Sixth Grade Mathematics Syllabus



School Year __2015/2016________________

|Course Name |8th Grade Physical Science |Course Code |40.0170011 |

|School Name |Chapel Hill Middle School |Teacher Name |Constance D. Clopton |

|School Phone Number |678-676-8502 |Teacher Email |Constance_D_Clopton@ |

|School Website | |Teacher Website | |

Course Description

The eighth grade physical science students work conceptually to develop understanding the concepts of conservation of matter, conservation of energy, physical change, chemical change, motion, forces, and energy transformation. Eighth grade students keep records of observations and analyze the data they collect. They describe observations and show information in graphical form. When analyzing data eighth graders can recognize relationships in simple charts and graphs and find more than one way to interpret their findings.

Curriculum Overview

The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.

|CURRICULUM OVERVIEW |

|Unit 1 – Matter, Chemical, and Physical Properties & Changes |

|Unit 2 – Matter/Atoms, Elements, Molecules, Compounds, Periodic Table |

|Unit 3 – Electromagnetic Spectrum Waves |

|Unit 4 – Transformations of Energy |

BOARD-APPROVED INSTRUCTIONAL MATERIALS

|Title |Georgia Science Introduction to Physical Science / Glencoe McGraw-Hill |

|ISBN |978-08-877846-9 |

|Replacement Cost |$67.75 |

|Online book and/or resources: | |

|Online student access code (school specific) | |

GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.

|GRADING CATEGORIES |*GRADE PROTOCOL |

|Formative Assessment - 0% |A 90 – 100 ~P (pass) |

|Assessment During Learning – 25% |B 80 – 89 ~F (fail) |

|Guided, Independent, or Group Practice – 45% |C 71 – 79 |

|Summative Assessment or Assessment of Learning– 30% |D 70 |

| |F Below 70 |

Notes:

*English Learners (ELs) must not receive numerical or letter grades for the core content areas in elementary and middle school during their first year of language development. A grade of CS or CU must be assigned. This rule may be extended beyond the first year with approval from the EL Studies Program. English Learners must receive a grade for ESOL courses.

~Elementary schools will utilize P (pass) and F (fail) in Health/Physical Education, Music, World Languages, Visual Arts and Performing Arts.

|DISTRICT EXPECTATIONS FOR SUCCESS |

|STUDENT PROGRESS |Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each |

| |semester.  The progress of students shall be evaluated frequently and plans shall be generated to remediate |

| |deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet the needs of|

| |the students. See Board Policy IH. |

|ACADEMIC INTEGRITY |Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing |

| |false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or |

| |password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development |

| |Handbook. |

|HOMEWORK |Homework assignments should be meaningful and should be an application or adaptation of a classroom experience. |

| |Homework is at all times an extension of the teaching/learning experience.  It should be considered the |

| |possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.|

|MAKE-UP WORK |When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently |

|DUE TO ABSENCES |beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days |

| |absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA. |

| |Lawful absences are: |

| | |

| |Illness |

| |Religious Holiday |

| | |

| |Death in the family |

| |Service as a page for the General Assembly |

| | |

| |Any instance in which attendance could be hazardous as determined by the school system |

| | |

| | |

| |Make up work will not be used for students who are in school and did not complete class work or homework |

| |assignments. Make-Up work will not be given to replace assignments not completed. Make up work is only for |

| |students who are absent and missed work that was assigned. Students who are in class and do not complete |

| |assignments must have their parents notified and the conversation (deficiency, note home, agenda planner) signed|

| |by the parent. This documentation will need to be kept to assist with review of grades by the grade level |

| |administrators prior to grade posting. |

|RECOVERY POLICY |-Recovery opportunities will not be extended to students who were in school and did not complete classwork or |

| |homework assignments. Recovery assignments will not be given to replace assignments not completed. Recovery |

| |assignments are only for students who were absent and missed work; or for students who earned a grade of 70% or |

| |below (80% or below for Magnet & Gifted) on an assignment. |

| |-Each teacher will follow the school system’s weighted average for homework, class work, tests, quizzes, etc. |

| |-Each teacher is required to provide and identify the recovery opportunity for each weighted category (homework,|

| |class work, etc.). For labs, teachers are required to provide an alternate assignment that addresses the same |

| |content standards/elements. |

| |-If a teacher has a concern with providing recovery in a weighted grading category, they should meet with the |

| |principal. |

| |-Each teacher will have the recovery plan listed on the website, syllabus, and deficiency. |

| |-Students may earn up to 79 points on a recovery assignment. However, teachers may also allow students to earn |

| |more than 79 points on the recovery assignments. |

| |-Recovery assignment opportunities are provided two weeks prior to each 4.5 week progress reporting period and |

| |report card. When the deficiencies are issued, students will have one week to submit recovery assignments |

| |approved by the teacher. |

| |-Teachers will determine the recovery assignments available for the students in their classes based on |

| |individual student needs. |

|SCHOOL EXPECTATIONS FOR SUCCESS |

|CLASSROOM EXPECTATIONS |All students are expected to attend classes, participate in all activities, and perform to the best of their |

| |abilities (without exceptions). |

|MATERIALS AND SUPPLIES |A one subject notebook is required, and writing equipment is mandatory daily. |

|EXTRA HELP |If extra help is needed please contact the instructor via email. |

|PARENTS AS PARTNERS |As a parent, you are needed to assist in the facilitation of knowledge to our children; it takes a village! |

PLEASE SIGN BELOW AND RETURN

I have read the syllabus.

Student Signature___________________________________________________________

Parent/Guardian Signature____________________________________________________

Date_____________________________

Additional information to support continued contact:

|Information |Parent/Guardian |

|Day Time Phone Number | |

|Cellular Phone Number | |

|Home Phone Number | |

|Email Address | |

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