CMMS MYP Year 2

Key &amp; Related Concepts Global Context

Models can show relationships in systems expressed as energy or movement.

Scientific &amp; Technical Innovations: Systems, models, methods

Ai Aii Aiii Bi Bii Biii Biv Ci Cii Ciii Civ Cv

Thinking (Critical): Draw reasonable conclusions and generalizations

Students create model cars and show relationships between design, mass, and speed. This all is done over a specific distance. Speed and distance relate to movement. There are relationships of these movements that all deal with energy (kinetic, potential, etc.). The materials they choose affect movement and energy through friction, mass, etc. Students will explain their scientific knowledge in regards to different types of energy and the forces that affect them. It additionally uses some data (models) and has students apply their scientific knowledge to analyze and interpret the results. Many of these models involve movement of objects.

Scientific &amp; Technical Innovations: Systems, models, methods

Patterns within systems can determine how we interact with and adapt to our environment. 

Ai Aii Aiii Di Dii Diii Div

Research (Information literacy): Collect and analyse data to identify solutions and make informed decisions

Students will reflect on what they have learned throughout the unit about the patterns that form within the different systems that naturally occur and how that affects climate change.&nbsp; The students will identify weather patterns and analyze interactions that form within a weather system and adapt how they live to have a&nbsp; positive impact on the environment through climate change.

Course Description: Get ready to learn some Spanish! In this class we will practice the four components of language: reading, writing, listening, and SPEAKING. Do not be afraid to make mistakes sometimes! Take chances. Have fun. You are learning a second language! We look forward to getting to know each of you and making your semester a positive one!

Unit Overviews: Each trimester will allow students to gain an understanding of the culture and language of 3 specific units. Students will end each unit with a Summative Assessment.

Contact Info: 7A: Alexa Van Beek				vanbeeka@cm201u.org 7B: Lilli De Filippo				defilippol@cm201u.org 7C: Yekaterina Pogrebitskaya 		pogrebitskayay@cm201u.org 					708-367-2400

<a href="bookcreator://page/sM0kd8_iRcK0Tol--AY7hA">MYP Overview</a> <a href="bookcreator://page/CVzutbgtTiijH818l6gubQ">Learning Experiences and Opportunities</a> <a href="bookcreator://page/Y1n1rQnoQTi-4jXX80iB3w">Example Student Schedule</a> <a href="bookcreator://page/ZAuCDro9SXGFOTjFnEPaIw">IB Learner Profile Trait</a> <a href="bookcreator://page/j4slcnSYStGaiAT2hhXjpA">IB AtL Skills</a> <a href="bookcreator://page/l8K1QVwNS6a1vvnJvCfxcQ">IB Assessment Criterion</a>

Subject area course description with unit overview <a href="bookcreator://page/SaLBHtT-TUi1LrOaw0bqog">Language &amp; Literature</a> <a href="bookcreator://page/oPu0JfdbRYm3fIlxCb9DCw">Individuals &amp; Societies</a> <a href="bookcreator://page/1hBGYgBBRDWf2iJtqpFedQ">Language Acquisition</a> <a href="bookcreator://page/Jb60w2AGTFmwXYPruswKkg">Science</a> <a href="bookcreator://page/ZAFTwTlfS2W0aq18vLOnBg">Mathematics</a> <a href="bookcreator://page/lIeYV70iS2OQUG4o-WOpMQ">Art (Visual)</a> <a href="bookcreator://page/iiCXf3WQQ7q7MLNhls-Eqw">Physical and Health Education</a> <a href="bookcreator://page/3XOl2uAhSHKW7V0Nd3Kfuw">Design Tech</a> <a href="bookcreator://page/ydKqWjqvSfGk62o_75NCWg">Communication Arts</a> <a href="bookcreator://page/zwRQ2_w3T867FuEzY7PpUA">Music</a> <a href="bookcreator://page/omyIyKCdRvWIKsrrWx_M5Q">Connections</a>

Course Description: This course is the foundation for design and engineering courses. It is a hands-on program that includes classroom engagement, drives collaboration, and inspires critical and creative thinking. Topics include design and modeling, introduction to CAD Programs, computer programming with microprocessors, and creating sustainable designs. Real world applications are presented within the course content and a function's approach is emphasized.

Class Supplies: ● Chromebook--Charged @ home daily. ● Spiral or composition notebook ● Folder ● Pencil ● Planner

Contact Info: Susan Akstins	akstinss@cm201u.org Jennifer Atwell	oaksatwellj@cm201u.org Kevin Nash		nashk@cm201u.org 				708-367-2400

Self-management (Organization): Use appropriate strategies for organizing complex information 

Culture affects an individual’s context and point of view, shaping their identity and relationships. 

Ai Aii Aiii Bi Bii Biii Ci Cii Ciii Civ Di Dii Diii

Students will research every day student life components from the target country.&nbsp; They will document, in a journal, every day student activities from their target country for comparison to their own. &nbsp;They will read, view, and respond to selections (in the target language) about food selections, school cultures, and pastimes from the target countries. Students will listen and respond to videos depicting everyday student life from the target countries.&nbsp; Students will be able to talk about classes, schedules, school supplies, and school calendar. Students will compare schools in the Spanish Speaking countries to the schools in the US.

Personal &amp; Cultural Expression: Food preference and traditions by region

Cultural differences are expressed through personal preferences, food and lifestyle choices.

Ai Aii Aiii Bi Bii Biii Ci Cii Ciii Civ

Communication: Use appropriate forms of writing for different purposes and audiences. Social (Collaboration): Exercise leadership and take on a variety of roles within groups

Students will discuss table etiquette in setting a table. They will discuss food groups and their nutritional value Students be able to order food, pay, and leave a tip in Spanish.

Personal &amp; Cultural Expression: Artistry, craft, creation, beauty

Creation of communication often involves consideration of audience and style.

Communication: Use a variety of media to communicate with a range of audiences. Communication: Give and receive meaningful feedback.

Students will create questions to ask for a tv interview that will communicate with a given audience. Students will consider voice and style in the creation of their final product. 

The way people communicate with body and voice affects how the audience understands the role they are playing. 

Communication: Interpret and use effectively modes of non-verbal communication techniques and use them purposefully

Students will explore how to analyze, write notation and stage blocking, and demonstrate understanding of physicality and script analysis through a performance. 

Orientation in Space &amp; Time: Interactions

In order to maintain positional balance on a court, teammates must develop a cooperative relationship.

Social (Collaboration): Negotiate effectively

Students will need to explain/describe during gameplay how effective or ineffective their route running/spacing is. Students will need to recall and apply skills, techniques, strategies, and movement concepts during modified football gameplay.&nbsp; Students will need to recall and apply information to adjust movements during invasion games.

A person’s perspective of interactions leads to formations of relationships.

Communication: Interpret and use effectively modes of non-verbal communication techniques and use them purposefully. Communication: Give and receive meaningful feedback. Self-Management (Organization): Plan strategies and take action to achieve personal and academic goals Self-Management (Affective): Practice focus and concentration Self-Management (Affective): Practise analysing and attributing causes for failure Self-Management (Affective/Resilience): Practice dealing with disappointment and unmet expectations

Students will analyze previous games played in relation to the rules and strategies applied for success. Students will then create a game of their choosing. They must develop the rules and objectives, state how many players are needed, establish boundaries and time limits, and identify necessary equipment. 

The creative process can lead to self-expression through musical composition and playing of instruments. 

Ai Aii Bi Bii C Di Dii

Thinking (Creative): Create original works and ideas; use existing works and ideas in new ways

Students will express their personal ideas through musical composition.&nbsp;Students will demonstrate understanding of drum playing and technique through performance.

Aesthetics of guitar performance can be observed through personal expression and an understanding of playing technique structure.

Students will express their personal ideas through musical composition.&nbsp; Students will demonstrate understanding of guitar playing through performance. Students will be prompted to write self-reflections after each Guitar Check in.&nbsp; Students will fill out their own summative rubric as a final self-reflection.

The media plays a role in influencing people’s political, social, and economic choices and preferences.

Identities and Relationships: Who are we?

Research (Information Literacy): Use critical literacy skills to analyse and interpret media communications Thinking (Critical): Evaluate evidence and arguments

Students are creating a piece of propaganda (media), with an economic, political, or social purpose. However, it is not enough to simply create propaganda, they must justify HOW their propaganda will influence their audience. They can do so by activating cognitive biases and using common techniques learned throughout the unit. Essentially, they are taking the role of a media creator and “playing out” the statement of inquiry in a real-life scenario. As audience members, students will analyze the effectiveness of the propaganda piece. They will try to predict which cognitive biases are being targeted and what techniques are being employed. They will also reflect on what they think the creator(s) purposes are and what choices they are supposed to make as an audience.

Learning Experiences &amp; Opportunities

Seventh grade is Year 2 of the International Baccalaureate (IB) Middle Years Program (MYP). Teachers spend time at the beginning of the school year acquainting students with the culture at Crete-Monee Middle School. Students continue to discuss the MYP with a focus on the 6 Global Contexts, IB Learner Profile Traits, and Approaches to Learning (AtL) skills. AtL skills continue to be a focus for students in seventh grade. MYP is a framework for quality curriculum design and instruction. The 6 Global Contexts help to focus learning within and across the eight subjects. The subjects are Arts, Design, Individuals &amp; Societies, Language Acquisition, Language &amp; Literature, Mathematics, Physical &amp; Health Education, and Science.

Key &amp; Related Concepts Global Context

Personal and Cultural Expression: What is the nature and purpose of creative expression?

Theme and character development often create intertextual connections &nbsp;that aid in the understanding of critical literacy.

Communication: Read critically and for comprehension

Students will see that regardless of the text, any work of fiction is similar in terms of following the plot diagram, utilizing figurative language, and being applicable for the STARS reading strategies.&nbsp; Students will apply their acquired strategies by analyzing Thank You M’am&nbsp; dissecting it for figurative language and other elements of fiction.

Personal and Cultural Expression: Philosophies and ways of life

Humans’ context and point of view influence their individual philosophies and ways of life.

Communication: Organize and depict information logically Social (Collaboration): Listen actively to other perspectives and ideas Communication: Give and receive meaningful feedback

Students will explore a range of media including videos, non fiction articles, and fiction in order to examine different cultures. There will be a focus on writing cohesive paragraphs from a particular point of view. 

"Music is the movement of sound to reach the soul for the education of its virtue." 	-Plato

Course Description: This course is a foundation for high school science courses. Topics include weather, life science, and forces &amp; motion. Real world applications are presented within the course content and an inquiry-based approach is emphasized.

Class Supplies Needed: ● Chromebook--Charged @ home daily. ● Writing Utensil ● Planner

Contact Info: 7A: Julie Robilotta	 	robilottaj@cm201u.org 7B: Ginger Woolsey	woolseyg@cm201u.org 7C: Mary Bragg		braggm@cm201u.org 	 			708-367-2400

The artistry of aesthetics creates an expressive representation.

Communication: Give and receive meaningful feedback

Students will investigate and utilize the following materials to create an expressive representation: Color Wheel Crayola Paint Watercolor Paint Colored Pencils

Societies around the world express composition through a variety of visual cultures.

Students will be able to use the following media/skills to investigate visual cultures: Graphite Colored Pencil Marker Charcoal Zentangle

MYP Criterion

Representation Systems Justification

&nbsp;A logical system of representation can help explore and analyze games that humans play. 

Bi Bii Biii Ci Cii Ciii

Thinking (Critical): Practice strategies to overcome distractions Communication: Organize and depict information logically.

Chance Experiments Sample space Probability Experimental vs. Theoretical Tree Diagrams

Equivalence Quantity Simplification

Using a logical process to simplify quantities and establish equivalence can help analyze competition and cooperation. 

Ai Aii Aiii Bi Bii Biii Di Dii Diii Div Dv

Self-Management (Affective/Resilience): Practice strategies of ‘bouncing back’ after adversity, mistakes and failures Thinking (Critical): Draw reasonable conclusions and generalizations

Rates Complex Fractions &amp; Unit Rates Proportional and Non-Proportional Relationships Graphs of Proportional Relationships Constant Rate of Change Slope Direct Variation Percent of a Number Percent and Estimation The Percent Proportion Percent of Change Sales Tax, Tips, and Markups Discount Financial Literacy: Simple Interest

Orientation in Time and Space: Human explorations

Being able to represent different forms of quantities has helped humans explore and describe our planet. 

Ai Aii Aiii Bi Bii Biii

Thinking (Critical): Use models and simulations to explore complex systems and issues Thinking (Transfer): Apply skills and knowledge in unfamiliar situations

Graphing integers Addition and Subtraction Rules with Integers Multiplication and Subtraction Rules with Integers Addition and Subtraction of Rational Numbers and Mixed Numbers Multiplication and Division of Rational Numbers and Mixed Numbers Comparing and Ordering Rational Numbers

Producing equivalent forms through simplification can help to clarify, solve, and create solutions. 

Ai Aii Aiii Ci Cii Ciii Civ Cv

Communication: Make inferences and draw conclusions

The difference between the Commutative and Associative Properties. Adding/Subtracting linear expressions is similar to simplifying expressions. Use inverse operations to help add/subtract linear expressions. What operations to use when solving an equations/inequality. The importance of performing identical operations on each side of the equals/inequality sign when solving equations/inequalities. When to reverse the inequality symbol when solving an inequality

Language &amp; Literature

Course Description: This course is the foundation for entering Year 2 of the Language &amp; Literature Middle Years Programme. It is the bridge from the year one standards to the year three standards. Topics include the study and usage of elements of fiction, figurative language, and the writing process, amongst other skills necessary to be successful in the world of academia. More importantly, the topics studied in this course provide the students with worldly experiences. The reading materials allow them to travel to different places and times in order to experience a world outside their own communities and time.

Class Supplies Needed: ● Chromebook-- Charged @ home daily ● Planner ● Novel or other specified reading materials ● Writing utensil ● Language and Literature folder ● Headphones/earbuds (used with teacher permission for specific academic tasks)

Contact Information: 7A: Julie Furgason	furgasonj@cm201u.org 7B: Sarah Tedeschi	tedeschis@cm201u.org 7C: Kelly Fitzmaurice	fitzmauricek@cm201u.org (708) 367-2400

Developments in technology can manipulate artists identity.

Self-Management (Affective--&gt; Resilience): Give and receive meaningful feedback

Students will investigate and utilize the following materials to create 3D models and investigate artists identity: Modeling Clay Ceramic Clay Tissue Paper Beads

Orientation in Space and Time: Structure

Using an understanding of skill building in an artform will allow students to see growth and development.

Social (Collaboration): Give and receive meaningful feedback

Generalizing the relationships between measurements can be useful when trying to make and justify decisions.&nbsp;&nbsp;

Bi Bii Biii Di Dii Diii Div Dv

Thinking (Creative): Apply existing knowledge to generate new ideas, products or processes Communication: Make effective summary notes for studying

Classify angles Complementary and supplementary angles Triangles Scale drawings Three-dimensional figures Cross-sections Circumference Area of circles Area of composite figures Volume of prisms Volume of pyramids Surface area of prisms Surface area of pyramids Volume and surface area of composite figures

"History can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future." - Robert Penn Warren

"Science is the process that takes us from confusion to understanding..." 	- Brian Greene

Orientation in Time and Space: Location/lifestyle choices vary by region

The location of where a person lives connects people and influences many aspects of their life.

Self-management (Organization): Managing time and tasks effectively

Students will use authentic materials to explore homes of target countries (Houses Around the World, ¿Qué Tal? magazine).&nbsp; They will utilize speaking, listening, &amp; writing activities to practice grammar structures.&nbsp; They will describe people in association with their homes found in Spanish- speaking countries (from royalty to everyday citizens). Students will be able to describe their house. They will be able to talk about the location of different objects in their room.

"Mathematics is not about numbers, equations, computations, or algorithms: it is about UNDERSTANDING." - William Paul Thurston

"There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning." - Jiddu Krishnamurti

Seventh graders begin each day with their advisor in a 27 minute advisory. During advisory, students have time to connect with their advisor, hear the daily announcements, and prepare for their day. Students also work on PBIS lessons, MYP Character traits lessons, AtL skills, and Second Step during this time.

Seventh graders are required to take the following courses for the entire school year: Individuals &amp; Societies, Language Acquisition, Language &amp; Literature/Reading, Physical &amp; Health Education, Mathematics, and Science. Students who need additional academic support will have an opportunity to take courses offered at the appropriate instructional level. The placement in these intervention courses is based on specific criteria.

Seventh grade students will have Design Tech daily for one trimester and Connections daily for one trimeter. The other trimester will be one of the Arts courses. The course could be Art, Communication Art, or Music.

Course Description: This course is the foundation for high school mathematics courses. It is the bridge from the concrete to the abstract study of mathematics. Topics include integers, proportions, simplifying expressions, evaluating and solving equations, and inequalities. Real world applications are presented within the course content and an investigative approach is emphasized.

Class Supplies: ● Chromebook--Charged @ home daily. ● Non blue-tooth headphones ● Math Book ● Pencil ● Binder or spiral notebook

Contact Info: 7A: Michelle Costalunga 		costalungam@cm201u.org 7B: Trent Grider				gridert@cm201u.org 7C: Nancy Herschberger	 	herschbergern@cm201u.org 						708-367-2400

Students will develop skills to use technology appropriately for education and in real world applications.

Understanding function and resources within communities can influence globalization and impact the sustainability of the environment.

Thinking (Creative): Consider multiple alternatives, including those that might be unlikely or impossible Thinking (Critical): Identify obstacles and challenges Thinking (Transfer): Combine knowledge, understanding and skills to create products or solutions.

Students will develop a functional&nbsp; and innovative ensuite bedroom/Tiny Home/Container Home using sustainable resources , while focusing on market and trends in design. Students will develop a multimedia presentation that educates the school and community the importance of recycling &amp; building using sustainable resources and the impact it has on globalization and the sustainability of the environment.

Orientation in time and space causes diversity

Orientation in Space in Time: Peoples, boundaries, echange, and interaction

Communication: Use and interpret a range of discipline-specific terms and symbols Research (Information literacy): Access information to be informed and inform others

Students will analyze different types of maps&nbsp; Students will practice interpreting scale and determining absolute and relative location Students will describe the physical and human differences and similarities of regions around the world Students will discuss the ways in which humans depend on, adapt to, and modify their environment. Students will investigate specific details about a country of interest and communicate their findings to the class in an effort to persuade others to visit.

Citizenship Rights Interdependence

Citizens work together with their government to develop systems to protect their rights and ensure fair treatment

Ai Aii Aiii Bi Biii Biv Ci Cii Ciii Di Div

Research (Information literacy): Access information to be informed and inform others Self-Management (Organization): Plan short- and long-term assignments; meet deadlines

Students will compare and contrast the views of Locke and Hobbes on the purpose of government. Students will interpret the intentions of the Preamble of the Constitution. Students will describe the roles played by the three branches of government and articulate the benefits of having a balance of power. Students will distinguish between a citizen’s rights and privileges, as well as identify corresponding responsibilities.&nbsp; Students will interpret the Bill of Rights and connect to real world events.&nbsp; Students will apply voter’s rights to real world scenarios.&nbsp; Students will identify their place on the political spectrum based on their personal values and beliefs. Students will compare and contrast the different political parties in the U.S.&nbsp; Students will justify their responses to current issues and events from the perspective of a chosen political party. Students will describe the process to become a U.S. citizen.&nbsp; Students will investigate civil rights activists and develop an arguable thesis statement.

Students will investigate topics such as making choices, dealing with stress, the dangers of alcohol, preventable diseases, and the reproductive system. 

Identities &amp; Relationships: Identity formation

Choices that we make affect our mental and physical identity formation, as well as our social interactions and relationships.

Communication: Use a variety of speaking techniques to communicate with a variety of audiences Communication: Take effective notes in class Self-Management (Organization): Select and use technology effectively and productively

Identities &amp; Relationships: Who am I? Who are we?

Purposeful, structured communication builds personal efficacy and agency.

Bii Biii Cii Ciii Diii Div

Research (Media literacy): Seek a range of perspectives from multiple and varied sources Social (Collaboration): Advocate for one’s own rights and needs Communication: Organize and depict information logically

To begin, the students are required to follow a specific structure when writing an argumentative essay. When taking a stance on a debatable topic, students are aiming to provide justice to the stance they take on the issue. Purposeful communication is required to support their stance on an argument and make it influential to audience members. They are also required to address the other side of the argument requiring them to be more open-minded, analytical writers.

Fairness &amp; Development: Justice, peace, and conflict management

Connections occur when people of a common setting work together to achieve fairness.

Communication: Negotiate ideas and knowledge with peers and teachers.

Students are going to analyze what fair means to them, and they will discuss the difference between equality and equity. They will also discuss how communities influence the spread of fairness. 

Approaches to Learning skills are critical for students to learn how to learn. All teachers are responsible for teaching and providing opportunities for students to develop and apply these thinking, social, communication, self-management and research skills.

Over time, students should become aware of how they learn best and how they can assess the effectiveness of their learning. This kind of self-regulated (independent and autonomous) learning help students:

• reflect purposefully on their learning (metacognition) • understand the diversity of human learning needs • evaluate and provide evidence of their learning • meet MYP subject group aims and objectives • share responsibility for creating productive, cooperative and safe learning environments • develop the confidence to try new strategies and explore new concepts and contexts for learning • prepare for further study and responsible participation in local and global communities

AtL skills are informed by, and support the development of, the attributes of the IB learner profile. -MYP: From principles into practice

"Art is the most intense mode of individualism that the world has ever known." - Oscar Wilde

Course Description: During this course students will: • Using inquiry to explore physical and health education concepts • Participating effectively in a variety of contexts • Understanding the value of physical activity • Achieving and maintaining a healthy lifestyle • Collaborating and communicating effectively • Building positive relationships and demonstrating social responsibility • Reflecting on learning experiences

Class Expectations: All students in Physical Education class are held to a high standard and are expected to conduct themselves in a well-behaved and respectful manner at all times. Above all things, kindness to others and good sportsmanship is expected from all students.

Contact Info: Scott Coppens		coppenss@cm201u.org Keith Coppens		coppensk@cm201u.org Michael Henderson	hendersonm@cm201u.org Jenna Trojniar		trojniarj@cm201u.org Ted Trulley			trulleyt@cm201u.org Jennifer Weis			weisj@cm201u.org 				708-367-2400

Learning Skills in the MYP Approaches to Learning (AtL) Skills

<a href="https://docs.google.com/document/d/1Y5maHFzrXfwmArGhks1IM-xi4PD0FD9pRTUHAGJ1k8I/edit?usp=sharing">Thinking Skills</a>

<a href="https://docs.google.com/document/d/1ZX0EUlFyaJBrsxZ36dz_GdGAnoXOfrhsbm7loFA-WEU/edit?usp=sharing">Social Skills</a>

<a href="https://drive.google.com/file/d/1zrQHXkJrS94GRD-BaGjN4JvgOldHpTbT/view?usp=sharing">Communication Skills</a>

<a href="https://docs.google.com/document/d/1Eh4GrMVjOpr6fL72M0o1FBusrlmWmKMijU3GX_xat1w/edit?usp=sharing">Self-Management Skills</a>

<a href="https://docs.google.com/document/d/1Bc1fhNHYjVi-5UM9SK_MSG_onrj7_mCw3j-YZkxFhbQ/edit?usp=sharing">Research Skills</a>

<a href="https://drive.google.com/file/d/1UUClKuAPctjNGIxvryeXSUfmALPh-RwZ/view?usp=sharing">Critical Thinking</a>

<a href="https://drive.google.com/file/d/1t7i3-nAvmIfKcNBg8SIW4L0mlQ25L428/view?usp=sharing">Collaboration</a>

<a href="https://drive.google.com/file/d/1DIBoP_oJXtOtgXYL0IDjRC2T0hROkDNX/view?usp=sharing">Communication</a>

<a href="https://drive.google.com/file/d/1_XAEP4XbQwsdgsxGyhXTBoSEtsyvLJpo/view?usp=sharing">Organization</a>

<a href="https://drive.google.com/file/d/129vX8wNleME6X39KSSTDXLhwng-lB07E/view?usp=sharing">Information Literacy</a>

<a href="https://drive.google.com/file/d/1TwPrMGvJLYsTVJ2_xOXyIGZOUVXGGd1x/view?usp=sharing">Creative Thinking</a>

<a href="https://drive.google.com/file/d/1xHsqvq-vCYFfZXAQL9oI75kTW3yPG83Z/view?usp=sharing">Affective </a> <a href="https://drive.google.com/file/d/1xHsqvq-vCYFfZXAQL9oI75kTW3yPG83Z/view?usp=sharing">Skills</a>

<a href="https://drive.google.com/file/d/1J2HKoTj7EBUuwhJQp6QtTTC6vhtuMZKw/view?usp=sharing">Media Literacy</a>

<a href="https://drive.google.com/file/d/1HAzubGiXMwZLEnZ4XmS8CetMbVqgMP1D/view?usp=sharing">Transfer</a>

<a href="https://drive.google.com/file/d/1eUujB4DZwXhGzPJn21ghFJDF0Dn6KXsa/view?usp=sharing">Reflection</a>

IB MYP Assessment Criterion

IB requires teachers to regularly report student progress towards the MYP objectives using the established subject-group assessment criteria. The criteria for each subject group represents the use of knowledge, understanding and skills that must be taught. They encompass the factual, conceptual, procedural, and metacognitive dimensions of knowledge.

Assessment strategies include but are not limited to:

• Observation • Selected Response (tests and quizzes) • Open-ended Tasks (presentation, essay, diagram, or a solution to a problem) • Performance (composition, research report, presentation, or a proposed solution) • Portfolio Assessment

Course Description: The purpose of this course is to provide a solid foundation for beginning art students in drawing, painting, and printmaking. Students will become familiar with the principles and elements of design while completing a variety of assigned projects and experimenting with different media and processes. In addition to art production, students will be introduced to art history, art criticism and aesthetics.

Class Supplies: ● Chromebook--Charged @ home daily

Contact Info: Linda Johnson		johnsonli@cm201u.org 			708-367-2400

"To learn a language is to have one more window from which to look at the world." - Chinese proverb

Course Description: MYP Individuals and Societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into contents that have an impact on individuals, societies, and environments. The study of individuals and societies helps students to develop their identities as individuals and as responsible members of local and global communities.

Class Expectations: 1. Be Respectful ● Raise your hand and wait to be called on before speaking. ● Treat others as you want to be treated. ● Show Respect for yourself, others, and our entire school community. 2. Be Responsible ● Come to class prepared and ready to learn. ● Be in your seat and quietly working when class begins. 3. Be Safe ● Keep your hands, feet and objects to yourself. ● Avoid conflicts with others.

Contact Info: 7A: Nicholas Bernas	bernasn@cm201u.org 7B: Vanessa Mayster	maysterv@cm201u.org 7C: Cory Vallow		vallowc@cm201u.org 				(708) 367-2400

Course Description: This course is designed to teach students how to implement the inquiry model to solve real-life problems and be a balanced and successful citizen of the world. The individual student will learn strategies to become successful as a working member of a group and society as a whole. The class will be taught through technology utilizing Google Classroom assignments, whole group discussions, small group collaboration, and authentic life experience education.

Classroom Expectations: All students are expected to act with personal integrity, civility, respect other students’ dignity, rights and property, and help create and maintain a classroom in which all can succeed through the results of their own efforts. An environment of academic integrity is requisite to respect for self and others and a civil community.

Contact Information: Katie Dean		 		deank@cm201u.org Tina Kenebrew			kenebrewt@cm201u.org Charlene VanHootegem	vanhootegemc@cm201u.org 	 (708) 367-2400

Conceptual Learning in the MYP Classroom

Conceptual learning focuses on powerful organizing ideas that have relevance within and across subject groups. Concepts reach beyond national and cultural boundaries. They help to integrate learning, add coherence to the curriculum, deepen disciplinary understanding, build the capacity to engage with complex ideas and allow transfer of learning to new contexts. -MYP: From principles into practice

MYP classrooms are active, engaging and focused around inquiry.

Personal &amp; Cultural Expression: Products, systems, and institutions

Symbols are used to identify and create structure, allowing us to create and express ideas.

Students will be able to read and write musical notation. Students will understand the structure of musical notation. Students will communicate ideas that are written on music through playing.

Personal and Cultural Expression: Artistry, craft, creation, beauty

The aesthetics of music emerge best through artistic composition and self expression, allowing us to characterize personal and/or cultural ideas.

Students will be able to use their previous knowledge on music literacy to compose an original work using soundtrap.

International Baccalaureate Middle Years Program

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Identities &amp; Relationships: Teams

Teams with purposeful movements and effective communication gain a competitive advantage.

Communication: Interpret and use effectively modes of non-verbal communication techniques and use them purposefully. Communication: Give and receive meaningful feedback. Social (Collaboration): Help others to succeed

Students will need to explain/describe during gameplay how effective or ineffective their route running/spacing is and how communication plays a factor in gaining an advantage. Students will need to recall and apply skills, techniques, strategies, and movement concepts during modified gameplay.&nbsp; Students will need to recall and apply information to adjust movements during invasion games.

Identifying healthy choices sets relationships with active living