Winter Park High School
2100 Summerfield Road
Winter Park, FL 32792
April, 2009
Welcome to IB,
We‟re so glad to know that you‟ve been selected to join our program in 9th grade.
You should have already received the statement of intent form from the Office of School Choice. Please be
sure to return all of the forms to Ms. Fischer, the 9th Grade IB Liaison or Mrs. Carol Schofield, Guidance
Secretary, by June 30, 2009, in order to secure your position in the program.
Enclosed you will find the additional materials you will need to enroll as a student at Winter Park Ninth
Grade Center and to register for your freshman IB classes. The forms that need to be completed and
returned to Winter Park Ninth Grade Center by June 30, 2009 include:
Course Selection form with elective descriptions
OCPS Student Registration form
Authorization for Release of Student Records
International Baccalaureate Honor Code
International Baccalaureate Information and Commitment Form
Please READ ALL OF THE FORMS CAREFULLY and sign and/or have your parent sign all of the
appropriate spaces. If you will be new or returning to Orange County Public Schools next year or are a
magnet student, please provide us with proof of residency (current lease, homestead exemption receipt, or
an Earl K. Wood tax statement) along with your birth certificate and health and shot records.
In addition, you will find information on summer requirements for IB, a school supply list and a sheet titled
“Important Information You Need to Know”, which lists basic information about Winter Park High School.
Please be sure to complete all of the summer assignments before the first day of school.
If you have any questions, please call Ms. Carol Schofield, the guidance secretary, at 623-1476 ext. 271 or
email Ms. Samantha Fischer, the 9th grade IB liaison, at samantha.fischer@ocps.net
We‟re all looking forward to meeting you in August.
The Ninth Grade IB Team at Winter Park High School
Curriculum Guide for Ninth Grade Pre-IB Diploma Courses
Algebra 1 IB Diploma Prep Credit: 1.0
Prerequisite: Acceptance into the Pre-IB program Grade: 9
Topics include operations and properties used within the real number system, algebraic and graphic
solutions of first-degree equations and inequalities in one and two variables, relations and functions, direct
and inverse variation, operations with polynomials including all forms of factoring, relational and irrational
algebraic expression, quadratic equations, quadratic inequalities, and quadratic functions.
Algebra 2 IB Diploma Prep Credit: 1.0
Prerequisite: Acceptance into the Pre-IB program Grade: 9
Topics include algebraic structure, first-degree equations in one and two variables solved algebraically and
graphically, systems of equations and inequalities, functions and relations, polynomials and rational
expressions, exponents and radicals, logarithms, complex numbers, conic section, sequences and series,
permutations, combinations, and probability; matrices, theory, proof, and development of formulas and
applications,
Biology 1 IB Diploma Prep Credit: 1.0
Prerequisite: Acceptance into the Pre-IB program Grade: 9
Biology 1 is a basic overview of life processes and systems. A strong lab component is an integral part of
the course.
English 1 IB Diploma Prep Credit: 1.0
Prerequisite: Acceptance into the Pre-IB program Grade: 9
This course explores the various genre of literature is a creative manner as well as the research, writing, and
grammatical skills required for discussion and analysis of the works studied. Content consists of writing
and analysis activities designed to prepare for the IB program in addition to study skills designed to prepare
the student for the high school and college experience.
French 1 or Spanish 1 IB Diploma Prep Credit: 1.0
Prerequisite: Acceptance into the Pre-IB program Grade: 9
Students are introduced to the world of Language B through a series of familiar topics: family, school,
sports and leisure activities, and the home and community. At the end of the first level the students will be
able to use the present and some past tense to read, write, and speak about selected topics on a basic level, as
well as be familiar with the French/Hispanic culture.
Geometry IB Diploma Prep Credit: 1.0
Prerequisite: Acceptance into the Pre-IB program Grade: 9
Topics include developing proofs for theorems; applying properties of lines, angles, triangles, quadrilaterals,
and circles in developing proofs in problem solving; demonstrating proofs and problem solving;
demonstrating understanding of properties of similarity and congruence of triangles; finding surface area
and volume of regular solid figures; construction of geometric figures; writing equations of lines and
circles‟ graphing lines and circles; and defining and applying topological concepts.
World History 1 IB Diploma Prep Credit: 1.0
Prerequisite: Acceptance into the Pre-IB program Grade: 9
Pre-IB World History 1 covers the history of Asia, Europe, Africa, and South America through 1600. The
course focuses on developing research and writing skills as well as the use of primary sources.
Elective Descriptions
Band 1 – Prerequisite: participation in middle-school band program or previous instrumental experience. Course
develops musicianship in band and instrumental ensembles. Content includes development of characteristic tone
production, performance techniques, musical literacy, and music appreciation. As a co-curricular, performance
oriented activity attendance is required for rehearsals and performances beyond regular school hours.
Chorus 1 – Students in this course will develop the foundations of vocal technique by learning music of a variety of
styles, languages, and cultures. Students will also compose, read, and notate music, listen to, analyze, and describe
music and music performances and understand music in relation to history and culture. Previous music experience is
not necessary. Attendance is required for rehearsals and performances beyond the regular school day.
Computing for College and Careers (CCC) - This course provides a basic overview of current business and
information system trends and introduces students to the technical and interpersonal skills required for today‟s
business environment. Emphasis is placed on developing proficiency with touch keyboarding as a tool to utilize
Microsoft Office 2003 applications including Word, Access, Excel, and Publisher. Students demonstrate proficiency
with the Microsoft Office applications through entrepreneurship stimulation. Career alternatives are explored, and
students will learn skills related to job-seeking and entry level employment. Students will gain an understanding of
the stock market by competing in a statewide stock market simulation and are exposed to topics in personal finance.
In addition CCC serves as the core class to receive the Bright Futures Gold Seal Scholarship.
Concert Orchestra – Prerequisite: Previous orchestra experience, middle school orchestra recommendation. This
course is designed to develop fundamental skills in characteristic tone production, performing techniques, musical
literacy, and music appreciation. Skill levels are developed with successive coursework. Students are required to
participate in activities, rehearsals, and performances beyond the regular school day. Concert orchestra is a
requirement for any 9th grade student wishing to participate in the orchestra program.
Drama 1 – This course covers major principals of acting and production as well as providing an overview of the
history and technical theatre. Students will have ample opportunities for performance to develop their acting
techniques including voice, diction, and principles of movement.
Latin 1 – This is the first course in the Latin language sequence. Students will: 1) read stories in Latin about the life
and times of the Romans who lived in Pompeii in 79 A.D., 2) study basic grammatical structures and vocabulary of
the language, and 3) focus on English derivatives based on Latin words.
Naval Science/NJROTC – Prerequisite: Instructor approval The Naval Science/NJROTC Program includes
instruction and hands-on experience in leadership, management, and naval sciences. The value of scholarship and
proper military behavior are stressed throughout the program. NJROTC is an active program and includes after-
school activities and travel. Students are introduced to the Navy through the study of naval orientation, leadership
and management, geography, navigation, naval history through the War of 1812, and basic seamanship. Military drill,
including individual, squad, and platoon drill, serves as a leadership laboratory. A donation of $25 to cover physical
training uniform materials is requested. A sports physical is required.
Nutritional Living/Foods 1 – (semester) This course is for the student who aspires to be the next Food TV
personality or who simply wants to learn the basics of healthy living through nutritional practices. Students will: 1)
evaluate their eating practices, 2) learn strategies for improving their eating practices, 3) prepare recipes they can use
in their personal lives, 4) use technology in the classroom, 5) apply problem-solving and math skills in lab
experiences, and 6) learn leadership skills and cooperation through group work. A donation of $25 is requested to
cover material expenses.
Principles of Food Preparation/Foods 2 – (semester) This class is designed for the person that desires to learn more
about the art and skills of purchasing, storing, preparing, and serving foods. Students will explore recipe development
and learn the principles behind this process. They will practice preparing a variety of foods, including appetizers,
beverages, main courses, side dishes, and desserts. Additional emphasis will be placed on practicing appropriate food
service for various occasions. Finally, students will have the opportunity to explore foods from various cultures. This
is a great class for anyone; however it is especially beneficial for any student interested in pursuing the culinary
program in 10th grade. A donation of $30 is requested to cover material expenses.
Strength and Physical Conditioning – (semester) This course will provide instruction in strength building and
athletic improvement along with personal physical conditioning. a healthy lifestyle through exercise and weight
training will be emphasized.
Television Production 1 – Teacher recommendation is required. This course provides basic technical training such
as history and general industry information, pre-production scripting and storyboarding, production (studio and field
production and news gathering), post-production (editing), operating of all necessary equipment, and live production
broadcasting, including not only the daily announcements, but scheduled short programming produced by the students
(e.g. sports highlights, interviews, opinion polls, etc.)
Art/2-D – (semester) This course provides a basic understanding of the artistic expression of ideas using 2-
dimensional media. Art as a vehicle of communication is emphasized. Students will be exposed to art history, art
criticism and aesthetics, and hands-on production activities. Emphasis is on the elements and principles of design and
knowledge of techniques and processes, tools and media. Projects include, but are not limited to, drawing, painting,
and printmaking. A donation of $15 for expenses is requested.
Art/3-D – This course provides a basic understanding of the artistic expression of ideas involving 3-dimensional
media. Art as a vehicle of communication is emphasized. Students will be exposed to art history, art criticism and
aesthetics, and hands-on production using a variety of media such as clay, wood, wire, textiles, and fabric. Emphasis
is on the elements and principles of design and knowledge of techniques and processes, tools and media. A donation
of $20 for expenses is requested.
Winter Park High School
Pre-IB Community Service Hours Requirement
Dear Ninth Grade Pre-IB Students and Parents:
The pre-International Baccalaureate students at Winter Park High School are an elite group of students
selected for their previous academic achievements in middle school. They have already demonstrated their
ability in the classroom to handle a fast-paced, rigorous curriculum. As a way to develop more
internationally-minded students who are also aware of the needs of their community and of their individual
role within the global society, we require 40 community service hours to be completed each year in order to
advance to the next grade level.
What are the advantages of this requirement?
Students become contributors to their local community.
Students begin to schedule community service hours into their weekly schedule so that when they
enter the 11th/12th grades, they will already be used to completing CAS (Creativity, Action, Service)
hours.
Students will establish relationships with various community agencies, institutions, and individuals
that they can maintain for four years.
Students can explore various career options through their community service such as hospital
volunteers, animal caretakers, and teaching computer skills to senior adults.
Students will complete their Florida Bright Futures requirement of 75 community service hours
before they leave 10th grade.
What are the expectations of the requirement?
Students are expected to complete an average of 10 community service hours per 9-week marking period.
Students must complete their hours in at least two different places. They may submit all their hours during
one 9-week period, but they must have at least 15 hours completed by the end of the first semester. If not, a
deficiency notice will be sent home to the parents. All 40 hours must be completed by the end of the school
year, along with a 3.0 GPA, in order to advance to the next grade level in IB.
What qualifies as community service?
To qualify, service must be of a voluntary nature for which the student does not receive monetary
compensation, i.e. is not paid.
Service cannot be performed for an immediate family member.
Up to 20 service hours from the summer may be counted for 9th graders.
Immediate family members cannot sign as supervisors.
Many services already being performed by students will qualify for hours. If there is any doubt about an
activity, however, please check with the community service coordinator prior to recording the activity. The
Ninth Grade Center coordinator is Ms. Fischer.
How do students keep track of their hours?
Service hours are to be kept on the service log form and must be verified by the signature of the adult
supervising the activity. After completing each ten (10) hours of service, fill out the Journal Entry form on
the back of the log for one of the activities. Be sure to follow the directions given on the form. A copy of
the form may be found on the WPHS IB website (http://www.wphs.ocps.net/IB) which allows the reflection
to be typed directly onto the form and printed. Turn in all forms to Ms. Fischer. The total of student hours
logged will be posted in Ms. Fischer„s room every 9 weeks.
We hope that this requirement will enable our students to achieve the IB mission statement by developing
“inquiring, knowledgeable and caring young people who help to create a better and more peaceful world
through intercultural understanding and respect.” Should you have any questions or concerns, please
contact the Advanced Studies Office at 407-622-3234 or email at farmerd@ocps.net .
Sincerely,
Daniel Farmer
Advanced Studies (AP/IB) Coordinator
ORANGE COUNTY SCHOOL DISTRICT Class of 2013
WINTER PARK HIGH SCHOOL
INTERNATIONAL BACCALAUREATE INFORMATION
GENERAL INFORMATION
Please type or clearly print all information
Name Home Phone
Residence Address City Zip + 4
Date of Birth / / Soc. Sec # - -
Preferred First Name Student #
Student Email Parent Email
Does this student have an IEP or 504 plan? If yes, attach an explanation of the student‟s needs.
Has a brother or sister been in the IB Diploma Program? If yes, please indicate name(s) and
graduation year(s).
Father‟s Name Work Phone /Cell
Mother‟s Name Work Phone / Cell
STUDENT STATEMENT OF COMMITMENT
I have read the PIB/IB program literature and commit my full support to the program components
and requirements. I understand that if I am accepted, I will be expected to remain in the program for a
minimum of one year. In addition, I recognize that I will have to maintain an unweighted GPA of 3.0 or
better each year to remain in the program. I understand that not maintaining a GPA of 3.0 or better could
seriously jeopardize my future acceptance into college.
Student‟s signature Date
PARENT STATEMENT OF COMMITMENT
I have read the International Baccalaureate Diploma Prep Program literature and commit my full
support to my child‟s participation. I understand that my child is expected to remain in the program for at
least one year, and I agree to support his/her participation. In addition, I recognize that my child will have
to maintain a GPA of 3.0 or better each year to remain in the program and that not maintaining that
minimum GPA could seriously jeopardize his/her future acceptance into college.
I will insure that my child has uninterrupted study time daily and will supervise the use of the study
time in the most productive way. I will also commit my support to the I.B. teachers by following their
guidance regarding further study in order to insure my child‟s successful completion of the program he/she
has chosen.
Successful completion of the I.B. program now qualifies I.B. students for high school graduation. I
understand that should my child leave the I.B. program, he/she must then meet all graduation requirements
as specified by the Florida Statute and Orange County Pupil Progression Plan.
Parent‟s signature Date
INTERNATIONAL BACCALAUREATE HONOR CODE
WINTER PARK HIGH SCHOOL
As a student of the IB Diploma Prep or IB Diploma programs of Winter Park High School, you are expected
to maintain the highest standards of academic integrity. All IB Diploma Prep and IB Diploma students are
required to exhibit behavior consistent with the school/district code of conduct. Violations will be
processed through the IB Honor Code Committee. Severe violations may lead to exit from the program.
The members of the IB faculty are opposed to malpractice (cheating) for several reasons:
Students who are mature enough to select a difficult and valuable program
must also be mature enough to face a low grade when they‟ve earned it.
Malpractice allows a student to receive the same or better grade than students
who have put in the time and effort to master the material. Dishonestly inflated
grades ultimately and unfairly raise the cheater‟s grade point and class rank,
simultaneously lowering the rank of students who study.
Not only does malpractice misrepresent a student‟s mastery of the subject to
parents, employers, and colleges, it also distorts the teacher‟s perception of
curriculum effectiveness and class progress.
The threat of malpractice forces the teacher to patrol and sleuth; these are activities
that reduce the amount of time he or she has available for productive teaching
and course improvement.
The adherents of almost all religions and philosophies believe malpractice to be
morally wrong.
So that the expectations of the IB faculty are clear, we have compiled a list of behaviors we unanimously
agree are forms of malpractice.
1. Looking on someone else‟s paper during a test or quiz.
2. Plagiarizing another‟s words or ideas (including data downloaded from the
internet) in a report or research paper, or Extended Essay.
3. Telling someone who has not taken a test or quiz what the questions or
problems are.
4. Asking someone who has taken a test or quiz what the questions or
problems are.
5. Conferring with other students or with adults on a take-home exam when the
teacher has asked that all work be your own.
6. Writing notes in a convenient place and referring to them during a test or
quiz.
7. Sliding your paper into the viewing range of another student during a test or
quiz.
8. Working out signals and using them to help someone on a test or quiz.
9. Looking at the paper of a student who is still working on a test when you
come into the room from another class; checking out the teacher‟s desk to
see what might be helpful.
10. Misrepresenting the submission of information (events, hours, or other data)
regarding the CAS component of the program.
11. The copying of any independently designed assignments.
The Orange County Code of Student Conduct defines malpractice as follows:
Willful or deliberate unauthorized use of the work of another person for
academic purposes, or unauthorized use of notes or other material in the
completion of an academic assignment or test. In addition to disciplinary
responses, the student may receive no credit for this assignment, test or
exam at the discretion of the teacher.
International Baccalaureate policy statements on malpractice are as follows:
Where malpractice is proven, a grade of “N” is awarded and no further registration
by the candidate is allowed.
If malpractice, collusion or plagiarism is suspected in external or internally
assessed components of the examination, IBEX must be contacted
immediately.
Both IB and WPHS will treat malpractice as a serious matter. In addition to receiving disciplinary action,
an IB student who is found guilty of malpractice will be a candidate for exit from IB. If a student has been
found guilty of malpractice, he or she will not be recommended for National Honor Society or any of the
other honor societies; if the student is already a member, the sponsor of the organization and the principal
will be notified.
Whether you are specifically asked to sign the honor pledge for each IB assignment or not, it will be
understood that as an IB student you will always be able to sign the following:
On my honor, I promise that I have neither given nor received help on this
assignment/examination, nor will I pass on information to others.
I have read, understand, and agree to the terms of the IB Honor Code.
Student Name (Printed)
Signature Date
Parent‟s signature Date
9th Grade I.B Supply List for 2009 - 2010
Please make every effort to obtain the following supplies ASAP.
Algebra 1 teachers throughout the year.)
Folder
Pencils French 1
Loose leaf paper
Graph paper 1 ½ inch 3 ring binder
Graphing Calculator: TI 84 Plus Series or Loose leaf paper
TI Nspire Blue or black ink pen
Algebra 2 English / French dictionary
Folder Geometry
Loose leaf paper Required every day:
Pencil Notebook/folder
Graph paper Loose-leaf notebook paper
Graphing Calculator: TI 84 Plus Series or Sharpened #2 Pencil
TI Nspire Red Pen for checking work
Biology 1 Graphing Calculator: TI 84 Plus Series or
1 three ring binder (2" in size, minimum) TI Nspire
Pencils & pens (red, black, green & blue) Graph Paper
Dividers (pack of 5) Ruler with centimeters and inches
Sheet protectors (pack of 25 – 50) Composition book for Journaling
Loose leaf paper (college or wide rule) Required periodically:
1 Small composition book Protractor
1 pack of printer paper (8 ½” x 11) Compass
1 pack of copy paper (any color)
Biology Wish List: Spanish 1 and 2
Glue sticks, markers, crayons, index cards, 1 ½ inch 3 ring binder
paper towels, hand sanitizer/hand soap, Loose leaf paper
Blue or black ink pen
scissors, rulers, construction paper.
English / Spanish dictionary
English 1 World History
1 ½ inch 3 ring binder with 8 dividers
3 ring binder, minimum 1 inch
2 composition books for journal entries Blue green black and red ink pens
Post-It Notes
Colored pencils or highlighters – at least 5 tab dividers
colors Wish list:
White Out index cards: 3 x 5, 4 x 6, any style and/or
Index cards - 4x6 and 3x5 color
Box of “Kleenex” – square box, please Color paper and markers
(these will be distributed among all IB
I.B. SUMMER PROJECTS
(INCOMING 9TH)
***All summer assignments should be completed prior to the first day of school***
ALGEBRA I
Visit Mr. Sagues’ website for assignment at:
http://hwp.ocps.net/tl/saguesw/saguesw.html
Don’t take algebra in summer school!
ALGEBRA II
Complete the Algebra Review packet found at: http://hwp.ocps.net/tl/hollanr2/hollanr2.html
Don’t take algebra in summer school!
HONORS GEOMETRY
Complete Algebra Review packet available online at http://hwp.ocps.net/tl/hollanr2/hollanr2.html
Take in summer school ONLY if recommended by IB staff.
(Based on final Algebra I grade of A)
BIOLOGY I
Visit Ms. Fischer’s Website for Assignment at:
http://teacher.ocps.net/samantha.fischer
ENGLISH I
Read Ray Bradbury’s Fahrenheit 451 and complete the study guide questions.
Study guide questions should be answered as you read, not after.
Read 5 to 10 questions; then read the novel to find the answers, and repeat the process.
SPANISH I / FRENCH I
Buy a Spanish/English or French English dictionary of your choice.
Make a list of at least 25 Spanish/French everyday words you see on signs, menus, labels, etc.
Research 3 Hispanic or Francophone holidays and write a brief description of each in English.
Choose Hispanic holidays if you are in Spanish I choose Francophone holidays if you are in
French I
SPANISH II
Vocabulary building: list in columns at least 10 categories with at least 10 Spanish vocabulary
words that belong in each category. For example: la familia: el padre, la madre, etc.
Writing practice: keep a “journal” in Spanish of 5 entries over the summer. List the day and
date and what you did each day in Spanish. Each of the 5 entries should be 3 sentences long.
*Use the past tense (preterite).
* If you have not learned the past tense, please write your entries in the present tense.
WORLD HISTORY
Research and determine what has been the most significant invention during the course of
human history. Type a one page response which should include the following:
1. When was it invented?
2. Why?
3. By whom?
4. At least 3 reasons this invention should be considered significant.
5. Works cited page containing your (minimum) 2 sources
HAVE A GOOD SUMMER!
Fahrenheit 451 Discussion Questions
Name: ______ Date: Pd.
Directions: Answer the following questions in complete sentences that reflect the questions on
a separate sheet of paper.
Part I: “The Hearth and the Salamander”
1. What do the numerals “451” represent?
2. In the opening scene, why are the books compared to birds?
3. According to pages 3-4, what does Montag think of his job?
4. Who said, “No one has time any more for anyone else”?
5. Why is Clarisse considered abnormal?
6. During his conversation, Montag says that “You never wash it off completely” referring
to the kerosene. What could this mean symbolically?
7. Why do you think Bradbury would introduce Clarisse before Montag‟s wife, Mildred?
8. After working with Mildred, the machine operator tells Montag that “we get these cases
nine or ten a night.” What does this reveal about the emotional stability of the populace?
What other forms of violence are rampant? Why do you think this society has become so
violent?
9. The Mechanical Hound is a robot with an olfactory system that can be set for the smell of
any man or animal. Tracking his prey like a real hound, the robot inevitably catches his
victim and injects massive, fatal jolts of morphine or procaine. Why did the Hound
threateningly extend its silver needle toward Guy Montag?
10. Where does Montag stash his latest book?
11. Explain the symbolic wall between Montag and Mildred.
12. When Captain Beatty arrived at the Montag household, why did Mildred run to the
parlor?
13. According to Beatty‟s account of the history of society, what four reading items did the
„old‟ public let survive?
14. Contemporary society cannot afford to allow whom to get upset and stirred?
15. What would you say is the motto for contemporary culture?
16. What is the “itch” of which Beatty speaks?
17. What is the “scratch”?
18. How did the government of this society gain control over the people? Explain using
evidence from the story.
Part II. “The Sieve and the Sand”
1. How many atomic wars has this society experienced? How do the people react to the
wars?
2. When was the last liberal arts college shut down?
3. What fears did Faber have when Montag first contacted him? Why did Faber‟s fears
dissipate when Montag was standing outside his door?
4. What did Montag want from Faber?
5. What three things does Faber say are absent from society?
6. Why is Faber so critical of himself and pessimistic about the world when he is first
introduced to the reader? Why is the then willing to become
Montag‟s mentor?
7. “I am the Queen Bee, safe in the hive.” Who is the speaker
of this quote and what does it imply about the speaker?
8. What two items were exchanged before Montage left the
professor‟s house?
9. Why are the characters on the television screen called “The Family”? What purpose are
they supposed to serve in this society? What is the role played by the “White Clowns”
seen on television?
10. Why do you think Mrs. Phelps cried in response to Montag‟s reading of the poem “Dover
Beach”?
11. Listening to Captain Beatty harp and needle Montage had what effect upon Montag?
12. What interrupted the poker game?
13. Captain Beatty drove the Salamander to whose house?