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ENGLISH LANGUAGE ARTS (ELA
(Grade 7 Math Standards plus the following differentiation)
Assessment Strands: Essential Questions:
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Ratios and Proportional Relationships
Number System • What is a ratio? • What is a unit rate? • What are equivalent ratios? • What is a proportion? • How can proportions be used to solve for unknowns? • What is the percent equation? • Can more than one ratio describe a situation? • How do you use a proportional relationship to graph on a coordinate plane? • How can you use a table of different unit rates, a graph in a coordinate plane, and an equation to solve ratio problems? • How are fractions, decimals, and percents related? • How can I mathematically describe discounts, interest, taxes, tips, and percent increase or decrease? • What is the difference between a rational and irrational number? • What is the absolute value of a number? • What are the properties of operations? • What is scientific notation and why is it useful? • How can I apply operations to numbers in scientific notation?
Expressions and Equations • How can I write algebraic expressions? • How can I simplify algebraic expressions? • How can I undo operations to solve for unknown values? • What does the slope of a line indicate about the line? • What happens if the exponent is negative? • What is the equation of a line? • How does y change with respect to x?
Geometry • What types of angles are formed by intersecting lines? • What are vertical angles? • What is a linear pair? • How is slope related to parallel or perpendicular lines? • What is the Pythagorean Theorem and its converse? • How do I transform figure and describe those transformations to show similarity or congruence? Statistics and Probability • What is the difference between theoretical and experimental probability? • How can I represent data? • What are the measures of central tendency? • What are measures of variation? • What is a box and whisker plot? • What is a scatter plot? • How can I identify and describe association? • How can I make predictions using a trend line?
MATH 8 CORE
Assessment Strands: Esential Questions:
Number System • What is the difference between a rational and irrational number? • How are rational and irrational numbers represented? Expressions and Equations • How can we express values using different notations including square roots, exponents and scientific notation? • How can I create, interpret and solve equations with given information from tables, graphs, equations and situations? • How can we use systems of equations to solve real world problems?
Functions
• How would you determine that a relationship is a function? • How would you interpret and compare the features of a function (e.g. rate of change, initial value, increasing/decreasing, linear or nonlinear) in a realworld context or other representation? • How can you represent a function? Geometry • What real world problems does the Pythagorean Theorem allow us to solve? • What happens when you transform objects on a coordinate grid? • How can we relate the volumes of 3D objects to each other and derive their relationships algebraically? Statistics and Probability • How can I investigate patterns of association in bivariate data? • How would you determine, depict, and describe patterns of association between two quantities, in bivariate data? • How can we create a model, analyze bivariate data, and interpret association (with and without technology)?
Assessment Strands: Essential Questions:
Arithmetic with Polynomials and Rational Expressions
Reasoning with Equations and Inequalities
Linear, Exponential and Quadratic Models
Interpreting Categorical and Quantitative Data • How can I rewrite expressions using the laws of exponents? • How can I use the distributive property to multiply polynomials? • How can arithmetic operations be applied to polynomials? • How can zeros and factors of polynomials be applied to linear and quadratic functions to solve real-world problems? • How can we use mathematical models to describe relationships? • How can we model real-world situations using systems of equations and/or inequalities and use the solutions to make decisions? • Why is it important to be able to solve linear equations and inequalities? • How can I manipulate an algebraic equation to find the value of an unknown quantity? • How can I describe a graph? • How would you determine that a relationship is a function? • How can I analyze functions, including key features, using different representations? • How can I recognize a function and apply functions to real-life scenarios? • How would you interpret and compare the features of a function (e.g. rate of change, initial value, increasing/decreasing, linear or nonlinear) in a realworld context or other representation? • How can I write linear functions in different forms? (slope-intercept, standard and point-slope form) • How can I use multiple representations to model, interpret and analyze relationships to solve problems? • How would I model real-life problems with linear, exponential and quadratic functions, and what role would their parameters play in modeling? • What does the number of solutions to a quadratic equation tell you? • How do arithmetic and geometric sequences compare to linear and exponential models? • How would you determine, depict, and describe “patterns of association” between two quantities, in bivariate data? • How can we use technology to create a model (LSRL), analyze bivariate data and interpret association? • What does the correlation coefficient, r, tell you about the scatter around the least squares regression line(LSRL)? • How can a residual plot tell you how close a model is? How do upper and lower bounds help you make predictions?
PROGRAM AREA PHILOSOPHY SUMMARY
What is science?
Science is one way that we explore, investigate and make sense of the world. It is a dynamic, collaborative and creative human endeavour arising from our desire to explore the unknown, investigate universal mysteries, make predictions and solve and understand problems.
The goal of science education is to develop scientifically literate students who: » actively display an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live » understand the nature of living things, of Earth and its place in space and time, and of the physical and chemical processes that explain the behavior of all material things » understand of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods. These inquiry skills include questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analyzing data; evaluating results; and drawing critical, evidence-based conclusions » demonstrate an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims » solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions » understand historical and cultural contributions to science as well as contemporary science issues and activities
The experiences and outcomes in ISB’s science program provide opportunities for our learners to develop and practise a range of inquiry and investigative skills, scientific analytical thinking skills, and develop attitudes and attributes of a scientifically literate citizen. Our science program also supports the integration of literacy, numeracy and skill development in information and communication technology (ICT).
COURSES
Grade 6-8 Science standards
GRADE 6 SCIENCE Unit Titles Strands
Science to the Rescue: Natural Disasters • Biology • Chemistry • Earth & Space Science
Science to the Rescue: Climate Change • Biology • Chemistry • Earth & Space Science
Science to the Rescue: Technology • Physics • Biology
Essential Questions:
• When environmental conditions change, what are the impacts on matter and living things? • How do changes in one part of a system affect another part of the system? • When environmental conditions change, what are the impacts on matter and living things? • How are the characteristics of living things related to their environment? • How do materials and energy cycle through systems? • How does society influence science?
GRADE 7 SCIENCE Unit Titles Strands
Earth on the Brink • Chemistry • Biology • Earth and Space Science
Colonise Mars • Chemistry • Biology • Physics • Earth and Space
Science
Do Earth Better • Chemistry • Biology • Earth and Space Science
GRADE 8 SCIENCE Unit Titles Strands
Heating & Cooling • Chemistry • Physics
From Cells to Energy • Biology • Chemistry
Rocks & Chemistry • Earth and Space Science • Chemistry • Biology
Essential Questions:
• When environmental conditions change, what are the impacts on matter and living things? • What are the physical and chemical properties of pollution? • How do changes in one part of a system affect another part of the system? • How do patterns and cycles in the universe influence our lives?
• How can we model that? • How do unbalanced forces cause changes to an object’s motion? • How do materials and energy cycle through systems? • How do materials and energy cycle through systems? • How does society influence science? • What does scientific thinking and inquiry enable us to do?
Essential Questions:
• How can we use particle motion and position to explain physical change? • How does energy move, change and affect matter? • How are form and function related in living organisms? • How do substances within cells affect the structure and the function of organisms? • How do the organs and organ systems of the human body work together and individually to support life? • How do materials and energy cycle through systems? • How is the composition of rocks affected by processes that occur within the Earth?
PROGRAM AREA PHILOSOPHY SUMMARY
We believe physical education is an integral component of a student’s education at ISB. The goal of ISB’s Physical Education program is to develop the values, knowledge, skills and competencies needed to enhance and commit to maintaining a healthy, active and balanced life. Individuals who are physically literate move with competence and confidence in a wide variety of physical and health related activities and in multiple environments that benefit the healthy development of the whole person.
Physical Education at ISB aims to develop physically literate students who understand / demonstrate: » that individuals and groups consistently develop the motivation and ability to communicate, apply, and analyze different forms of movement » that the personal choices they make related to their physical well-being will affect theirquality of life » the intrinsic rewards of being active » an appreciation of the artistic, creative, strategic and competitive aspects of physical activity » the ability to set appropriate goals and persevere in attaining them Physical education at ISB encourages individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
COURSES
Grade 6-8 Physical Education Standards
Assessment Strands Overview:
Active Participation
Students will actively participate in a wide variety of program activities, according to their capabilities, while applying behaviours that enhance their readiness and ability to take part in physical activity. Physical Fitness Students will participate in sustained moderate to vigorous physical activity. Assess their level of health-related fitness during various physical activities and monitor changes in fitness levels over time. Develop and implement a personal plan to meet their fitness goals. Safety and Interpersonal Skills Students will demonstrate behaviours and apply procedures that maximize the safety, both physical and emotional, of all participants. Students will demonstrate inclusive team behaviour and appropriate attitudes towards winning and losing. Movement Skills and Concepts Students will perform smooth transfers of weight and rotations, in a variety of situations. Students will perform a wide variety of locomotor movements, while responding to a variety of external stimuli. Students will send, receive, and retain a variety of objects.
Movement Strategies Students will demonstrate an understanding of the components of a range of physical activities. Describe common features of specific categories of physical activities, and apply a variety of tactical solutions to increase chances of success in physical activities.
GRADE 6 PHYSICAL EDUCATION
In this course, students are introduced to a wide variety of activities that develop personal, group, and team skills appropriate to their age and skill level. Students will be expected to work individually, in pairs, and cooperatively in teams. Activities may include aquatics, gymnastics, minor/cooperative games, racquet sports, soccer, track and field, throwing, catching, and striking/fielding games. Students are assessed to the standards and benchmarks for each unit. Fitness is interwoven in all activities with a focus on the health related components of fitness.
GRADE 7 PHYSICAL EDUCATION
In this course, students learn more advanced strategies and techniques of physical activities, they will build on what they learned in grade six, as well as continuing to develop their team play and sporting awareness. Interpersonal skills, such as sportsmanship, inclusive behaviour and helping others are an ongoing focus. We will explore new activities, such as Australian Rules Football, Floor hockey, and multi activity units such as Hoops, as well as a number of other diverse activities throughout the year. There is a continued emphasis on personal fitness. As in 6th grade, personal fitness is interwoven in all activities.
GRADE 8 PHYSICAL EDUCATION
In this course there are opportunities for students to take more control and responsibility for their own learning. We will make use of the Sport Education Model to encourage students to explore the different roles available in sports teams. In the Dance unit, students work in groups to create and perform their own dance routine. Students are also introduced to new activities such as Touch Rugby, while we revisit other activities, albeit with a different focus, like Badminton. Throughout all units, we continually emphasize skill development, spatial awareness and team concepts. As in 6th and 7th grade, personal fitness is interwoven in all activities. Again acquiring and demonstrating positive interpersonal skills continues to be a major focus within the different activities students participate in throughout the year.
PROGRAM AREA PHILOSOPHY SUMMARY
We believe health and well-being education makes a significant contribution to the social, emotional, physical and cognitive (learning potential) development of our students. The goal of ISB’s health and well-being program is to develop individual values, attitudes, competencies and beliefs that will empower students to commit to their own and others’ health and well-being throughout their lifetime.
Health and Well-being education at ISB aims to develop students who understand that: » the personal choices they make related to health and well-being will improve their quality of life » goal setting skills are essential to the development of healthy behaviors » physical, social and emotional development, and well-being are interrelated » our values, beliefs and assumptions affect our decisions » how to locate appropriate, accurate and reliable health information to support informed decisions » how effective communication enhances their health and well-being and reduces risks » the structure of the human body and patterns of growth and development » they have the right to feel safe and know how to create safe boundaries
Health and Well-being education at ISB encourages young people to lead healthy, active, and balanced lives. Students are provided with opportunities to acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
ADDITIONAL PROGRAM INFORMATION
Health and Well-being classes are integrated into our Physical Education program in grades 6 and 7. In grade 8, each student will take a one semester stand-alone Health and Well-being course.
Students will independently use their learning to: • Take personal responsibility for lifelong health • Enjoy being active and healthy throughout their lives • Make choices to enhance their wellness and that of others • Make informed use of health-related information, products and services • Develop resilience and a secure identity and sense of self
COURSES
Grade 6-8 Health and Well-being Standards
Human Diversity and Identity • How do our values, beliefs, and assumptions about culture and diversity influence our perspectives? • How do our personal and cultural identities change over time? Nutrition, Physical Activity & Sleep
Communication and Digital Citizenship
Puberty and Emotional Management • How will personal actions and decisions affect one’s overall health? • What are the absolute best foods that I should eat on a regular basis? • Why are diet and exercise important for my brain to work well? • What are the benefits of healthy eating and active living? • How can I develop and maintain my health and well-being? • Examine emotions and brain research associated with emotional response. • Examine ways that we can develop our brains to become more resilient. • Develop a practice of kindness and gratitude and understand that compassion, kindness and gratitude can contribute to happiness and wellbeing. • How do I have a positive friendship & be a good friend? • Evaluate and practice good listening skills • Understand how online friendships are different to real-life friendships • How does the influence of technology affect social inter actions? • How do I understand and manage in a positive way the changes that are happening to me? • What mental and emotional changes take place during adolescence? • How can I develop and maintain my health and well-being? • What physical changes take place during adolescent years? • Where can I access appropriate information on physical changes, reproduction and sexual health?
Empathy, communication, social media and online safety
Decision Making, Substance Abuse Prevention, Nutrition and Physical Activity • Investigate personal, social and cultural factors that influence the way individuals respond emotionally to different situations • Explore different viewpoints, practising being empathetic and considering alternative ways to respond • Recognise and interpret emotional responses to stressful situations and proposing strategies for managing these responses • Explain how stress affects mental health and emotional well-being, and demonstrating an understanding of how to use a variety of strategies for relieving stress and caring for oneself • Examine one’s own social media presence & pressures associated with online apps • Explore character strengths, family values and the ways in which values, altruism and compassion can increase happiness and well-being. • How will personal actions and decisions affect one’s overall health? • How do I analyze situations in advance to help me from putting myself in a potentially dangerous situation? What are personal safety risks? • What are protective behaviors I can use to stay safe? (assertivesness, self-awareness, refusal skill) • How can I demonstrate these protective behaviors? • How can I make safe choices? • What strategies can I use to avoid peer pressure to use drugs? (refusal skills)
