in several areas: lyrics, melody, instrumentation, teamwork, and stage presence. Each band earns a “rock” reward, and the audience’s favorite band will perform their song live at the Spring Community Meeting and Concert. B.O. B. may include a trip to a recording studio so the bands can record their songs.
Students will be expected to respect and encourage their classmates in developing their individual, unique musical talents. They will work together as teams to create, arrange, and perform music on various instruments. To create a cohesive class and to encourage teamwork, they will switch small ensemble groups several times before settling in to their given band.
Concerts:
Students will perform at two all-school events during the year, one in December at the Holiday Program, and one in the spring at the Community Meeting. In addition, they will perform in the spring for the annual “Battle of the Bands”. All students are expected to be at performances, unless they have an excused absence.
Homework:
Students are not required to complete homework for music outside of class; however, they may need to schedule time with the music teacher for extra rehearsal during lunch or after school for Battle of the Bands. Students are always allowed to come into the music room and play instruments on OPEN music days. Guitars are available to check out for practicing at home. Students are required to return the instrument the next day or make arrangements to have the instrument brought in if they are absent. If students are interested in private lessons, they may talk to the music teacher for a list of professional teachers in that area of study.
PHYSICAL EDUCATION
General Goals for Students in Physical Education at Sussex School are the following:
•To be inspired by a passion for health enhancement
•To be aware of the importance of a healthy and active lifestyle
•To follow community agreements
•To be prepared for class
•To challenge themselves to work hard each time they have P.E.
We warm up for class by playing tag, running, and doing fitness activities. The younger students play more tag; the older students run and do more fitness activities. We learn and review basic psychomotor skills designed to enhance fitness and hand-eye coordination. We play small-sided games against the other students in class where we focus on having positive interactions with classmates and on learning how to win and lose with class. Above all, we attempt to expose the students to a variety of activities that will help them live an active and healthy life.
We hope that 8th Grade students will continue to challenge themselves to improve upon or master previously learned skills. We expect them to be prepared for class with clothes that are designed for active play, to be respectful to everyone in class, and to challenge themselves each day in class. These expectations help foster a vibrant PE environment at Sussex.
Students now have 60-minute class periods in P.E.; therefore, we can dedicate more class time to fitness activities and skill development work, still having plenty of time to play lead-up games and small-sided games with the students. By now the students have been exposed to the skills necessary to play the games we play in P.E. class. Now we continue to work to improve these skills and start to add some more complex lead-up games and drills.
The specific skills that the students work on throughout the school year include, but are not limited to, the following: running, dodging, kicking, dribbling, throwing, catching, and striking.
Ultimate Frisbee, a favorite activity among students, offers us an opportunity to refine both small and large motor skills. We work on forehand and backhand throws, one-handed and two-handed catches, overhand throws and catches, and catches above and below the waist. We perform lead-up games that help the students learn how to move to open space during a game, then play small-sided games against our classmates.
During our Soccer unit, we focus on ball control, passing, and shooting. We perform lead-up games that reinforce these skills while also getting the students to look for open space on a playing field. Small-sided games against classmates give students a chance to see more touches on the ball than they would normally get in a large-sided game. Typically we will play on a small field with small goals and no goalies.
Another mainstay in the PE curriculum is our Fitness Stations unit. These activities are designed to develop an appropriate level of physical fitness, while helping the students realize the importance of regular and sustained physical activity. The students use a variety of exercise equipment in this unit. We mainly focus on cardiovascular strength and balance.
During our Basketball unit, another highly anticipated unit, students review dribbling with dominant and non-dominant hands, bounce and chest pass, set shots, and lay-ups. We perform lead up games and start to introduce the concept of setting screens to help teammates get open during games.
The Floor Hockey unit finds students reviewing the following skills: stick handling (traveling on the floor with the puck), passing, and shooting. We perform some basic passing and shooting drills, then play small-sided games against our classmates. Typically, we play games of 4 versus 4.
Team Handball is another activity that allows students to engage a rich variety of skills. The students review the following skills—throwing and catching, running, dodging, moving to open space, and playing a zone defense—then students play lead-up games designed to reinforce these skills.
During our Tennis unit, students review forehand and backhand ground strokes, and forehand and backhand volleys. We play various tennis instruction games to reinforce these skills. We may take the students to local tennis courts to introduce the serve and the overhead strokes.
Long Ball is a Sussex tradition, an original game that students love. Students review the following skills: throwing, catching, fielding, running, dodging, and hitting. The students play warm-up games and games against their classmates, culminating in a whole-school Long Ball game on the last day of school.