How does the 7th-Grade Integrated Studies Program Fit in with Our Evolving MS Curriculum (Global Perspective, Sustainability Focus)?

Chinquapin Curriculum Wiki


Pilot Project (7th Grade Science and Social Studies), April 2011

6th Grade:
6th Social Studies: Ancient Cultures, Contemporary Issues
This will take the course that Amanda Duncan has developed over the past two years and "update" it with contemporary global issues. May be a task for Chinquapin Urban Teaching Fellow or new faculty member. Can we ask the 6th-grade faculty to begin to look at ways to integrate with this subject area as an anchor?

6th Integrated Science:
How can we begin to use the 6th-grade program to begin investigating global issues and sustainability? Can we integrate 6th Integrated Science with the gardening project? How can the 6th Integrated Science class begin to prepare students for the Integrated Studies Program they will encounter in 7th grade?

6th Reading and Language Arts:
How can these courses link with other concepts being taught throughout the year?

7th-Grade Integrated Studies Program:
Builds on the Social Studies course created by Liz Thornton for 2010-2011; “Coordinated Studies” approach around a common theme; 21st-century skills and global understanding; critical thinking and creativity; structured around skills students need to master: understanding contexts, research, collaboration, communication.

Teaching philosophy: Creating a safe and interesting place to learn; modeling research and collaboration; designing integrated learning supported by research; employing PBL assessments that encourage deep learning, creativity, innovation.

Possible outcomes of the year: Global summit on sustainability (connect with other schools around the world? participate in Model UN?)

7th Grade Math and Sciences
7th Grade Humanities
7th Skills II (Life Skills, Study and Research Skills, Technology Skills): 2 days per week
7th Spanish
7th Health
MS Creativity Block: 2 days per week: may include video, piano, guitar, music, visual arts, art and culture "athenaeum," Math Counts, Odyssey of the Mind
(students must take one semester of "fine arts" at some point during their MS years; alternates with Skills classes.

8th Grade:
Traditional curriculum: Algebra I, 8th English, 8th Language Arts, US History, 8th Integrated Science (heavy emphasis on basic Physics concepts?), Spanish I, Skills III (Technology focus; reinforces Life Skills and Study Skills); MS fine arts requirement to be addressed by the end of the 8th grade.

8th-grade Culminating Project: Students complete this project as a way to demonstrate their mastery of key skills (identify these?) needed for success in high school. This project is meant to "echo" the Senior Seminar and Culminating Senior Project, which were initiated as a result of Chinquapin's 2010 PLP project.

Our notes from our meeting:

7th Grade Columbian Exchange Science Aspect

Front End Analysis:
Problem: Question: At what price progress?
This the question we are having our 7th graders pose. At what price was the Columbian “conquest” that happens after Columbia comes across the Atlantic. What did the Europeans get or take? What did that do for them? How did they use what they found in the Americas? What did they give in return. What were the positive consequences? The negatvive consequences? What were the gains? Losses?

Needs: (training needed?)
Audience: (skills, knowledge and attitudes of kids)
Job: (What tasks make up the job)
Task: (What does each task entail?)
Content: What info do I need to give?

Design:
Goals and Objectives:
What skills and content?
What Instructional Strategy?
Evaluation: What does success look like? How will we know?