MIDDLE SCHOOL COURSE DESCRIPTION GUIDE 2020-2021
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MIDDLE SCHOOL
COURSE DESCRIPTION GUIDE
2020-2021
ROCKWOOD VALLEY MIDDLE SCHOOL
1220 Babler Park Drive in Wildwood, Missouri 63038
Phone: (636) 733-4270 Fax: (636) 458-7325
The Rockwood Middle School Course Description Guide is also available online:
curriculum@rsdmo.org2
Dr. Karen Hedrick, Principal
Tom McKenna, Assistant Principal
Ms. Beth Ruta, Assistant Principal
Dear Rockwood Valley Students and Parents:
Welcome to Rockwood Valley Middle School as we begin the registration process for the upcoming
2020-2021 school year. In this Course Description Guide, you’ll find information that will help you make
decisions about your course selections. Please take the opportunity to read this information and discuss
your choices with your teachers, school counselor and family.
Our mission is to do whatever it takes to ensure every student realizes their potential. We are committed
to improving each student’s academic performance. We offer a balanced program of required, elective
and exploratory courses that will encourage our students’ growth and prepare them for their academic
career as they move forward with their Rockwood education.
Education and learning extends beyond the school day, so please expect to have some homework each
evening. In addition, we encourage our students to be involved in activities that will make them feel a
sense of belonging as part of our school community. Please take a moment to read the Challenge Course
section in this guide to ensure you are aware of course-level comparisons for the coming school year.
We are proud of our Rockwood Valley traditions and our reputation for excellence in education. Be
assured that we will continue our commitment of excellence that prepares our students for college, career
and citizenship. We sincerely appreciate the opportunity to educate students and serve our families.
Sincerely,
Dr. Karen Hedrick
Principal
34
________TABLE OF CONTENTS________
News from our School Counselors page 6
Rockwood School District Curriculum page 7
Middle School Challenge Program Placement page 8
Earning High School Credit in Middle School page 10
Comparison Charts page 11
Sixth-Grade Courses page 19
Curriculum page 20
Electives Programs page 25
Exploratory Programs page 27
Seventh-Grade Courses page 29
Curriculum page 30
Electives Programs page 35
Exploratory Programs page 38
Eighth-Grade Courses page 40
Curriculum page 41
Electives Programs page 46
Exploratory Programs page 49
Student Services and Programs
English for Speakers of Other Languages page 52
Special Education page 53
Frequently Asked Questions page 54
Preparing for High School, College and Career
Graduation Requirements page 56
Concert Performance Expectations: Elective Music Courses page 57
5________ Registration News from our School Counselors ________
It’s time to enroll your student into middle school classes for the 2020-2021 school year.
Currently, we are meeting with our students to provide them with all the information and tools they need
to enroll. Our focus is helping students develop a personal plan of study to guide them toward their
academic goals. Students will need to complete the Course Selection Google Form for next year’s grade
level, and sixth and seventh grade students will be enrolling with their school counselor on infinite
Campus. This will not be done at home. Incoming sixth graders will not be completing enrollment on
Infinite Campus.
You are always welcome to contact our office with any questions or concerns as we move forward with the
registration process.
RVMS School Counselors for 2020-2021 school year:
Ms. Jamie McGuire Ms. Zana Ganic
6th Grade Registration Support Social Worker
School Counselor for 7th Grade Phone: (636) 733-4298
Phone: (636) 733-4297 Email: ganiczana@rsdmo.org
Email: mcguirejamie@rsdmo.org
Mrs. Stacey Scott Ms. Annette Lanier
6th Grade Registration Support Registrar
School Counselor for 8th Grade Phone: (636) 733-4290
Phone: (636) 733-4296 Email: lanierannette@rsdmo.org
Email: scottstacey@rsdmo.org
6________ROCKWOOD SCHOOL DISTRICT: MIDDLE SCHOOL CURRICULUM________
Our curriculum is the foundation of learning in the classroom. The Rockwood Board of Education formally
adopts all written curricula for all subject areas and all individual courses taught in the Rockwood School
District. Curriculum committees consisting of teachers, parents, administrators, and students follow a
formal curriculum development process to determine the standards, skills, and content to be mastered at
each grade level and in each course. Through this formal process, curriculum in each content area has
been also revised and aligned to the state and national standards.
The curriculum committees conduct formal reviews of current literature and current teaching and learning
practices in the content area; analyze survey feedback from parents, students, and staff; and examine
achievement data for the particular content area. Also involved in this comprehensive process is securing
input and feedback from college/university staff and our community. For more information about
Rockwood curriculum, visit our website: curriculum.rsdmo.org
NONDISCRIMINATION STATEMENT
The Rockwood School District prohibits and will not tolerate discrimination against or harassment of any
student, employee or applicant for employment because of race, color, national origin, religion, sex, age,
genetic information, marital status, disability, handicapping conditions, or any other factor that is not a
proper legal basis for an employment decision. This policy will prevail in all matters concerning the staff,
the students, the public, the educational programs and services of the district, and individuals with whom
the Board does business. Inquiries by students, parents, or employees regarding Rockwood School
District’s nondiscrimination policies should be directed to the compliance coordinators:
Dr. Katie Reboulet, Compliance Coordinator for Title VII of the Civil Rights Act of 1964 as amended, the
Missouri Human Rights Act, the Age Discrimination in Employment Act, the Americans with Disabilities Act,
the Genetic Information Nondiscrimination Act and P.L. 92-318, Education Amendments of 1972, Title IX
(race, color, national origin, religion, marital status, sex, age, disability for employee discrimination issues).
Rockwood Administrative Center - 111 East North Street - Eureka, Missouri 63025 - 636.733.2034
Dr. David Cobb, Compliance Coordinator for P.L. 93-112, Section 504 of the Rehabilitation Act of 1973 and
P.L. 94-142, Education for all Disabled Children Act (disability and handicapping conditions (for students)
discrimination issues).
Rockwood Administrative Center, 111 East North Street, Eureka, Missouri 63025 – 636.733.2105
7________ MIDDLE SCHOOL CHALLENGE PROGRAM PLACEMENT ________
The middle school challenge course curriculum provides advanced academic rigor beyond grade-level expectations.
The challenge level curriculum is designed to meet the needs of the student who will study intensified, compacted
and/or accelerated content in conjunction with individual and collaborative projects to enhance inquiry, research,
analysis, synthesis, production and communication.
WHEN IS PLACEMENT IN CHALLENGE COURSES DETERMINED?
Challenge course placement recommendation is determined every Spring. Parents receive email communication
from Rockwood’s Curriculum Department regarding placement recommendations. Families make placement
decisions together and submit their choices through an automated system.
HOW IS PLACEMENT IN CHALLENGE COURSES DETERMINED?
Challenge course placement recommendations are determined course by course for each student in the four core
subject areas: language arts, science, math, and social studies. Academic measures, student success indicators and
teacher recommendations are considered when placement recommendations are made. Students and parents can
examine placement recommendations and consider additional factors below to make the best decisions for their
child.
For each content area, your child has the option of enrolling in the regular grade-level course or may enroll in the
challenge level course. To help families in making placement decisions, success indicators are listed below, and a
guide for students to consider whether a challenge course is right for them, is included on the next page. Please
note that students may be asked to complete summer coursework to boost their skills in preparation of challenge
coursework.
WHAT SKILLS AND HABITS OF MIND HELP STUDENTS SUCCEED IN MIDDLE SCHOOL CHALLENGE LEVEL COURSES?
The following skills and habits of mind are helpful for students in challenge courses to possess.
• The student is able to read independently above grade level.
• The student is able to write independently above grade level.
• The student is able to reason abstractly and apply math concepts above grade level. (Science Challenge only)
• The student has an interest in or aptitude for the selected content knowledge.
• The student has an interest in or aptitude for process skills including research, analysis, inquiry and problem
solving.
• The student actively engages in learning by taking initiative to expand and explore learning.
• The student consistently completes class assignments and homework on time and with attention to quality.
• The student is a consistently responsible member of the learning environment who cooperates effectively
and communicates positively.
IF THE STUDENT IS PRESENTLY PARTICIPATING IN CHALLENGE COURSES, HOW WILL ELIGIBILITY BE DETERMINED
FOR THE COMING YEAR?
Students who successfully completed a subject-area challenge course are automatically scheduled for the same
subject area challenge course during the next school year.
8________IS A ROCKWOOD CHALLENGE COURSE RIGHT FOR ME? _______
Middle school is the perfect time to start exploring your interests and see how far you can push yourself
academically. Taking academic risks in middle school allows you to learn new things and gain new experiences that
will help you later in life. Think about the questions below to help you decide whether choosing a challenge course is
the best option for you.
Am I interested in spending Challenge courses require that students devote significant amounts of
time learning about this course time studying the material learning both inside and outside the school
content? day, so it is important to have a strong interest in the subject.
Challenge courses are demanding of time. Complex reading and
writing assignments, in-depth research, and projects are regularly
assigned.
Do I have the time to commit
to challenge courses? Students who are involved in many extracurricular activities or have
many responsibilities outside of school may want to consider starting
with one challenge course rather than jumping in with multiple
courses.
Challenge courses move at a fast pace and often require students to
work independently outside of class.
What type of learner am I?
If you enjoy the challenge of learning new material, hard work and
pushing yourself to do hard things, a challenge course may be a good
fit.
Would my current teacher Your current teacher knows you as a learner. Seeking advice from
recommend I take challenge your family and teachers who know you well always helps to make a
courses? big decision.
What are my work habits like in
If you keep up on assignments and like to spend time focused on the
the subject area where I am
material, a challenge course may be a good choice for you.
considering challenge?
Challenge courses in middle school help students learn advanced
study skills and content. Having good grades in challenge courses is
Am I choosing a challenge
one way to look at achievement. Students who take a challenge
course for the right reasons?
course show a willingness to take on academic challenges regardless
of the potential impact on their grade.
9________ EARNING HIGH SCHOOL CREDIT IN MIDDLE SCHOOL________
The Department of Elementary and Secondary Education (DESE) permits middle school students to complete selected
high school level courses for credit toward graduation. Students’ high school transcripts will reflect the appropriate
units of credit. It will be noted that these courses have been successfully completed prior to Ninth Grade.
World Language and Math are both eligible for high school credit at the middle school level.
The high school course will be included on the student’s transcript with a letter grade. This will happen after
the successful completion of the subsequent course in the subject area in high school.
The courses will meet the subject-area requirements toward high school graduation.
The grade will not count in the student’s grade point average in high school.
Special considerations for transfers:
If a student transfers out of Rockwood before successful completion of the subsequent high school course, the credit
will not be included on the high school transcript. The receiving school will determine whether the high school credit
is awarded for the middle school course completion. A student transferring into a Rockwood School that has not had
high school credit transcripted for a high school World Language or Math course taken at the middle school level, will
only receive credit based on successful completion of the subsequent course in the subject area completed during
high school.
Special considerations for student-athletes:
In order to be eligible for high school activities, the Missouri State High School Activities Association (MSSHAA),
requires students in the 9th-12th grades to pass three (3.0) units of credit the previous semester and be enrolled in
three (3.0) units of credit for the current semester. It is important parents and students understand this MSSHAA
requirement if the student chooses to participate in high school activities.
Rockwood courses available for high school credit:
Middle school students who choose the high school level courses will receive credit that can be counted toward
meeting the subject-area requirements for graduation. It is important to note the following:
• Middle school students who take courses for high school credit, and then continue on the curricular track for
World Language & Math in high school, will not receive credit for the middle school course if they retake these
same courses in high school.
• State Required End-of-Course Exams-Middle school students taking Algebra 1 will take the state required
Algebra 1 End-Of-Course exam. Students must be proficient on this exam to be eligible for the A+ program.
• For more information, contact your school counselor regarding the courses available for high school credit.
10________ COURSE COMPARISONS________
LANGUAGE ARTS
GRADE-LEVEL COURSE STUDENTS CHALLENGE COURSE STUDENTS
GRADES 6-8
Content Knowledge Develop reading, writing, information ● Develop reading, writing, information
and Skills literacy, and listening and speaking skills. literacy, and listening and speaking skills.
Use metacognitive and active reading ● Use metacognitive and active reading
Grade-level and Challenge strategies to comprehend increasingly strategies to comprehend increasingly
more complex material, including fiction,
courses both exceed the more complex material, including fiction,
non-fiction, poetry and drama.
grade-level requirements non-fiction, poetry and drama.
Use the writing process and to create a
of the State of Missouri. variety of types of writing. ● Use the writing process and to create a
Learn content vocabulary embedded in variety of types of writing. Expectations
reading and writing instruction. for writing assignments may increase in
Develop media literacy skills, use the frequency or length in a challenge course.
research process and evaluate both the ● Learn content vocabulary embedded in
relevance and reliability of information reading and writing instruction.
gathered. ● Develop media literacy skills, use the
Meet and exceed the course research process and evaluate both the
requirements of Missouri Department of
relevance and reliability of information
Elementary and Secondary Education.
gathered.
● Meet and exceed the course requirements
of Missouri Department of Elementary
and Secondary Education.
Pace ● Learn content that is paced to allow for ● Learn content that is compacted for a
The speed at which new mastery of grade-level curriculum. faster pace to allow for more intensive and
concepts are presented. in-depth study of the curriculum.
Challenge is a faster pace.
Complexity and ● Grade-level reading and writing ● Intensive reading and writing assignments.
Difficulty assignments. ● Students will apply critical process skills as
Complexity is the thought ● Students will develop critical process skills they assess issues, solve problems, and
processes the brain uses for assessing issues, problem solving, and make decisions.
to deal with information. decision making. ● In-Depth individual and collaborative
● Building knowledge in the disciplines projects using intensive research, inquiry,
Difficulty is the effort the through informational text. analysis, and synthesis.
learner must expend to ● Interacting with increasingly complex text. ● Analyzing knowledge in the disciplines
accomplish the learning ● Being able to support answers with through informational text.
objective. specific text-based details. ● Interacting with increasingly complex text.
● Writing from sources--some teacher ● Being able to support answers with
Challenge is more provided, and some self-selected. specific text-based details and draw
complex and can be more ● Using appropriate academic vocabulary. inferences and conclusions.
difficult. Students should ● Writing from sources and evaluating the
be willing to commit to effectiveness/appropriateness of the
the increased sources.
expectations of the ● Using appropriate academic vocabulary.
course.
11WORLD HISTORY
GRADE-LEVEL COURSE STUDENTS CHALLENGE COURSE STUDENTS
6th GRADE
Content Knowledge and ● Explore the ancient world from Pre- ● Explore the ancient world from Pre-
Skills history through the Middle Ages. history through the Middle Ages.
● Analyze significant historical ● Analyze significant historical
Grade-level and Challenge developments and the connection to our developments and the connection to our
courses both exceed the world, the relationship between humans world, the relationship between humans
grade-level requirements and their environment, the development and their environment, the development
of the State of Missouri. of government systems, and the effect of of government systems, and the effect of
trade and economic decisions on trade and economic decisions on
societies. societies.
Pace ● Learn content that is paced to allow for ● Learn content that is compacted for a
The speed at which new mastery of grade-level curriculum. faster pace to allow for more intensive
concepts are presented. and in-depth study of the curriculum.
Challenge is a faster pace.
Complexity and ● Develop and apply social science inquiry ● Develop and independently apply social
Difficulty skills including questioning, gathering and science inquiry skills including
Complexity is the thought evaluating evidence, developing claims questioning, gathering and evaluating
processes the brain uses to and constructing arguments and evidence, developing claims, and
deal with information. explanations. constructing and critiquing arguments
● Develop social science inquiry skills in and explanations.
Difficulty is the effort the order to understand how to evaluate ● Develop and apply social science inquiry
learner must expend to issues, solve problems, make decisions, skills to analyze issues, evaluate problems
accomplish the learning and take informed action. and solutions, critique decision-making,
objective. ● Read and use a variety of text to develop and justify taking informed action.
key social studies content knowledge. ● Utilize multiple, complex text to promote
Challenge is more complex ● Develop skills for social studies writing to in-depth understanding of social studies
and can be more difficult. support social studies inquiry. content knowledge.
Students should be willing ● Develop skills for complex writings to
to commit to the increased support social studies inquiry.
expectations of the course.
12WORLD GEOGRAPHY
GRADE-LEVEL COURSE STUDENTS CHALLENGE COURSE STUDENTS
7th GRADE
Content Knowledge and ● Explore the human and physical ● Explore the human and physical
Skills characteristics of the world, with characteristics of the world, with
emphasis on the relationships between emphasis on the relationships between
Grade-level and Challenge humans and their world, and the impact humans and their world, and the impact
courses both exceed the on the establishment and development of on the establishment and development of
grade-level requirements of societies. societies.
the State of Missouri. ● Investigate the world by region including ● Investigate the world by region including
North America, Latin/South America, North America, Latin/South America,
Southwest Asia, Africa, Asia and Europe Southwest Asia, Africa, Asia and Europe
and will develop an understanding of the and will develop an understanding of the
concepts of the governments, climate, concepts of the governments, climate,
economics, and cultures of each region. economics, and cultures of each region.
Pace: ● Learn content that is paced to allow for ● Learn content that is compacted for a
The speed at which new mastery of grade-level curriculum. faster pace to allow for more intensive
concepts are presented. and in-depth study of the curriculum.
Challenge is a faster pace.
Complexity and ● Use geographic and economic research ● Use geographic and economic research
Difficulty: tools to identify patterns and trends. tools to analyze complex geographic and
● Develop and apply social science inquiry economic issues and propose solutions.
Complexity is the thought skills including questioning, gathering and ● Develop, learn to independently apply
processes the brain uses to evaluating evidence, developing claims and evaluate social science inquiry skills
deal with information. and constructing arguments and including questioning, gathering and
explanations. evaluating evidence, developing claims,
Difficulty is the effort the ● Develop social studies process skills in and constructing and critiquing
learner must expend to order to understand how to evaluate arguments and explanations.
accomplish the learning issues, solve problems, make decisions, ● Develop and independently apply social
objective. and take informed action. studies process skills in order to analyze
● Utilize a variety of readings to promote and assess issues, evaluate problems and
Challenge is more complex the development of key social studies solutions, critique decision-making, and
and can be more difficult. content knowledge. justify informed action.
Students should be willing ● Develop skills for social studies writing to ● Utilize multiple, complex text and source
to commit to the increased support social studies inquiry. materials to promote in-depth
expectations of the course. understanding of social studies content
knowledge.
● Develop skills for complex social studies
writing to support social studies inquiry.
13UNITED STATES HISTORY
GRADE-LEVEL COURSE STUDENTS CHALLENGE COURSE STUDENTS
8th GRADE
Content Knowledge and ● Examine the history of the United States ● Examine the history of the United
Skills from exploration through reconstruction and States from exploration through
understand the relationship between our reconstruction, and understand the
Grade-level and Challenge nation’s past and important contemporary relationship between our nation’s past
courses both exceed the issues. and important contemporary issues.
grade-level requirements of ● Analyze the development of the government, ● Analyze the development of the
the State of Missouri. economics and culture of the United States, government, economics and culture of
along with understanding the relationship the United States, along with
between geography and growth of our understanding the relationship
nation. between geography and growth of our
nation.
Pace ● Learn content that is paced to allow for ● Learn content that is compacted for a
The speed at which new mastery of grade-level curriculum. faster pace to allow for more
concepts are presented. intensive and in-depth study of the
Challenge is a faster pace. curriculum.
Complexity and Difficulty ● Participate in democratic decision-making, ● Participate in democratic decision-
and engage in problem solving. making, engage in problem solving and
Complexity is the thought ● Develop and apply social science inquiry skills evaluating outcomes.
processes the brain uses to of questioning, gathering and evaluating ● Develop and apply social science
deal with information. evidence, developing claims and constructing inquiry skills with an intensive
arguments and explanations emphasis on questioning, gathering
Difficulty is the effort the ● Develop and apply social science process and evaluating evidence, developing
learner must expend to skills in order to understand how to assess claims and constructing arguments
accomplish the learning issues, solve problems, make decisions, and and explanations both independently
objective. take informed action. and in collaboration with others.
● Utilize a variety of primary and secondary ● Develop and independently apply
Challenge is more complex readings and sources to promote the social studies process skills in order to
and can be more difficult. development of key social studies content analyze and assess issues, evaluate
Students should be willing to knowledge. problems and solutions, critique
commit to the increased ● Develop social studies writing skills to decision-making, and justify informed
expectations of the course. support communication of the results of action.
social science inquiry. ● Analyze multiple, complex readings
and source materials to promote in-
depth understanding of social studies
content knowledge.
● Develop social studies writing skills to
support in-depth and complex
communication of social science
inquiry.
14LIFE SCIENCE
GRADE-LEVEL COURSE STUDENTS CHALLENGE COURSE STUDENTS
6th GRADE
Content Knowledge and ● Characterize and classify living ● Characterize and classify living
Skills organisms. organisms.
● Connect how cellular structure and ● Connect how cellular structure and
Grade-level and Challenge function plays a role in how organisms function plays a role in how organisms
courses both exceed the are able to carry out life processes and are able to carry out life processes and
grade-level requirements of maintain stability for survival. maintain stability for survival with a
the State of Missouri. ● Explore the interactions and greater emphasis on the chemical basis
interdependence of living things with of these processes.
each other and their environment. ● Explore the interactions and
● Examine the genetic basis of life and the interdependence of living things with
role natural selection plays within each other and their environment.
populations. ● Examine the genetic basis of life and the
● Meet and exceed the course role natural selection plays within
requirements of Missouri Department of populations.
Elementary and Secondary Education. ● Meet and exceed the course
requirements of Missouri Department of
Elementary and Secondary Education.
Pace ● Learn content that is paced to allow for ● Learn content that is compacted for a
The speed at which new mastery of grade-level curriculum. faster pace to allow for more intensive
concepts are presented. and in-depth study of the curriculum.
Challenge is a faster pace.
Complexity and Difficulty Utilize science practices throughout Utilize science practices throughout the
course content with an emphasis on course with an emphasis on asking
Complexity is the thought asking questions and defining problems probing questions and designing solutions
processes the brain uses to and guided Inquiry through hands-on to problems and conducting inquiry-based
deal with information. investigations. investigations designed by students.
Analyze and interpret data for increased Analyze and interpret data using
Difficulty is the effort the data literacy. mathematics and computational thinking
learner must expend to Construct evidence-based arguments. for increased data literacy.
Use informational text to gain Construct and revise evidence-based
accomplish the learning
information and to interpret models of
objective. arguments.
processes.
Complete grade-level reading and writing Develop, evaluate, and revise models
Challenge is more complex through informational text and other
assignments.
and can be more difficult. Develop critical process skills for types of models.
Students should be willing to assessing issues, problem solving, and Complete intensive reading and writing
commit to the increased decision-making. assignments.
expectations of the course. Apply critical process skills as they assess
issues, solve problems, and make
decisions.
Develop in-depth individual and
collaborative projects utilizing intensive
research, inquiry, analysis, synthesis (such
as investigating research and technology
related to working on cures for human
disease.)
15EARTH SCIENCE
GRADE-LEVEL COURSE STUDENTS CHALLENGE COURSE STUDENTS
7th GRADE
Content Knowledge Investigate the Earth’s composition as Investigate the Earth’s composition as
and Skills well as the effects that shape its surface well as the effects that shape its surface
by exploring minerals, the rock cycle, by exploring minerals, the rock cycle,
Grade-level and fossils, and crustal plate movement. fossils, and crustal plate movement.
Challenge courses both Research connections between energy Research connections between energy
exceed the grade-level transformations, patterns, and the many transformations, patterns, and the many
requirements of the State factors that influence weather in order to factors that influence weather in order to
of Missouri. make predictions from data and make predictions from data and
observations. observations.
Analyze relationships between various Analyze relationships between various
science principles to better understand science principles to better understand
the Universe solar system, and Earth’s the Universe solar system, and Earth’s
role. role.
Meet and exceed the course Meet and exceed the course requirements
requirements of Missouri Department of of Missouri Department of Elementary
Elementary and Secondary Education. and Secondary Education.
Pace Learn content that is paced to allow for Learn content that is compacted for a
The speed at which new mastery of grade-level curriculum. faster pace to allow for more intensive
concepts are presented. and in-depth study of the curriculum.
Challenge is a faster pace.
Complexity and Utilize science practices throughout the Utilize science practice to ask probing
Difficulty course with an emphasis on asking questions and design solutions to
questions and defining problems. problems.
Complexity is the thought Conduct guided Inquiry through hands-on Conduct Inquiry-based investigations
processes the brain uses investigations. designed by students.
to deal with information. Analyzing and interpreting data for Analyze and interpret data using
increased data literacy. mathematics and computational thinking
Difficulty is the effort the Constructing evidence-based arguments for increased data literacy.
learner must expend to Using informational text to gain Utilize and research science
accomplish the learning information and to interpret models of instrumentation to better understand and
objective. processes. predict weather.
Complete grade-level reading and writing Construct and revise evidence-based
Challenge is more
assignments. arguments.
complex and can be more
Develop critical process skills for assessing Develop, evaluate, and revise models
difficult. Students should
issues, problem solving, and decision- through informational text and other
be willing to commit to
making. types of models.
the increased
Complete intensive reading and writing
expectations of the
assignments.
course.
Apply critical process skills as they assess
issues, solve problems, and make
decisions.
Engage in in-Depth individual and
collaborative projects utilizing intensive
research, inquiry, analysis, synthesis.
16PHYSICAL SCIENCE
GRADE-LEVEL COURSE STUDENTS CHALLENGE COURSE STUDENTS
8th GRADE
Content Knowledge Explore the properties of matter, Explore the properties of matter,
and Skills Conservation of Matter, Kinetic Theory, Conservation of Matter, Kinetic Theory,
periodic trends, models of atoms and periodic structure and trends, models of
Grade-level and molecules, and changes in the states of atoms and molecules, Atomic Theory, and
Challenge courses both matter. changes in the states of matter.
exceed the grade-level Investigate various forms of energy. Apply concepts they learn as they model
requirements of the State Inquire about how forces affect the through constructing Lewis Dot Diagrams.
of Missouri. position and motion of an object by Gain understanding of gas laws and
exploring Newton’s Laws of Motion and density through modeling, investigating,
the how machines affect the work done. and interpreting mathematical
Meet and exceed the course relationships.
requirements of Missouri Department of Explore the transformation and
Elementary and Secondary Education. conservation of various forms of energy
and investigate the kinetic and potential
energy.
Evaluate interactions between force and
motion in mechanical systems by
investigating Newton’s Laws of Motion;
analyzing the relationship among work,
power, and efficiency in terms of the
effect of machines; and explore the Law of
Conservation of Momentum to predict the
outcome of collisions.
Analyze the relationship between forces
and fluids.
Explore the different types of chemical
bonds, chemical reactions and factors that
affect reactivity. Students will apply what
they know to predict products of a
chemical reaction and to balance chemical
equations.
Meet and exceed the course requirements
of Missouri Department of Elementary
and Secondary Education.
Pace Learn content that is paced to allow for Learn content that is compacted for a
mastery of grade-level curriculum. faster pace to allow for more intensive
The speed at which new and in-depth study of the curriculum.
concepts are presented.
Challenge is a faster pace.
Complexity and Utilize science practices throughout Utilize science practices throughout the
Difficulty course content with an emphasis on course with an emphasis on: asking
asking questions and defining problems probing questions and designing
Complexity is the thought
and guided Inquiry through hands-on solutions to problems.
processes the brain uses investigation. Conduct inquiry-based investigations
to deal with information. Conduct data collection, metric designed by students.
measurements and conversions.
17Difficulty is the effort the Analyze and interpret data for Conduct data collection, metric
learner must expend to increased data literacy. measurements and conversions.
accomplish the learning Learn using a conceptual approach with Analyze and interpret data using
objective. incorporation of some mathematical mathematics and computational thinking
Challenge is more formulas and calculations. for increased data literacy and deeper
complex and can be more Construct evidence-based arguments. understanding of the science concepts.
difficult. Students should Use informational text to gain Construct, revise, and communicate
be willing to commit to information and to interpret models of evidence-based arguments.
the increased processes. Diagram (i.e. Bohr’s model of an atom),
expectations of the Utilize models to represent scientific develop, evaluate, and revise models
course. relationships and patterns. through informational text and other
Complete grade-level reading and types of models to demonstrate
writing assignments. understanding.
Develop critical process skills for Complete intensive reading and writing
assessing issues, problem solving, and assignments.
decision-making. Apply critical process skills as they assess
issues, solve problems, and make
decisions.
Engage in in-Depth individual and
collaborative projects utilizing intensive
research, inquiry, analysis, synthesis.
18________ MIDDLE SCHOOL PROGRAM________
SIXTH GRADE
6TH GRADE
Language Arts (Sixth Grade Language Arts Block, Sixth Grade Challenge Language Arts Block,
Sixth Grade Compacted Challenge Language Arts/Academic Stretch Block)
Math (Math 6, Integrated Math 6/7)
Science (Sixth Grade Life Science, Sixth Grade Challenge Life Science)
Social Studies (Sixth Grade World History, Sixth Grade Challenge World History)
Physical Education/Health
ELECTIVE PROGRAM: (Full-Year Courses)
Sixth Grade Treble Choir
Sixth Grade Mixed Choir
Sixth Grade Beginning Band
Sixth Grade Intermediate Orchestra
EXPLORATORY PROGRAM: (Quarter Courses)
Sixth Grade Art
Sixth Grade Design
Sixth Grade Introduction to Theatre Arts
Sixth Grade Exploring FACS Life Skills
Sixth Grade Digital Ignition
Sixth Grade STEM Explorations
Sixth Grade Introduction to French
Sixth Grade Introduction to Spanish
19________ SIXTH-GRADE CURRICULUM ________
SIXTH GRADE LANGUAGE ARTS BLOCK Full Year
Course Numbers: MLA00023 (1st Sem.) & MLA00024 (2nd Sem.)
The 6th grade language arts block will continue to develop reading, writing, information literacy, and listening and
speaking skills. Students will use metacognitive and active reading strategies to comprehend increasingly more
complex material, including fiction, non-fiction, poetry and drama. Students will use the writing process in order to
create effective paragraphs. Emphasis will be placed on the Six Traits of Quality Writing. Vocabulary instruction and
word awareness will be embedded in the reading and writing processes. Students will further develop media
literacy skills, use of the research process, and their ability to evaluate both the relevance and reliability of
information gathered. Formal and informal speaking and discussion will be further promoted, as will listening for
information. Students will be expected to apply these skills in preparation for future years of study.
SIXTH GRADE CHALLENGE LANGUAGE ARTS BLOCK Full Year
Course Numbers: MLA00029 (1st Sem.) & MLA00030 (2nd Sem.)
The challenge curriculum is designed to meet the needs of those students with strong reading, writing and
organizational skills. It is recommended that students read independently at a 7th grade reading level or higher.
The curriculum will emphasize reading, writing, information literacy, and listening and speaking skills. Students will
use metacognitive and active reading strategies to comprehend increasingly more complex material, including
fiction, non-fiction, poetry and drama. Students will use the writing process in order to create effective paragraphs.
Emphasis will be placed on the Six Traits of Quality Writing. Vocabulary instruction and word awareness will be
embedded in the reading and writing processes. Students will further develop media literacy skills, use of the
research process, and their ability to evaluate both the relevance and reliability of information gathered. Formal
and informal speaking and discussion opportunities will be further promoted, as will listening for information.
Students will be expected to apply these skills in preparation for future years of study.
20SIXTH GRADE COMPACTED CHALLENGE LANGUAGE ARTS Full Year
Course Numbers: MLA00041 (1st Sem.) & MLA00042 (2nd Sem.)
Prerequisite: Identified Gifted students who meet Board of Education approved criteria.
6th grade Compacted Challenge Language Arts is scheduled in conjunction with Academic Stretch. As such, it meets
on alternating school days and is only offered to students identified as gifted. Because less time is available to cover
compacted challenge language arts objectives, the pace of instruction in Compacted Challenge Language Arts is
accelerated. It is highly recommended that students entering this course have advanced writing skills and read at or
above the 7th grade reading level. Students will use metacognitive and active reading strategies to comprehend
increasingly complex material, including fiction and non-fiction; students will read and analyze a variety of
advanced-level materials, including fiction, non-fiction, drama and poetry. Students will use the writing process in
order to create well-developed paragraphs and multi-paragraph pieces. Emphasis will be placed on the Six Traits of
Quality Writing. Vocabulary and word awareness will be taught through the reading and writing processes.
Students will further develop media literacy skills, use of the research process and their ability to evaluate both the
relevance and reliability of information gathered. Formal and informal speaking and discussion opportunities will be
further promoted, as will listening for information. Students will be expected to apply these skills in preparation for
future years of study.
SIXTH GRADE ACADEMIC STRETCH Full Year
Course Numbers: MLA00043 (1st Sem.) & MLA00044 (2nd Sem.)
Prerequisite: Identified Gifted students who meet Board of Education approved criteria.
Academic Stretch is the middle school component of the Rockwood Gifted Program. This component is offered in
grades six through eight for students who meet district criteria for the gifted program. Academic Stretch is offered
in conjunction with Compacted Challenge Language Arts (see above) and enables students to engage in
interdisciplinary, thematic studies that focus on real-world issues and challenges. These challenges involve
advanced-level content and open-ended investigations within the broad areas of change, survival and the nature of
systems. Forensics, inventions, natural disasters and the stock market are examples of specific units that are studied.
All units in this program are designed to promote active student engagement in learning and developing skills in
critical and creative thinking, information processing, problem-solving, communication and leadership. Time
management strategies, current events, literature, high-end technology, community resources and service projects
are also incorporated into the Academic Stretch curriculum, as are skills and concepts taught in Compacted
Challenge Language Arts classes.
21MATH 6 Full Year
Course Numbers: MMA00080 (1st Sem.) & MMA00081 (2nd Sem.)
Prerequisite: Completion of Fifth Grade Math
Math 6 provides the foundation for middle school mathematics. Instruction will focus on six critical areas: (1)
completing understanding of division of fractions and extending the system of rational numbers to include negative
numbers; (2) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and
rate to solve problems; (3) writing and evaluating algebraic expressions; (4) writing and solving one-step equation
and inequalities; (5) developing understanding of relationships among shapes to determine area, surface area, and
volume and (6) developing understanding of statistical thinking by analyzing and displaying data distributions.
INTEGRATED MATH 6/7 Full Year
Course Numbers: MMA00090 (1st Sem.) & MMA00091 (2nd Sem.)
Prerequisite: Students must be recommended for Integrated Math 6/7 through the challenge placement
recommendation process or complete the Ramp-Up to Math 6/7 the summer before enrollment.
Math 6/7 is an accelerated course that merges Math 6 and part of Math 7 skills and concepts. Instruction will focus
on eight critical areas: (1) completing understanding of division of fractions and extending the system of rational
numbers to include negative numbers; (2) develop an understanding of absolute value to solve problems involving
integers; (3) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and
rate to solve problems; (4) developing understanding of and applying proportional relationships; (5) writing and
evaluating algebraic expressions; (6) writing and solving one-step inequalities and multi-step equations; (7)
developing understanding of relationships among shapes to determine area, surface area, and volume and (8)
developing understanding of statistical thinking by analyzing and displaying data distributions.
SIXTH GRADE LIFE SCIENCE Full Year
Course Numbers: MSC00015 (1st Sem.) & MSC00016 (2nd Sem.)
Life Science is a study of how organisms live, grow, and respond to their environment. Students will be able to
explain how organisms interact with other organisms in the physical environment to obtain matter and energy.
Students will learn to construct scientific explanations about the role of photosynthesis in the transfer of energy and
cycling of matter and how these processes relate to growth and survival of organisms as well as their interactions
with other living and nonliving parts of the ecosystem. Students will also use engineering practices and models to
begin to develop an understanding of inheritance and variation of traits. They will also formulate answers as to how
genetic variation among organisms in a species affects survival/reproduction and how environmental factors can
influence genetic traits over time.
22SIXTH GRADE CHALLENGE LIFE SCIENCE Full Year
Course Numbers: MSC00017 (1st Sem.) & MSC00018 (2nd Sem.)
Life Science is a study of how organisms live, grow, and respond to their environment. Students will be able to
explain how organisms interact with other organisms in the physical environment to obtain matter and energy.
Students will learn to construct scientific explanations about the role of photosynthesis in the transfer of energy and
cycling of matter and how these processes relate to growth and survival of organisms as well as their interactions
with other living and nonliving parts of the ecosystem. Students will also use engineering practices and models to
begin to develop an understanding of inheritance and variation of traits. They will also formulate answers as to how
genetic variation among organisms in a species affects survival/reproduction and how environmental factors can
influence genetic traits over time.
Students will be expected to work more independently, with increased rigor, and be able to analyze more complex
multidimensional information as well as apply advanced math, literacy and technological skills.
SIXTH GRADE WORLD HISTORY Full Year
Course Numbers: MSS00007 (1st Sem.) & MSS00008 (2nd Sem.)
World History students will explore the ancient world from Pre-History through the Middle Ages. Students will
develop social science inquiry skills including questioning, gathering and using evidence, developing claims, and
constructing arguments and explanations. Using these skills, students will learn to analyze significant historical
developments and their connection to our world today. Students will build a strong understanding of the
relationship between humans and their environment, the development of government systems, and the effect of
trade and economic decisions on societies.
SIXTH GRADE CHALLENGE WORLD HISTORY Full Year
Course Numbers: MSS00009 (1st Sem.) & MSS00010 (2nd Sem.)
Challenge World History students will explore the ancient world from Pre-History through the Middle Ages. Students
will develop and independently apply social science inquiry skills including questioning, gathering and using
evidence, developing claims, and constructing arguments and explanations. Using these skills, students will analyze
significant historical developments and issues, and critique their connection to our world today. Students will
analyze issues, problems and solutions related to humans and their environment, government systems, and the
effect of trade on economic decision-making.
23PHYSICAL EDUCATION/HEALTH Full Year
Course Numbers: MPE00004 (1st Sem.) & MPE00005 (2nd Sem.)
Physical Education/Health in the 6th grade will provide students the opportunity to learn and practice a variety of
fundamental movement skills while participating in various games, team and individual/lifetime sports, as well as
team building activities. Primary focus will be on skill development and application in games. Character education
traits will be incorporated throughout the class. Physical fitness will be emphasized through the teaching of the
principles of health and skill-related fitness. Health topics will be integrated throughout the course and will include
nutrition, an overview of body systems, the endocrine system, diseases, personal hygiene, and tobacco use and
abuse.
24________ SIXTH GRADE ELECTIVE PROGRAM ________
SIXTH GRADE TREBLE CHOIR Full Year
Course Numbers: MMU00017 (1st Sem.) & MMU00018 (2nd Sem.)
Prerequisite: Director approval
Note: Students may be asked to audition for placement in correct ensemble.
Treble Choir is a full-year performance course designed to introduce fundamentals of music and the skills required
for effective ensemble singing. Students will rehearse and perform level-appropriate two-part choral
literature. Attendance at all performances is required and a part of the class grade as stated in the Rockwood
School District Concert Performance Expectations document. The voicings for this choir are Soprano and Alto.
SIXTH GRADE MIXED CHOIR Full Year
Course Numbers: MMU00023 (1st Sem.) & MMU00024 (2nd Sem.)
Prerequisite: Director approval
Note: Students may be asked to audition for placement in correct ensemble.
Mixed Choir is a full-year performance course designed to introduce fundamentals of music and the skills required
for effective ensemble singing. Students will rehearse and perform level-appropriate two-part choral
literature. Attendance at all performances is required and a part of the class grade as stated in the Rockwood
School District Concert Performance Expectations document. The voicings for this choir are Soprano and Alto.
Baritone voicing may be utilized, as appropriate.
SIXTH GRADE BEGINNING BAND Full Year
Course Numbers: MMU00029 (1st Sem.) & MMU00030 (2nd Sem.)
Beginning Band is a student’s entry into the Rockwood Band Program. A student interested in playing in a school
band should start in the 6th grade. Students who don’t take beginning band must demonstrate their competency in
an audition for the instructor to participate in band following the 6th grade year. This course is designed for students
interested in beginning-level instruction on flute, clarinet, oboe, saxophone, bassoon, trumpet, French horn,
trombone, baritone, tuba, and percussion instruments (orchestra bells, xylophone, snare drum, bass drum, and
other percussion accessory instruments). Students will receive instruction on tone production, music-reading skills,
basic music theory, and instrument care. Attendance at all performances is required and part of the class grade as
covered in the Rockwood School District Attendance Procedure for Secondary Music Programs.
Students must provide their own instrument, book, and supplies.
25SIXTH GRADE INTERMEDIATE ORCHESTRA Full Year
Course Numbers: MMU00035 (1st Sem.) & MMU00036 (2nd Sem.)
Prerequisite: 5th Grade Orchestra or evidence of equivalent training satisfactory to the instructor.
The training provided in 5th Grade Orchestra continues in this course. Students receive instruction in music-reading
skills, production of a good tone, bowing, and left-hand techniques. Attendance at all performances is required and
part of the class grade as covered in the Rockwood School District Attendance Procedure for Secondary Music
Programs.
Students must provide their own instrument, book, and supplies.
26________ SIXTH GRADE EXPLORATORY PROGRAM ________
SIXTH GRADE ART Quarter Course
Course Number: MAR00007
Engage in a hands on experience where you’ll experiment with a variety of art materials that may include drawing,
painting, mixed media, printmaking, sculpture, photography, digital media, and more. Be free to take risks in art
making, explore new art processes, and discover creative ways to express your interest in art.
SIXTH GRADE DESIGN Quarter Course
Course Number: MAR00008
Be a unique and innovative thinker! Explore and find solutions to create original designs that connect your big ideas
to real world experiences. Design processes may include use of technology, drafting, mixed media, choice-based
methods, and more. Leave class as an empathetic, divergent thinker who takes risks and is ready for the creative
economy.
SIXTH GRADE INTRODUCTION TO THEATRE ARTS Quarter Course
Course Number: MDR00005
Through activities involving movement, improv, storytelling, voice, and performance, students will learn the basics
of theatre and acting. Using their imaginations to make artistic choices, students will develop strategies to
collaborate, memorize and problem solve. Evaluations are based primarily on performances/projects.
SIXTH GRADE EXPLORING FACS LIFE SKILLS Quarter Course
Course Number: MFC00010
This exploratory course for Sixth Grade students is designed to introduce students to the subject of Family and
Consumer Sciences. Students will develop introductory food preparation skills while preparing simple recipes.
Essential skills are focused on kitchen safety and sanitation, lab procedures, and measuring techniques. Construction
of a creative sewing project exposes students to small sewing equipment, sewing machine parts and functions,
sewing safety, and sewing terminology. All of the course activities will emphasize teamwork in an interactive
environment.
27SIXTH GRADE DIGITAL IGNITION Quarter Course
Course Number: MBS00010
Dive into the digital world. Students will experience a variety of computer programs in this 9-week course. After a
brief keyboarding review, students will learn how to navigate in both a Microsoft Office and Google environment.
Students will create digital presentations while learning basic formatting and design skills. Students will also produce
a variety of multimedia products using video, audio and graphic design. The course concludes with project
presentations.
SIXTH GRADE STEM EXPLORATIONS Quarter Course
Course Number: MIT00007
In this course, students will explore various aspects of STEM. Students will learn the basics of 3D modeling and printing,
use the design process to collaboratively solve problems through fun projects, and be introduced to computer
programming through game design. This course provides a preview of future STEM opportunities available in 7 th and
8th grade.
SIXTH GRADE INTRODUCTION TO FRENCH Quarter Course
Course Number: MFL00007
Introduction to French offers the student an overview of French language and culture. It covers basic vocabulary,
basic expressions, and cultural information. Ideally, the course is designed to help a student determine which World
Language to pursue in future studies.
SIXTH GRADE INTRODUCTION TO SPANISH Quarter Course
Course Number: MFL00009
Introduction to Spanish offers the student an overview of Spanish language and culture. It covers basic vocabulary,
basic expressions, and cultural information. Ideally, the course is designed to help a student determine which World
Language to pursue in future studies.
28_______ MIDDLE SCHOOL PROGRAM________
SEVENTH GRADE
SEVENTH GRADE CURRICULUM
Language Arts (Seventh Grade Language Arts Block, Seventh Grade Challenge Language Arts Block,
Seventh Grade Compacted Challenge Language Arts/Academic Stretch Block)
Math (Math 7, Integrated Math 7/8)
Science (Seventh Grade Earth and Space Science, Seventh Grade Challenge Earth and Space Science)
Social Studies (Seventh Grade World Geography, Seventh Grade Challenge World Geography)
Physical Education/Health
ELECTIVE PROGRAM: (Full-Year Courses)
Seventh Grade Treble Choir
Seventh Grade Mixed Choir
Seventh Grade Cadet Band
Seventh Grade Cadet Orchestra
Seventh Grade French 1
Seventh Grade Spanish 1
EXPLORATORY PROGRAM: (Semester Courses)
Seventh Grade Ignite Business Design
Seventh Grade FACS Life Skills 1
Seventh Grade 3D Design and Modeling
Seventh Grade Computer Science 1: App and Game Development
Seventh Grade Art
Seventh Grade Design
Seventh Grade Theatre Arts Workshop
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