Welcome toUpper School Curriculum

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Graduation Requirements Overview

English – 4 credits History – 3 credits Math – 3 credits Science – 3 credits

Foreign Language – 3 credits in 1 language or 2 credits in 2 lang.or 2 credits + Level IV

The Arts – 2 credits Physical Education – 2

credits

Year-long course = 1 credit; semester course = .5 creditTotal: 20 credits of required courses, 3 credits of electives

Graduation Requirements Overview

Other Service Learning - 60 hours Co-Curricular – 2 credits Outdoor Education – 2 days or 1 overnight Project Week – 4 Senior Project – 3 weeks in senior year

General Course Expectations

Rigorous college-prep coursework Foundational work leading to electives Student responsibility emphasized Critical thinking skills, group work and discussions

Registration Process for 2018-19

Group registration meetings with students Individual student meetings with academic deans

Grade 9 – Gerald Buhaly Grade 10 – Meghan Waddle

Registration forms signed by parents Registration forms given to advisors by Friday, March 23rd

New student registration in April/May

Mathematics and Computer Science

(9th/10th)Wing L. Mui, Chair

Statement of Purpose The Mathematics and Computer Science Department's goal is to

provide students with:

the ability to interpret, model, communicate, and make decisions based on quantitative information

the flexibility to extend their understandings of mathematics to solve complex, unfamiliar problems

the skills, knowledge, habits, and confidence necessary for them to succeed in college and to pursue the career of their choice

the appreciation of mathematics as a cross-cultural and cross-discipline tool for solving problems and describing our world

Values and Assessment

Knowledge

Computation

Understanding

Reasoning

Extension

Habits

Core Course Sequence

Algebra 1 Geometry Algebra 2 Precalculus

Core Course Sequence

Algebra 1 Geometry Algebra 2 Precalculus

Middle School

Elective Courses (9th/10th)

Algebra 1 Geometry Algebra 2 Precalculus

AP Computer Science

AP StatisticsLearning to

Program

Habits of a Successful Math Student

Self-Motivation

Taking initiative towards self-improvement

Taking ownership of the learning process

Responding to feedback

Resource Management

Time

Teachers

Peers

Books / Notes / Websites

Honors Level Courses

Intended for students who show special interest and aptitude in math.

Placement is done by current teachers / placement committee.

Ability to master concepts quickly

Be independent and intrinsically motivated learners

Earn top grades in prerequisite courses

Students are placed into courses in which challenge and success is balanced.

Success in honors courses should not come with excessive effort or anxiety.

Honors level courses are offered in Geometry, Algebra II, and Precalculus.

Graduation Requirements

Three credits (years) of core math courses.

Core courses are Algebra, Geometry, Algebra 2, Precalculus, Calculus, and all honors/AP variants.

Almost all Overlake students take 4 years of math, plus electives.

Electives (statistics and computer science) are taken in addition to (and not in place of) core courses and do not count towards graduation requirements.

Frequently Asked Questions

Can I get a copy of the flowchart?

See Curriculum Guide

What is covered in each math course?

See Curriculum Guide

When should I take the SATs/ACTs?

Regular SAT / ACT: Junior year (after Algebra 2).

SAT Math 2C Subject Test: After Precalculus, but don’t wait too long!

What if I want to do math over the summer?

See Curriculum Guide

Overlake Physical Education

Sara Thomas, Chair

Statement of Purpose

sound mind, sound body

To promote lifetime fitness, self-management, good decision-making skills, teamwork skills, self-esteem, self-confidence, and sportsmanship

through fitness activities, the acquisition of basic game skills and strategies, leadership activities, creative movement through yoga and lifeskills

education.

Lifeskills10thgrade

Required Courses

Structure of Curriculum:2 Credits (4 Semesters) required:

Comp PE OR

Conditioning

Comprehensive PEOR

Conditioning

(offered at zero block and during the day)

**See handbook for more information and a description of each course**

Outdoor EducationElectives

Intro to Sports

Medicine

Athletics for PE

Conditioning Comprehensive PE

Team Sports

Yoga(zero only)

Courses that can be taken as electives:

Learning Categories

The BASIC level:

1. Learning Habits

On time

Prepared with necessary elements to be successful

Being cognizant of all safety rules

Helping with the daily process in order to utilize each moment of class

2. Personal Development

On task and practicing each skill correctly

Accepting feedback (peer/teacher)

Challenging self to improve

Engages fully regardless of ability

The ADVANCED level:

3. Knowledge

Completes all written work

Understands and applies rules of the activity

Applies proper skills during game play

4. Group Process

Respects classmates

Demonstrates Teamwork and sportsmanship

Outdoor Education

Year long classSemester 1:

Class meets 4 days in the 8 day rotation; the remaining 4 days are free blocks.

Semester 2: No official class schedule

ALL STUDENTS MUST complete a 4 day backpacking trip on Oct 11-14

Fulfills .25 credits/semester which is equivalent to 1 semester of credit

Double Dip: Outdoor Education class fulfills Outdoor Education Graduation Requirement and also PE elective credit

Sports Medicine

Semester Class Class meets 5 days in the 8 day rotation

Student are expected to work a minimum of 4 athletic events

Shadow Kim Chase our Athletic Trainer

Apply practical skills learned in the class

Open to 11th and 12th grades, and to students in 10th grade by permission of the teacher

Fulfills .5 elective credits

Athletics for PE Credit

Independent study that involves goal setting, periodic meetings with their coach, and reflective journaling in the current sport they are participating at

Overlake

Can be used to fulfill one semester of PE credit (Pass/Fail course)

Credit is earned over 2 Overlake sports seasons (JV or Varsity)

The both seasons require an additional leadership role, along with regular journal entries

Note: Beginning in the school year '18-'19 seniors will not be allowed to take Athletics for PE credit in the spring season of their senior year. This still allows 11 seasons to complete the course and avoids conflicts with senior projects and spring playoff commitments.

THANK YOU!Don’t forget to play, exercise, dance, and

recreate for a sound mind, sound body

Overlake School Science DepartmentLisa Orenstein, Chair

Science is a way of explaining the natural world

This understanding comes from developing knowledge of the concepts that are foundational to the disciplines of science and learning the practices that characterize the discipline.

Goals of the Program

1. To engage students in the practices that characterize science

Posing and investigating questions concerning the natural world

Engaging in quantitative and qualitative analysis of data

Communicating scientific reasoning to explain experimental results and observed phenomena

2. To prepare students with the skills and knowledge needed to develop a rich understanding of the principles of Physics Chemistry Biology

3. To graduate students whose curiosity in, enthusiasm for, and understanding of the process of science enable them to critically evaluate issues in science and technology they will face in their futures.

The Upper School Program9th and 10th Grades

Science Practices that Characterize the Program

Knowledge and Skills

Demonstrates knowledge of fundamental facts and concepts

Computations - uses mathematical representations and algebraic thinking

Planning and carrying out investigations

Understandings

Appropriately analyzes/interprets data within the context of relevant concepts

Effectively explains relevant concepts

Effectively applies concepts to explain new and varied situations

Effectively uses/interprets representations and models to explain concepts

The BioChem Core

Grades 9 – 10

Interdisciplinary in approach

allows both content and skills to be studied at developmentally appropriate times.

allows students to encounter concepts, principles, laws, and skills of science at successively higher levels of abstraction over a two year period

The BioChem Core

allows students to develop a greater depth of knowledge.

allows the important connections that exist between biology and chemistry to be drawn by the students at numerous points during their study of science

Major Topics Covered

Big Ideas Investigated in 9th & 10th grades: Chemistry

The chemical elements are fundamental building materials of matter

All matter can be understood in terms of arrangements of atoms and electron within these atoms

Macroscopic properties of materials can be explained by the structure and arrangements of particles and the forces between them.

Changes in matter involve the rearrangement and/or reorganization of atoms

Big Ideas Investigated in 9th and 10th grades: Biology

The chemical reactions that support life take place in cells, the fundamental unit of living organisms

Biological energy production involves the transfer of energy

Heritable information provides for the continuity of life.

The process of evolution drives the diversity and unity of life

Through active engagement both in and out of the classroom students will:

develop a thorough understanding of the fundamental principles of biology and chemistry

understand how to develop and implement investigations that enable them to answer questions about observable phenomena

gain mastery in strategies for quantitative analysis

communicate scientific ideas in a clear and increasingly sophisticated manner

recognize the connections that exist between different fields of science

Course Information

How do Students Achieve Success?

Active participation promotes high school success and college-readiness

What does this look like in the daily lives of the students? Coming to class with all necessary materials

Developing good note-taking skills Thorough completion of homework

Identifying specific areas of concern Organization

Course notebook/lab book Adequate planning Use of Canvas

Self-Advocacy Class participation Office hours

What is the right level for me?

Where does science fit in with respect to other aspects of my academic and co-curricular program?

What level of rigor am I comfortable with and willing to face?

What are my strengths? Where do my weaknesses lie?

How willing am I to be challenged, to push myself even if it means I won’t earn an “A?”

What is my learning style?

Does my learning style mesh with the required scholarship habits for the course?

What is my developmental readiness?

Depth of knowledge and understanding

Fluency with practices

Skills

Communication

Independent Learning

Frequently Asked Questions What is the difference between the honors section and the

regular section of a course?

See online US Curriculum workbook

How will my child know which courses they are placed in

This information is available from their grade-level dean

What does it mean if my child receives a “conditional placement?”

Placement into the honors section of a course is under review and dependent on success and achievement seen by the end of the year.

When should my child take an SAT II?

Physics SAT II after junior year

Chem after sophomore year or after AP Chem, if course is taken as a junior