List of 10 items.

• Language Arts

  Students are instructed using the Lucy Calkins Reading and Writing Units of Study for grades 6-8. Each Unit of Study is aligned with Florida’s B.E.S.T. Standards for English Language Arts. Students read fiction and nonfiction texts; units on literary nonfiction and dystopian literature provide them with a well-rounded experience reading and analyzing a wide array of literature. Additionally, students participate in novel studies of The Book Thief and To Kill a Mockingbird, giving them the ability to develop sophisticated literary analysis skills in preparation for high school. Writing units build students’ knowledge of expository, informational, and persuasive writing by writing literary analysis essays, developing persuasive arguments, and delving into investigative journalism. 

• Math

   In math we implement a blended learning approach using enVision Savvas Realize as a learning tool in the classroom. This math series provides high quality, standards-aligned material to increase student engagement and achievement. 

  
  

  Eighth grade splits into two potential tracks: 8th grade math (pre-algebra) or Algebra 1 Honors. If needed, a curriculum at a lower or higher level (Geometry Honors) may also be offered.
  
  

  The pre-algebra curriculum begins with real numbers then proceeds to analyzing and solving linear equations, using functions to model relationships, investigating bivariate data, analyzing and solving systems of linear equations, congruence and similarity, understanding and applying the Pythagorean theorem, and solving problems involving surface area and volume.
  
  

  The algebra curriculum begins with a firm foundational review of pre-algebra skills. Next we proceed to solving equations & inequalities, linear equations, linear functions, systems of linear equations & inequalities, piecewise functions, exponents & exponential functions, polynomials & factoring, quadratic functions, solving quadratic equations, working with functions, statistics and polynomial & rational expressions.  Students who successfully complete Algebra 1 Honors and pass the State of Florida’s EOC (End of Course) exam receive high school credit for the course . 

  
  

  Different learning styles are addressed in a variety of ways such as video examples, direct auditory lessons, visual instruction by the teacher and guided notes for every new lesson. Independent work is supported through digital games, whole or small group interactive challenges, as well as through station rotations, small group practice, one-on-one practice, and online individual adaptive practice. Each new unit includes a STEM project. In pre-algebra a 3-act math activity brings each new unit to life and relates the material to the real world.  

• Science

  Comprehensive Science

  Eighth-grade students continue to develop as scientific thinkers through hands-on investigations and an exploration of Earth, Space, Life, and Physical Science. Students strengthen their understanding of the scientific method, graphing, and data analysis while learning to make connections among scientific concepts and the world around them.
  
  

  Students explore Earth’s movement in space, phases and eclipses, the solar system, the Sun, stars and galaxies, and the universe before turning their attention to matter, atoms, the periodic table, chemical properties and reactions, energy, organisms, and evolution. Through inquiry and experimentation, students build the skills and confidence needed for increasingly advanced scientific study.

  
  High School Biology

  High School Biology invites students to explore the fascinating processes that make life possible. Through laboratory investigations, scientific inquiry, discussion, and analysis, students examine how living organisms function, grow, reproduce, adapt, and interact with their environments.
  
  

  Students investigate cell structure and function, chemistry of life, energy flow, photosynthesis and cellular respiration, genetics and heredity, evolution, ecology, plants, pathogens, and homeostasis. Throughout the course, students strengthen their laboratory, analytical, and problem-solving skills while preparing for the Biology End-of-Course (EOC) assessment.

  
  
  

• Social Studies

  In American History, students learn about the deep past of the American continents. We begin with the opening of the land bridge Beringia and learn how the changing geography offered a traversable path from Asia to North America. We learn about indigenous cultures in the Americas and the process by which they came into contact with European powers. We learn about early colonies along the eastern coastline and the dynamics that led up to the Revolution. Motivational factors are of particular interest and we take special care to identify how these factors influenced the founding principles of America. 

  
  

  Next, students learn about the civil war.  Again, we take particular note of  the circumstances and actions that influenced this pivotal moment in American history. From here, we explore the many technological inventions that propelled America into a position of global power. These technologies played a role in the World Wars. The last one hundred years in America have been incredibly transformative and we focus here on civil rights, economics and international relations.     

• Jewish History

  Students continue their exploration of Jewish history, beginning with the final years of the Second Temple period and extending through the Middle Ages. Topics include the Bar Kochba Revolt, the development of Rabbinic Judaism, the emergence of Christianity, Jewish life throughout the Diaspora, and the experiences of Jewish communities in Spain. Through historical sources, discussion, and inquiry, students discover how Jewish communities adapted, persevered, and maintained their identity across different places and periods.
  

• Tefillah

  The students participate in daily tefillah (prayer), either in a Shacharit morning service or Iyun Tefillah (study of tefillah).  The students study the Amidah prayer.

• Hebrew (Ivrit)

  The Middle School Hebrew language program builds on our students’ Hebrew knowledge acquired in elementary school and concentrates on spoken language. We utilize the Rosetta Stone language lesson program for an individualized approach that builds on students’ prior knowledge. The program personalizes language learning through an adaptive blended learning model and speech recognition technology. The individually-paced learning paths empower students to take ownership of their own progress.

  
  

  Students have the opportunity to earn two or three high school credits:  To earn two high school credits, students must complete all three levels of the Rosetta Stone Hebrew program.  To earn three high school credits, students must complete all three levels of the Rosetta Stone Hebrew program and assessments in vocabulary, grammar, comprehension and reading fluency.

• Mitzvot

  Students continue learning the mitzvah of Pikuach Nefesh (saving a life).

   

  They also participate in the Jewish Court of All Time program (JCAT), an international program that explores a modern issue, addresses the roots, studies Jewish text in context, and applies it to the “case.” All students speak “in voice” after adopting the identity of a historical or current character.  

  
  

  Students also learn the Jewish laws relating to drugs and alcohol and discuss other modern 21st century questions through a Jewish lens. All of this is designed to serve as a practical guide for Jewish life, both within our school and beyond the doors of the Martin J. Gottlieb Day School. 

• Tanakh

  Students continue their study of Sefer Shmuel with Shmuel II, focusing on David’s reign as king and the opportunities and challenges that accompany leadership. Through close reading, discussion, and character analysis, students examine David’s successes, difficult choices, family struggles, and personal growth while considering themes of responsibility, repentance, loyalty, and the consequences of our actions. Students continue strengthening their Hebrew vocabulary and translation skills while developing greater independence in reading the original text and exploring the commentary of Rashi.

• Learning Lab

  The purpose of the Learning Lab is to build solutions to problems using the engineering design process. Students learn to ask, imagine, plan, create, test, and improve their designs through interdisciplinary projects as part of both  Jewish Studies and General Studies curriculum. While working on these projects, students will apply many of the latest technologies including  modeling, robotics, coding, 3D printing, and laser cutting.