NORTH BETHESDA
MIDDLE SCHOOL
COURSE & REGISTRATION
INFORMATION
. 2016 — 2017.
North Bethesda Middle School
8935 Bradmoor Drive
Bethesda, MD 20817
(301) 571-3883
Fax (301) 571-3881
montgomeryschoolsmd.org/schools/northbethesdams/
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A WORD FROM THE PRINCIPAL
North Bethesda Middle School is a caring professional learning
community of passion and purpose where the highest levels of teaching
and learning take place in an environment that is academically rigorous,
yet socially and emotionally nurturing. We are committed to providing
professional and courteous services to our students and their
parents/guardians.
Our Counseling Department, led by Mrs. Cynthia Drucker, Resource
Counselor, works closely with students to provide a broad array of
comprehensive services in response to their academic and individual
needs.
Our three grade-level teams send weekly parent updates via email to keep parents/guardians up-to-date
on team projects as well as the activities that are taking place in each teacher’s class. Parents/guardians
also have the opportunity to keep up with their children’s progress through Edline currently and will
soon be able to do so via a new My MCPS program. In addition, we will have an online registration
process which allows students, using their school login and passwords, to access the class registration
site and complete the online process with their parents.
North Bethesda is indeed an outstanding learning community. Staff, parents, students, and the
community at large collaborate to provide the best possible middle school experience for our children.
Alton E. Sumner
Principal
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COUNSELING DEPARTMENT
(301) 897-2260
The information in this booklet will describe the courses that will be offered for the 2016 - 2017 school
year. Please pay careful attention to the important dates, deadlines, and timelines, as the counselors and
other staff must meet these deadlines when scheduling and enrollment information is entered into the
county's database.
INSTRUCTIONAL PRACTICES
Differentiated instructional practices address a wide range of academic abilities and physical, social, and
emotional differences among students. They include acceleration, enrichment, and other strategies as
needed to foster intellectual growth. Students are placed in classes so they have the opportunity to work
in homogeneous groups, heterogeneous groups, or individually, depending on their developmental needs
in each instructional area or the task involved. As students' needs and abilities change, regrouping may
occur at any time during the year to accommodate the academic growth of each student.
STUDENT SERVICE LEARNING CREDIT
In Middle School, Student Service Learning (SSL) hours are earned through the infusion of service into
the Middle School curriculum. Students will complete service projects in Grade 6 Science, Grade 7
English, and Grade 8 History. Through these classroom activities, all students attending Middle School,
and completing the projects, will be credited with 30 of the 75 student service learning hours that
Montgomery County Public Schools require for graduation from High School. Middle School students
may earn additional SSL hours by volunteering to work at those agencies that have been approved by
the school system for this purpose and that are able to use the services of middle school age students.
Ms. Ashley Rice is currently the SSL Coordinator for NBMS. For further information you may visit the
NBMS website, montgomeryschoolsmd.org/schools/northbethesdams/, the MCPS SSL site,
mcpsssl.org, or contact Ms. Rice at Ashley_B_Rice@mcpsmd.org or (301) 897-2260.
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PROGRAM OF STUDIES 2016 — 2017
North Bethesda Middle School is committed to providing the best possible transition from elementary to
secondary education. The emphasis of the program of studies will be on academic achievement and will
include emotional and social supports to help students adjust to the middle school program. We provide
more in-depth learning experiences for those students who master the basic course objectives. Students
who require academic support will be provided additional instruction. As you read the program of study,
please keep in mind that the course descriptions provide only a brief summary of the various courses.
When school begins in the fall, students will receive the specific course objectives.
Students and parents are encouraged to read the course descriptions very carefully. All students will be
scheduled for seven subjects. Counselors will explain the registration process to parents and students.
REQUIRED SUBJECTS
English or ESOL
Digital Literacy 1 (6th Grade only)
Social Studies
Mathematics
Science
Physical Education and Health
ELECTIVE SELECTION
World Languages
Band 6, 7, 8
Intermediate Orchestra 6
Advanced Orchestra 7, 8
Chorus 6,7,8
T.V. Production 7,8
Art 6,7,8
Unified Arts Rotation 6
Computer Applications 7
Living with Technology 7
Earth and Space Technology 8
Robotics 8
Courses by Recommendation Only
Special Education Resource Program
READ 180
Alternative 1 Program
Developmental Reading (Special Education Program)
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ENGLISH
Advanced English 6
The English curriculum features four thematically based units: Foundations, Adventures, Challenges
and Barriers, and Artistic Choices. Each of the four units involves the study of language and literature
in the context of change and possibility. This focus resembles the experience of 6th graders who, newly
arrived in middle school, find themselves in an environment defined by change. English 6 integrates all
the processes and contents of the English/language arts. Students will continue to develop collateral
language skills in writing, reading, listening, and speaking. The focus in writing highlights skills in the
narrative, persuasive, informative, and procedural forms. Grammar and vocabulary will be taught and
reinforced throughout the year. Grammar instruction will include the parts of speech, types of sentences,
simple and compound sentences, subject/verb agreement, and pronoun agreement. Independent reading
and analysis are essential lifetime skills; they are integrated as a part of the year-round program in which
all 6th grade students participate.
Digital Literacy 1 (6th grade reading course)
The Digital Literacy 1 curriculum focuses on developing critical and creative thinking through reading,
writing, speaking, listening and viewing in a 21st Century approach. Working through a problem-based
process, students learn to define real world problems of interest, research the causes of those problems
using real-time global texts and then create solutions to address the problems. Students will advance
their understanding of comprehension, analysis and evaluation of text as well as vocabulary acquisition
through reading complex informational and argumentative texts in a technology-rich medium. Students
will collaborate regularly both through the research and the solution phases of their investigations.
Students’ curiosity and motivation will engage the students in their investigations while learning and
refining the processes that will enrich all other courses and prepare them for college and career projects.
Advanced English 7
The 7th grade English curriculum features four thematically based units within the overarching theme of
Forging New Connections: Identity, A Sense of Place, Perspectives and Expressions, and
Imagination. Each unit is anchored by common tasks and novels selected to develop critical thinking
skills and effective communication skills. Students will continue to develop language skills in writing,
reading, listening, and speaking. The focus in writing highlights skills in the narrative, persuasive,
informative and expressive forms. Grammar and vocabulary will be taught and reinforced throughout
the year. Grammar instruction will include the parts of speech, subject/verb agreement, sentence
structure, and pronoun agreement. Independent reading and analysis are essential lifetime skills; they are
integrated as a part of the year-round program in which all 7th grade students participate. In addition,
students may earn a minimum of ten hours credit toward their student service learning graduation
requirement.
Advanced English 8 Semester 1
Like its counterpart in ninth grade, this course puts writing at the center of teaching and learning. This
course prepares students to communicate in a world that is changing so rapidly we may not even be able
to imagine future means of communication. The course focuses on developing the skills students need to
communicate effectively for a variety of purposes, audiences and media. The writing class is a
workshop: Students write every day, keep a portfolio to track progress and set goals and explore ways to
convey their own voice. They read as writers analyzing short texts, practicing the writers’ techniques
and imitating the style and sentence structures of published authors. They study literature and language
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as an integral part of the writing and revision process. Students write to explore their own thinking,
engage in reflection, and learn each day that they have control over improving their craft.
Advanced English 8 Semester 2
Semester 1 provides the transition between Semester 2 and Literature and Language 8. Just as students
make choices in their own writing, they now consider more carefully the choices the authors make in the
works they read. Students read short stories and narrative fiction to explore how authors shape their texts
in deliberate ways to give life to their stories. This unit focuses on all the elements that go into crafting a
good story – compelling characters, a well-chosen setting, complex relationships, colliding desires and
ultimately, a resolution of conflict that allows the author to imply a truth about human nature or the
human condition.
ESOL — English for Speakers of Other Languages
The ESOL middle school curriculum is designed to challenge students to think critically as they acquire
and process the language of American English. The curriculum is designed to teach and reinforce the
acquisition of all four-language skills: listening, speaking, reading and writing. The incorporation of
both literary and expository text provides opportunities for extended language development with
authentic materials. Teachers are expected to provide independent reading guidance to students for
supplementary reading practice.
ESOL –Level 1 – 5 Curriculum
MCPS has adopted the Milestones program by Heinle-Cengage for all ESOL students. The content of
this program is aligned with Maryland English Language Proficiency Standards as well as with key
English Language Arts indicators. The curriculum has excellent cross-curricular connections. The
program systematically develops academic vocabulary using the six-step vocabulary development
program based on the work of educational theorist Robert Marzano. The program also provides
opportunities for students to connect language to literacy as they apply their knowledge of both language
skills and reading strategies when reading both literary and informational texts. The curriculum provides
assessments that can be used to monitor both language acquisition and prepare students for the PARCC.
ESOL – Advanced Level 5 Curriculum
The standards-based ESOL curriculum (2008) is aligned with the Maryland State Department of
Education Voluntary State Curriculum. This curriculum integrates Basic Interpersonal Communication
Skills (BICS) and the four language skill areas of speaking, listening, reading and writing. The
curriculum focuses on developing Cognitive Academic Language Proficiency (CALP) for advanced
ESOL students. The ESOL 5 curriculum emphasizes:
 Reading and exposition
 Academic vocabulary
 Speaking to narrate, inform and persuade
 Purposeful listening to speakers and presenters
 Writing paragraphs and essays
 Making inferences, drawing conclusions and evaluating text
ESOL 5 and its assessments serve as a system of monitoring both language acquisition and for purposes
of preparing students for the PARCC.
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MATHEMATICS
The goal of the Montgomery County Schools pre-K-12 mathematics program is for all students to
achieve mathematical proficiency through mastery of mathematical skills, concepts, and processes. The
end result is the ability to think and reason mathematically and use mathematics to solve problems in
authentic context. The middle school mathematics curriculum is organized by course, not by grade level
with the goal of preparing students for C2.0 Algebra 1 by grade eight.
Curriculum 2.0 Mathematics 6
Course Description:
Curriculum 2.0 (C2.0) Mathematics 6 extends students’ understanding of whole number and fraction
concepts developed throughout the elementary grades. Instruction at this level will focus on four areas:
(1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio
and rate to solve problems; (2) completing understanding of division of fractions and extending the
notion of number to the system of rational numbers, which includes negative numbers; (3) writing,
interpreting, and using expressions and equations; and (4) developing understanding of statistical
thinking.
Curriculum 2.0 Mathematics 7
Course Description:
Curriculum 2.0 (C2.0) Mathematics 7 extends students’ understanding of mathematical concepts
developed in C2.0 Mathematics 6. Instruction at this level will focus on four areas: (1) developing
understanding of and applying proportional relationships; (2) developing understanding of operations
with rational numbers and working with expressions and linear equations; (3) solving problems
involving scale drawings and informal geometric constructions, and working with two– and three–
dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing
inferences about populations based on samples. Students who successfully complete this course will be
ready for C2.0 Mathematics 8 in Grade 8, strengthening their foundation for the Common Core State
Standards Algebra 1 in Grade 9.
Curriculum 2.0 Investigations into Mathematics
Course Description:
Curriculum 2.0 (C2.0) Investigations into Mathematics (IM) extends students’ understanding of
mathematical concepts developed in C2.0 Mathematics 6 and accelerates the pace of instruction to
prepare for C2.0 Algebra 1. This course compacts all of the Grade 7 Common Core State Standards and
much of the Grade 8 Common Core State Standards into a single year. Students who successfully
complete C2.0 IM are prepared for C2.0 Algebra 1 in Grade 8. The remaining Grade 8 CCSS are
compacted into the C2.0 Algebra 1 course. Instruction for C2.0 IM will focus on four critical areas: (1)
developing a unified understanding of number, recognizing fractions, decimals (including both those
that have a finite or a repeating decimal representation), and percents as different representations of
rational numbers; (2) using linear equations and systems of linear equations to represent, analyze, and
solve a variety of problems; (3) comparing two data distributions and reasoning about differences
between populations; (4) analyzing geometric relationships in order to solve real-world mathematical
problems.
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Curriculum 2.0 Mathematics 8
Course Description:
Curriculum 2.0 (C2.0) Mathematics 8 extends students’ understanding of mathematical concepts
developed in C2.0 Mathematics 6 and 7. Instruction at this level will focus on three critical areas: (1)
formulating and reasoning about expressions and equations, including modeling an association in
bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2)
grasping the concept of a function and using functions to describe quantitative relationships; (3)
analyzing two- and three-dimensional space and figures using distance, angle, similarity, and
congruence, and understanding and applying the Pythagorean Theorem. Students who successfully
complete this course will be ready for C2.0 Algebra 1 in Grade 9.
Curriculum 2.0 Algebra 1
Course Description:
Curriculum 2.0 (C2.0) Algebra 1 is designed to analyze and model real-world phenomena. Exploration
of linear, exponential, and quadratic functions forms the foundation of the course. Key characteristics
and representations of functions – graphic, numeric, symbolic, and verbal – are analyzed and compared.
Students develop fluency in solving equations and inequalities. One and two-variable data sets are
interpreted using mathematical models. This course satisfies the High School Algebra I requirement.
Students successful in this course will take Honors Geometry the following year. The grade received in
Algebra will be recorded on the High School transcript and be part of the student’s GPA.
Curriculum 2.0 Geometry
Course Description:
Curriculum 2.0 (C2.0) Geometry formalizes and extends students’ geometric experiences from the
elementary and middle school grades. Students explore more complex geometric situations and deepen
their understanding of geometric relationships, progressing towards formal mathematical arguments.
Instruction at this level will focus on the understanding and application of congruence as a basis for
developing formal proofs; the relationship among similarity, trigonometry, and triangles; the
relationship between two- and three-dimensional objects and their measurements; exploration of
geometric descriptions and equations for conic sections; and application of geometric concepts in
modeling situations. This course satisfies the High School Geometry requirement. The grade received in
Geometry will be recorded on the High School transcript and be part of the student’s GPA. Students
who successfully complete Honors Geometry will enroll in Algebra II the following year.
Curriculum 2.0 Algebra II *
Course description:
Curriculum 2.0 Algebra II is a high school credit bearing mathematics course. Students who
successfully complete both semesters earn one mathematics credit toward graduation. * This course is
taught at Walter Johnson High School.
SCIENCE
Investigations in Science 6 (IS6)
IS6 is a problem/project-based curriculum. Instruction is interwoven around a relevant problem/project
to allow a focus for student learning. Students engage in minds-on inquiry and hands-on explorations,
productive discourse and purposeful reading and writing. Units studied in IS6 center around topics
related to matter and its interactions, ecosystem dynamics, human impacts on the environment, energy
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and waves. Students engage in science, technology, engineering and mathematics (STEM) in order to
propose solutions to identified problems.
Investigations in Science 7 (IS7)
Like IS6, IS7 is a problem/project-based curriculum. Instruction is interwoven around a relevant
problem/project to allow a focus for student learning. Students engage in minds-on inquiry and handson explorations, productive discourse and purposeful reading and writing. Units studied in IS7 center
around topics related to cellular processes, structure and function in living things, genetics, Earth’s
history and biological evolution. Students engage in science, technology, engineering and mathematics
(STEM in order to propose solutions to identified problems.
Investigations in Earth Space Systems (8)
During the course of the year Grade 8 students solve the problems of: (Unit 1: Solar Energy and Fluid
Circulation): designing homes all over the world that utilize green resources and take into consideration
the climate and weather in their part of the world; (Unit 2: Astronomy): analyzing several Kepler
mission findings for Earth like conditions (Unit 3: Restless Earth): creating an interactive brochure
highlighting five places in the world with interesting tectonic features; (Unit 4: Earth’s Materials):
determining the location of a below ground pool on their school grounds; (Unit 5: Earth History):
designing a newspaper with articles predicting what various locations on Earth will be like in the future.
Through this course students will demonstrate the ability to use scientific skills and processes to explain
the physical behavior of the environment, Earth and universe.
PHYSICAL EDUCATION AND HEALTH
Grade 6
Middle school physical education instruction focuses on standards-based content that has been
categorized into three measurement topics: health related fitness, movement skills and concepts,
personal and social responsibility. By the end of Grade 6, students should know and be able to do the
following:
 Health Related Fitness:
Define and compare the health-related fitness components, including aerobic capacity/cardiorespiratory fitness, muscular strength, muscular endurance and flexibility.
Define the exercise principles of overload, specificity and progression.
Develop a personal fitness plan using the Frequency, Intensity, Time and Type (F.I.T.T.)
formula.
Define and calculate target heart rate.
 Movement skills and Concepts:
Perform movement skills critical to the participation in personal development and tactical games
activities.
Demonstrate creative skill combinations, such as tumbling sequences and dances.
Create a personal movement (practice plan).
 Personal and Social Responsibility:
Perform tasks effectively with others in physical activity settings.
Acquire and maintain relationships which develop a sense of community in physical activity
settings.
Establish and modify personal goals.
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Grade 7
Middle school physical education instruction focuses on standards-based content that has been
categorized into three measurement topics: health-related fitness, movement skills and concepts, and
personal and social responsibility. By the end of Grade 7, students should know and be able to do the
following:
 Health-Related Fitness:
Apply exercise principles to the health-related fitness components to develop and modify a
personal fitness plan. Calculate and apply methods for measurement of target heart rate.
Compare the relationship between nutrition and physical activity.
 Movement Skills and Concepts:
Apply basic movement concepts related to defense and offense in personal development and
tactical games activities.
Design and demonstrate creative skill combinations.
Develop and modify a personal movement (practice plan.
 Personal and Social Responsibility:
Identify conflict resolution skills and negotiation tactics to promote a healthy physical activity
setting. Perform tasks effectively with others in physical activity settings.
Apply effective time management strategies to improve movement skills and fitness levels.
Grade 8
Middle school physical education instruction focuses on standards-based content that has been
categorized into three measurement topics: health related fitness, movement skills and concepts, and
personal and social responsibility. By the end of Grade 8, students should know and be able to do the
following:
 Health Related Fitness:
Apply exercise principles to the health related fitness components to develop, analyze and refine
a personal fitness plan.
Apply and analyze methods for measuring target heart rate.
Distinguish between nutritional needs that maintain the average healthy body and those for
athletic performance.
 Movement Skills and Concepts:
Apply and analyze concepts related to defense and offense in personal development and tactical
games activities.
Develop, perform and analyze creative skill combinations.
Create, analyze, and refine a personal movement (practice) plan-based on a variety of feedback.
 Personal and Social Responsibility:
Resolve conflicts and make healthy decisions that promote a sense of community and respect for
others in physical activity settings. Apply, analyze and refine effective time management
strategies to improve skills and fitness levels.
HEALTH
Health Grade 6: Comprehensive Health Education promotes positive health-related attitudes and
behaviors that support self-reliance and self-regulation while developing health literacy and lifelong
wellness. The health skills emphasized throughout the program include analyzing influences, accessing
information, interpersonal communication, decision-making, goal-setting, self-management and
advocacy. This nine-week course includes the following four units of instruction: mental and emotional
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health; alcohol, tobacco and other drugs; personal and consumer health; and safety and injury
prevention.
Health Grade 7: Comprehensive Health Education promotes positive health-related attitudes and
behaviors that support self-reliance and self-regulation while developing health literacy and lifelong
wellness. The health skills emphasized throughout the program include analyzing influences, accessing
information, interpersonal communication, decision-making, goal setting, self-management and
advocacy. This nine week course includes the following five units of instruction: mental and emotional
health; alcohol, tobacco and other drugs; personal and consumer health; family life and human sexuality;
and disease prevention and control.
Parents of Grade 7 students will receive information about the family life and human sexuality unit and
the disease prevention and control unit of instruction prior to the start of classroom instruction.
Information about responsibilities of families, components of healthy relationships, responsible
decision-making are included in the family life and human sexuality unit. The disease unit includes
information about sexually transmitted diseases and infections, including HIV/AIDS. Parents must sign
a permission form checking “Yes” for their child to participate in these units of instruction. Parents who
object to the content of this instruction will check “No” on the parent permission form and the child will
be excused from that unit. If excused the child will complete an independent study alternative unit of
health education that does not include information about human sexuality or disease prevention,
including HIV/AIDS.
Health Grade 8: Comprehensive Health Education promotes positive health-related attitudes and
behaviors that support self-reliance and self-regulation while developing health literacy and lifelong
wellness. The health skills emphasized throughout include analyzing influences, accessing information,
interpersonal communication, decision-making, goal-setting, self-management and advocacy. This
nine-week course includes the following five units of instruction: alcohol, tobacco and other drugs;
personal and consumer health; family life and human sexuality; safety and injury prevention; and
nutrition and fitness.
Parents of Grade 8 students will receive information about the family life and human sexuality unit of
instruction prior to the start of classroom instruction. Information about component ts of healthy
relationships, human reproduction, sexual limits and responsible decision-making, contraception
methods, gestation, prenatal care and parenting skills are included in Grade 8 health education. Parents
must sign a permission form checking “Yes” for their child to participate in these units of instruction.
Parents who object to the content of this instruction will check “No” on the parent permission form and
the child will be excused from that unit. If excused, the child will complete an independent-study
alternative unit of health education.
SOCIAL STUDIES
The social studies program in middle school builds chronological and thematic understanding of both
world and United States history, while also developing the Social Studies themes of geography,
economics, political systems and culture. Each social studies unit is organized around a historical era
and at least one social studies theme. A mix of modern content and the lessons of history provide the
background knowledge and historical thinking skills that prepare students for high school instruction
and their responsibilities as citizens. In grades 6 and 7 the focus of study is on Ancient World History
and cultures from Asia, Africa, Europe and Latin America. In grade 8 students learn about the founding
and early development of the United States from the Colonial Era and the Revolution through
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Reconstruction. At all grade levels, students build understanding of the modern world by applying
concepts of geography, economics, political systems and culture to present-day scenarios.
At North Bethesda Middle School, we have decided that in order to align with the new Common Core
Standards of literacy, all students will be taught the historical thinking skills of Advanced Social Studies
courses. The grade six to eight continuum of the Advanced Social Studies courses develop skills that are
directly related to the new Common Core Standards and the new state assessments that will measure
student performance on these standards. Critical Thinking skills at all grade levels are built through the
use of Document Based Inquiry (DBI) tasks, which require students to analyze historical thinking. In
grade seven, these skills become the foundation for more complex skills of analysis and historical
inquiry. Students in grade eight hone the skills developed in earlier years as they learn how to respond to
complex writing tasks known as Document Based Questions (DBQs), a central element of social studies
Advanced Placement courses taken in high school.
Advanced World Studies - Grade 6
This course provides enriched opportunities for learning about ancient world history. In the four units of
grade 6 world studies, students will deepen their understanding of the rich cultures and history from the
earliest human settlements to great civilizations of the year 1000 CE. Students are challenged to analyze
archaeological evidence, primary source documents and ask questions to further their knowledge and
understanding history as an on-going investigation.
Unit 1: Patterns of Settlement in the Ancient and Modern Worlds (Mesopotamia,Egypt)
Unit 2: Citizenship and Governance in Classical and Modern Time (Greece and Rome)
Unit 3: The Impact of Economics in Ancient and Modern China
Unit 4: Cultural Systems: The First Millennium and Today
Advanced World Studies - Grade 7
In the four units of Grade 7 World Studies, students study world civilizations and global interactions
from 1000 CE to 1450 CE and learn about the connections to political, economic and social systems
today. Analysis of primary source texts and visuals is a central method for learning about the past,
challenging students to develop their own historical interpretations of past events.
Unit 1: The Foundation of Modern Political Systems in Europe (Middle Ages)
Unit 2: The influence of Culture in Africa
Unit 3: Geography Shapes Latin America Past and Present (Aztec, Inca Empires)
Unit 4: The Impact of Economics: One World Past and Present (Renaissance)
Advanced U.S. History - Grade 8
The four Grade 8 U.S. History units deal with the development of the United States from its origins as
colonies of European nations through Revolution, the Constitution, Westward Expansion, Early
Industrialization and the Civil War and Reconstruction Eras. Students will learn about the key historical
turning points, figures and documents of early U.S. History. Students also develop skills that would
enable them to be better prepared for high school Advanced Placement courses in history. Students
deepen their understanding of key concepts and events through reading, writing, document analysis and
historical thinking. These skills will be applied in each unit and students will be expected to show
progress in skill development and historical knowledge in exams and responses to document-based
questions (DBQs).
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Unit 1: Democracy: Political System of the People 1763 – 1783
Unit 2: Creating a National Political System and Culture 1783 – 1815
Unit 3: Geographic and Economic Change Shape the Nation 1815 – 1850
Unit 4: A Nation Divided and Rebuilt 1840 – 1877
ELECTIVES
When choosing an elective class, please be aware that it is essential that students and parents read
the descriptions carefully and make choices that reflect final decisions. Every effort will be made
to schedule students for electives based on their choices but elective choices are not guaranteed
due to staffing, class sizes and availability.
Sixth Grade Courses
Unified Arts Rotation (9 weeks each course)
Composed of Art, Computer Applications, General Music and Imagineering
Technology
Art 6
Sixth grade artists will learn about the basic elements of art (line, color, shape, texture, form, value, and
space). Students will have an opportunity to increase their skills in handling art materials explored in
elementary grades. Going beyond exploration, course projects require students to problem-solve, meet
objectives, and follow sets of directions. Students will also become more aware of their individual
artistic skills and styles. Drawing and observation skills will be enhanced through the use of a
sketchbook kept throughout the duration of the rotation. In addition, many projects have either a multicultural or an interdisciplinary component. All projects involve the four disciplines of art: criticism, art
history, aesthetics, and production.
Imagineering Technology 6 Flight Technology
Grade 6 students will examine and study the principles of flight by developing structures and devices.
They will use thinking, imagining and inventing skills, and students experience ways to solve practical
problems that involve flight. Projects will include airplane models, cargo delivery systems, various
rockets and helicopter design. Activities involve working individually and in teams, using technology
resources and the use of computer based applications. Additionally, students will use word processing,
desktop presentation and internet research skills to complete meaningful and authentic projects.
Computer Applications 6
In this class, students acquire the skills needed for the twenty-first century workplace – not just
technology skills but content knowledge, problem-solving acumen, communication and collaboration
skills and the ability to assess their work.
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Educational use of technology require students to develop higher-order thinking skills by authoring
multimedia projects, designing simulations, or using visualization tools to master difficult concepts.
Students will learn the basics of HTML (Hypertext Markup Language) to develop their individual web
pages. Students will develop critical thinking skills while using their imaginations and creativity.
General Music 6
Students who take this course will learn to read, write, and perform music of foreign countries. The
curriculum includes keyboard playing, singing, and world percussion playing. Students will learn how
various countries’ culture, religion, and region influence their music.
Seventh Grade Courses
Art 7 (semester course)
Seventh grade artists will add to their understanding of the elements of art (line, color, shape, texture,
form, value, and space) by learning about the Principles of Design: balance, contrast, variety, pattern,
rhythm, unity, and emphasis. More technical and analytical skills will be used in the projects in this
course than in earlier courses. Going beyond exploration, course projects require students to problemsolve, meet objectives, and follow sets of directions while increasing their technical and fine motor
skills. Students will also become more aware of their individual artistic skills and styles and use critical
thinking and analysis to observe and appreciate the artwork of others. Students will explore a wide
variety of art such as: drawing, painting, sculpture, ceramics and more.
Living with Technology 7 (pre-engineering) (semester course)
Grade 7 students will focus on the design process in order to solve practical problems. They will
breakdown the design process into its basic components and implement each one when designing the
various projects throughout the course. Projects covered are orthographic designing, catapults, safety
restraint systems and bridges. Activities involve working individually and in teams, using technology
resources and the use of computer based applications.
Computer Applications 7 (semester course)
In this class, students acquire the skills needed for the twenty-first century workplace – not just
technology skills but content knowledge, problem-solving acumen, communication and collaboration
skills, and the ability to assess their work.
Educational uses of technology require students to develop higher-order thinking skills by authoring
multimedia projects, designing simulations, or using visualization tools to master difficult concepts.
Students will learn the basics of HTML (Hypertext Markup Language) to develop their individual web
pages. Students will develop critical thinking skills while using their imaginations and creativity.
TV Studio (semester course)
This course introduces the basic fundamentals of photography and television. The students will learn
how to use the camera as a tool of art by learning about camera angles and shots. The students will also
learn how to use still photography and video clips to create videos. Students will study the process of
video production and the steps involved in creating a movie such as uploading, shooting techniques,
lighting, special effects and editing through the movie maker application. Activities include stop motion
animation, commercials, public service announcements and interviews. Most projects include
collaboration and peer evaluation.
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Eighth Grade Courses
Art 8 (full year course)
This course is intended for students who have a high interest in art and who are interested in continuing
their art education in high school. This class will focus on preparing students for art courses in high
school with an emphasis on 2-dimensional art forms such as observational drawing, design, painting and
collage. We will also explore ceramics, sculpture and public art/community art. Students will keep an
ongoing visual journal (sketchbook) to record techniques, ideas and project evaluations. There is an
emphasis on personal artistic growth and creative problem solving skills.
TV Production (full year course)
This course introduces the basic fundamentals of photography and television. The students will learn
how to use the camera as a tool of art by learning about camera angles and shots. The students will also
learn how to use still photography and video clips to create videos. Students will study the process of
video production and the steps involved in creating a movie such as uploading, shooting techniques,
lighting, special effects and editing through the movie maker application. Activities include stop motion
animation, commercials, public service announcements and interviews. Most projects include
collaboration and peer evaluation. In 8th grade, select students will be responsible for the daily news for
North Bethesda by working in the control room or as anchors. Eighth grade students will focus on
activities that are school related.
Earth Space Technology 8 (Robotics) (semester course)
Grade 8 students will focus on LEGO Robotics, and age appropriate technology and curricula that
progress with students’ skill level and learning objectives that help build career-ready skills. This will
provide the framework for learning how to systematically and creatively solve problems. Students will
learn to understand key science, technology, engineering, and math concepts – not just on paper but in
practice. The students will channel the power of robotics to create learning opportunities that will help
them develop the skills needed for a lifetime of creating, solving and contributing to a global society.
Earth and Space Technology 8 (semester course)
In this one semester course, 8th grade students explore the applications of technology in the environment
and the universe. They learn ways to improve the environment and the universe. Students explore
strategies that help to improve the environment and the universe by using varied technological tools and
machines. Multi-sensory activities emphasize the team approach to problem solving, creativity and
ingenuity. Students will use spreadsheet software to design and manipulate text and numerical data.
Additionally, students will use graphics, multimedia, hypermedia, Web editors and telecommunication
tools to organize and present information.
CHORAL MUSIC (full year courses)
Chorus 6
This course is recommended for students who enjoy singing and are interested in improving their vocal
talent and abilities. Students will sing a wide variety of songs, which will culminate in two public
performances. This class uses singing games, rounds and vocalizes, to improve singing in a fun way,
working to help singers find their voice. Members of the 6th grade chorus will learn both vocal and
choral techniques, which will prepare them for membership in the 7th and 8th grade choir, which travels
and competes against other choirs. Membership in the 6th grade chorus is required in order to audition
for MCPS Honors chorus.
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General Chorus 7, 8
This course is recommended for students who enjoy singing and are interested in improving their vocal
talent and abilities. Students will sing a variety of repertoires ranging from classical to modern and pop.
Members of the 7th and 8th chorus will learn to look at a piece of music for the first time, and sing
without hearing a reference pitch. Seventh and 8th grade choirs travel and compete against the area's top
choruses. Attendance at the Winter and Spring Concerts is mandatory. Membership in 7th and 8th grade
chorus is required in order to audition for MCPS Honors and All-state Choruses.
INSTRUMENTAL MUSIC
(full year courses)
Beginning Band 6
Beginning band provides an exciting large group experience and a seamless continuation for students
with elementary bank experience. Students who also have no prior band experience are encouraged to
choose this course. Through daily instruction, students make incredible progress and are able to perform
a variety of musical styles ranging from traditional band works to the latest popular selections.
Musicians will explore additional instrument choices such as percussion, tuba oboe, bassoon and French
horn. Students with no prior band experience are welcome in this class.
Intermediate Band - Grade 7
Intermediate band is designed as a seamless continuation for students entering grade 7. No audition is
necessary. Students refine skills learned in grade 6 and develop more advanced performance techniques.
Emphasis is placed on developing strong rehearsal teamwork, following a conductor and developing
pitch and rhythmic security in preparation for performing an independent part in the traditional band or
orchestra ensemble. Students also learn melodic form and construction as they examine and perform
more complex folk melodies and melodies from master composers. Students discuss the social and
intellectual influences that affected the creation of the music they are studying. They begin to develop
aesthetic criteria for measuring the quality of instrumental performance.
Advanced Band - Grade 8
Students develop and refine their technical skills in order to perform music at the highest level. The
members of this ensemble will represent the school in regional and state music festivals, events and
other trips. Emphasis is placed on developing rehearsal teamwork, following a conductor and
developing their tone, intonation, rhythmic security, balance and phrasing within the traditional band or
orchestra ensemble. Students learn the social, cultural and intellectual influences reflected in the
musical works they are studying and discuss performance styles and musical forms of corresponding
historical periods. The study of music theory includes performance and recognition of the major, minor
and chromatic scales. The critical listening skills that are developed as a result of preparation for
instrumental performance are used to help the student formulate criteria for effectively evaluating
his/her own performance as well. Members of these ensembles audition and are selected for the county
and state honors programs as well as the local youth orchestras.
Intermediate Orchestra - Grade 6
This is offered to all students of violin, viola, cello, and string bass who have at least two years of prior
experience. The course is designed to give students a strong foundation in proper string techniques,
improving bowing, tone production, music reading, rhythm, and music in a variety of styles. Honors
county groups are available to promising students in this class and students will perform at evening
school concerts. Home practice is required.
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Advanced Orchestra - Grades 7/ 8
Students develop and refine their technical skills in order to perform music at the highest level. The
members of this ensemble will represent the school in regional and state music festivals, events and
other trips. Emphasis is placed on developing rehearsal teamwork, following a conductor and
developing their tone, intonation, rhythmic security, balance and phrasing within the traditional band or
orchestra ensemble. Students learn the social, cultural and intellectual influences reflected in the
musical works they are studying and discuss performance styles and musical forms of corresponding
historical periods. The study of music theory includes performance and recognition of the major, minor,
and chromatic scales. The critical listening skills that are developed as a result of preparation for
instrumental performance are used to help the student formulate criteria for effectively evaluating
his/her own performance as well. Members of these ensembles audition and are selected for the county
and state honors programs, as well as the local youth orchestras.
WORLD LANGUAGES
Spanish 1 A/B (1.0 high school credit course)
French 1 A/B (1.0 high school credit course)
Italian 1 A/B (1.0 high school credit course)
Chinese 1 A/B (1.0 high school credit course)
Latin 1 A/B* (1.0 high school credit course)
* Latin is for 8th grade students only. The course is offered at Walter Johnson High School.
Students begin to learn to communicate orally and in written form about daily life. Emphasis is on
vocabulary development, simple grammatical structures and the basic culture of the people. Students are
encouraged to use the foreign language beyond the school setting and keep informed of current events in
the countries where the target language is spoken. A countywide final exam is administered at the
end of each semester. MCPS final exams are both oral and written. The student’s grade in this
high school course becomes a permanent part of his/her record appearing on the high school
transcript. Students must pass the first semester, second semester and the second semester high
school level final exam in order to receive course credit. Half credits are not awarded in middle
school.
Spanish 2 A/B(1.0 high school credit course)
French 2 A/B (1.0 high school credit course)
Italian 2 A/B (1.0 high school credit course)
Chinese 2 A/B (1.0 high school credit course)
Students expand vocabulary and learn increasingly complex expressions and structures for written and
oral communication. The culture of the people is examined in greater depth. Students continue to make
comparisons with the language and culture studied. They are encouraged to use the language beyond the
school setting and keep informed of current events in countries where the target language is spoken. A
county-wide final exam is administered at the end of each semester. Students’ grades in these high
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school courses becomes a permanent part of their records, appearing on the high school
transcript. Students must pass Semester 1, second Semester 2 and the Semester 2 high school level
final exam in order to receive course credit. Half credits are not awarded in middle school.
Honors Spanish 3 A/B (1.0 high school credit course)
Honors French 3 A/B (1.0 high school credit course)
Honors Italian 3 A/B* (1.0 high school credit course)
Honors Chinese 3/ A/B* (1.0 high school credit course)
* These courses are offered at Walter Johnson High School.
Students continue to build on previously developed skills while expanding their ability to communicate
on a variety of topics. Increased grammatical accuracy is stressed. Students continue to make
comparisons with the language and culture being studied, and keep informed of current events in
countries where the target language is spoken. The curriculum is designed for non-native speakers.
Therefore native speakers of Spanish, French, Chinese, or Italian are encouraged to select a new
language to study. A county-wide final exam is administered at the end of each semester. Students’
grades in these high school courses becomes a permanent part of their records, appearing on the
high school transcript. Students must pass Semester 1, second Semester 2 and the Semester 2 high
school level final exam in order to receive course credit. Half credits are not awarded in middle
school.
COURSES BY RECOMMENDATION ONLY
Developmental Reading (6, 7, 8)
Developmental Reading is a remedial reading class designed for struggling readers who do not read
fluently or who confuse similar words. The emphasis is on decoding skills and the direct instruction
approach to teaching phonics and word analysis. The purpose is to improve the students’ decoding and
comprehension skills by increasing reading accuracy and fluency. The instructional program includes
work at the individual word and sentence level, gradually building to connected sentences with more
complex vocabulary and text structure. Students are assigned to Developmental Reading based on
MAP-R scores, teacher recommendations, and individual placement tests.
READ 180 (6, 7 and 8)
READ 180 is an intensive reading intervention program designed to help students make measurable
gains in reading achievement by building fluency and comprehension skills. Students are assigned to the
course based on a variety of assessments, including MSA, MAP-R and teachers’ recommendations.
Within the instructional block, students participate in whole and small group teacher-led instruction;
work independently on individualized reading skills with READ 180 computer software, and listen to or
silently read self-selected books. READ 180 infuses differentiated instruction, adaptive software,
background knowledge-building videos, instructional and assessment software, high-interest literature,
and direct instruction in reading, writing and vocabulary skills to provide a rigorous, engaging,
motivating learning experience. Daily, weekly, monthly and quarterly progress monitoring is embedded
in the program via the software and the students’ workbooks.
Alternative Program
The Alternative I Program is a student support class at North Bethesda Middle School. Students are
selected based on their academic needs. Students complete missing assignments, make-up homework,
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and complete projects. They work on social skills, organization and goal-setting in order to improve
grades. The Alternative Program teacher also supports the students by communicating with counselors,
administrators and classroom teachers in order to find ways best suited to meeting their needs. Students
enrolled in the support class will experience increased success in school, and take more responsibility
for their learning. The structure of the program is fluid. When academic and social successes are met,
students may return to their regular schedule. Students will receive a grade based on rubrics for study
skills, organizational skills and participation in social skills circles. They will be assessed through
binder organization, agenda book completion and daily academic activities.
Special Education Resource Class
The purpose of our Resource class is to teach students learning strategies and skills that will be needed
to be a successful learner. Direct instruction will be provided via mini-lessons that focus on helping
students gain an understanding of their own learning style, develop their self-regulatory skills and
become proficient in the use of learning strategies and skills that can be applied to challenging academic
content. Topics may include reading skill development, writing, organization, time management, test
taking and self-advocacy. Assignments from the students’ core curriculum classes may be used to form
the basis for teaching the students the necessary strategies and skills that will assist them in attaining
their IEP goals. The ultimate goal of the Resource class is for students to function effectively in the
general education environment, access the general education curriculum and master their IEP goals.
High School Credit in Middle School
Middle school students may take selected high school courses for credit. In order for middle school
students to receive high school credit, the middle school course must include the same content as the
high school course. MCPS is in compliance with MSDE assessment requirements. There is no partial
credit awarded in middle school. Check the course syllabus for information on assessment requirements
related to passing high school credit courses in middle schools during the 2016-2017 school year.
Grades for all high school courses for which a middle school student receives credit will appear on the
student’s high school transcript and be included in the calculation of the student’s grade point average
(GPA).
If a middle school student does not meet all requirements to earn credit in a high school course, there
will be no record of that course on the student’s transcript and the grade will not be computed into the
GPA. For example if a student passes the first semester, but not the second semester, no credit will be
awarded and the course will not appear on the student’s transcript. HS credit will appear next to any
course in this bulletin for which students may earn high school credit.
The course will appear only once on the transcript. Once a course is successfully retaken for a higher
grade in high school, it will be reported and treated as a course taken in high school.
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