Post on 01-May-2018
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An IB World School
Table of Contents ● The School for International Studies
School Profile, Mission, who we are, IB vision, Summer Bridge Program ● International Studies & Partnerships
● Teacher Unit Plan: Science;
● French Immersion Schedule: Fall 2016
● COMPARISON CHART
● WHY IB?
● Admissions
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An IB World School
WELCOME TO INTERNATIONAL STUDIES!!!!!!
Completing elementary school is an exciting milestone in your educational experience for you and your children. However, this
process may also bring you and your family some anxiety. Which middle school should you select? The Boerum Hill School for
International Studies, a 6th-12th grade International Baccalaureate World School, offers an academic and cultural environment for
you to develop the skills to succeed in high school, college and in your future career. See below things that are happening at
International:
SCHOOL PROFILE
6th Grade Application Program Codes: MS Academy: K497S & French DLP: K497M 9th Grade Application Program Codes: Honors Insitute: K21A & Culinary Arts: K21B
Any questions about our middle school program, please contact Stu Chasabenis, our Director of
Admissions and Recruitment at Stu.Chasabenis@k497.org.
International Studies is officially an International Baccalaureate World School
We are an approved MYP Programme IB School (Grades 6-10), effective June 2016
(Middle Years Programme: 6th-10th grade) (DP: Diploma Programme: 11th-12th Grade)
The International Baccalaureate program is unique because of its personal, social, & academic rigor
At the core of IB learning is inspiring students to learn conceptually through enthusiasm & curiosity
The content and rigor students are exposed to is applied using a projects based approach
Middle School students receive French twice during the school day(Language Acquisition & in science)
All students are engaged in year-long project based and collaborative learning
Various programs have been integrated into the school day and International Studies curriculum to
enhance the learning experience
Students will participate in Vision Robotics during their math class
Students will have an opportunity to learn and improve their skills in Chess
Students will learn to read music and play instruments thru our partnership with The Harlem School of
the Arts (afterschool)
We provide a French Immersion Program, from 2:30-4pm, Monday-Thursdays; students study
and learn French through art, yoga, soccer, art history, dance, theater, journalism;
In addition to having various programs built into the school day, students will have the opportunity to
enroll in our 21st Century Afterschool Program
Programs include: Students have the option of Drama/Theater, Modern Dance, Visual Arts, Culinary
& Baking Class, Ping Pong / Table Tennis, Cartooning, Track, Tutoring, & the MS CHAMPS Program
(basketball, soccer), Fitness, Early Bird Soccer, and Coding/Technology;
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An IB World School
Mission Statement Graduates from The Boerum Hill School for International Studies take risks and develop innovative solutions that impact the world. Through the use of critical and creative thinking skills, students appreciate different cultures and respect the values and rights of people everywhere.
Who we are The Boerum Hill School for International Studies is a small learning community with seasoned and enthusiastic educators serving grades 6 through 12 in the Boerum Hill section of Brooklyn. Our student body numbers less than 500 and our average class size is 25-27. For our latest school statistics please visit our website. We are an Authorized International Baccalaureate World School through the MYP (Middle Years Programme, grades 6-10), as of June 2016. International Studies offers a challenging and comprehensive education that would enable students to understand and manage the complexities of the world and providing them with the skills for taking responsible action for the future. Our academic classes include courses in Language and Literature, Math, Science (co-teaching with science and French teacher), Language Acquisition (French), History, Fitness, and an elective. Students also receive 90 minutes of French Immersion, Mondays-Thursday from 2:30-4pm. We hold high standards and support our students with individual attention, encouragement and dedication as they rise to meet the challenges of a rigorous curriculum.
IB Vision The Boerum Hill School for International Studies serves grades 6-12 in Brooklyn, NY. We are committed to the mission of
the International Baccalaureate (IB) Program, which is an International group of schools that are focused on developing
internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to
create a better and more peaceful world.
As an authorized IB school through the Middle Years Program, we provide curriculum in grades 6-10 that emphasizes
problem-solving and collaboration through project-based learning. We are in the final year of candidacy for the Diploma
Program for grades 11-12, which will provide students the opportunity to graduate with an I.B. Diploma which can provide
college credits and a significant increase of university options all over the world.
Summer Bridge Program-Save the Date!! TBD-9am-2pm
Our 2-week Summer Bridge Program will include instruction, robotics or drama, instrumental music, chess, team-
building/sports activities and so much more. Students will become familiar with the building, will learn about the
culture of the school, develop organizational skills and will practice the IB learner profile attributes to build
meaningful relationships with peers and adults to transition into middle school with a supportive community in
place. Sign up May 2017 at the 6th Grade Orientation.
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INTERNATIONAL STUDIES & PARTNERSHIPS
INTERNATIONAL BACCALAUREATE: Headquartered in Switzerland, and present in over 200
countries, the organization features a comprehensive framework focuses on holistic education,
emphasizing personal, social, and academic development, through the use of project based learning
and an interdisciplinary understanding, through the lens of international mindedness
FACE (French American Cultural Exchange: The French Dual Language Program, an initiative of
the Cultural Services of the French Embassy and FACE Foundation, provides high-quality bilingual
education to children in public schools across New York City.
Robofun is part of our enhanced school day: these include Lego Robotics, Stop Motion Animation and
Video Game Design);Robotics will be offered as an afterschool activity for 3 hours weekly.
LEAP: (Learning through Expanded Arts Program): through LEAP students work with equipment, technology, and
digital photography to develop a yearbook, stop-motion and various other projects.
Leadership Program, offering drama and theater as part of our afterschool program; students will study theater and have
a chance to participate in an annual production/play
Pencil: A unique relationship with Pencil enables us to share their ideas, talent, and skills with each other and develop a
relationship. School-Business Partners with community organizations, small businesses, and non-profit offer strategic
solutions to school challenges and needs by enhancing the school environment and prepare students for college and career
success.
TreasureChess. This program helps students develop knowledge of chess, including the history of chess, while
developing skills and strategies. Chess is currently offered to our middle school students but we are in the process of
exploring opportunities to offer to high school students.
The Harlem School of the Arts Through this program, we are offering instrumental music as an afterschool program
weekly for three hours. Students with little or no instrumental music experience will have an opportunity to learn how to
read music, learn an instrument, and participate in two music concerts.
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TEACHER UNIT PLAN Teacher(s) Mr. LoBianco Subject group and discipline Science 2 (Genetics)
Unit title What Controls Change MYP year 3 Unit duration (hrs) 6 Weeks
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Change Transfer
Transformation
Personal and Cultural Expression
Statement of inquiry
The expression of genetics can change through engineering or when transferred from generation to generation.
Inquiry questions
Factual— What is inheritance?
Conceptual— How does genetic modification affect natural systems?
Debatable— How can the effects of DNA alterations be beneifical or harmful?
Objectives Summative assessment
MYP Objectives
SWBAT:
Understand the process of genetic modifications. Both natural and man made.
Explain the process of mutations at the cellular level.
Explain the impact of GMO’s on society.
Analyze texts, draw conclusions, and collect data in order to take a stand, formaulate a claim, and refute conuterclaims.
MYP Objectives
A: Knowing and Understanding
C: Processin and Evaluating
D: Reflecting on the impacts of Science
Outline of summative task / GRASPS
G: Analzye the effects of genetic modification.
R: You will act as a farmer.
A: You need to convice local farmers to use or not use GMO’s.
S: You are trying to buy new crops but you are unsure to buy GMO crops or natural crops.
P: You will create an argumentative essay analysing the significance and impact of GMO’s on society. Arguing if they should be used or not.
S: A successful essay will analyse both sides of the argument and cite specific research.
Relationship between summative assessment task(s) and statement of inquiry:
This task will let student’s research genetic modification and connect the modifications to their genotypic and phenotypic expressions. Also it will let students research he effects modifications can have on societies and individuals.
Approaches to learning (ATL)
1. Information literacy
Make connections between various sources of information.
Collect and analyse data to identify solutions and make informed decisions 2. Critical-Thinking
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Draw reasonable conclusions and geralizations
Evaluaate evidence and arguments
Gather and organize relevant information to fourmlate and argument.
Action: Teaching and learning through inquiry
Content Learning process
Week 1
Inheritance
Reproduction Week 2
Genetic expression
Variation Week 3
Punnet Squares
Week 4
Genetic Modifcations
Week 5
Research
Citations Week 6
Summative Assessment
CCSS Focus Standards –
CCSS.ELA-Literacy.WHST.6-8.1 - Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.8 - Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Learning experiences and teaching strategies
Multimedia Annontaed Articles Collaborative Activities Graphic Organizers
Formative assessments
1. Content Quiz 2. Inheritance Lab 3. Monster Genetics Lab 4. Informal Dissusion 5. Article Analysis 6. Reading Comprehension 7. Writing Prompts
Differentiation
Peer Critique
Skeleton Notes
Visuals
Read Aloud
Closures
Resources
1. Cambridge Checkpoint Science 2. Glencoe Science – New York Science 3. BrianPop
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching
After teaching the unit
This unit will be interesting because it should be the first time most student’s think where there physical features and behaviors come from. Also the students should enjoy the study of what has been done to most foods over the last 20 years.The unit will force students to focus on being inquires, communicators, and knowledgable while studying the new content.
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THE FRENCH IMMERSION SCHEDULE: FALL 2016
Middle School French Immersion Monday – Thursday; 2:35 – 4pm
Day Course Instructor Location
Monday
Photography Music Appreciation & Vocal
World Dance Visual Art and Design Art History and Music
Journalism
Cecile Eugenia
Beanstalk Amel
Nicolas Karine
114 115
Dance Room 123 126 209
Tuesday
Photography World Sports
Circus Arts Yoga and Flamenco Dance
Art History and Music Music Appreciation & Vocal
Journalism
Cecile Abdou
Beanstalk Amilia Nicolas Eugenia Karine
114 Yard
Stage (Auditorium) Dance Studio
126 115 113
Wednesday
Culinary Media Arts
French Lit/Book Club Activism & Service
Visual Art and Design Theatre
Yoga and Flamenco Dance Art History and Music
Ahmadi Pingeon Savaiano Feinman
Amel Stephanie
Amilia Nicolas
Culinary Room 209 114 115 121
Auditorium Dance Room
126
Thursday
Culinary Media Arts
Cinéma Français Theatre
Visual Art and Design French Literacy
World Sports
Ahmadi Pigeon Brooks
Stephanie Amel Cajou Abdou
Culinary Room 209 214
Auditorium 121 113 Yard
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Instructional Focus 2015-2016
Talk Like Scholars Socratic Questioning Academic Language
Accountable Talk / DOK Sentence Starters Professionalism
Write Like Experts
Know your audience Defend your claim
Know your purpose Academic vocabulary
Provide and implement feedback (focus on process)
Think Like Innovators
Collaboration Problem Solving
Choice of how I learn and what I learn Curiosity and Risk-Taking
Live Like Global Citizens
Community Action Projects CAP Personal Project IB Learner Profile
Think Globally, Act Locally GAP WEEK
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AN IB WORLD SCHOOL
COMPARISON CHART
Course Non IB School An IB School Language and
Literature Mythology
Summarizing a myth
Looking for themes and symbolism
Gaining knowledge of a variety of mythological figures/taking a test
Presentation of one mythological figure to the class
Analyzing what it means to a hero-the mono-myth, by reading a variety of myths and analyzing current media representations
Analyzing purpose of myth
Argumentative Essay and comic book illustration
Students also write their own myths
Humanities Geography
Students choose one country to research
Write a summary and create poster/fill in a map
Present to class
Geography in the news study: Reading and analysis of current non-fiction articles (student choice)
Analyze author, context, audience and purpose to defend the impact on geography
Presentation/Defend argument to teach class about current geographic affects around the world
Mathematics
Using Scientific Notation
Solve mathematical equations using the scientific notations
Group work based on math levels
One path
Million Dollar suitcase scenario-How can 1 million dollars fit into a suitcase?
Develop a plan, research and carry it out to think for yourself
Group process/collaboration
Problem solving and defending argument in writing
Multiple pathways
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AN IB WORLD SCHOOL
Why IB?
The International Baccalaureate® (IB) aims to do more than other curricula by developing inquiring, knowledgeable and caring young people who are motivated to succeed.
We hope our students will help to build a better world through intercultural understanding and respect.
The IB is different from other curricula because it:
encourages students to think critically and challenge what they are told
is independent of governments and national systems, and therefore able to incorporate best
practice from a range of international frameworks and curricula
encourages students to consider both their local and international environment.
GRADES: 6-10 GRADES: 11-12
Middle Years Programme
A challenging framework that encourages students to make practical connections between their studies and the real world, the MYP is inclusive by design; students of all interests and academic abilities can benefit from their participation.
Age range: 11-16
Diploma Programme
Research suggests many benefits to choosing the DP. The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.
Age range: 16-19
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AN IB WORLD SCHOOL
Admission Policy
As we recruit families into our 6th
-12th
grade program, we consider the following when reviewing applicants:
Interest in the International Baccalaureate Program
(as demonstrated by participation in an open house or a tour)
Attending an interview process (after applications have been submitted to your current counselor)
Review of 4th
Grade Report Card:
(Class grades in English, Math, Social Studies, Science, Foreign Language*, Attendance, Lateness, &
Behavior)
Agreement to attend two-week Summer Bridge Program
Please note that ELA and Math test scores are not a requirement for consideration for admission
Note: *Foreign Language proficiency considered for placement in advanced dual language setting
Priority is given in the following order:
District 15 students / Sibling priority is granted
Brooklyn residents/districts
NYC residents
For additional information on admissions, email: Stu.Chasabenis@K497.org