Igniting the passion
one student at a time
C o u r s e
D e s c r i p t i o n
B o o k l e t
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HOLMES MIDDLE SCHOOL
C O U R S E
D E S C R I P T I O N
TA B L E O F CO N T E N T S :
PGS
Mission and Vision
4
Holmes Middle School Program and Components
5-6
District 11 graduation requirements
7
Special Programs
9-12
Clubs and Activities
13-17
Language Arts Class Descriptions
16-17
Math Class Descriptions
18-19
Science Class Descriptions
20-21
Social Studies Class Descriptions
22-23
Additional Course Descriptions (INTERVENTIONS, AVID,GT)
24-25
Exploratory Class Descriptions
26-32
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H o l m e s
M i d d l e
S c h o o l
M i s s i o n
S t a t e m e n t
Igniting a passion for learning while inspiring and empowering students for a future of their own making
H o l m e s
M i d d l e
S c h o o l
V i s i o n
Developing life-long learners who are capable of leading, creating, and contributing
while being empowered with confidence and self-knowledge.
M
I
D
D
L E
L E V E L
P R O G R A M
A T
H O L M E S
“Igniting the passion…” Traditional public education systems fall short of effectively providing the level of
rigor and challenge appropriate for each student as an individual learner. Taking our mission seriously, Holmes Middle School continues a journey of innovation to engage students in a more personalized experience. Instead of simply “teaching to the middle”, we are
actively developing multiple pathways within each course and with each critical learning target that provides the opportunity for students to engage in the learning in the manner that works best for him or her while also accessing the appropriate level of rigor and
challenge. In this manner we better meet the needs of students as individuals whether he or she is accelerated, on grade level, or
currently struggling. In addition, we continually strive to offer learning experiences where students can incorporate and develop their
passions and interests in connection with the learning at hand. Clearly defined performance criteria are established for each course
and grade level, which provide assurance of what will be learned and the level of performance required to meet expectations. Not
only will students develop academic competencies through a comprehensive curricular program across all three grade levels, Holmes
Middle School will also intentionally foster the development of non-academic competencies greatly desired for the pursuit of college or
career – communication, collaboration, creativity, self-understanding, and self-discipline. Ultimately, we are engaging students more
effectively, measuring their growth and learning more meaningfully, and progressing them in their learning more fairly.
Middle school is the bridge between elementary school and high school, and represents the critical years that prepare students for
success in high school and beyond. Holmes is committed to providing a smooth transition from elementary to middle level and middle
level to high school. In all grade levels at Holmes, students are carefully placed on an Advisory Team (during Hawk Time) that acts
as a “family” to ensure students experience a sense of belonging, and to provide consistent collaborative support for students’ academic and developmental needs. Not only will Hawk Time provide additional opportunity to develop organizational skills, personal
data analysis and goal setting, self-awareness, portfolio development, character education, and further development of non-academic
competencies (communication, collaboration, perseverance, grit, etc.); it should also engage students in fun and enjoyment with the
Holmes community. Moreover, our rich exploratory programs at Holmes are intended to provide students with a variety of experiences and exposure to ideas and topics, which they can pursue later in their academic and professional careers. We encourage parent
and community involvement in our school. The education and development of your student as an individual is serious business. We
would like you join us in this effort.
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HOLMES MIDDLE SCHOOL
C O U R S E
D E S C R I P T I O N
The Transition to Middle School: WEB—Where Everyone Belongs
Holmes Middle School participates in the nationwide WEB Program, an organization whose sole purpose is to help sixth graders
feel more comfortable as well as help them achieve success in their first year of middle school.
The WEB sixth grade orientation and transition program is designed to both welcome and support sixth graders by assigning
them an 8th grade WEB leader as a mentor during this first year. This WEB Leader is a responsible older student who was hand selected from a large pool of applicants and has met the qualifications of being a good role model and a positive leader on our campus.
Therefore, the WEB program serves as a leadership program for 8th grade students as well.
New for 2017!
Hawk Time (an engaging student -centered advisory program)
Building effective relationships between students and educators is an essential part to success in middle school. Students at
Holmes are placed into smaller advisory groups (15 students or less) with a single staff advisor. There are four basic goals of Hawk
Time: 1) to Develop Positive Relationships and Increase Investment in Education and Holmes; 2) to Foster Academic Success; 3) to
Enhance School Culture and Spirit; and 4) to Build Character and Citizenship. This group essentially works as a family whose number
one function is success for each of its members regardless of his or her background, interests, or current endeavors.
M I D D L E
L E V E L
C O U R S E
O F
S T U D Y
Teams of teachers meet on a daily basis to plan units, discuss student progress and determine expectations, procedures and
consistency in discipline. Each grade-level academic team is comprised of two, or four teachers who share a common planning time.
The administrative team consists of the principal, two assistant principals, two counselors and a counseling coordinator. Each assistant
principal, counseling coordinator and counselor is assigned to grade-level teams. Administrators and counselors meet weekly with
grade-level teaching teams to discuss student performance, academic progress and school business. Special education teachers and
gifted and talented instructors plan and co-teach with the other teachers.
ENCORE
The Encore class period is a new addition to Holmes. Each day, Encore will provide additional experiences in specific curricular
areas (math, language arts, social studies, or science). Ultimately, this class period provides the opportunity to supplement, or enhance
and extend the learning based upon unique student needs.
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M I D D L E
L E V E L
C O U R S E
O F
S T U D Y c o n ’ t
The basic middle school instructional program represents minimum requirements that provide a solid foundation in the basic
core areas of language arts, mathematics, science and social studies while encouraging exploration of the fine arts and practical arts.
In 2017-2018, Holmes will be offering increased access to classrooms and coursework in ALL subject areas that are
better aligned with each student’s current level of performance. This provides more homogeneous classrooms that ensures
each student is engaged in the level of rigor and challenge that is appropriate for him/her.
In addition to the minimum requirements, middle school will continue to provide those exploratory courses that best serve the
educational needs, interests and abilities of their students. Twenty-four quarters of exploratories will be available during sixth, seventh
and eighth grade years.
Required Content Area
Language Arts
Mathematics
Social Studies
Science
Years
Offered
6,7,8
6,7,8
6,7,8
6,7,8
Quarters
Required
12
12
12
12
EXPLORATORY PROGRAM
The exploratory courses are Art, Band, Orchestra, Family and Consumer Studies, Industrial Technology, Gateway to
Technology, and Physical Education. The intent of the exploratory program is to provide basic orientation and exposure to curriculum
subject areas. Students are prepared for making choices later in their middle school years where more complex courses and projects
are offered. The exploratory courses have great potential for helping middle school students identify their own interests, appreciate fine
and applied arts, and develop some rudimentary concepts and skills in the areas concerned. After giving one or two years to
exploration, students who are committed to a continuous involvement in a particular exploratory curriculum may select that particular
subject area for further application, appreciation and development. This approach contributes to the development of citizens who can
effectively communicate, gather and use information, make responsible decisions, and adapt to the challenges of the future.
Exploratory Content Area
24 quarters
Fine Arts
Art, Music (Band or Orchestra), Foreign Language
Practical Arts
Consumer & Family Sciences, Industrial Technology, Engineering Technology, Physical Education
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6,7,8
6,7,8
HOLMES MIDDLE SCHOOL
C O U R S E
D E S C R I P T I O N
High school minimum graduation
REQUIREMENTS FOR COLORADO SPRINGS SCHOOL DISTRICT 11
Subject
Semester Credits
English
Social Studies
American History
American Government
Social Studies electives
(World History recommended )
Total Social Studies
8
2
1
3
6
Subject
Semester credits
Economics
1
Health
1
Humanities
(English, excluding 3-4, 5-6;
Social Studies, excluding American
History; World History; Music; Art
and/or Foreign Language)
2
1
Mathematics
6
Computer Education
Science
6
Practical Arts
1
Business Education, Applied Technology/
Vocational Education, Consumer and Family Studies)
Physical Education
3
Required Subjects
Electives
Minimum total for graduation
35
11
46
These are the minimum credits that students need to graduate from high school. Colorado’s four-year public colleges and universities
require additional credits that students should plan to complete as preparation for applying to these institutions.
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H ow c an y ou h el p yo ur s tu d e nt ac h ie ve s uc c es s ?
1. Hold high expectations.
Let your student know that you expect his or her best effort.
2. Make it clear that you value education.
Talk frequently with your student about his/her goals.
3. Make good work habits the rule.
Provide time and space for your student to do school work. Help him/her learn to organize and to prioritize work.
4. Be an educational partner.
Work with the school and with your student’s teachers. Don’t hesitate to call or make an appointment to see a teacher or
administrator.
5. Model playing by the rules.
Students need to respect school rules and benefit from knowing how to work within the system to create change.
6. Help your student be responsible.
Early adolescents need to understand that their actions have consequences, both positive and negative.
7. Stay involved in your student’s life.
Middle school students become involved with new friends and activities and these may change frequently throughout the
middle school experience.
8. Be a good listener.
Middle school students can be non-communicative. Students still need and value your input.
9. Volunteer at school!
We invite you to be a part of your student’s life at Holmes.
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HOLMES MIDDLE SCHOOL
C O U R S E
D E S C R I P T I O N
ADVANCED CLASSES
S P E C I A L P RO G R A M S
Advanced classes require that students have above grade-level performance in math, reading or writing.
These classes incorporate high levels of skill development in order to meet the needs of high-achieving students.
New for 2017-2018: Separate advanced—leveled class periods being offered in the following areas:
Advanced Math - Grades 6 & 7
Algebra - Grade 8
Advanced Algebra/Geometry Grade 6, Honors (Pre-Algebra)
Advanced Algebra Grade 7
Geometry Grade 8 - Honors
Advanced Language Arts - Grade 6, 7 & 8 Advanced Science - Grade 6, 7 & 8
Advanced Social Studies - Grade 6, 7 & 8
AVID: ADVANCEMENT VIA INDIVIDUAL DETERMINATION
AVID is to ensure that students in the “middle” will:
-succeed in a rigorous curriculum,
-will enter mainstream activities of the school (e.g. sports, student government, clubs, etc.),
-and will become self-aware, educated and responsible participants and leaders in a
democratic society.
Only a limited number of students are selected for the AVID program. The prerequisite is an advanced
class in any core subject.
The focus of the program is to teach skills needed for students to be successful in college prep courses
and college course work. AVID creates a student community within the school where students receive individual
academic support, academic monitoring, and tutoring. The writing process, socratic questioning, collaborative
learning, and higher level reading comprehension are the core strategies of the program. In addition, students
are taught study skills, test preparation, time management, and higher level thinking practices and advanced social skills.
AVID is available for 6th, 7th and 8th grade students. As 8th graders, the goal is to have all AVID students enrolled in one or more advanced classes which include algebra. Tutorial support will continue, as well as
academic monitoring by the teacher. Emphasis will continue on Cornell note taking and organizational strategies,
as well as preparing for college.
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ACADEMIC and BEHAVIORAL INTERVENTION
(Multi-Tiered Systems of Support—MTSS)
Research indicates that students not performing at grade level benefit from additional time on task. To meet this need, intervention classes are available for students identified with specific areas of deficiencies in math. Literacy support is provided through direct instruction of critical reading strategies. The MTSS status of your student is reviewed to determine the correct placement in an academic
intervention program. Through the analysis of AIMSweb PLUS Probes, Colorado Measures of Academic Success (CMAS), Galileo K-12
benchmarking and progress-monitoring assessments, and teacher recommendation, students are assigned to a specific class that will
best meet their needs in achieving grade level proficiency. These programs offer supplemental and individualized instruction. Class size
is ideally limited to 5-12 students. The Holmes Problem Solving Team is composed of various school personnel who meet to provide assistance to students who are having academic or behavioral difficulties in school. This team implements a problem solving approach to
identify and intervene in response to students’ needs.
SPECIAL EDUCATION
Special education teachers, working with the special needs of students, interact and assist teachers and students. Most assistance to teachers comes in the regular classroom and through consultation (individually or in the core team) for the purpose of assisting
in instructional planning, modification or evaluation. Assistance to students happens in regular classrooms, resource rooms or skill classes. The program focuses on developing and implementing basic academic, vocational, and social-emotional skills necessary for future
success.
DISCOVERY GT 6, 7, 8
The G/T Program at Holmes is committed to providing on-site assistance, advocacy, resources and support for gifted students,
their parents and teachers. Gifted students have a unique approach to learning that may not always be appreciated by those around
them. Providing students, parents, and educators with the tools to effectively deal with the challenges presented by gifted learners is a
key feature of the gifted program at Holmes.
Each year, a building plan for gifted services is designed to meet the specific needs of the Holmes community. The primary goal
of the building plan is to ensure gifted and talented students at Holmes realize their potential and contribute to a better life for all. The
building plan will focus on providing challenging educational opportunities for ALL students and to show evidence of achievement gains
for G/T students in standardized assessments proficiencies, grades, and other indicators of academic growth. The plan may also include
provisions to facilitate talent development, encourage social and emotional growth, support future planning, and promote habits of good
citizenship.
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HOLMES MIDDLE SCHOOL
C O U R S E
D E S C R I P T I O N
S ch o o l Wi d e S ys t e m f o r S t u d e n t S u c c e s s
Multi-Tiered System of
Support
Intensive, Individual Interventions

Individual Students

Assessment-based

High Intensity
Positive Behavioral Intervention and Supports
1-5%
Intensive, Individual Interventions

Individual Students

Assessment-based

Intense, durable procedures
1-5%
Targeted Group Interventions

Some students (at-risk)

High efficiency

Rapid Response
Universal Interventions

All settings, all students

Preventive, proactive
Targeted Group Interventions

Some students (at-risk)

High efficiency

Rapid Response
5-10%
80-90%
5-10%
Universal Interventions

All settings, all students

Preventive, proactive
80-90%
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POSITIVE BEHAVIORAL
INTERVENTION and SUPPORTS
A Next Generation Learning School
Personalizing education and igniting the passion
for learning!
We promote and endorse a safe and secure learning environment for all students through the implementation of Positive
Behavioral Intervention and Supports (PBIS). PBIS is a proactive
approach to discipline that creates the climate where students are
encouraged and recognized for doing things the right way. PBIS
integrates the teaching of valued outcomes and social skills,
practices these skills, and reinforces the demonstrated use of
these skills and outcomes through positive student recognition.
Although PBIS is internationally recognized and implemented,
Holmes Middle School tailors PBIS practices and strategies to
match the current needs of our school, students and community
by providing the positive and supportive interventions necessary
to make students successful. PBIS compliments Response to
Intervention with the similar philosophy of tiered interventions targeting individual student needs. Utilizing the phrase Hawks
SOAR, staff and students focus on Safety, Ownership,
Achievement and Respect in all settings across the Holmes
campus.
Holmes Life Skills Often, students who find themselves in trouble could have avoided the predicament had they
simply displayed the appropriate, respectful, and acceptable behavior when interacting with their peers or adults. Complimenting our
use of Positive Behavioral Interventions and Supports (PBIS) are HOLMES LIFE SKILLS which also attempts to teach students how to
accept responsibility for their own actions and decisions, how to interact with peers and adults appropriately, and how to problem solve
and make decisions that have a positive effect on themselves and others in their surroundings. Put quite simply, the Boys Town model
teaches specific appropriate socialization skills.
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HOLMES MIDDLE SCHOOL
CLUBS &
ACTIVITIES
ATHLETIC PROGRAM
The Holmes Athletic Program
encourages participation by all interested students (football, wrestling, and
track are no-cut sports). Our focus is
to provide programs that encourage a
positive athletic experience for all participants through a blend of exposure,
skill building, and positive competition.
Student must have a sports physical
on file before participating. Student’s
must be academically eligible (NO F’s
or 2 D’s) in order to participate.
Interscholastic Sports offered are:
Fall: Girls’ Track, Wrestling, & 7th &
8th grade Football [football is in
partnering with Colorado Springs
Parks and Recreation]
Winter: Boys’ & Girls’ Basketball
[basketball is a cut sport, 14 players
per team]
Spring: Boys’ Track, Girls’ Volleyball [Volleyball is a cut sport, 14
players per team]
Holmes has several club and
Intramural offerings that provide the
C O U R S E
opportunity to develop skills needed for
Interscholastic participation.
This program is an extension of
the instructional program. The intramural program will offer a broad range of
activities such as volleyball, basketball,
badminton, softball, indoor soccer, flag
football, running and floor hockey to supplement and complement those offered
in the regular academic and physical
education program. As many different
activities will be covered as possible. All
students are encouraged to participate.
BOYS’ AND GIRLS’
GOLF
Boys’ golf tryouts begin the
week before Labor Day with two days of
playing and/or skills assessments. The
top four players will then play matches
on Tuesdays and Thursdays and top six
players practice on Wednesdays at Kissing Camels. The other team members
will have practices for one hour either at
Valley Hi or Patty Jewett on Tuesdays
and Thursdays. They will have guided
instruction.
Season is Labor Day
through mid-October, from 4-5:30 pm
(matches extend to 6:30 pm)/2-3 times/
week. Fee is $65 which includes practice and playing time as allowed. Team
shirt is extra. Contact Kelly Hodge for
more info: [email protected].
D E S C R I P T I O N
Girls’ golf begins the second
week of April through mid-May. Girls will
try out and the top four will play matches
Tuesday and Thursday with the top six
having practice at Kissing Camels on
Wednesdays. Season is 4-5 weeks/2-3
times/week from 4-5:30 pm (matches extend to 6:30 pm). Fee is $65 and includes practice and playing time as allowed. Team shirt is extra. Contact Kelly
Hodge for more info: [email protected].
MATH COUNTS
This activity is open to all students
who are interested in mathematical challenges. This group of students meets before or after school to prepare for regional, state and national level math competitions.
NATIONAL HISTORY
DAY
National History Day can either be
done as an individual or in a group. Papers, projects, and drama or media
presentations can be done. Students
must adhere their project ideas to a given
theme each year.
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CRITTER CARE CLUB
Students in Critter Care Club are
involved in the feeding and care of a
“menagerie” of animals (including at this
time turtles, frogs, an anole, a gecko, a
guinea pig, and large aquarium fish). This
program fosters a sense of responsibility,
care and compassion for living things,
and gives interested students an opportunity for learning more about animals as
pets, and an interactive outlet for animal
or “pre-veterinary” interests. Activities
occur before school 2 days a week.
FCCLA
( F A MI L Y C A RE ER
& CO MM U NI T Y L E A DE RS
OF A ME RI C A )
FCCLA is a state & national organization that is now offered at the middle school level. Holmes FCCLA organization is in addition to the Family & Consumer Science course.
To promote personal growth &
leadership development through Family &
Consumer Sciences education. Focusing
on the multiple roles of family members,
wage earner and community leader,
members develop skills for life through
character development; creative and critical thinking; interpersonal communications; practical knowledge; and career
preparation.
GEOGRAPHIC BEE
This before/after school program
has the purpose of preparing students
to participate in the Geographic Bee
competition. It includes a review of all
aspects of geography and practice competitions, utilizing technology, games
and written/oral practice.
OUTDOOR
CHESS CLUB
Chess Club is an opportunity
for students to meet once a week to
play chess. Throughout the year, students earn ratings, receive tutorials,
have the opportunity to play in tournaments, and even just play the occasion
“friendly”. Chess Club will meet on
Thursdays in room 33 from 4:00 to
5:15 PM.
ADVENTURE CLUB
Outdoor Adventure Club is an
exciting intramural activity here at
Holmes Middle School. Students meet
every Tuesday afternoon in Mr. Ross’
room #32 from 4-5p.m. for a variety of
engaging trust activities, team building
exercises, and fun, wacky outdoor
games. Once a month we have a Saturday adventure such as hiking, rock
climbing, mountain biking, archery,
snowshoeing, sledding, outdoor survival
skills, fishing, skiing/ snowboarding,
caving/ spelunking, orienteering, or general mountaineering. All interested students and parents are invited to participate in exploring the adventures in our
own backyard.
.
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YEARBOOK
Students who join the yearbook
staff plan and publish the school’s
yearbook. The learning objectives of
this program include: working with photography, writing articles, designing
and completing layouts, editing and
proofreading draft and final publications. Students must be able to work
with and meet short- and long-term
deadlines throughout the year.
HOLMES MIDDLE SCHOOL
NATIONAL JUNIOR
HONOR SOCIETY
National Junior Honor Society is a
leadership and service organization and
an active chapter through the National Association of Secondary School Principals.
To receive an invitation to be considered
as a candidate for membership, a student
must be in full time attendance for one semester, have at least a 3.5 GPA and citizenship grades of 4 or 5. A 5 member
faculty council makes the selection based
on the five pillars of NJHS: leadership,
service, scholarship, citizenship, character.
During 2016-17 service projects
have included providing sides for a picnic
for the homeless, preparing and serving
dinner at the Ronald McDonald House,
providing daycare during Holmes’ concerts, helping with a fundraising event at
STARS gymnastics, and serving as a welcome team for new students to Holmes.
Our currents projects are: celebrating students at Holmes, Firefighter Fiesta Dinner,
homeless outreach, and additional support
for the Ronald McDonald House. This
year our chapter members have completed almost 1000 hours of
community service!
ROBOTICS
C O U R S E
The Holmes Science, Technology,
Engineering and Mathematics (STEM) Club
provides an opportunity for students to engage in hands-on exploration with robotics
merging additional activities that embrace
regular academics through embedded educational support systems. Students will use
basic programming and engineering principals to envision possibilities, develop solutions and construct working robots. The
club is an exciting and fun way to learn
about STEM concepts and applying the
skills to real world solutions.
The STEM Club goal is to develop
teamwork skills, communication skills, and
engineering skills that produce innovative solutions.
Club members will also compete in
friendly,
but
competitive
challenges
throughout the school
year.
STUDENT
COUNCIL
The Holmes Middle School Student
Council is comprised of a representative
group of students who provide leadership
and a communication link between students, staff, administration, parents, and
community.
D E S C R I P T I O N
Student leadership groups focus on
school spirit, fundraising, school incentives,
school pride, communications and some
community/school service project. Interested 8th grade students must get application
forms from sponsors and get written evaluations from any two staff members in order to
be eligible for student body president.
The student body elects cabinet positions. Eighth grade students wishing to be
on Cabinet must campaign. This includes
petitioning for a position and giving a
speech to the student body. Representatives will come from all grades, one from
each announcement classroom, for a total
of 30-35 members. These positions are
selected through classroom elections.
Students do not campaign for a
class representative position. Term of office
for representatives is one year.
RUNNING CLUB
Running club is open to all athletes
regardless of fitness level.
Athletes can join to help prepare for
a spring sport or you just love running. We
have fun runs, game days and HOT COCO
on some cold day runs! Runners earn a tshirt after they have accumulated 26.2
miles. Come join the FUN and RUN!
Page 15
L A N G UA G E A RT S
LANGUAGE ARTS 8
This course focuses on refining and further developing students’ writing, reading, speaking,
and listening skills as defined in the Colorado Content and Common Core Standards. Students’ progress is monitored by incorporating Depth of Knowledge levels 1-4 with special emphasis on expository, research, and persuasive writing. Literature experiences focus on the reading of both fiction and
nonfiction which emphasize close reading for literary elements, grammar, and context vocabulary.
Research skills are developed further with concentration on incorporating technology. Students also
expand organization, note taking, outlining, and peer and individual editing skills. Integrated units promote the connection of literature and history, as well as career awareness.
ADVANCED LANGUAGE ARTS 8
This course is designed to challenge students who have demonstrated advanced skills and
grades in prior Language Arts classes. In addition to refining their basic communication skills as outlined in Colorado Content and Common Core Standards, advanced students will be required to read
and respond to a greater number of fiction and nonfiction readings which require Depth of Knowledge
3-4 skills (synthesizing and analyzing). Writing emphasis will include narrative, argument, and researched based writing using technology. Close reading will be highly emphasized while students will
be expected to be self-directed and possess excellent time management skills. Needs teacher recommendation.
LANGUAGE ARTS 7
This course focuses upon instruction and diagnosis in all areas of Language Arts to meet Colorado Content and Common Core Standards. Development of comprehension, spelling, and vocabulary improvement are embedded throughout the year in both fiction and nonfiction readings. Basic
writing traits will be used to develop student writing along with Depth of Knowledge levels 1-4. Basic
composition skills of sentence parts, mechanics, usage, and proofreading are emphasized. Students
learn to apply study skills such as listening, note taking, and outlining through thinking skills focusing
on selection, deduction, whole/part relationships, time order, classification, generalizations/specifics,
summarizing, main ideas, sequences, and various relationships. Interdisciplinary units will be used to
integrate language arts skills into other subject areas. Technology will be utilized throughout the curriculum.
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HOLMES MIDDLE SCHOOL
C O U R S E
D E S C R I P T I O N
ADVANCED LANGUAGE ARTS 7
Advanced reading and writing performance as stated in Colorado Content and Common Core Standards are required for
the sophisticated fiction and non-fiction material used in this course. Vocabulary development, grammar, and writing assignments
incorporate higher levels of skill development through Depth of Knowledge 1-4. In addition, students need to have excellent time
management skills and possess the ability to be self-directed. Needs teacher recommendation
LANGUAGE ARTS 6
This course focuses on the skills and strategies of listening, reading, writing and oral presentation with Depth of Knowledge
levels of 1-4. The course utilizes the processes of reading and writing to identify the thinking processes writers and readers use to
generate, organize, and evaluate ideas. While writing stimulating assignments, students are guided through a step-by-step writing
process, which emphasizes the Direct Writing Assessment method. Grammar, spelling, punctuation, organization, idea development, and capitalization are taught as tools necessary for making written communication clear, effective, interesting, and correct.
Emphasis is placed on correct application of written or oral language and spelling skills in meaningful, authentic situations. Instructional strands include reading, composition, study skills, thinking skills, spelling, listening, speaking, grammar and mechanics.
Technology is used as a tool to assist and enrich the student in reading, writing, and oral presentation. Through integration with all
core subjects, the student uses the language arts skills throughout the curriculum.
A D V A N C E D
L A N G U A G E
A R T S
6
In this Colorado content standards-correlated course, students with advanced skills in reading, writing, grammar and literature will read and understand a variety of materials, write and speak for a variety of purposes using proper conventional grammar,
sentence structure and spelling. Opportunities will be provided for students to apply higher level thinking skills to their reading, writing, speaking, listening and viewing. Concentrated vocabulary development, theme-based spelling words and the higher-level
thinking skills of analysis, synthesis, and evaluation are further developed. Sixth grade basal spelling text skills are compacted and
individualized to meet student needs. Students will use technology sources to locate, select and use relevant information. While
reading and recognizing literature as a record of human experience, students will analyze, interpret, and evaluate novels, poetry,
short stories, and works of nonfiction. This is an opportunity for highly motivated students interested in developing their communication skills to recognize relationships between school subjects and the world outside school by combining knowledge, experience
and critical observation. This integrated course will function in an interdisciplinary environment with geography, math and science.
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MATH 8
This course is designed to meet the NCTM standards for mathematics. Students study geometric
transformations, functions, graphing equations, solving two-step equations, solving and graphing inequalities, computing surface area and volume of three-dimensional figures, computing with exponents and scientific notation, studying applications of percent, using statistics and probability, computing square roots,
using the Pythagorean Theorem to solve problems, and study of elementary trigonometry. Calculators,
computers, and manipulatives will be used.
MATH
ALGEBRA 8
This course is designed to meet the NCTM standards for mathematics. It is a formal study of algebra, including applications. Students are expected to have mastered the content of Math 7 and Math 8.
They use computers, calculators, and manipulatives in their study of the real number system, its properties and operations. This course will include solving first and second-degree equations, operations on
polynomials, and applications of algebraic methods of problem solving; linear problems. Graphing linear
quadratic and exponential functions and interpreting graphs.
GEOMETRY - HONORS 8
Geometry conforms to the latest recommendation of The National Council of Teachers of Mathematics (NTCM standards). It follows the approach of making mathematics relevant by using math skills in
a problem-solving environment. This course is a formal study of the geometric properties of the Euclidean
plane and selected topics in three-dimension space. Students use calculators, and manipulatives to study
the properties of shapes and forms. They will use inductive and deductive reasoning and transformational
and coordinate geometry in a formal way to study polygons and polyhedra and their algebraic descriptions. There may be additional work required to enrich the geometry topics. Calculators are recommended for this course. Successful completion of Algebra 1 (1 year) is a pre-requisite for this course. New students may be required to take a placement test before acceptance into the class.
MATH 7
This course is designed to meet the NCTM standards for mathematics. Students will use computers, calculators, and manipulatives in the study of decimals, mathematical expressions, patterns, integers,
number theory, fractions, one-step equations, ratio and proportion, percent, geometry, measurement,
probability, and statistics.
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ACCELERATED MATH 7
This course is designed to meet the NCTM standards for mathematics. The purpose of this course is to meet the needs of
high-achieving students who enjoy mathematics at a fast pace. Students are expected to be able to learn independently, to be
able to resolve higher-level mathematical problems, to do sustained study of a topic, and to apply mathematical skills in new areas
of application. The content of the course is pre-algebra: functions, properties of the real number system, solving equations, geometry, and statistics and probability. Computers, calculators, and manipulatives will be used. Needs teacher recommendation.
ADVANCED 7 GRADE ALGEBRA
This course is designed to meet the NCTM Standards for mathematics. It is a formal study of algebra including applications. Through past courses and a prescribed summer study, students are expected to have mastered the content of Math 7 and
Math 8. They use computers, and manipulatives in their study of the real number system, its properties and operations. This
course will include solving first- and second-degree equations, graphs and functions, operations on polynomials, and applications
of algebraic methods of problem solving.
MATH 6
This course is designed to meet the NCTM standards for mathematics. Students will use computers, calculators, and manipulatives in the study of fractions, decimals, percents, mathematical language and symbolism, geometry, probability and statistics, measurement, mathematical patterns, and algebraic expressions. Students will be asked to apply an appropriate process to
solve problems created from real-life situations.
ACCELERATED MATH 6
This course is designed to meet the NCTM standards for mathematics. The purpose of this course is to meet the needs of
high-achieving students who enjoy mathematics at a fast pace. Students will study fractions, decimals, orders of operations, exponents, geometry, probability and statistics, ratios and percents, integers, coordinate graphing, and beginning algebraic equations.
They will be asked to apply the basic skills from these topics to real world, problem-solving situations.
ADVANCED TRANS 6 ALGEBRA/GEOMETRY HONORS (PRE -ALGEBRA)
This course is designed to meet the NCTM standards for mathematics. The purpose of this course is to introduce students
to the concepts of algebra and geometry while solidifying their grasp of arithmetic concepts and procedures. Students will use
computers, and manipulatives and will explore experiences in data analysis and probability. Students are expected to have mastered the content of Math 6.
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SCIENCE
EIGHTH GRADE INTEGRATED SCIENCE
This is a standards-based, coordinated, three-year integrated middle school science program.
This course emphasizes concept and skill development and contains a balance of physical, biological,
earth/space, and environmental science topics. Each unit focuses on one major scientific concept,
which is developed through a thematic approach. The major concepts include: Scientific Processes;
Particles—The Structure of Matter; Work, Forces, Energy & Motion; Meteorology; Ecosystems; Sound
& Light; Genetics & Heredity; Technology & Society; and Human Health Topics, Sexually Transmitted
Infections, Sexual responsibility, Choosing Abstinence and HIV and AIDS. Students construct their
own understanding through an inquiry-based approach. Activities include open-ended investigations,
small-group discussions, exploratory writing and reflective reading tasks, and long-range projects. Assessment activities are varied and teach as well as evaluate comprehension and performance.
ADVANCED EIGHTH GRADE INTEGRATED SCIENCE
This is a standards-based, coordinated, three-year integrated middle school science program.
This course emphasizes concept and skill development and contains a balance of physical, biological,
earth/space, and environmental science topics. Each unit focuses on one major scientific concept,
which is developed through a thematic approach. The major concepts include: Scientific Processes;
Particles—The Structure of Matter; Work, Forces, Energy & Motion; Meteorology; Ecosystems; Sound
& Light; Genetics & Heredity; Technology & Society; and Human Health Topics, Sexually Transmitted
Infections, Sexual responsibility, Choosing Abstinence and HIV and AIDS. Students construct their
own understanding through an inquiry-based approach. Activities include open-ended investigations,
small-group discussions, exploratory writing and reflective reading tasks, and long-range projects. Assessment activities are varied and teach as well as evaluate comprehension and performance.
In Eighth Grade Integrated Science, Advanced Placement the pace is accelerated and the content is explored in greater depth and breadth. The Eighth Grade Science Standards are mastered and
often exceeded. Students have more opportunities for extension and application of content and processes. Students are also required to participate in independent research projects and/or community
service activities.
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SEVENTH GRADE INTEGRATED SCIENCE
This is a standards-based, coordinated, three-year integrated middle school science program. This course emphasizes concept and skill development and contains a balance of physical, biological, earth/space, and environmental science topics. Each unit
focuses on one major scientific concept, which is developed through a thematic approach. The major concepts include: Scientific
Processes; Diversity and Adaptation in Living Things; Plate Tectonics & Geology; Interactions of Matter; Technology & Society; and
Human Health Topics and Human Body Systems, including making healthy decisions, and methods of protection against unwanted
pregnancies.. Students construct their own understanding through an inquiry-based approach. Activities include open-ended investigations, small-group discussions, exploratory writing and reflective reading tasks, and long-range projects. Assessment activities are
varied and teach as well as evaluate comprehension and performance.
ADVANCED SEVENTH GRADE INTEGRATED SCIENCE
In Seventh Grade Integrated Science, Advanced Placement, the pace is accelerated and the content explored in greater
depth and breadth. The Seventh Grade Science Standards are mastered and often exceeded. Students are provided with more opportunities for extension and application of content and processes. Students may be required to participate in independent research
projects and/or community service activities.
SIXTH GRADE INTEGRATED SCIENCE
This is a standards-based, coordinated, three-year integrated middle school science program. This course emphasizes concept and skill development and contains a balance of physical and biological science topics. Each unit focuses on one major scientific concept, which is developed through a thematic approach. The major concepts include: Scientific Processes; Diversity and Adaptation in Living Things; Technology & Society; Investigating Matter; Water Cycle; Environmental Science; Self-Esteem, the reproductive system of male and females. Students construct their own understanding through an inquiry-based approach. Activities include open-ended investigations, small-group discussions, exploratory writing and reflective reading tasks, and long-range projects.
Assessment activities are varied and teach as well as evaluate comprehension and performance.
ADVANCED SIXTH GRADE INTEGRATED SCIENCE
In Sixth Grade Integrated Science, Advanced Placement, the pace is accelerated and the content explored in greater depth
and breadth. The Sixth Grade Science Standards are mastered and often exceeded. Students are provided with more opportunities
for extension and application of content and processes. Students may be required to participate in independent research projects
and/or community service activities.
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SOCIAL STUDIES
AMERICAN STUDIES 8
American Studies is designed around the broad theme of geography, exploration and discovery, democracy, conflict and compromise, mobility, and changes and challenges. The class builds on
and expands concepts, content and skills included in the American Studies program in grade 5.
Themes are chosen to allow students to compare and contrast the “then and now” aspects of our history and heritage.
ADVANCED AMERICAN STUDIES 8
Advanced American Studies is designed around the broad theme of geography, exploration
and discovery, democracy, conflict and compromise, mobility, and changes and challenges. The
class builds on and expands concepts, content and skills included in the American Studies program in
grade 5. Themes are chosen to allow students to compare and contrast the “then and now” aspects
of our history and heritage. This class is designed for highly motivated students who demonstrate
proficiency in higher level thinking skills and writing skills.
WORLD STUDIES: EASTERN HEMISPHERE 7
World Studies: Geography of the Eastern Hemisphere includes a study of the historical, physical and cultural environments of the peoples of Europe, Asia, and Africa. Comparisons are made between power/order of the Medieval Ages and our modern times. The class is a continuation of the
World Studies program in grade 6 that focused on the Western Hemisphere.
ADVANCED WORLD STUDIES: EASTERN HEMISPHERE 7
World Studies: Geography of the Eastern Hemisphere includes a study of the historical, physical and cultural environments of the peoples of Europe, Asia, and Africa. Comparisons are made between power/order of the Medieval Ages and our modern times. The class is a continuation of the
World Studies program in grade 6 that focused on the Western Hemisphere.
This class is designed for highly motivated students who demonstrate proficiency in higher
level thinking skills. Students are provided with more opportunities for extension and application
through independent projects, and additional non-fiction reading.
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WORLD STUDIES: WESTERN HEMISPHERE 6
World Studies: Geography of the Western Hemisphere includes a study of the historical, physical and cultural environments
of the peoples of Canada, Mexico, Central America, and South America. The study of the world continues in Grade 7 with a focus on
the Eastern Hemisphere. All courses address the District 11 Social Studies standards that are organized under the K-12 strands of
skills and processes, places and regions, environment and society, societies past and present, institutions and traditions, and interdependence, and economics, government systems, and resources. All students will also work on content literacy.
ADVANCED WORLD STUDIES: WESTERN HEMISPHERE 6
World Studies: Geography of the Western Hemisphere includes a study of the historical, physical and cultural environments
of the peoples of Canada, Mexico, Central America, and South America. The study of the world continues in Grade 7 with a focus on
the Eastern Hemisphere. All courses address the District 11 Social Studies standards that are organized under the K-12 strands of
skills and processes, places and regions, environment and society, societies past and present, institutions and traditions, and interdependence.
This class is designed for highly motivated students who demonstrate proficiency in higher level thinking skills and application
of the skills. Students are provided with more opportunities for extension and application through independent learning.
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I N T E RV E N T I O N S
LITERACY INTERVENTION 6,7,8
Literacy intervention classes are designed to meet the requirements set forth in the Colorado
Basic Literacy Act. Any student who does not meet grade level proficiency in reading is scheduled
into a tutorial class, specifically geared to address a variety of reading difficulties. All grade levels use
an accredited program referred to as Read 180. Read 180 utilizes silent reading books each student
picks out, workbooks and individually trailered software to address a variety of reading needs and deficiencies. Students will practice spelling, oral reading, silent reading logs, short answer questions and
daily workbook activities. Those enrolled in literacy tutorial classes are continuously assessed to
measure growth. Students are encouraged and expected to perform with rigor in all reading areas in
a positive and constructive classroom
COMPASS LEARNING MATH, 6, 7, 8
Compass Learning Math is a tutorial program designed for students needing extra help in mastering basic math skills. Research indicates that students not performing at grade level benefit from additional time on task. To meet this need, Success Maker tutorials are available for students. This supplemental program is a computerized program that identifies individual areas of weaknesses and creates
individualized lessons. Students are identified through placement testing. Classes are limited to 12 students in order to provide for individualized instruction.
ESSENTIAL SKILLS & HAWK TIME
The Essential Skills/ Hawk Time Program at Holmes Middle School was developed to provide the
opportunity for 6th, 7th and 8th grade students to be involved in a variety of quality educational and study
skill activities which supplement and enrich the basic instructional program. Students will work on individual e-portfolios or data folders, giving them the opportunity to set goals around standards and previous
performance, as well as chart their performance and growth.
TRANS MATH, CAMBIUM LEARNING GROUP: VOYAGER
TransMath is a comprehensive mathematics intervention that provides key foundational
skill-building and problem-solving experiences for students. It provides support to students who lack the
foundational skills necessary for successful entry into algebra and who are two or more years below
grade level. This is a Tier III Intervention.
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D I S C OV E RY G T 6 , 7 , 8
The G/T Program at Holmes is committed to providing on-site assistance, advocacy, resources and support for gifted
students, their parents and teachers. Gifted students have a unique approach to learning that may not always be appreciated by those
around them. Providing students, parents, and educators with the tools to effectively deal with the challenges presented by gifted
learners is a key feature of the gifted program at Holmes.
Each year, a building plan for gifted services is designed to meet the specific needs of the Holmes community. The primary
goal of the building plan is to ensure gifted and talented students at Holmes realize their potential and contribute to a better life for all.
The building plan will focus on providing challenging educational opportunities for ALL students and to show evidence of achievement
gains for G/T students in standardized assessments proficiencies, grades, and other indicators of academic growth. The plan may also
include provisions to facilitate talent development, encourage social and emotional growth, support future planning, and promote habits
of good citizenship.
This course is an instructional intervention for identified verbally, quantitatively, and general gifted learners, which supports
their performance and enhances academic skills at advanced proficiency levels in the four content areas. Students work with intellectual peers on high-interest and complex activities appropriate for gifted and able learners.
The 2017—2018 School year will offer a semester-long and a year-long option to engage in Gifted and Talented courses. In the semester-long course, students will meet one period, every day during an Exploratory period. In the year-long option, students will meet one to two times per week during the Encore class-period throughout the entire school year.
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E X P L O R A TO RY
Exploratory classes are offered for a FULL YEAR(4 quarters) or a half of a year (two
quarters). In sixth grade students are put on an exploratory “wheel” which places
them in each of the 6th grade exploratories for one quarter. Sixth grade band and
orchestra students will choose three of the six possible exploratories.
PHYSICAL EDUCATION 8
The purpose of our physical education program is to increase each student’s physical competence,
health related fitness, self-esteem, and enjoyment of physical activity so that they can be physically active
for a lifetime. Activities will include learning new fitness concepts, resistance training, fitness testing, team
and individual sports. Eighth graders get more choice of which outdoor units they want to participate in.
PHYSICAL EDUCATION 7
The purpose of our physical education program in 7th grade is to provide students with opportunities
to learn concepts of teamwork, fitness, and creating routines while participating in enjoyable activities that
enhance student achievement. Students will learn about how to address injuries, and participate in fitness
activities, team sports, individual activities, and create a dance or jump rope routine.
PHYSICAL EDUCATION 6
The purpose of our physical education program is to increase each student’s physical competence,
health related fitness, self-esteem, and enjoyment of physical activity so that they can be physically active
for a lifetime. Students will participate in multiple team and individual activities.
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FINE ARTS
B A ND C O U R SE S
SYMPHONIC BAND (FULL YEAR)
8
Symphonic band provides the opportunity to develop an understanding and appreciation of music through performance. This
band performs for school and community events throughout the year and may also participate in the state music contest. Teaching
will be focused on large ensemble performance as well as individual improvement in such areas as tone quality, range of playing,
technical proficiency and rhythmic accuracy. Students are required to participate in all scheduled performances as part of the requirements for the course.
JAZZ BAND (FULL YEAR) 8
Only those students who demonstrate an advanced level of performance proficiency will be considered for inclusion in this
band. Instrumentation includes saxophone, trumpet, trombone, piano, bass, electric guitar and drum set. Jazz band performs at festivals, assemblies, concerts and community events. This band provides an opportunity for the student to study and perform music in
the jazz/pop idiom. Students are required to participate in all scheduled performances as part of the requirements for the course.
Needs instructor’s approval. PREREQUISITE: Student must also be taking Symphonic Band.
CONCERT BAND 7
This band is designed for those students who display a proficiency level above that of the intermediate band level. Teaching
will be focused on ensemble performance while striving for improvement of individual and group tone quality, technical proficiency,
and rhythmic accuracy. Students are required to participate in scheduled evening concerts as part of the requirements for the
course.
JAZZ BAND 7
Only those students who demonstrate an advanced level of performance proficiency will be considered for inclusion in this
band. Instrumentation includes saxophones, trumpets, trombones, piano, bass, electric guitar and drum set. Jazz band performs at
festivals, assemblies, concerts and community events. This band provides an opportunity for the student to study and perform music
in the jazz/pop idiom. Students are required to participate in all scheduled performances as part of the requirements for the course.
Needs instructor’s approval. PREREQUISITE: Student must also be taking at least one semester of Concert Band.
SIXTH GRADE BEGINNING BAND(FULL YEAR)
This course is designed to teach beginning instrumentalists on wind, brass, and percussion instruments. Students will learn
basic musicianship. Instruction will be offered only on standard band instruments. The instructor will guide the student in the selection of a band instrument that is best suited for him/her. This course will prepare the student for movement into seventh grade concert band. Students are required to participate in scheduled evening concerts as part of the requirements for the course.
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SIXTH GRADE INTERMEDIATE BAND(FULL YEAR)
This band is a training group for students who have had at least one year of playing experience. Literature is geared to the
member’s abilities with emphasis placed on improvement of tone quality, technical proficiency, and rhythmic accuracy. Students
are required to participate in scheduled evening concerts as part of the requirements for the course. Needs instructor’s approval.
O R C H E S TR A CO U R SE S
EIGHTH GRADE CHAMBER ORCHESTRA
(FULL YEAR)
Chamber orchestra provides the opportunity to develop an understanding and appreciation of music through performance.
This orchestra performs for school and community events throughout the year and may also participate in state music festivals and
contests. Eighth grade students must show “above-average” performance ability and have at least three years playing experience
on their respective instrument. Practice of 30 minutes per day is expected for every orchestra member. Students are required to
participate in all scheduled concerts and performing events.
SEVENTH GRADE INTERMEDIATE ORCHESTRA
(FULL YEAR)
Intermediate Orchestra provides the opportunity to develop an understanding and appreciation of music through performance. This orchestra performs for school and community events throughout the year and may also participate in state music festivals and contests. Seventh grade students must have at least two years playing experience on their respective instrument. Practice of 30 minutes per day is expected for every orchestra member. Students are required to participate in all scheduled concerts
and performing events.
SIXTH GRADE PREPARATORY ORCHESTRA
(FULL YEAR)
Preparatory Orchestra provides the opportunity to develop an understanding and appreciation of music through performance. This orchestra performs for school and community events throughout the year and may also participate in state music festivals and contests. Sixth grade students must have at least one year of playing experience on their respective instrument. Beginning students must have instructor approval to join. Practice of 30 minutes per day is expected for every orchestra member. Students are required to participate in all scheduled concerts and performing events.
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EXPANDING THE VISUAL ARTS, 8 (HALF YEAR)
Expanding the Visual Arts is a course designed to provide the student with continuing techniques and processes in art production. Students will create two- and three-dimensional artwork from the areas of painting, drawing, printmaking, ceramics, sculpture, mixed media, or other vehicles of expression. The cultural and appreciative aspects of art will be incorporated through art criticism, art history, and aesthetics.
ENCOUNTER WITH THE VISUAL ARTS, 7 (HALF YEAR)
Encounter with the Visual Arts provides students with opportunities to explore and experiment with more advanced techniques in drawing, painting, printmaking and sculpture. Use of these techniques will emphasize creative solutions to design problems in both two- and three-dimensional works of art. Cultural and appreciative aspects of art will be incorporated into the course
through art criticism, art history, and aesthetics.
INTRODUCTION TO THE VISUAL ARTS, 6 (ONE QUARTER)
Introduction to the Visual Arts is a beginning art class offered to all sixth grade students at the middle school level. The elements and principles of design may be introduced through, but not limited to the mediums of drawing, painting and sculpture. The
cultural and appreciative aspects of art are incorporated into the course through various instructional resources and art production
experiences.
F AM I L Y A ND C O NSU M E R SC I E NC E S
ADVANCED FAMILY & CONSUMER SCIENCES (FACS), 8 (HALF YEAR)
This course includes the following areas of study: nutrition & wellness, food preparation, meal management, consumerism,
sewing & fabric care, childcare, building positive relationships and careers. Technology will be integrated into the course through a
teen topic unit and an International cooking unit. Problem solving and application of academic skills will be emphasized. Students
will be asked to furnish some supplies.
INTERMEDIATE FAMILY & CONSUMER SCIENCES (FACS), 7(HALF YEAR)
This course includes the following areas of study: nutrition & wellness, food preparation, sewing, and childcare. This class
utilizes the Real Babies (Baby Think It Over) will assist with the childcare unit. Projects included in this class are planning, preparing
and evaluating a variety of foods, sewing a project using a pattern, and developing skills to assist with young children through a
variety of childcare activities. The primary concern is for the student to gain and apply practice skill experiences. Problem solving
and application of basic academic skills will be emphasized. Student will be asked to furnish some supplies.
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BEGINNING FAMILY & CONSUMER SCIENCES (FACS), 6(ONE QUARTER)
This course is an exploration of life skills. Topics covered will include safety, food preparation and nutrition, basic sewing,
childcare, relationships, and general home cleaning. Students will be asked to provide their own sewing supplies. The course will
be delivered primarily through projects and hands-on activities.
I ND U S T RI AL TE CH NO L O G Y
EXPLORATORY WOODS, 8 (HALF YEAR)
This course is geared toward the development and construction of projects made from wood. Students design and complete detailed dimensional drawings, estimate materials and build projects from wood using a variety of hand and power tools.
BEGINNING EXPLORING INDUSTRIAL TECHNOLOGY, 7 (HALF YEAR)
This is a semester course of an applied science lab. Students start with an exploration of electricity, magnetism and then
physically build and demonstrate various low voltage electronic circuits. Then we learn about descriptive drawing with orthographic
projection (drafting). In addition, the class explores some physical science, aerodynamics, car design, and finish by using power
tools to build a CO2 racecar.
INDUSTRY BASICS, 6 (ONE QUARTER)
The primary focus of this class is to cultivate and enhance some of the basic skills required in Industry, such as the ability to
accurately measure and perform basic mathematical computations. Students are then introduced to basic shop safety and then
have the opportunity to demonstrate their skills using hand tools to design and build an accurately scaled project out of wood.
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E NG I NE E R I NG TE C H NO L O G Y
GATEWAY TO TECHNOLOGY
Gateway to Technology (GTT), intended for grades six through eight, is offered as independent, nine-week units that explore
aerospace, energy, the environment, modeling, robotics, technology and other STEM (Science, Technology, Engineering, Math) related topics. The activities-oriented curriculum challenges and engages the natural curiosity of students, GTT units, taught in conjunction with a rigorous academic curriculum, are designed to spark an interest in STEM subjects and prepare students for further
study in high school.
GATEWAY TO TECHNOLOGY – COMPONENT III, 8 (ONE QUARTER)
THE MAGIC OF ELECTRONS (Taken with component IV)
Through hands-on projects, students explore the science of electricity, behavior and parts of atoms, and sensing devices.
Students acquire knowledge and skills in basic circuitry design and examine the impact of electricity on our lives.
GATEWAY TO TECHNOLOGY – COMPONENT IV, 8 (ONE QUARTER)
AUTOMATION AND ROBOTICS (Taken with component III)
Students trace the history, development, and influence of automation and robotics. They learn about mechanical systems,
energy transfer, machine automation and computer control system. Students use a robust robotics platform to design, build and program real word solutions to solve an existing problem.
GATEWAY TO TECHNOLOGY – COMPONENT I, 7 (ONE QUARTER)
DESIGN AND MODELING (Taken with component II)
Students apply the design process to solve problems and understand the influence of creativity and innovation in their lives.
They work in teams and individually using the Autodesk® computer aided design software to create virtual images of their projects.
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GATEWAY TO TECHNOLOGY – COMPONENT II, 7 (ONE QUARTER)
SCIENCE OF TECHNOLOGY (Taken with component I)
Science impacts the technology of yesterday, and the future. Students will apply the concepts of physics, chemistry and nanotechnology to STEM activities and projects.
GATEWAY TO TECHNOLOGY, 6 (ONE QUARTER)
Introduction to technology
This course is a brief introduction to technology, engineering, measurement, drawing styles, descriptive geometry and solid
modeling. Students will use a 3D modeling software program to create various designs. Additionally, students will learn to use MS Office
applications and use multiple keyboarding skills programs.
COMPUTER PROGRAMMING, 6 (ONE QUARTER)
Code Academy
Students will be introduced to the fundamentals of programming logic using a variety of languages. Introductory concepts in
Python,
JavaScript, JQuery, PHP, HTML, CSS, and Ruby will be explored. Everyday examples and clear explanations are used so students with no
prior programming experience can have success.
GATEWAY TO TECHNOLOGY, 7/8 (ONE SEMESTER)
App Creators
App Creators introduces students to the field of computer science and the concepts of computational thinking, through the creation
of mobile apps. Students are challenged to be creative and innovative, as they collaboratively design and develop mobile solutions to engaging, authentic problems. Students experience the positive impact of the application of computer science to society as well as other disciplines, particularly biomedical science.
The unit provides students opportunities for self-expression. Teams identify a personal or community problem of interest to them
that can be solved with a mobile app solution. The problem can address issues such as health and wellness, the environment, school culture, emergency preparedness, education, community service—the options are endless!
Go beyond being an app consumer, and become an app creator!
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