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In 6th grade science the main area of study is human biology and health through the lens of human body systems. Students investigate each of the systems of the body, their function and form, and their interactions with other systems. Students also explore other facets of human anatomy, like the five senses.

Using the graphic novel Human Body Theater by Maris Wick as our textbook, students are encouraged from day one to visualize these complex systems and use analogies to understand how they work. In addition to reading our textbook aloud and adopting different roles in each chapter (i.e. “spleen” and “esophagus’), students learn how to integrate vocabulary, take notes, discuss as groups, perform laboratory experiments, and write. Formal laboratory reports of class experiments are introduced in this class. Note taking skills are also reinforced as students develop group study guides and long answer prompts needed for quizzes and for reference throughout the year. Students also work together in groups to tackle projects that require them to create things like cell models, full length skeletons, balloon lungs, and more.

Students investigate the structural organization of the human body through its systems: skeletal, muscular, cardiovascular, respiratory, digestive, excretory, reproductive, endocrine, and nervous. The counseling center works with the class during the reproduction unit to help discuss and explain this sensitive subject. The counseling department and the organization FCD (Freedom from Chemical Dependency) also work closely with the class to inform them of the dangers associated with drugs, alcohol, and tobacco.

Fifth grade social studies begins the year by inviting fifth graders into the world of the upper campus, and orienting them to the skills and tools required to understand themselves as learners. Students develop and master the skill of creating and presenting slideshows on Google Slides. One recurring project that draws on these skills is the Newscaster project, in which students pick a current event and create a slideshow in order to educate their peers about the event. This project recurs four times over the course of the year, and requires students to work on becoming researchers and presenters, using images for storytelling. Students also focus on using models like Howard Gardner’s Theory of Multiple Intelligences in order to understand their strengths as students, and advocate for their own learning. As the year progresses, fifth graders shift their focus to world geography, building a foundation of map skills and focusing on the five themes of geography: location, place, region, movement, and human- environment interaction. Many group and individual projects, as well as map quizzes and tests, help fifth graders to understand the fundamentals of geography that will be crucial for history classes later in the scope and sequence of their experience at IMS. Interdisciplinary connections between science work in biomes and social studies work in the natural and human elements of geography are also explored.

Public speaking class begins with the students reflecting on the typical feelings and fears surround speaking in front of others. The elements of public speaking (content, intent, audience, delivery, etc) are reviewed and students are asked to watch and review several examples. Students take turns practicing many of these elements in several different class activities, while receiving and provided feedback on delivery and presentation. In the final weeks of the term, students study rhetorical devices, watch and review several famous speeches, and then write and deliver their own original work in the Assembly Hall.

The intensive studio art studio is a culmination of skills learned in seventh and general studio classes. While previous classes present an overview of many skills and mediums, the Intensive Studio class focuses on a select few techniques or materials, allowing students to delve deeply in to an area of study. Students may study woodworking for a whole term before switching to printmaking, or ceramics for example. Projects tend to be more conceptual in nature and students are expected to be self-directed with an increased ability to carry out more complex ideas. Upon completion of the Indian Mountain School art program, students are expected to have a solid understanding of essential art making skills including drawing, basic color theory, 3D construction, and ceramics.

The goal of the Algebra I curriculum is to develop sound critical thinking and flexible problem solving skills while best preparing students for the rigors of their next math course. This course is designed to be completed in one year. It focuses on developing competency in reading, writing, and manipulating algebraic notations. The topics of study include the use of variables and exponents, evaluating and solving algebraic expressions, equations and inequalities, operations with polynomials, graphing linear equations, solving quadratic equations, and working with algebraic fractions. This approach to education puts an emphasis on discovery, independence, freedom of choice, and cooperative learning.

Fifth grade social studies begins the year by inviting fifth graders into the world of the upper campus, and orienting them to the skills and tools required to understand themselves as learners. Students develop and master the skill of creating and presenting slideshows on Google Slides. One recurring project that draws on these skills is the Newscaster project, in which students pick a current event and create a slideshow in order to educate their peers about the event. This project recurs four times over the course of the year, and requires students to work on becoming researchers and presenters, using images for storytelling. Students also focus on using models like Howard Gardner’s Theory of Multiple Intelligences in order to understand their strengths as students, and advocate for their own learning. As the year progresses, fifth graders shift their focus to world geography, building a foundation of map skills and focusing on the five themes of geography: location, place, region, movement, and human- environment interaction. Many group and individual projects, as well as map quizzes and tests, help fifth graders to understand the fundamentals of geography that will be crucial for history classes later in the scope and sequence of their experience at IMS. Interdisciplinary connections between science work in biomes and social studies work in the natural and human elements of geography are also explored.

Mandarin III is an upper-intermediate course designed to advance students toward a higher proficiency level. Building on Mandarin IA, IB, and II or equivalent experience, students will explore topics such as Chinese given names, the great thinkers Zhuangzi and Confucius, four-character idioms, the Spring Festival, and Beijing opera. By the end of the course, students are expected to have learned approximately 650 characters, enabling them to recognize up to 1800 words. They will engage with selected Chinese texts on cultural topics, and will be able to express themselves, participate in discussions, and communicate in paragraph-length conversations on both familiar and some new social and academic subjects.

Spanish III is a third-year Spanish course that follows the successful completion of Spanish II. The curriculum follows a standard high school level Spanish III course, and for this reason is taught entirely in Spanish. During the fall term, a thorough review of the advanced verb tenses learned in Spanish 2 help to set up the student for their active participation in class discussions. Students are evaluated on their ability to incorporate the comprehensive grammar learned during the previous year into meaningful conversations spanning a variety of sources. Listening and speaking exercises are a major part of the course, as is the written analysis of the selected reading. Authentic sources from around the Spanish-speaking world, including news articles, poetry and short stories, are employed to help students strengthen and internalize more deeply their knowledge of grammar and idiomatic structures in Spanish.