Mequon-Thiensville School District

Scope & Sequence: Grades 6 - 8

In the Mequon-Thiensville School District, Scope and Sequence is the interrelated concept that refers to the overall organization of a guaranteed and viable curriculum in order to ensure its coherence and continuity. Scope refers to the breadth and depth of content and skills to be covered. Sequence refers to when and how these content and skills are ordered and presented to learners over time. The purpose of a Scope and Sequence is to ensure that all students in MTSD receive an equitable high-quality educational experience regardless of school or classroom.

Click below to view other the grade levels' Scope and Sequence:

AVID

Curriculum Overview: Advancement Via Individual Determination (AVID) is academic elective courses that prepares students for college readiness and success. Each week, students receive instruction utilizing a rigorous college preparatory curriculum that incorporates strategies focused on Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) to support their academic growth. In addition, the AVID standards include a focus on Character Development, Communication, and College Preparedness. Students will have the opportunity to express their personal identity and goals, explore career options, and learn more about colleges across the country. Most importantly, students will work together to create a meaningful community. As an AVID family, students will support, challenge, and celebrate each other.

Click the cards below to view the Scope & Sequence for each course.

Computer Science

Curriculum Overview: Computer Science is an academic discipline that encompasses the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, networks, and their impact on society.

Click the cards below to view the Scope & Sequence for each course.

Overview: This course is an introductory computer science course that empowers students to create authentic artifacts and engage with computer science as a medium for creativity, communication, problem solving, and fun. The first semester of 8th grade finishes the Computer Science Discoveries program from code.org. The second semester of 8th grade introduces TEALS, a Microsoft program that uses SNAP! to introduce the creation of algorithms in coding.

Primary Resource Trimester One: Code.org

Primary Resource Trimester Two: TEALS Program

Topics/Units:

First Semester

The Design Process - Students, through a series of design challenges, will learn how to better understand the needs of others while developing a solution to a problem. Students will identify a need that they care about, and have an opportunity to prototype an app solution, both on paper and in App Lab. - Time frame: 5 weeks
Data and Society - Students explore different systems used to represent information in a computer and the challenges and tradeoffs posed by using them (binary). Students will then collect their own data and use it to solve a problem by creating an app with working algorithms in the App Lab. - Time frame: 6 weeks
Physical Computing - Students will use Javascript App Lab and Adafruit’s Circuit Playground, to develop programs that utilize inputs and outputs besides just the keyboard. - Time frame: 6 weeks

Second Semester

Beginnings - Students will construct algorithms for performing simple tasks. - Time frame: 1 week
SNAP Basics - Students will convert algorithms into scripts. Students will use scripts to animate characters called sprites to create short animations. - Time frame: 2 weeks
Loop-de-Loop - Students will learn to use loops, conditionals, and Boolean statements to create compound conditions that control their sprites. - Time frame: 2 weeks
Abstraction and Customizations - Students will identify areas where they can abstract or generalize parts of their code and create custom blocks to improve algorithms. - Time frame: 3 weeks
Lists - Students will identify scenarios in which lists are useful and perform operations combining all elements in a list.- Time frame: 3 weeks
Cloning - Students will create prototype sprites and clones of the prototype sprite to control multiple animations. - Time frame: 3 weeks
Final Project - Students will identify the key considerations when designing a piece of software and attempt to create their own program by applying the skills attained throughout the course. - Time frame: 3 weeks

ELA

Curriculum Overview: ELA instruction includes four distinct areas: reading, writing, speaking and listening, and language. ELA has a broad emphases on:

ELA as an integrated discipline,
ELA instruction building an understanding of the human experience,
Literacy is an evolving concept, and becoming literate is a lifelong learning process,
Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective ELA, instruction and attributes desired for Wisconsin graduates,
Literacy, language, and meaning are socially constructed and are enhanced by multiple perspectives.

Through instruction in ELA, all students will:

Demonstrate independence,
Build strong content knowledge,
Respond to varying demands of audience, task, purpose, and discipline,
Comprehend as well as critique,
Value evidence,
Use technology and digital media strategically and capably, and
Come to understand other perspectives and cultures.

Learn more about literacy instruction and assessment at MTSD

Click the cards below to view the Scope & Sequence for each course.

Course Overview

Sixth-grade instruction consists of five thematic units, each driven by an Essential Question that students explore through a diverse collection of literary and informational texts. The curriculum emphasizes the development of reading comprehension, literary analysis, writing, speaking, and listening skills aligned to grade-level standards. Units are structured around a gradual release of responsibility model, moving from teacher-modeled Whole-Class Learning to collaborative Small-Group work, and culminating in Independent Learning and a final Performance-Based Assessment (PBA). The myPerspectives program encourages students to develop their own perspectives by analyzing multiple viewpoints across various genres and media, fostering critical thinking and communication skills.

Primary Resources: myPerspectives English Language Arts

Unit Overview (click here to view larger overview of each unit)

Unit 1:

Theme: Growing Up
Essential Question: What are some of the challenges and triumphs of growing up?
Key Skills/Goals: I can analyze how authors express their points of view in different types of texts. I can write a nonfiction narrative that develops experiences using effective narrative techniques.
Time Frame: 6-8 weeks

Unit 2:

Theme: Natural Allies
Essential Question: How do animals and people interact?
Key Skills/Goals: I can trace and evaluate the argument and specific claims in a text. I can compare and contrast the structure of two or more texts. I can write an informative essay to examine and convey complex ideas.
Time Frame: 6-8 weeks

Unit 3:

Theme: Living with Technology
Essential Question: Is technology helpful or harmful in our lives?
Key Skills/Goals: I can analyze how an author's choice concerning a text's structure contributes to its meaning and style. I can write a personal narrative to develop real or imagined experiences or events.
Time Frame: 6-8 weeks

Unit 4:

Theme: Imagined Worlds
Essential Question: How does imagination enrich our lives?
Key Skills/Goals: I can compare and contrast the different perspectives of characters and readers. I can analyze how authors use literary devices and text structures. I can write a short story.
Time Frame: 6-8 weeks

Unit 5:

Theme: Extraordinary People
Essential Question: What makes people extraordinary?
Key Skills/Goals: I can analyze how a poem’s form or structure contributes to its meaning. I can evaluate the credibility and accuracy of sources. I can conduct research and write an informative report.
Time Frame: 6-8 weeks

Seventh-grade instruction also consists of five thematic units, each focusing on a central Essential Question to drive inquiry and analysis. Building on 6th-grade skills, the curriculum deepens students' engagement with complex texts across various genres. Emphasis is placed on critical reading strategies, developing clear and evidence-based arguments, and refining advanced writing techniques, including research. The instructional model—Whole-Class, Small-Group, and Independent Learning—continues to promote student collaboration, self-directed learning, and the ability to articulate individual and collective perspectives.

Primary Resources: myPerspectives English Language Arts

Unit Overview (click here to view larger overview of each unit)

Unit 1:

Theme: Crossing Generations
Essential Question: What can one generation learn from another?
Key Skills/Goals: I can analyze the development of characters and themes in various texts. I can discuss how authors use literary techniques to engage the reader. I can write a nonfiction narrative.
Time Frame: 6-8 weeks

Unit 2:

Theme: Living Among the Stars
Essential Question: Should we make a home in space?
Key Skills/Goals: I can compare and contrast how different genres (short story, radio play, informational text) present the same topic. I can write an argumentative essay (editorial) to support claims with clear reasons and evidence.
Time Frame: 6-8 weeks

Unit 3:

Theme: Transformation
Essential Question: Can people really change?
Key Skills/Goals: I can analyze how an author's choices concerning a text's structure contribute to its meaning and style. I can write a short story that uses effective narrative techniques and dialogue
Time Frame: 6-8 weeks

Unit 4:

Theme: Learning from Nature
Essential Question: What is the relationship between people and nature?
Key Skills/Goals:
Time Frame: 6-8 weeks

Unit 5:

Theme: Facing Adversity
Essential Question: How do we overcome life's challenges?
Key Skills/Goals:
Time Frame: 6-8 weeks

FACS

FACS - Family and Consumer Sciences
Curriculum Overview: Family and Consumer Science curriculum consists of a variety of topics, such as health and nutrition, dietary needs, leadership, teen issues, family, careers, community service, entrepreneurship, job skills, managing life, consumerism, culture of food, food customs and traditions along with goal setting, babysitting safety, kitchen safety and sanitation. This course is an interactive course where students have the ability to refine their skills through numerous hands-on projects.

Click the cards below to view the Scope & Sequence for each course.

Overview: The eighth grade Family and Consumer Science class students expand on their knowledge of nutrition, and expand their skills in the kitchen. Throughout the nutrition unit, we discuss dietary concerns, safety in the kitchen and proper food handling techniques. We research, discuss, and prepare foods from other lands. Students get a chance to learn about entrepreneurship and workplace skills. Other topics of study include ethics, community service, and consumer economics. Students will also be engaged in learning basic sewing skills with needle and thread including how to hem, mend, and sew on a button. The specific cooking experiences and projects may differ each year, but the learning goals and outcomes remain the same. This course meets every day for a semester, or students can elect to take FACS both semesters.

Primary Resource: Teacher Generated

SEMESTER ONE

Topics/Units:

Ethics Character and Values: Students explore and study ethics basics, personal, social and workplace ethics, values and decision making, the six pillars of Character. (IR1.c) (IR1.f) (CD1.d)(CD3.c)(LE1.c) - Time frame: 4 weeks
Food Production: Students explore and study various cultures and cook and bake cuisine from around the world. (GCA1.a)(CFR1.b)(F1.a)(FPS1.b)(FpS1.c) (NW1.a)(NW1.c) - Time frame: 12 weeks
Community and Life Connections: Students are involved with community service. (LE1.c) - Time frame: 2 weeks

SEMESTER TWO

Food Production: Students explore and study various cultures and cook and bake cuisine from around the world. (GCA1.a)(CFR1.b)(F1.a)(FPS1.b)(FpS1.c) (NW1.a)(NW1.c) - Time frame: 12 weeks

Community and Life Connections: Students explore family and consumer science related careers. Students learn about types of business ownership and then apply these concepts in a hands-on experience with the Food Truck Planning and Simulation Project. (FMM1.g) (CCLC1.a) (CCLC1.b) (HTR1.f) (HTR1.d) (CS1.e) - Time frame: 4 weeks

Textiles, Fashion, and Apparel: Engage students in learning basic sewing skills with needle and thread including how to hem, mend, and sew on a button. (TFA 1.d.1) (TFA 1.d.3) - Time frame: 2 weeks

Overview: The seventh grade Family and Consumer Science curriculum consists of a variety of topics related to nutrition, health and wellness. Students will have an in-depth study of abbreviations/ measuring equivalents, garnishing, varied diets, dietary guidelines, essential nutrients, MyPlate, and nutrition labels. In addition, we will discuss herbs, spices, chocolate, soup, stocks and sauces. Students will have the opportunity to prepare food products related to the topics of study. Seventh graders also participate in a “cupcake challenge.” We will also discuss topics related to careers, success, community service, teen issues, and eating disorders. The specific cooking experiences and projects may differ each year, but the learning goals and outcomes remain the same. Seventh grade FACS is an elective that meets every other day for the entire year.

Primary Resource: Teacher Generated

Topics/Units:

Interpersonal Relationships: Exploring varied relationships with teenagers, including family relationships and their dynamics, bullying, self esteem, and peer pressure. (IR1.a)(IR1.b)(IR1.d) - Time frame: 3 weeks
Food, Technology ,Nutrition, Wellness Production: Engage students in the learning and application of personal hygiene, food safety and sanitation. Immerse students in the study and application of kitchen equipment and recipe reading. Students will continue to learn about the food they ingest by studying the essential nutrients and the importance of being a good consumer by reading and understanding nutritional labels. (FSDN 1.b) (FSDN 1.c)(FSDN 1.d)(FSDN 1.e) (FSDN 1.f) - Time frame: 16 weeks
Textiles, Fashion, and Apparel: Engage students in learning basic sewing skills with needle and thread and culminating with a pillow project on the sewing machine. (TFA 1.d.1) (TFA 1.d.3) - Time frame: 5 weeks
Food Production: Students will gain hands-on experiences by decorating foods, garnishing, researching herbs and spices with a final PPT project, making sauces, soups, and stocks, researching chocolate and cooking/baking chocolate recipes, culminating with the Cupcake Challenge, and ending by studying varied diets. (FPS1.e)(FSDN 1.c) (FSDN 1.d) (FSDN 1.e) - Time frame: 12 weeks

Fine Arts

Curriculum Overview: In art courses, students develop and enrich basic skills such as drawing, composition, design and color theory using a variety of media choices explored through both two and three-dimensional projects. Students also learn about the impact of art on their daily lives through hands-on art activities. 21st century skills are infused into the art curriculum at all levels.

Click the cards below to view the Scope & Sequence for each course.

Financial Literacy

Curriculum Overview: The sixth grade Financial Literacy course is designed to provide students with practical money management skills and as an introduction to career assessment and financial planning. Students explore careers, the fundamentals of money management and consumer responsibility, bank services, credit and credit scores, and risk management.

Click the cards below to view the Scope & Sequence for each course.

This course is designed to provide students with practical money management skills and as an introduction to career assessment and financial planning. Students will explore careers, the fundamentals of money management and consumer responsibility, bank services, credit & credit scores, and risk management. Course work begins with career research. Students will identify careers that match their knowledge, skills, and abilities; they will learn what is required for a particular career as well as the level of education. Students will develop a budget, learn about the gross and net income, and distribute a salary into categories to meet budget needs and wants. Students will learn about bank accounts, including savings, certificates of deposit, and checking. They will learn the importance of compound interest. Students will identify sources of credit and learn the basic understanding of credit scores and their purpose. We will discuss insurance and investing.

Resources: Pathways to Financial Success, Everfi, & Teacher Generated

Topics/Units:

Careers: Students will participate in a career assessment, explore careers of targeted interests, and research a potential career choice. (EE1.a) (EE1.b) (EE2.a) - Timeframe: Weeks 1-2
Budgeting: Students will examine how to use a budget as a spending plan to map out their financial success. They will learn what a budget is, and why one should be used. Students will be engaged in discussions about fixed and variable expenses and participate in a hands-on activity while exploring budget-balancing and practical money management skills. (MM1.a) (MM2.b) - Timeframe: Weeks 2-3
Banking: Students will discover the benefits of saving money and collecting interest. Vocabulary includes principle, simple and compound interest, savings accounts, and loans. Students examine ads for savings accounts and loan products.They will also learn about checks and how they work. (FM1.b) (FM1.c) (FM2.d) (SI1.a) (S1.b) (SI1.d) - Timeframe: Week 4
Credit/Debt: Students will explore how credit cards work, how much credit card interest rates can cost them, and how credit scores can impact them. They will also learn the differences between credit and debit cards and the pros and cons of each. (CD1.a) (CD1.b) (CD1.c) (CD1.d) (CD2.a)(CD2.b) - Timeframe: Week 5
Growing and Protecting Your Finances: Students will examine the risks, benefits, and influencing factors of investments while exploring different investment options. Students will learn and engage in discussion of the differences between investing and a traditional savings account. (SI1.a) (SI1.e) (SI2.b) (SI2.c) (RMI1.a) (RMI1.b) (RMI2.a) (RMI2.c) - Timeframe: Week 6

Math

Mathematics
Curriculum Overview: The MTSD mathematics curriculum ensures all students develop the behaviors and habits of mind necessary to be mathematically proficient and engage in deep mathematical understanding. To develop the necessary behaviors and habits of mind, MTSD math teachers use the 8 Standards for Mathematical Practice:

Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

Mission of Math in MTSD: Together, we inspire students to gain an understanding and appreciation of mathematics that lasts a lifetime and evolves to meet the changing demands they will experience in life to shape our ever changing world.
Vision of Math in MTSD: Empowering all math students to become accurate, efficient, engaged and flexible problem solvers.

Click the cards below to view the Scope & Sequence for each course.

Overview: The Double Accelerated Math Program (DA) begins in 6th grade and provides students the opportunity to learn the 6th and 7th grade math curriculum in one school year. It is part of a 6th-12th grade program in mathematics that culminates to Multivariable Calculus in 12th grade.

Students are engaged in units that allow for deeper understanding. Students will experience math through concrete models, visual representations, and abstract ideas, which allow for hands-on opportunities in the classroom, and conversations which involve higher-level thinking skills. The Standards for Mathematical Practice are utilized to ensure students are gaining a deep and thorough understanding of concepts through perseverance, precision, communication, and the use of multiple strategies while solving problems.

Primary Resource: Eureka Math

Ratios and Unit Rates (Grade 6, Module 1) - Students are introduced to the concepts of ratio and rate. - Time frame: 14 days
Ratio and Proportional Relationships (Grade 7, Module 1) - Students will build upon their reasoning about ratios, rates, and unit rates to formally define proportional relationships and the constant of proportionality. Students will be introduced to the concept of slope as the constant of proportionality/unit rate. - Time frame: 14 days
Arithmetic Operations Including Division of Fractions (Grade 6, Module 2) - Students complete their understanding of four operations as they study division of whole numbers, division by a fraction, and operations on multi-digit decimals. - Time frame: 12days
Rational Numbers(Grade 6, Module 3) - Students extend the number line (both horizontally and vertically) to include the opposites of whole numbers. - Time frame: 13days
Expressions and Equations (Grade 6, Module 4) - Students extend their arithmetic work to include using letters to represent numbers. - Time frame: 20 days
Rational Numbers (Grade 7, Module 2) - Students build upon their understanding of rational numbers to add, subtract, multiply, and divide signed numbers. - Time frame: 14 days
Expressions and Equations (Grade 7, Module3) - This module consolidates and expands upon students' understanding of equivalent expressions as they apply the properties of operations (associative, commutative, and distributive) to write expressions in both standard form (by expanding products into sums) and in factored form (by expanding sums into products). - Time frame: 18 days
Area, Surface Area, and Volume (Grade 6, Module 5) - Students utilize their previous experiences in shape composition and decomposition in order to understand and develop formulas for area, volume, and surface area. - Time frame: 14 days
Geometry (Grade 7, Module 6) -Students delve further into several geometry topics (e.g. angles, area, surface area, and volume). - Time frame: 20 days
Probability (Grade 7, Module 5) - Students begin their study of probability learning how to interpret probabilities and how to compute probabilities in simple settings. - Time frame: 14 days
Linear Equations (Grade 8, Module 4) if time - Students extend their knowledge of unit rates and proportional relationships to linear equations and their graphs. - Time frame: 7 days
Statistics (Grade 6, Module 1) - Students extend from simply representing data into analyzing data. - Time Frame - 14 days

Overview: The Common Core State Standards and the Standards for Mathematical Practice drive seventh grade math instruction. In 7th grade, students are actively preparing for 8th grade algebra readiness through practice with variables, expressions, and equations throughout the year. Students are engaged in units that allow for deeper understanding. Students will experience math through concrete models, visual representations, and abstract ideas, which allow for hands-on opportunities in the classroom, and conversations which involve higher-level thinking skills. The Standards for Mathematical Practice are utilized to ensure students are gaining a deep and thorough understanding of concepts through perseverance, precision, communication, and the use of multiple strategies while solving problems. Students who are enrolled in 7th grade enriched math will have the opportunity to take AP Calculus AB and/or AP Calculus BC by their senior year of high school.

Primary Resource: Eureka Math

Topics/Units:

Ratios and Proportional Relationships - Students build upon their reasoning about ratios, rates, and unit rates to formally define proportional relationships and the constant of proportionality. - Time frame: 45 days
Rational Numbers - Students build on their understanding of rational numbers to add, subtract, multiply, and divide signed numbers. - Time frame: 35 days
Expressions and Equations - This module consolidates and expands upon students’ understanding of equivalent expressions as they apply the properties of operations (associative, commutative, and distributive) to write expressions in both standard form (by expanding products into sums) and in factored form (by expanding sums into products). - Time frame: 40 days
Percent and Proportional Relationships - Students deepen their understanding of ratios and proportional relationships by solving a variety of percent problems. They convert between fractions, decimals, and percents to further develop a conceptual understanding of percent and use algebraic expressions and equations to represent and solve multi-step percent scenarios. - Time frame: 20 days
Statistics and Probability - Students begin their study of probability, learning how to interpret probabilities and how to compute probabilities in simple settings. They also learn how to estimate probabilities empirically. Additionally, students build on their knowledge of data distributions, compare data distributions of two or more populations, and are introduced to the idea of drawing informal inferences based on data collected from random samples. - Time frame: 15 days
Geometry - Students delve into several geometry topics including angles, area, surface area, and volume. Students are also introduced to working on constructing triangles and taking slices, or cross sections, of three-dimensional figures. - Time frame: 15 days

Course

Overview: Algebra is part of a 6th-12th grade program in mathematics that culminates in Calculus in 12th grade. Algebra is a way of thinking and a set of concepts and skills that enable students to generalize, model, and analyze mathematical situations. Algebra provides a systematic way to investigate relationships, helping to describe, organize, and understand the world. Algebra 1 continues the study of variables, constants, expressions and equations. All topics & units of study will be reinforced using the concepts of setting up and solving real-world problems.

Primary Resource: Big Ideas Math: Algebra

Topics/Units:

Language of Algebra - Students gain knowledge of the terminology needed to decipher, analyze and problem-solve questions. - Time frame: 10 days
Solving Linear Equations - Students learn how to solve multi-step equations, equations involving absolute values, and rewriting equations and formulas. - Time frame:14 days
Linear Inequalities - Students apply/extend what they have learned about Linear Equations and apply that knowledge to inequalities. - Time frame: 12 days
Graphing Linear Functions - Students graph linear functions written in standard form and slope-intercept form. - Time frame: 13 days
Writing Linear Functions - Students learn how to write equations in slope-intercept and point-slope form. Students also create scatter plots and determine the line of best fit. -Time frame:8 days
Solving Systems of Equations - Students solve systems of equations by graphing, substitution, and elimination. - Time frame:14 days
Exponential Functions - Students learn about exponential functions and the attributes of exponential growth and decay functions. - Time frame: 14 days
Polynomial Equations and Factoring - Students learn how to add, subtract, multiply, and factor polynomials. - Time frame: 14 days
Graphing Quadratics - Students learn to graph quadratic equations from multiple forms of the equation. - Time frame: 11 days
Solving Quadratics - Students learn multiple ways to solve quadratic equations. - Time frame: 17 days
Data Analysis - Students understand data through the use of different data displays. - Time frame: 14 days
Geometry - Students delve into several geometry topics including angles, area, surface area, and volume, transformations, and the Pythagorean Theorem. - Time frame: 14 days

Overview: Honors Algebra is part of a 6th-12th grade program in mathematics. The 8th grade Honors Algebra track culminates in 12th grade Calculus and 7th grade Honors Algebra track culminates in 12th grade Multivariable Calculus. This is a rigorous mathematics course stressing deductive reasoning. This course is structured to challenge mathematical minds. Major topics of the Honors Algebra 1 curriculum will include linear equations, linear systems, factoring of polynomials, algebraic fractions, and techniques of graphing, radicals and exponents, quadratic equations, an introduction to functions, mathematical induction, and probability. This is the same curriculum as the Honors Algebra 1 course taught at the high school. Some middle school concepts are reviewed with more depth to ensure mastery for middle school students.

Primary Resource: Big Ideas Math: Algebra

Topics/Units:

Language of Algebra - Students learn algebraic properties and how to apply them to mathematical problems. - Time frame: 10 days
Solving Linear Equations - Students learn how to solve multi-step equations, equations involving absolute value and rewriting equations and formulas. - Time frame: 10 days
Solving Linear Inequalities - Students apply what they have learned about Linear Equations and apply that knowledge to inequalities. - Time frame: 8 days
Graphing Linear Functions - Students graph linear functions written in standard form and slope-intercept form. - Time frame: 10 days
Writing Linear Functions - Students write equations in slope intercept, point-slope form, create scatter plots and determine line of best fit. - Time frame: 6 days
Solving Systems of Linear Equations - Students solve systems of equations by graphing, substitution, and elimination. - Time frame: 11 days
Geometry - Students delve into several geometry topics including angles, area, surface area, and volume, transformations, and the Pythagorean Theorem. - Time frame: 9 days
Exponential Functions- Students learn about exponential functions. - Time frame: 14 days
Polynomial Equations and Factoring - Students learn how to add, subtract, multiply, and factor polynomials. - Time frame: 14 days
Graphing Quadratic Functions - Students learn to graph quadratic equations from multiple forms of the equation. - Time frame: 9 days
Solving Quadratic Equations - Students learn multiple ways to solve quadratic equations. - Time frame: 10 days
Radical Functions and Equations - Students understand radical functions and equations. - Time frame: 13 days
Data Analysis - Students understand data through the use of different data displays. - Time frame: 13 days

Overview: The study of Geometry involves thinking critically to deduce answers given specific facts and theorems. Major topics of the Honors Geometry curriculum include points/lines/planes, reasoning and proof, congruent triangles, quadrilaterals, similar figures, right triangles and trigonometry, transformations, circles, and surface area/volume. This is the same curriculum as the Honors Geometry course taught at the high school. Some middle school concepts are reviewed with more depth to ensure mastery for middle school students.

Primary Resource: Big Ideas Math: Geometry

Topics/Units:

Basics of Geometry - Students are introduced to vocabulary, basic concepts, undefined terms and postulates. - Time frame: 10 days
Reasoning and Proofs - Students are introduced to inductive and deductive reasoning as well as conditional statements written in if-then form and proofs.- Time frame: 10 days
Parallel and Perpendicular Lines - Students continue to develop their deductive skills, learn about line relationships and angle-pair relationships, parallel lines cut by a transversal and the relationship between pairs of angles formed as well as continuing to understand and write proofs. - Time frame: 9 days
Transformations - Students explore transformations and learn about rigid motion. - Time frame: 10 days
Congruent Triangles - Students work with proofs as they investigate triangle congruence. - Time frame: 12 days
Relationships Within Triangles - Students use deductive skills to explore special segments in a triangle (perpendicular bisectors, angle bisectors, medians, altitudes, and midsegments. - Time frame: 10 days
Quadrilaterals and Other Polygons - Students investigate the properties of special quadrilaterals using inductive reasoning. - Time frame: 9 days
Similarity - Students revisit similarity. - Time frame: 8 days
Right Triangles and Trigonometry - Students are introduced to right triangle trigonometry. - Time frame: 11 days
Circles - Students learn vocabulary and symbols related to circles, about circular arcs that are intercepted by chords, angle relationships that occur when two chords, secants or tangents intersect a circle, and the standard equation of a circle. - Time frame: 11 days
Circumference, Area, and Volume - Students will review formulas for surface area and volume as well as learn new formulas and do additional work with circles involving arc length and area of sectors. - Time frame: 12 days
Probability - Students will find sample spaces for a variety of classic contexts, compute the probability of independent and dependent events, and compound events. Students will construct and interpret two-way frequency tables of data and use the entries to compute joint and marginal relative frequencies. Permutations and combinations are introduced to compute probabilities of compound events and to solve real-life problems. Finally, students are introduced to probability distributions. - Time frame: 10 days

Performing Arts

Curriculum Overview: Band, Choir and Orchestra provide the opportunity for students to study instrumental and/or choral music and performance technique. The literature explored in these performance ensembles exposes students to a variety of forms and styles, as well as providing instruction on the elements of music: melody, harmony,rhythm, tone, form, tempo and dynamics. Students will receive two full ensemble rehearsals and one small-group sectional rehearsal each week. Students may participate in the WSMA Solo and Ensemble Festival each Spring and will present a minimum of three concerts each year.

Click the cards below to view the Scope & Sequence for each course.

Phy Ed

Physical Education & Wellness

Curriculum Overview: Physical education is a part of all students’ curriculum throughout middle school. Physical education classes provide each student with the opportunity to participate in a comprehensive program consisting of skill development, team sports and physical fitness activities. The curriculum is designed to enhance the cognitive, motor, affective and fitness development of each student. Students receive instruction in rules and strategies associated with a variety of sports, as well as learning experiences that prompt students to question, analyze and communicate concepts. Students also have the opportunity to participate in individual sports, which encourage lifelong involvement in physical activity. The program promotes the spirit of cooperation, leadership, fair play and friendly competition.

Click the cards below to view the Scope & Sequence for each course.

Overview: This course provides each student the opportunity to participate in a comprehensive program consisting of skill development, lead up games, team sports and physical fitness activities. The curriculum is designed to enhance the cognitive, motor, affective and fitness development of each student. Students will receive instruction in rules and strategies associated with a variety of sports, as well as learning experiences that prompt students to question, analyze and communicate concepts. Students will also have the opportunity to participate in individual sports, which encourage lifelong involvement in physical activity. The program promotes the spirit of cooperation, leadership, fair play and friendly competition.

Topics/Units:

Strength and Conditioning: Students will be introduced to the twelve major muscle groups and the five components of fitness. Students will also learn basic muscle anatomy and function. Activities will include traditional weight training, resistance band training, medicine ball training, flexibility training and agility. PE Standard: 1, 2, 3, 4, and 5 - Time frame: Ongoing
Flag Football: Students will develop fundamental offensive and defensive skills used in football. Students will also be introduced to the positions, rules, and strategies necessary to participate in modified flag football games. PE Standard: 1, 2, and 4 - Time frame: 9 days
Basketball: Students will develop fundamental skills used in basketball. Students will also be introduced to the rules and strategies necessary to participate in modified basketball games. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Volleyball: Students will develop fundamental skills used in volleyball. Students will be introduced to the rules and strategies necessary to participate in modified and regulation volleyball games. Modified volleyball games will include Nitro Ball and Newcomb. PE Standard: 1, 2, and 4 - Time frame: 12 days
Pickleball: Students will develop fundamental skills used in pickleball. Students will be introduced to the rules and strategies necessary to participate successfully during pickle ball game play. PE Standard: 1, 2, and 4 - Time frame: 12 days
Eclipse Ball: Eclipse Ball is a team racket game in which a ball is struck with a paddle over the net to the opponent, similar to the game of volleyball. Each team has a maximum of three hits and the ball is allowed to bounce once in between each hit. The game is played on a Badminton court using five foot height nets. Students will be introduced to skills, rules and strategies necessary to compete successfully. PE Standard: 1, 2, and 4 - Time frame: 12 days
Archery: Students will develop the fundamental skills used in archery. Students will be introduced to signals, terminology, shooting technique, scoring values and safety. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Soccer: Students will develop fundamental skills used in soccer. Students will be introduced to positions, strategies, rules and terminology to be used during game play. Modified soccer games like Speedball will be included in this unit. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Floor Hockey: Students will develop fundamental skills used in floor hockey. Students will also be introduced to the rules and strategies necessary to participate successfully during game play. PE Standard: 1, 2, and 4 - Time frame:6-9 days
Softball: Students will develop fundamental skills used in softball. Students will be introduced to the rules and terminology necessary to participate in modified softball games. PE Standard: 1, 2, and 4 - Time frame: 9 days
Badminton: Students will develop fundamental skills used in badminton. Students will be introduced to the rules and strategies necessary to participate successfully during badminton game play. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Cooperative Games: Students will participate in a variety of activities that emphasize teamwork, cooperation, strategies, and communication. PE Standard: 1, 2, 3, 4, and 5 - Time frame: Ongoing

Physical Education National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Overview: The seven dimensions of wellness will be introduced in this course. These include physical, nutritional, social, intellectual, emotional, spiritual, occupational, and environmental wellness. Students will take part in a wide range of activities and assessments to broaden their knowledge in these areas. During this course, students will learn basic nutrition information, appropriate first aid techniques, the components of fitness, and how drugs affect the body. Other topics such as environment, how to form meaningful relationships, and how the brain influences our behaviors and decisions might also be introduced.

Duration: Students meet daily for 6 weeks.

Topics/Units:

Introduction to Wellness: Students will be introduced to the seven dimensions of wellness: Physical, Social, Emotional, Occupational, Intellectual, Spiritual, and Environmental. - Timeframe: 5 days
Nutrition: Nutrition topics will include how to analyze fast food choices, the effects of high-fat diets on the human body, the influence the media has on nutritional choices and the importance of self-responsibility in our food choices. - Timeframe: 5 days
First Aid: Students will identify proper first aid response and treatment for a variety of conditions and emergencies including choking, shock, bleeding, sprains and strains, stroke, heart attack, burns, and allergic reactions. Students will also discuss how to assess the scene in an emergency and what an initial assessment would entail - Timeframe: 4 days
Components of Fitness: Students will be introduced to the various components of fitness: muscular strength, muscular endurance, cardiovascular endurance, body composition, and flexibility. - Timeframe: 4 days
Emotional Wellness: Students will learn the power of association and how to build healthy relationships/friendships. - Timeframe: 3 days
Environmental Wellness: Students will discuss the importance of limiting their carbon footprint and learn the importance of recycling. - Timeframe: 3 days
Occupational Wellness- Students will look into different professions and learn ways to create active and ongoing income. - Timeframe: 3 days
Spiritual Wellness/Mindfulness- Students will explore the importance of mindfulness and learn various stress relief practices. - Timeframe: 3 days

Overview: This course provides each student the opportunity to participate in a comprehensive program consisting of skill development, lead up games, team sports and physical fitness activities. The curriculum is designed to enhance the cognitive, motor, affective and fitness development of each student. Students will receive instruction in rules and strategies associated with a variety of sports, as well as learning experiences that prompt students to question, analyze and communicate concepts. Students will also have the opportunity to participate in individual sports, which encourage lifelong involvement in physical activity. The program promotes the spirit of cooperation, leadership, fair play and friendly competition. Seventh grade students will acquire knowledge related to movement concepts, principles and strategies that apply to the learning and performance of physical activities.

Topics/Units:

Strength and Conditioning: Students will be introduced to the twelve major muscle groups and the five components of fitness. Students will also learn basic muscle anatomy and function. Activities will include traditional weight training, resistance band training, medicine ball training, flexibility training and agility. PE Standard: 1, 2, 3, 4, and 5 - Time frame: Ongoing
Flag Football: Students will develop fundamental offensive and defensive skills used in football. Students will also be introduced to the positions, rules, and strategies necessary to participate in modified flag football games. PE Standard: 1, 2, and 4 - Time frame: 9 days
Basketball: Students will develop fundamental skills used in basketball. Students will also be introduced to the rules and strategies necessary to participate in modified basketball games. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Volleyball: Students will develop fundamental skills used in volleyball. Students will be introduced to the rules and strategies necessary to participate in modified and regulation volleyball games. Modified games will include Nitro Ball and Newcomb. PE Standard: 1, 2, and 4 - Time frame: 12 days
Pickleball: Students will develop fundamental skills used in pickleball. Students will be introduced to the rules and strategies necessary to participate successfully during pickle ball game play. PE Standard: 1, 2, and 4 - Time frame: 12 days
Eclipse Ball: Eclipse Ball is a team racket game in which a ball is struck with a paddle over the net to the opponent, similar to the game of volleyball. Each team has a maximum of three hits and the ball is allowed to bounce once in between each hit. The game is played on a Badminton court using five foot height nets. Students will be introduced to skills, rules and strategies necessary to compete successfully. PE Standard: 1, 2, and 4 - Time frame: 12 days
Archery: Students will develop the fundamental skills used in archery. Students will be introduced to signals, terminology, shooting technique, scoring values and safety. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Soccer: Students will develop fundamental skills used in soccer. Students will be introduced to positions, strategies, rules and terminology to be used during game play. Modified soccer games like Speedball will be included in this unit. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Floor Hockey: Students will develop fundamental skills used in floor hockey. Students will also be introduced to the rules and strategies necessary to participate successfully during game play. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Softball: Students will develop fundamental skills used in softball. Students will be introduced to the rules and terminology necessary to participate in modified softball games. PE Standard: 1, 2, and 4 - Time frame: 9 days
Badminton: Students will develop fundamental skills used in badminton. Students will be introduced to the rules and strategies necessary to participate successfully during badminton game play. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Cooperative Games: Students will participate in a variety of activities that emphasize teamwork, cooperation, strategies, and communication. PE Standard: 1, 2, 3, 4, and 5 - Time frame: Ongoing

Physical Education National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Overview: This course provides each student the opportunity to participate in a comprehensive program consisting of skill development, lead up games, team sports and physical fitness activities. The curriculum is designed to enhance the cognitive, motor, affective and fitness development of each student. Students will receive instruction in rules and strategies associated with a variety of sports, as well as learning experiences that prompt students to question, analyze and communicate concepts. Students will also have the opportunity to participate in individual sports, which encourage lifelong involvement in physical activity. The program promotes the spirit of cooperation, leadership, fair play and friendly competition. Eighth grade students will acquire knowledge related to physical fitness concepts, principles and strategies to improve health and performance.

Topics/Units:

Strength and Conditioning: Students will be introduced to the twelve major muscle groups and the five components of fitness. Students will also learn basic muscle anatomy and function. Activities will include traditional weight training, resistance band training, medicine ball training, flexibility training and agility. PE Standard: 1, 2, 3, 4, and 5 - Time frame: Ongoing
Lacrosse: Students will develop fundamental offensive skills used in lacrosse. Students will also be introduced to the rules and strategies necessary to participate in modified lacrosse games. PE Standard: 1, 2, and 4 - Time frame: 6 days
Flag Football: Students will develop fundamental offensive and defensive skills used in football. Students will also be introduced to the positions, rules, and strategies necessary to participate in modified flag football games. PE Standard: 1, 2, and 4 - Time frame: 9 days
Basketball: Students will develop fundamental skills used in basketball. Students will also be introduced to the rules and strategies necessary to participate in modified basketball games. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Volleyball: Students will develop fundamental skills used in volleyball. Students will be introduced to the rules and strategies necessary to participate in modified and regulation volleyball games.Modified games will include Nitro Ball and Newcomb. PE Standard: 1, 2, and 4 - Time frame: 12 days
Pickleball: Students will develop fundamental skills used in pickleball. Students will be introduced to the rules and strategies necessary to participate successfully during pickle ball game play. PE Standard: 1, 2, and 4 - Time frame: 12 days
Eclipse Ball: Eclipse Ball is a team racket game in which a ball is struck with a paddle over the net to the opponent, similar to the game of volleyball. Each team has a maximum of three hits and the ball is allowed to bounce once in between each hit. The game is played on a Badminton court using five foot height nets. Students will be introduced to skills, rules and strategies necessary to compete successfully. PE Standard: 1, 2, and 4 - Time frame: 12 days
Archery: Students will develop the fundamental skills used in archery. Students will be introduced to signals, terminology, shooting technique, scoring values and safety. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Soccer: Students will develop fundamental skills used in soccer. Students will be introduced to positions, strategies, rules and terminology to be used during game play. Modified soccer games like Speedball will be included in this unit. PE Standard: 1, 2, and 4 - Time frame: 9 days
Floor Hockey: Students will develop fundamental skills used in floor hockey. Students will also be introduced to the rules and strategies necessary to participate successfully during game play. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Softball: Students will develop fundamental skills used in softball. Students will be introduced to the rules and terminology necessary to participate in modified softball games. PE Standard: 1, 2, and 4 - Time frame: 9 days
Badminton: Students will develop fundamental skills used in badminton. Students will be introduced to the rules and strategies necessary to participate successfully during badminton game play. PE Standard: 1, 2, and 4 - Time frame: 6-9 days
Cooperative Games: Students will participate in a variety of activities that emphasize teamwork, cooperation, strategies, and communication. PE Standard: 1, 2, 3, 4, and 5 - Time frame: Ongoing

Physical Education National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

PLTW

PLTW - Project Lead the Way

Curriculum Overview: Students are exposed to a variety of projects in the field of technology and engineering. Students will work independently and in teams to utilize computer aided drafting, geometry, problem solving, and project management skills to complete projects that are reflective of real world problems and issues. Students meet daily for 6 weeks in the PLTW course Design & Modeling in 6th grade. Seventh graders meet every other day and have opportunities to solve authentic engineering problems such as engineering a piece of playground equipment, designing and creating a pen using machine and hand tools, and prototyping and constructing working digital electrical circuits. Eighth grade students will participate in the Fluid Power Challenge, Automation & Robotics, Green Architecture and Flight & Space.

Click the cards below to view the Scope & Sequence for each course.

Overview: Students are exposed to a variety of projects in the field of technology and engineering. Students will work independently and in teams to utilize computer-aided drafting, geometry, problem-solving, and project management skills to complete projects that are reflective of real-world problems and issues. Students meet daily for 6 weeks in the PLTW course Design & Modeling in 6th grade. Seventh graders meet every other day and have opportunities to solve authentic engineering problems such as engineering a piece of playground equipment, designing and creating a pen using machine and hand tools, and prototyping and constructing working digital electrical circuits. Eighth-grade students will participate in the Fluid Power Challenge, Automation & Robotics, Green Architecture, and Flight & Space.

Topics/Units:

Introduction to Technology: This unit introduces students to the components of STEAM (Science Technology Engineering Art Math). They will learn that the STEAM curriculum is the intersection of several branches of knowledge and deepen their understanding of how humans use STEAM to develop new products and services. By the end of the unit, students should be capable of making good ethical decisions concerning the positive and negative unintended consequences of using technology. - Timeframe: 4 days
Design Process: This unit focuses on the design process. The steps involved in the process as well as the design elements will be fully explored by the students. They will learn that there is no perfect design, and for a design solution to be successful it must satisfy the criteria and constraints found in the design brief. Through the study of measurement, students will apply the language of numbers to justify their ideas. - Timeframe: 4 days
Sketching and Views: This unit will explore the art of visual communication. Isometric, perspective, and thumbnail freehand sketching will be practiced with an emphasis on the accurate depiction of different design solutions. Students will learn about multi-view drawings and the part they play in the representation of design solutions. - Timeframe: 4 days
3D Computer Modeling: In this unit, the students' knowledge gained from the previous units will make the transition to the computer application using 3D modeling software much easier. Exposure and use of both the metric and American measurement systems will expand their understanding of measurement. Their knowledge of geometry will be increased as well as the new applications they will learn as they begin to build their designs using geometric shapes. Coordinate geometry is also studied and applied with an emphasis on the X-, Y-, and Z-axes. File creation and management will be stressed as they create, save, edit, and assemble their parts. - Timeframe: 12 days
Prototype Fabrication: In this unit, students will apply what they learned in unit 4's 3D Computer Modeling. They will be able to design, assemble, and create fabrication drawings for several design projects assigned. Students will also be expected to utilize fabrication tools such as 3d printing services including traditional power and hand tools in the manufacture of a capstone project. - Timeframe: 12 days

Overview: Students are exposed to a variety of projects in the field of technology and engineering. Students will work independently and in teams to utilize computer-aided drafting, geometry, problem-solving, and project management skills to complete projects that are reflective of real-world problems and issues. Students meet daily for 6 weeks in the PLTW course Design & Modeling in 6th grade. Seventh graders meet every other day and have opportunities to solve authentic engineering problems such as engineering a piece of playground equipment, designing and creating a pen using machine and hand tools, and prototyping and constructing working digital electrical circuits. Eighth-grade students will participate in the Fluid Power Challenge, Automation & Robotics, Green Architecture, and Flight & Space.

Resource: myPLTW

Topics/Units:

Design and Modeling

Introduction to Design: Students discover the design process as they complete an instant design challenge to create an ankle-foot orthosis. They learn technical sketching as a method for communicating design ideas effectively without the use of technology. The use of a common measurement system is essential for communicating and fabricating designs. Students use both measurement systems and apply measurement skills while dimensioning sketches. Students conduct a mechanical dissection in the lesson project to better understand how objects and parts interact while using sketches to communicate and document their findings. - Timeframe: 6 weeks
Solid Modeling: In this lesson, students transfer a two-dimensional representation to a three-dimensional solid model with technology. Students learn how to use a computer-aided design (CAD) application to create solid models of various objects and designs. Students create a solid model of their design using the CAD application and fabricate their design solution for testing. Students use a dynamic mathematics program to complete statistical analysis from their testing results to determine if their design met the criteria and constraints. - Timeframe: 5 weeks
Design Challenge: Within teams, students brainstorm and select a design solution to the Therapeutic Toy Design Challenge problem based on design requirements. They establish team norms, collaborate, and recognize that solving authentic problems involves interdisciplinary skills such as engineering and biomedical science. Using the design process, students create a solid model of their design, build a prototype for design testing, and make necessary design modifications based on testing results. - Timeframe: 5 weeks

Magic of Electrons

Science of Electricity: Students will learn that electricity (energy) comes in different forms. Collected, compared, and classified technical data provide useful information. Different materials have different properties that affect how electricity is produced and used. - Timeframe: 10 days
Electromotive Force: Students will learn that electricity has the capacity to do work. Various products and systems use electricity to do work. Collected, compared, and classified technical data provide useful information. Troubleshooting is a problem-solving technique used to find out why something does not work and aid in correcting it. The selection and safe use of tools aid in the completion of a specific task. Motors generate electromotive force through the use of electricity in order to do work. Components of motors are arranged in various configurations. - Timeframe: 10 days
Circuit Design and Fabrication: Students will study that different electrical system components perform different functions. Models (breadboarding) are used to test designs and processes. The use of symbols and schematics promotes clear communication. The selection and safe use of tools aid in designing circuitry. Collected, compared, and classified technical data provide useful information. A series circuit provides one path for electrical current to follow and a parallel circuit provides multiple paths. - Timeframe: 10 days
Digital Electronics: Students will learn that digital electronics provides a means to transfer messages between people and machines. Communication systems include a source, encoder, transmitter, receiver, decoder, and destination. Electronic systems can be broken down into open or closed loop systems. Controls provide a means to change electronic systems. - Timeframe: 10 days

Duration: 1 Trimester

Overview: Students are exposed to a variety of projects in the field of technology and engineering. Students will work independently and in teams to utilize computer-aided drafting, geometry, problem-solving, and project management skills to complete projects that are reflective of real-world problems and issues. Students meet daily for 6 weeks in the PLTW course Design & Modeling in 6th grade. Seventh graders meet every other day and have opportunities to solve authentic engineering problems such as engineering a piece of playground equipment, designing and creating a pen using machine and hand tools, and prototyping and constructing working digital electrical circuits. Eighth-grade students will participate in the Fluid Power Challenge, Automation & Robotics, Green Architecture, and Flight & Space.

Topics/Units:

Robots in Today’s World: Students will study that automation is the process of operating machines with minimal human control. Robotics is the specialized field of engineering and computer science that deals with the design and application of robots. The use of automation and robotics affects humans in various ways, both positively and negatively, including their safety, comfort, choices, and attitudes about a technology's development and use. Automation and robotics have had an influence on society in the past and present and will influence society in the future. - Timeframe: 4 days
Mechanical Gears and Energy Transfer: Students will study that energy is the capacity to do work. A mechanism can be used to change energy by transferring its direction, speed, type of movement, and force or torque. There are many types of mechanisms that can be used individually, in pairs, or in systems. - Timeframe: 12 days
Vex Robotics Parts and Programming in Robot C: Students will learn that automated systems require minimal human intervention. An open-loop system has no feedback path and requires human intervention, while a closed-loop system uses feedback. Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system. The invention is a process of turning ideas and imagination into devices and systems. Some technological problems are best solved through experimentation. - Timeframe: 29 days

Resource: myPLTW

Students are exposed to a variety of projects in the field of technology and engineering. Students will work independently and in teams to utilize computer-aided drafting, geometry, problem-solving, and project management skills to complete projects that are reflective of real-world problems and issues. Students meet daily for 6 weeks in the PLTW course Design & Modeling in 6th grade. Seventh graders meet every other day and have opportunities to solve authentic engineering problems such as engineering a piece of playground equipment, designing and creating a pen using machine and hand tools, and prototyping and constructing working digital electrical circuits. Eighth-grade students will participate in the Fluid Power Challenge, Automation & Robotics, Green Architecture, and Flight & Space.

Duration: 1 Trimester

Primary Resource: Curriculum Designed for College and Career Readiness

History of Flight and Space: The study of aerospace engineering would not be complete without a basic understanding of the history of aerospace. Many students think that the space shuttle can go to the moon. Some even think people have been to Mars. These misconceptions are often the result of watching science fiction movies or television programs that look real to students. In this lesson, students will be introduced to the history of flight through hands-on activities, research, and a presentation in the form of an infomercial. By having the entire class experience the flight characteristics of various vehicles, explore the differences between aircraft and rockets, research their respective histories, and view each other’s infomercial productions, each student will gain a greater understanding of the evolution of flight. - Timeframe: 15 days
Aeronautics: Aeronautics is the science and art of flying through the air. It refers to all aspects of flight in the atmosphere, from design and manufacturing to operation and maintenance of aircraft and spacecraft. To design an air or spacecraft, engineers must understand the elements of aerodynamics, propulsion, materials, and structures, and stability and control. In this unit, your students will be exposed to all of these elements as they discover the science of flying, design, and test propulsion systems, use simulations to create airfoils to test in a wind tunnel, and then use their knowledge to design, build, and test an airfoil. - Timeframe: 19 days
Traveling and Living in Space: The layer of gases about 100 miles above the Earth is known as the atmosphere. Space is the region above the Earth’s atmosphere or beyond the solar system. For hundreds of years, humans watched the sky and dreamed of someday visiting other planets and moons in space. In 1969 this dream was realized when astronaut Neil Armstrong took his “giant leap for mankind” and walked on the moon. The National Aeronautics and Space Administration (NASA) space program has increased our knowledge of space flight and the solar system and has led to many technologies that we use on Earth. From the earliest rockets launched by the first rocket scientists to the latest space shuttle mission, space technology is an important part of our lives. Astronauts live in space for extended periods of time so they can conduct important research and experiments. Before leaving for their spaceflight, however, they need to consider issues like air, food, power, water, waste disposal, exercise, and personal cleanliness. How would you solve these problems? Space travel and living in space are made possible by engineers, from mechanical engineers who design the components for spacecraft to biomedical engineers who design ways to care for astronauts' health while traveling in space. From designing spacecraft to getting us to the moon safely to building tools to help humans someday live on the Moon, engineers play a vital role in space travel, space discovery, and living in space. In this lesson, students will complete activities while learning about the history and principles of space travel. They will study the development of rocketry and the space program. - Timeframe: 11 days

Science

Curriculum Overview: Science is an academic discipline encompassing the study of the natural world including engineering applications, understanding problem-solving and design thinking within the human built world. Engineering ideas encompass the interactions of science, technology, and society and provide an important foundation to prepare students for post-secondary education, careers, and community involvement.

Click the cards below to view the Scope & Sequence for each course.

Overview: 6th-grade science focuses on two main topic areas: 1) Cells & Heredity and 2) Forces, Motion, & Fields. The science curriculum challenges all students to become scientifically literate. Through implementing the Next Generation Science Standards (NGSS) students gain a deeper understanding of science concepts and development of scientific thinking skills. The science curriculum includes modules in the areas of life and physical sciences. The curriculum promotes curiosity about everyday experiences and the ability to describe, explain and predict natural phenomena. Units of study include a hands-on approach using inquiry, problem-solving, and critical/ creative thinking. Students become familiar with modes of scientific inquiry, rules of evidence, logical argument, and skeptical review.

Primary Resource: HMH Science Dimensions

Topics/Units:

HMH Science Dimensions B: Cells and Heredity
- Unit 1 Cells: Students explore organisms to develop an understanding that the cell is the basic unit of life and that there are both unicellular and multicellular organisms. Students use models to understand and describe how a cell’s functions are performed by specific cell structures - Timeframe: 8 weeks
- Unit 2 Organisms as systems: Students study models of a variety of organisms to relate structure to function at each level of an organism. Students investigate the structure and function of systems in plants and animals and evaluate how the systems meet their needs and respond to the environment. Students explain the cause-and-effect relationship between the information animals gather from the environment and their resulting behaviors. - Timeframe: 8 weeks
- Unit 3 Reproduction, Heredity, and Growth: Students investigate how genetic factors influence an organism’s traits. Students describe how asexual reproduction results in offspring with identical genetic information and how sexual reproduction results in offspring with genetic variation. Students explain how genetic and environmental factors affect the growth and reproduction of plants. Students gather evidence to explain how an animal’s behavior influences its reproductive success and survival. - Timeframe: 8 weeks
HMH Science Dimensions K: Forces, Motion & Fields
- Unit 1 Forces and Motion: Students identify a force as a push or a pull on an object and determine the effect on the motion of an object caused by a set of forces. Students analyze written examples to determine how the forces of gravity and friction, and air resistance affect motion. Students explain and describe motion relative to a reference point and use models to calculate speed, velocity, and acceleration. Students compare models of collisions between objects to observe changes that occur, and they design a method to gather evidence to compare packing materials in order to determine what makes a material useful for protecting an item during a collision. - Timeframe: 5 weeks
- Unit 2 Electric and Magnetic Forces: Students investigate how magnets interact, gather data, and use models to explain their observations. Students investigate factors that affect an electric force and observe how charged objects can affect other objects. Students compare the effects of electric, magnetic, and gravitational fields on objects. Students investigate how electric and magnetic fields are related and discover that electric currents generate a magnetic field. - Timeframe: 5 weeks

Overview: 7th-grade science focuses on two main scientific branches: Life Science (Ecology & the Environment) & Physical Science (Waves & Their Applications). Students will engage through inquiry and collaborative strategies to enhance learning using NGSS-aligned curriculum and resources.

Primary Resource: HMH Science Dimensions: Module C: Ecology & The Environment, HMH Science Dimensions: Module L: Waves & Their Applications

Topics/Units:

Ecology and the Environment (Mod C)
- Unit 1, Lesson 1 - Matter & Energy in Organisms (Students will be able to explain how organisms use matter & energy) - Timeframe: Week 1-4
- Unit 1, Lesson 2 - Photosynthesis & Cellular Respiration (Students will be able to explain the roles of photosynthesis and cellular respiration in the flow of energy and matter through organisms) - Timeframe: Week 5-10
- Unit 1, Lesson 3 - Matter & Energy In Ecosystems (Students will be able to explain how the flow of energy drives the cycling of matter in ecosystems) - Timeframe: Week 11-14
Waves and their Applications (Mod L)
- Unit 1, Lesson 1 - Introduction to Waves (Students will be able to model and discuss similarities and differences between waves they encounter everyday). - Timeframe: Week 15-18
- Unit 1, Lesson 2 - Behavior of Mechanical Waves (Students will be able to explain how the behavior of mechanical waves relates to the medium that the waves travel through.) - Timeframe: Week 19-20
- Unit 1, Lesson 3 - LIght Waves (Students will be able to use models to describe light waves and compare them to mechanical waves.) - Timeframe: Week 21-24
- Unit 1, Lesson 4 -Behavior of Light Waves (Students will be able to describe how light waves interact with different media and explain how devices are designed to use light waves) - Timeframe: Week 25-27
- Module L, Unit 1 Project - Optical Device Research (see description from Lesson 4 above) - Timeframe: Week 28-29
Ecology and the Environment (Mod C)
- Unit 2, Lesson 1 - Parts of an Ecosystem (Students will be able to relate the needs of organisms to the levels of organization in an ecosystem) - Timeframe: Week 30-32
- Module C Project - Researching an Ecosystem (Blends Unit 1 & 2) (Students will be able to identify and analyze key components of a chosen ecosystem as well as model the flow of energy and matter within that ecosystem) - Timeframe: Week 33-35

Overview: The 8th-grade science experience follows a Three-Dimensional learning model which provides students with the opportunity to develop skills using the Science and Engineering Practices, Students will make connections across all areas of science by applying the crosscutting concepts, while building knowledge about the core concepts of the two primary topic areas - Earth & Human Activity and Chemistry. Throughout each unit, students develop their skills in asking scientific questions; planning and carrying out investigations; using mathematics and computational thinking; developing and using models; analyzing and interpreting data; constructing explanations; engaging in argument from evidence; and obtaining, evaluating, and communicating information.

Primary Resource: HMH Science Dimensions

Topics/Units:

Thinking Scientifically: Students will gain an understanding of the Next Generation Science Standards Engineering Practices, and Crosscutting Concepts by looking at various phenomena in the world around them. Students will continue developing scientific, argument-driven inquiry through CER writing. - Timeframe: Ongoing
Predicting and Mitigating Natural Hazards: In this unit, students engage in analyzing and interpreting data on volcanoes, floods, tornadoes, and other natural hazards. Using this data students will forecast future catastrophic events, and inform the development of technologies to mitigate their effects. - Timeframe: 7 weeks

Chemistry

The Structure of Matter: In this unit, students gain a basic understanding of the Periodic Table. They use this knowledge to develop models which describe the structure of an atom as well as the composition of simple molecules and extended structures. - Timeframe: 4 weeks
Chemical Reactions and Conservation of Matter: in this unit, students analyze and interpret data on the properties of substances before and after the substances interact. Students will use this knowledge to determine if a chemical reaction has occurred by balancing basic chemical equations..and if the Law of Conservation. - Timeframe: 5 weeks
States of Matter and Change in State: In this unit, students will analyze the different states of matter. Using this knowledge students will develop models that predict and describe changes in particle motion, temperature, and state of a pure substance when thermal energy is either added or removed. - Timeframe: 6 weeks

Human Impact on Earth’s Systems:

In this unit, students will ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Using that knowledge students will construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. - Timeframe: 5 weeks
Students will then research and design a plan that positively impacts the environment.

Social Studies

Curriculum Overview: Social studies is the integrated study of economics, geography, history, political science, and the behavioral sciences of psychology, sociology, and anthropology to promote civic competence. This area of study provides an important foundation to prepare students to become engaged, informed participants committed to the ideas and values of our democratic republic, able to apply the skills of inquiry, collaboration, decision making, and problem solving (adapted from the National Council for the Social Studies definition). Students will become civically-engaged problem-solvers who critically examine their roles in local, regional, state, national, and global communities. Through the study and application of the individual disciplines of social studies (behavioral sciences, economics, geography, history, and political science), students become lifelong learners able to collaborate and thrive in our interdependent world.

Click the cards below to view the Scope & Sequence for each course.

Grade Level: 6 Duration: All year

Overview: Sixth-grade social studies introduces world history, culture, and geography. Students explore the methods and techniques geographers, archaeologists, historians, and other scholars use to analyze and learn about the past. The various units of study provide a chronological overview of the major ancient civilizations in world history from early hunter-gatherer societies to the Renaissance. In addition, students analyze and make connections between ancient civilizations and the modern world through discussion of current events.

Primary Resource: National Geographic Learning. (2016). World History: Great Civilizations. CENGAGE

Topics/Units:

Unit 1: Origins of Cultures and Civilizations: Students explore the development of human societies and the origins of civilization. This dives deeper into elements of culture and seeds of survival in the paleolithic and neolithic ages. - Time frame: 3.5 weeks

Unit 2: Early Civilizations: Students analyze the factors that led to the development of different early civilizations. The study of early civilizations such as Mesopotamia and Ancient Egypt helps students understand the development of culture, and laws, how the land’s resources were used to develop the civilization, and how trade with other civilizations resulted in cultural diffusion. - Time frame: 10 weeks

Unit 3: Greek Civilization: Students learn how the Greeks left a legacy in government, art, and architecture that would have an impact on all civilizations. This is reviewed through the time periods of ancient and classical Greece, which explore mythology, philosophy, and impactful leaders that led to the rise of Greece. - Time frame: 4 weeks

Unit 4: The World of the Romans: Students learn how the Romans developed government, engineering, and religion. They study the impact that this has had on modern civilizations today, such as the roman republic, Christianity, and the rise and fall of the Roman empire. - Time frame: 4 weeks

Unit 5: Byzantine and Islamic Civilizations: Students explore the judicial, artistic, and religious contributions of the Byzantine civilizations. Students study the rise of Islamic empires, religion, and how they have impacted the modern world. - Time frame: 3 weeks

Unit 6: African Civilizations: Students learn how African peoples successfully adapted to the extreme environments in which they lived to found great trading civilizations. We travel across the continent learning about North and West Africa’s religion, trade and technology. We then migrate to the east, central and southern parts of Africa to learn from the kingdoms that rose to power. - Time frame: 3 weeks

Unit 7: American Civilizations: Students study the sophisticated cultures that developed in the Americas and their similarities and differences to earlier cultures. We focus on the four major peoples of Mesoamerica; the Olmec, Zapotec, Maya, and Aztec. South and North America focus on the people who developed the land from the Inca to the Pueblo. Unit 8: Empires of Asia: Students follow inventions and advancements in technology that would open the globe to exploration and trade, cause an explosion in communication, and make human conflict more deadly. - Time frame: 3 weeks

Unit 8: Empires of Asia: Students follow inventions and advancements in technology that would open the globe to exploration and trade, cause an explosion in communication, and make human conflict more deadly. - Time frame: 3 Weeks

Unit 9: Medieval and Renaissance Europe: Students learn how the cultures and empires of medieval and Renaissance Europe further developed technology and artistic expression to set the stage for today’s modern, global world. - Time frame: 3 weeks

Students learn about the forces that shape our world and what roles they can play as global citizens.

Grade Level: 7 Duration: All year

Overview: U.S. History is the primary emphasis for seventh grade. Seventh grade utilizes a thematic approach to the teaching of social studies. The seventh-grade social studies themes include, “What Does It Mean to Be an American,” “Westward Expansion,” “Americans and Equality,” and “Why [Civil] War?” Political science and citizenship, economics and the behavioral sciences are taught within the context of U.S. History, which includes the Constitution to the present with an emphasis on the years 1787-1877. Geography is taught within the context of the history of the United States. Current events are also a part of the seventh-grade social studies curriculum.

Primary Resource: National Geographic Learning. (2016). U.S History; American Stories. CENGAGE

Topics/Units:

What Does it Mean to be an American? Part A: Students will study the historical events that led to the Revolutionary War. Students will also explore unsung heroes and their impact on the Revolutionary War. - Time frame: 7 weeks
What Does it Mean to be an American? Part B: Students will study and examine the documents that form the framework of the U.S. government. They also learn the principles of checks and balances and separation of powers. In addition, they examine the rights and responsibilities of an American citizen. - Time frame: 7 weeks
How did US expansion and growth transform the nation? Part A: Students will examine how the U.S. acquired large tracts of western lands and the reasons behind migrations west. They also explore the impacts of westward migration. - Time frame: 5 weeks
How did US expansion and growth transform the nation? Part B: Students will examine the causes and effects of the Industrial Revolution. This topic includes the rise of inventions, immigration, and urbanization in the US during the 18th and 19th centuries. Students will explore the formation of labor unions. - Timeframe: 5 weeks
How do Americans Strive for Equality? Part A- Native Americans: Students will explore policies, laws, and treatment of Native Americans in the US during the 18th and 19th centuries. They will also learn about current issues that Native Americans are facing today. - Time frame: 2 weeks
How do Americans Strive for Equality? Part B-Women: Students will examine the struggle for women’s equality and their changing roles as leaders in society. Students focus specifically on women entering the workforce and the rise of the suffrage movement. - Time frame: 2 weeks
How do Americans Strive for Equality? Part C-African Americans: Students will study and examine the history of slavery and the struggle for African American civil rights. Students learn about the triangular trade route, slave conditions, and the abolition movement. - Time frame: 3 weeks
Why did America go to war against itself?: Students will study and examine the causes and events that led up to the American Civil War. Students will analyze the Emancipation Proclamation and its impact. - Time frame: 3 weeks

Grade Level: 8 Duration: All year

Overview: The major theme for social studies is world geography. The content of the course addresses physical geography and cultural, economic, social, and political developments in the major regions of the world: Europe, Asia, Africa, South America, and Eurasia. Students also integrate the knowledge of specific historical eras into their study of regions of the world. Students are expected to monitor current events magazines, specific Internet sites, newspapers, and other media to develop an understanding of current issues affecting these areas. Map skills and geographic literacy are incorporated throughout the year. Research skills utilizing technology and nonfiction text are also an integral part of the curriculum.

Resource: National Geographic Learning. (2017). World Cultures and Geography. CENGAGE

Topics/Units:

Topics in Economic and Human Geography: The disparity among developed, developing and newly industrialized nations is widening. Students will grapple with the disparities that exist in our world and begin to understand the theories as to why this is occurring. Students will analyze disparity through economic indicators such as GDP, literacy, life expectancy, etc (Human Development Index). Current data will be accessed through credible online sources. - Time frame: 5 weeks
Physical Geography: Geographic characteristics define regions. - Time frame: 4 weeks
East Asia, South Asia, and Southeast Asia: The region of East Asia, South Asia, and Southeast Asia encompass towering mountains, low fertile river plains, densely varied populations, diverse religions, and globalized economies. Students will explore this highly changing and influential region of the world. Furthermore, students will begin to better understand the historical implications of isolationism, colonialism, and trade practices as each play a role in current issues. - Time frame: 5 weeks
North Africa, Southwest Asia, and Central Asia: This unit focuses on a study of the changes that occur in the use and importance of natural resources. Students will also study the physical environment and the complex relationship people have with their environment. Students will analyze the historic and current issues related to cooperation and conflict among people in this region of the world. - Time frame: 5 weeks
Africa South of the Sahara: Africa South of the Sahara is a land of challenges - ethnic divisions, an AIDS epidemic, developing nations that struggle to establish order and economic growth, and traditional values and practices that run up against a modern world. Yet, Africa is also rich in beautiful landscapes, diverse resources, and interesting cultures full of music, art, and storytelling. Additionally, an African history timeline that travels from the great nations of the Bantu or Zulu to the consequences/influences of colonization will be studied. Students will further analyze how these historical topics impact Africa's struggle with current issues, and in the end, help to explain why TIA- "This is Africa". - Time frame: 5 weeks
Europe and Northern Eurasia: Throughout the unit, students will study culture, religion, politics, and history including people and influences from the Renaissance and Reformation, and contemporary issues of this region. - Time frame: 5-6 weeks
Middle and South America: A regional study of Middle and South America includes a study of the significance of land features and climate regions and the role they play in how people adapt to their environment. A study of Latin American cultures including the Maya, Inca, and Aztec civilizations provides a historical perspective. Students will also consider the economic relationship between the United States and Middle and South America and the economic structure of ingrained economic systems in the Americas. Contemporary issues will be explored such as the cutting down of the rainforest or population and pollution impact in major cities in this region. - Time frame: 5 weeks
Online Class Study of Malaria, Migration, & Global Water Issues: Students access an online class with activities that focus on global contemporary issues. These activities may be incorporated at any point or embedded in any other regional unit for which they are appropriate. These activities are considered to be part of the time allotment for the other units. Typically, students work on these activities outside of class time. Teachers can select activities from the online class offerings that are appropriate for the needs of their students. The activities are both for enrichment and extension of the course content. - Time frame: Ongoing
International History Timeline: Major historical events, inventions, discoveries, etc. will be compiled on a multi-regional timeline to foster an international perspective of world history. Students will review the regions studied during the year to analyze historical events, inventions, discoveries, etc., and select the most significant ones to include in the timeline. To do this, students will establish criteria and will be able to justify why their selections were included. - Time frame: 2 weeks

World Langauge

Curriculum Overview: The mission of the Mequon-Thiensville School District World Language Program is to equip all students with transferable skills that encourage them to recognize, respect and respond to cultural perspectives while inspiring a passion to investigate the world as informed global citizens. Upholding our mission, the World Language Department offers students in grades 7-12 the opportunity to study three official United Nations languages: French and Spanish (grades 7-12) and Chinese (grades 9-12). Additionally, high school students may choose to study Latin, a time-honored classical language.

The middle school world languages program is designed to prepare our students to enter high school ready for the second level in French or Spanish. These courses focus on vocabulary development through the introduction of grammar points, verb conjugations and cultural awareness.

Click the cards below to view the Scope & Sequence for each course.

Duration: All year, every other day

Overview: Seventh grade is the beginning of the equivalent of French 1 at the high school. During this year we look at the basics of the French language and culture. We explore and consider how the French lives and compare and contrast it with how we live. Construction and memorization of basic sentences while moving towards the creative use of the language are the goals of 7th grade. Students will create a strong language base upon which a rich study of French can be built. Students who have successfully completed 7th grade French will have a solid foundation in the language for study in the 8th grade and beyond. This course is a year-long course and meets every other day.

Primary Resource: D’accord! 1A

Topics/Units:

Introduction: Students will discover the presence of French around the globe and its importance in the world. Students will learn common phrases and vocabulary to help them in the course study. - Timeframe: 5 days
Greetings: Students will learn introductions, French-English cognates, the French alphabet, how to ask/give names, how to greet and take leave, expressions of wellbeing, the days of the week, the months of the year, polite expressions, and how to count from 0 - 60. - Timeframe: 30 days
Research-Based Project: Students will do a research-based project on Paris monuments. - Timeframe: 5 days
Daily Life and Self: Students will learn about people and objects around a classroom, likes and dislikes, descriptions of self and others, nationalities, famous French-speaking people, and how to conjugate present-tense ER-ending verbs. - Timeframe: 30 days
Culture: Students will learn the following: research-based/inquiry-based cultural project on le monde francophone, learn about Mardi Gras and Le Noël, play Pétanque, and learn French-speaking music through participation in Manie Musicale. Timeframe: 15 days
French Pronunciation: Students will learn and improve their French-speaking skills throughout the oral activities in each unit. - Timeframe: Ongoing

Duration: All year, every other day

Overview: Eighth grade French is a continuation of seventh grade French. At the conclusion of 8th grade, students will have studied the equivalent of the French 1 at the high school level. This course will focus on all four aspects of communication: listening, speaking, reading, and writing. Students will complete skits and activities as well as vocabulary and grammar exercises using print, audio, and video materials. They will explore the many cultures of the French-speaking world such as various countries in Africa, Europe, and the Americas. Some main themes include shopping, food and meals, and leisure activities. Much of this class is conducted entirely in French.

Primary Resource: D’accord! 1A

Topics/Units:

Review: Students will review the vocabulary and concepts learned from the 7th-grade course - Timeframe: 5 days
Unit 2: Academic life. Content: Courses in school, describing school life, forming questions, making negative statements, using more verbs, days, times, and telling time, the verb avoir, and expressions with avoir. Student Objectives: Students will be able to talk about their classes and their schedules. Students will be able to use more verbs to describe what they do at school. They will also be able to tell time. - Timeframe: 1 trimester
Unit 3: Family Life. Content: Family, friends, and pets, physical and personality activities, possessive adjectives, occupations, prepositions, numbers 60 - 100. Student objectives: Students will be able to talk about the characteristics of their family and friends. Students will be able to use vocabulary and adjectives to describe how people are related. They will be able to count to 100. - Timeframe: 1 trimester
Unit 4: City Life. Content: Places and activities around town, the verb aller, question words, cafe, and food-related vocabulary, present tense of the verbs prendre and boire, present tense of regular - IR ending verbs. Student objectives: Students will be able to say where they are going and what they are going to do. Students will be able to order food and beverages. They will be able to talk about more diverse subjects using the new words. - Timeframe: 1 trimester
French Culture and Life: Students will learn about aspects of French life and French culture throughout the various units. - Timeframe: Ongoing
French Pronunciation: Students will learn and improve their French-speaking skills throughout the oral activities in each unit. - Timeframe: Ongoing

Duration: All year long, every other day

Course Overview: This course emphasizes the four domains of language listening, speaking, reading, and writing. Students will acquire a basic level of vocabulary and grammar through a variety of in-class and online activities and resources that incorporate cultural awareness of the Spanish-speaking world. Success is dependent on daily review and practice.

Primary Resource: Descubre 1A

Topics/Units:

Unit 1 - Getting acquainted - Time frame: 29-days

Vocabulary Content

Classroom commands
Alphabet and pronunciation
Presentations and getting-to-know you (name, age, where you’re from, etc.)
Greetings/farewells
Basic conversation (how are you, etc.)
Months & Birthday
Numbers 0-100
Ser + Adjectives

Grammar Structures

Classroom survival phrases
Forming questions and answers
First and second person forms of basic verbs
Ser + Adjectives and adjective agreement
Tener
Llamarse
Ordinal numbers
Formal vs. informal

Cultural and Global Connections and Comparisons

Pronunciation of Spanish and listening to native speakers introduce themselves
Maps of the Spanish speaking world
Highlights of cultures of different Spanish speaking countries/cities
Day of the Dead (Tri. 1)
Authentic music

Unit 2 - School - Time frame: 35 days

Vocabulary Content

School supplies
School subjects
Time
In the classroom/schedules
Interrogative question words
Days of the week, months, seasons
Numbers 100- 1 million
Likes/Dislikes
High-frequency verbs

Grammar Structures

Subject pronouns and their substitutions
Present tense of GUSTAR
The present tense of the verbs IR, DAR & ESTAR
Sentence & question structure
Structure of questions of inquiry

Cultural and Global Connections and Comparisons

Pronunciation of Spanish and listening to native speakers talk about school
Highlights of cultures of different Spanish speaking countries/cities
Use of number 1,000, 2,000 etc..
Authentic music
Review of previous grammar and vocabulary
Comparing schools and school schedules in various Spanish-speaking countries

Unit 3 - Family and Home - Time frame: 23 days

Vocabulary Content

Family Members
Household items
Household activities AR verbs

Grammar Structures

Conjugating present tense verbs (first & third person singular & plural forms)
Regular and irregular verbs
Sentence and question word order
Estar + Prepositions
AR verbs (what family is doing)
(subject verb agreement)
Possessive adjectives

Cultural and Global Connections and Comparisons

Pronunciation of Spanish
Authentic Latin music
Lineage of family surnames in Latin culture
Review of previous grammar and vocabulary

Duration: All year long, every other day

Course Overview: This course emphasizes the four domains of language listening, speaking, reading, and writing. Students will acquire a basic level of vocabulary and grammar through a variety of in-class and online activities and resources that incorporate cultural awareness of the Spanish-speaking world. Success is dependent on daily review and practice.

Primary Resource: Descubre 1A

Topics/Units:

Unit 4 - Meal time - Time frame: 55 days

Vocabulary Content

Meals
Basic food vocabulary
Basic target culture foods
Describing how something tastes

Grammar Structures

Tener que
Ir a INF
Acabar de
Ver
Saber
Direct objects
Sentence word order
Basic modal verbs

Additional ongoing content

Pronunciation of Spanish
Authentic music
Continued practice of question and answer formats for self and about others
Review of previous grammar and vocabulary

Unit 5- Sports & Activities - Time frame: 60 days

Vocabulary Content

Freetime activities (sports, hobbies ,music, art, etc.)
Expressions of frequency (siempre, nunca, etc.)
Activities/hobbies
Months, days, seasons

Grammar Structures

Descriptive Adjectives and how to use them
Possessive adjectives and how to use them
Present tense of regular -ER & -IR verbs: definitions & conjugations
Present tense of Verbs: TENER and VENIR
Correct use of present tense modal verbs (dos verbos)
Stem Changing Verbs
Go Verbs

Cultural and Global Connections and Comparisons

Pronunciation of Spanish
Authentic Latin music
Lineage of family surnames in Latin culture
Review of previous grammar and vocabulary

Unit 6- Health and Body - Time frame: 59 days

Vocabulary Content

Body parts
Health terms and minor illnesses
Estar and tener expressions

Grammar Structures

Doler & IDOPs
Deber
Ser vs. estar
Tener expressions
Cultural and Global Connections and Comparisons
Pronunciation of Spanish
Authentic music
Continued practice of question and answer formats for self and about others
Review of previous grammar and vocabulary

Unit 7- The Spanish-speaking world - Time frame: TBD

Vocabulary Content

Target Language continents / countries
Cardinal directions
Basic geography vocabulary
Basic city vocabulary
Adjectives to describes sites

Grammar Structures

Review of all grammar structures taught in Units 1-6

Cultural and Global Connections and Comparisons.

Pronunciation of Spanish
Authentic Latin music

Human Growth & Dev.

Human Growth and Development

The Mequon-Thiensville School District has made a commitment to provide health education to all students. One vital element of health education is the instruction of Human Growth and Development. While the parent/guardian is and will continue to be the primary educator, the Mequon-Thiensville School District will provide accurate and current information and materials that promote health and awareness to the students. Mequon-Thiensville School District firmly believes that a comprehensive Human Growth and Development curriculum is about the development of the whole student. The curriculum emphasizes the individual's safety, respect, responsibility and sexual risk avoidance.

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Curriculum: A Closer Look

Standards-Based Learning

Scope & Sequence: Grades 6 - 8

AVID

Computer Science

ELA

FACS

Fine Arts

Financial Literacy

Math

Performing Arts

Phy Ed

PLTW

Science

Social Studies

World Langauge

Human Growth & Dev.

Middle School

Scope & Sequence: Grades 6 - 8

AVID

Computer Science

ELA

FACS

Fine Arts

Financial Literacy

Math

Performing Arts

Phy Ed

PLTW

Science

Social Studies

World Langauge

Human Growth & Dev.