- The Campus Laboratory School
- Middle School 6-8
- The Campus Laboratory School
- Middle School 6-8
As a middle school within the Campus Laboratory School, we provide rigorous academic preparation for high school and beyond, while nurturing the social, physical, emotional and intellectual needs of Early Adolescent Learners. We express our core Catholic Mercy values through the creation of transformational learning experience, in collaboration with the community, to empower students to become agents of change for a more just and merciful world.
Middle School Language Arts will focus on the development of skills in reading, writing, speaking, and listening. Courses incorporate reading comprehension, vocabulary development, the writing process, and grammar skills. Students will read and discuss several genres including fiction and nonfiction in novels, short stories, and poetry. Vocabulary from texts read in class will be studied and applied. In addition, students will use the writing process to create informational, narrative, argumentative, and analytical essays. Skills throughout all units will be scaffolded and modeled to build understanding which will allow for student application to follow.
- Identify plot, theme, setting, conflicts, point of view through class and group discussions, note-taking, essays, projects
- Identify Figurative Language and Imagery
- Produce creative, collaborative projects (research, drama, art)
- Focus on different cultures and time periods
- Identify and utilize Comprehension Strategies such as the Flag Your Strategy method(Connections, Questions, Inferences, Predictions, and Evaluations)
Middle School units:
6th grade: Hoot; The Giver; Shadow Spinner; choice novels for literature circles
7th grade: Roll of Thunder, Hear My Cry; The Outsiders, Animal Farm, Ender’s Game; poetry unit
8th grade: To Kill A Mockingbird; Of Mice and Men; The Diary of Anne Frank (play;) The Boy in the Striped Pajamas, author research project
Our mathematics program is driven by The National Council of Teachers of Mathematics Principles and Standards for School Mathematics. Hands-on activities and differentiation are incorporated to build on enduring understanding of basic concepts and computational skills.
Our teachers engage students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically.
The program is enhanced by the use of technology, in depth problem solving, and research projects.
Students are encouraged to recognize math in everyday life situations and across the curriculum.
Enrichment and advanced opportunities are provided in grades 6 – 8.
The mathematics program at The Campus Lab School is designed to teach for retention, that is, for enduring understanding and application of concepts and not just for mastery, the temporary demonstration or application of a skill.
To that end, student progress is continually evaluated, and students are flexibly grouped to meet the goal. The traditional class completes grade level work, including necessary review and concept building activities. The accelerated class covers concepts in more depth and at a fast pace. Both sections emphasize efficient computation and effective problem solving strategies.
Placement is based on measures of student readiness (final math average, grade level placement test, standardized math test score) and student effort (teacher observation, completed assignments, attempts at extra credit). No single measure will automatically include or exclude a student from placement.
Sixth Grade Science:
Sixth grade science is an earth science course which focuses on the Earth, its climate, its resources, its place in the solar system, and the phenomena which makes the Earth a living planet. We pay particular attention to systems on earth, climate and weather, rocks and minerals, tectonic plates, earthquakes, volcanoes, and energy resources.
- Scientific Method
- Systems of Earth
- Climate and Weather
- Causes and Effects of Regional Climates
- Climate Change
- Atoms and Molecules
- Mapping the Earth
- Rocks and Minerals
- Plate Tectonics
- Hurricane Tracking and Fundraiser
- Seismic Retrofitting Project for Earthquakes
- Growing Crystals
- STEAM Challenges
Seventh Grade Science:
Seventh grade science is a life science program that develops student understanding of life, its processes, and its relationship to the natural world. Although primary emphasis is on life science, the program seeks to integrate ideas and processes from other sciences and disciplines. The topics include matter, ecosystems, cells, cellular processes, genetics, evolution, bacteria, viruses, and the human body. Many hands-on activities follow the lessons such as: building cells, observing the osmosis and diffusion of materials into and out of an egg, extracting and building DNA models, modeling genetics, demonstrating mitosis and meiosis, building human skeletons, reconstructing an owl pellet, and frog dissection.
- Scientific Method
- Influencing Ecosystems
- Sustaining Ecosystems
- Bacteria and Viruses
- Building Cells
- Observing Osmosis and Diffusion
- Extracting and Building DNA models
- Building Human Skeletons
- Reconstructing Owl Pellets
- Frog Dissection
- Raising Painted Lady's
- Modeling Genetics
- Demonstrating Mitosis and Meiosis
- Brain Dissection
- STEAM activities
Eighth Grade Science:
An introduction to physical science is the emphasis in 8th grade. The focus is on properties and changes in matter as well as motions, forces, and the transfer of energy. Chemistry topics include: atoms, elements, physical and chemical changes, atomic models, chemical bonding, solutions and mixtures, acids and bases, and organic/carbon chemistry. Physics topics include: speed, motion, velocity, acceleration, momentum, transfer of energy, and pressure. Some of the hands-on labs include: white powder mystery lab, conservation of matter, engineering rockets, percentage composition of a penny, acid/base determination, solubility of materials, Rube Goldberg contraptions (conservation of energy), and Pasta Car Race Car construction.
- Scientific Method
- Motion and Forces
- Planetary Forces
- Orbital Forces
- Energy in Universe
- Waves an
- Warming Earth
- Remote Sensing
- Evolution and Natural Selection
- Rube Goldberg Contraptions
- Pasta Car Race Car construction
- STEAM Challenges
- Powder Mystery Lab
- Solubility Lab
The Campus Lab School social studies teachers are committed to enriching the lives of their students with a strong social studies curriculum. They foster learning experiences in social studies that reflect the diverse interests of students using creative strategies and teacher developed content. Students are guided and challenged through developmentally appropriate social studies content and activities that build their knowledge base, develop their skills, and enhance their understanding of themselves and their world.
The Campus Lab School social studies program is a rigorous program that develops a strong knowledge base, historical thinking skills, inquiry, depth, and understanding. It connects students to the content with a focus on the big ideas of social studies, essential questions to help students reflect on their learning, literature connections and primary documents that help students relate to the material, and engaging learning activities. The social studies curriculum at The Campus Lab School also includes reading skill development, skills based lessons, leveled readers, hands on engagement, integrated technology, differentiated instruction options, and current event explorations.
One strength of the Campus Lab School curriculum in social studies (and in other curricular areas) is that teachers are able to blend styles and strategies to best meet student needs. A traditional focus on goals, objectives, and assessment, an emphasis on STEAM education, and integration of Responsive Classroom – these are just three strands used to approach curriculum. Students acquire foundation skills in social studies through multiple teaching strategies, including direct teaching, cooperative learning, discussion based learning, project based learning, and independent study. At The Campus School, student centered learning is driven by the belief in active learning strategies that develop self-directed students. In social studies, foundation skills are developed in context so that students can apply their skills and learning by demonstrating achievement through authentic assessment.
Students are given opportunities to develop and master the ability to think constructively, to solve problems, to reason independently, to demonstrate self-motivation and self-direction, to engage in self-assessment, and to give witness to moral values, ethical standards of conduct, and personal integrity based on the teachings of Jesus Christ within the context of the social studies curriculum. The social studies program enables students to graduate from the Campus Lab School with a rich understanding of themselves and the world today, with the skills and background in the discipline that will allow them to be successful as they continue their studies in high school.
Spanish and French
The Middle School Spanish and French curricula are designed to develop and further immerse students in the language. Designed for students in grades 5th through 8th, our curricula follow a logical continuation of the primary program. Students meet every other day.
6th grade - students develop their basic skills but are encouraged to produce their own work (orally and written) rather than reproducing and copying. Students are able to create entire sentences in Spanish/French, and are able to hold a basic conversation in the language.
7th grade - students begin connecting all the pieces they have learned in the previous years. More attention is given in correcting mistakes they might make when transferring their ideas and thoughts from one language to another. There is a greater focus on the spelling and syntax. Students’ vocabulary is further expanded and students focus in the purpose of the language, rather than the form.
8th grade - students are able to express their thoughts and ideas more fluently. They use English as an aid in completing their thoughts, but direct translation is not encouraged. They are able to express their ideas both written and orally. During this stage, students are encouraged to further expand their vocabulary by analyzing authentic texts and their contexts. Students further explore the culture of the Spanish-speaking and French-speaking world by immersing themselves in the topics and holding debates in current events. Students have the opportunity to work on projects that explores the issues of the Hispanic/Franco community in the United States, and brainstorm on possible solutions and how to implement them in their community.
The Spanish and French curricula are guided by the American Council on the Teaching of Foreign Languages (ACTFL) National Standards.
We investigate art by diverse artists- contemporary and historic.
We develop our observation skills & imagination!
We think about and respond to art through Visual Thinking Strategies & Essential questions about art.
In Middle School at the Campus Laboratory School, we learn how to think and work like artists and explore materials in the idea lab of the art studio through Artist Habits of Mind: Observe, Express, Stretch and Explore, Reflect, Develop Craft, Engage & Persist, Envision, Understand the Art World.
We explore the elements of art: Line, Shape, Color, Texture, Space, Form, Value, and the Principles of Design: pattern balance, contrast, emphasis, scale, harmony, rhythm, and variety to develop our skills, understanding, and expressive visual language.
Looking more closely and analyzing art. Art is influenced by culture and environment in which it is created. Building on our vocabulary to discuss art and artists. Increasing observational and expressive skills in materials. Working autonomously. Reflecting inward to express ourselves. Consumerism and popular culture.
Projects: Redesign a product or object; linoleum print edition; sculpture in the round; observation; principles of composition; one and two point perspective
Looking more closely and analyzing art. Art is influenced by culture and environment in which it is created. Building on our vocabulary to discuss art and artists. Increasing observational and expressive skills in materials. Examining new aesthetics and contemporary issues. Reflecting inward to express ourselves. Increasing observational and expressive skills in materials. Working autonomously.
Projects: self-portrait mandalas; human figure in 2D proportion, drawing from life, and the figure in 3D (sculpture in the round); visual documentation; abstract sculpture
Looking more closely and analyzing art. Building on our vocabulary to discuss art and artists. Increasing observational and expressive skills in materials. Reflecting inward to express ourselves. Opportunities to increase ability to identify, and express formal, personal, conceptual preferences and identity in art materials. Working autonomously. Examining new aesthetics and contemporary issues.
Projects: Visual documentation of surroundings; portrait in different materials; color theory in various media, artist research project, collaborative artwork inspired by work of literature, sculpture, digital photography, media arts
In Middle School Music, we mix movement and analysis with focus on playing and singing music that students choose. Using the Little Kids Rock online program, in addition to other resources, students have a large bank of songs to select from during the 1/ 6-day-cycle classes. Their instrumental choices broaden, with the addition of bucket drums and guitars.
When we discuss the music that we listen to, move to, perform, and create, we consider many questions.
Why does this sound this way? How do our ears process sound? What happens on a molecular level to create sound? What patterns do you notice in this notation? How can you create your own notation to represent your creation? Why did the composer choose these chords to accompany these words? Why did the lyricist choose these words instead of others? How do you personally connect with the message of this song?
We listen to a wide variety of musical compositions in our classes. This year, we have focused on Schumann, Prokofiev, J.S. Bach, Mozart, Beethoven, Grieg, Saint-Saens, Henry Mancini, Hans Zimmer, Ari Pulkkinen, and John Williams.
Students perform informally during the year, leading Mass and preparing songs for school-wide celebrations. All students in K-8 perform in a School-Wide Concert in December. They sing, dance, and play songs in this evening event.
The students of the Campus Laboratory School of Carlow University participate in Physical Education classes beginning at age three and continue through 8th grade. Each level stresses the importance of physical activity to maintain a healthy lifestyle. Children are exposed to team sports, lifetime sports, and recreational activities. The students are encouraged to explore them, and decide which activities are most enjoyable. We hope the children will find activities suited to them leading to a lifelong healthy lifestyle.
Some of those activities include:
- TEAM SPORTS: Baseball, Soccer, Basketball, Football, Volleyball
- LIFETIME SPORTS: Tennis, Fitness, Aerobics
- RECREATIONAL ACTIVITIES: Races, Tag Games, Chuteball, Creative Movement
Students are taught to work together as groups and in teams. Good sportsmanship is taught at the pre-primary level, and is practiced at all levels.
The students are taught to be aware of their surroundings, and to recognize safe environments to play or compete.
The S.T.E.A.M initiative is also incorporated into the Physical Education curriculum. The students study human anatomy, physics, physiology, kinesiology, math, and music during their physical activities.
The Campus Laboratory School of Carlow University supports a purpose of promoting a Catholic way of life based on Gospel values. As a Catholic educational institution, Carlow makes connections throughout the faith, builds community and promotes service throughout all aspects of academic and spiritual curriculum. The curriculum reflects the guiding Catholic principles through the integration of faith into all aspects of instruction. Dedicated teachers and administrators whose teaching mission is based on a love for the Church create an environment that is community and service oriented. The leadership of our Pastor and Principal provides opportunities for Catholic practice including liturgies, participation in holy sacraments and other spiritual experiences. Instruction, learning and activities are focused on the full development of all students, for the welfare of the community as a whole and the building of the Kingdom of God.
Service and mercy are at the core of our mission at The Campus Laboratory School. Throughout both daily interactions and large events held at Carlow, it is evident that children and teachers alike promote the notion of service and respect for each other. Many events are held during the school year that promote service and mercy throughout the community and across the world. Our annual Mercy Day Walk-a-Thon benefits children being served by the Sisters of Mercy in the Philippines. This annual event is an inspiring opportunity for students to become active in the gift of mercy. Events focused on service are held throughout the school year and across grade levels, including food drives for the needy, dollar donations for charity and individual student charity drives. These events are held school wide and truly promote the heart of service and mercy throughout the Campus Lab School.
Currently our Middle School offers the following electives.
Robotics, Forensics, PJAS, Makerspace, GeoBee, English Festival.