3rd Grade Math Curriculum
September
1. Place Value (Chapter 2, NY Chapter 1)
• Understand the place value structure of the base 10 system
-10 ones = 1 ten
-10 tens = 1 hundred
-10 hundreds = 1 thousand
• Through the Hundreds
-use a variety of strategies to compose and decompose 3-digit
numbers
• Through the Thousands
-read and write whole numbers to 1,000
2. Building Number Sense
• Comparing Numbers
-compare and order number to 1,000
• Ordering Numbers
• Rounding to Tens
• Rounding to Hundreds
-estimate numbers up to 500
3. Money (Ch 3 - Lessons 12-14)
• Counting Money
-skip count by 25's, 50's, 100's, and 1,000's
-count and represent combined coins & dollars, using currency
symbols ($0.00)
• Making Change
(counting up)
October
1. Basic Facts and Properties (Chapter 3, NY Chapter 2) •
Addition Properties (NY)
-use and explain the commutative property of addition understand and use the associative property of addition
2. Developing Addition Number Sense
• Exploring Addition Patterns
• Even and Odd Numbers
-Identify odd and even numbers
-Develop and understanding of the properties of odd/even
numbers as a result of addition or subtraction
• Exploring Adding on a Hundred Chart
• Exploring Algebra: Missing Numbers
• Estimating Sums
-check reasonableness of an answer by using estimation
3. Adding Greater Numbers and Money
• Adding 2-Digit Numbers (w/ and w/out regrouping)
• Adding 3-Digit Numbers (w/ and w/out regrouping)
-use a variety of strategies to add and subtract 3-digit numbers
(with and without regrouping)
• Column Addition
• Mental Math
4. Subtraction
• Developing the Meaning of Subtraction
-develop strategies for selecting the appropriate computational
and operational method in problem solving situations (addition,
subtraction, & eventually multiplication & division)
• Exploring Subtraction Patterns
• Exploring Subtraction on a Hundreds Chart
• Estimating Differences
-check reasonableness of an answer by using estimation
• Exploring Regrouping
5. Subtracting Greater Numbers & Money
• Subtracting 2-Digit Numbers
• Subtracting 3-digit Number
• Subtract with 2 Regroupings
• Subtracting Across 0
November
1. Understanding Multiplication
• Exploring Equal Groups & Writing Multiplication Sentences
• Exploring Multiplication Stories
2. Multiplying Facts 0 - 5 (use supplement math materials)
-use 1 as the identity element for multiplication
-use the 0 property of multiplication
-use the area model, tables, patterns, arrays, and doubling to
provide meaning for multiplication
-use and explain the commutative property of multiplication
-develop fluency with single-digit multiplication facts
(below 5 x 10)
-develop strategies for selecting the appropriate computational
& operational method in problem solving situations (+, -, & x)
3. Division Facts 0 - 5 (use supplement math materials)
-demonstrate fluency and apply single-digit division facts develop strategies for selecting the appropriate computational &
operational method in problem solving situations (+, -, x, & /)
December
1. Geometry
• Exploring Solids and Shapes
-describe and extend numeric (+, -) and geometric patterns
-define and use correct terminology when referring to shapes
(circle, triangle, square, rectangle, rhombus, trapezoid, and
hexagon)
-name, describe, compare, and sort 3-dimensional shapes
(cube, cylinder, sphere, prism, and cone)
-identify the faces on a 3-dimensional shape as 2-dimensional
shapes
• Lines and Line Segments & Exploring Angles
• Exploring Slides, Flips, and Turns & Exploring Symmetry
-identify and construct lines of symmetry
2. CATCH UP &/OR REVIEW
January
1. Understanding Fractions
• Exploring Equal Parts
-develop and understanding effractions as equal parts of a
whole unit and as parts of a collection
• Naming and Writing Fractions
-use manipulatives, visual models, and illustrations to name
and represent unit fractions (14, 1/3, %, 1/5, 1/6, and 1/10) as
part of a whole or a set of objects) -understand and recognize
the meaning of numerator and denominator in the symbolic
form of a fraction
• Exploring Comparing and Ordering Fractions
-Mixed Numbers
-use the symbols <, >, = (with and without the use of a number
line) to compare whole numbers and unit fractions (1/4, 1/3, %,
1/5, 1/6, and 1/10)
• Exploring Adding & Subtracting Fractions
2. Customary Linear Measurement (Reinforce with Science Matter Unit)
• Exploring Length & Measuring to the Nearest Inch and V* Inch
-use a ruler/yardstick to measure to the nearest standard unit
(whole and V-z inches, whole feet, and whole yards)
• Exploring Length in Feet & Inches
-select and use standard (customary) and non-standard units to
estimate measurements
• Feet, Yards, & Miles
-select tools & units (customary) appropriate for the length
measured
3. Capacity, Weight, & Temperature (Reinforce with Science Matter Unit)
• Exploring Capacity: Customary Units
-recognize capacity as an attribute that can be measured compare capacities (e.g. Which contains more? Which
contains less?) -measure capacity, using cups, pints,
quarts, and gallons
• Exploring Weight: Customary Units
-measuring objects, using ounces and pounds
February
1. Understanding Time
-relate unit fractions to the face of the clock: Whole = 60
minutes, 1/4 = 30 minutes, % = 15 minutes
• Time to the Nearest Five Minutes
• Exploring Time to the Nearest Minute
-tell time to the minute, using digital and analog clocks
• Time to the Half Hour and Quarter Hour
• Ordinal Numbers and the Calendar
2. Reading Graphs
• Reading Pictographs
-identify the parts of pictographs read and interpret data
• Reading Bar Graphs
-identify the parts of bar graphs
-read and interpret data
March
1. Making Graphs
• Exploring Organizing Data
-construct a frequency table to represent a collection of data
• Exploring Making Pictographs
-display data in pictographs
• Exploring Making Bar Graphs
-display data in bar graphs
• state the relationship between pictographs and bar graphs
• formulate conclusions and make predictions from graphs
*NYSMATH TEST - 1st WEEK IN MARCH (6™ - 10TH)*
2.
April
l
May
ir- •?
New York State Education Department
Elementary, Middle, Secondary and Continuing Education
Suggested List of Mathematical Language
Grade 3
Problem Solving
analyze
approach
collaborate
concrete representations
discuss
examine
explore
graphical representations
identify
interpret
irrelevant information
oral representations
pictorial representations
problem solving strategies
make a chart
make a diagram
make an organized list
draw a picture
process of elimination
trial and error
use manipulatives
real world situation
recognize
relevant information
understand
verify results
written representations
Reasoning and Proof
argument
explain
investigate
Justify
make conjectures
mathematical statements
reasonableness of a solution
true/false
Communication
Answer
Clarify
Explain
verbal form of reasoning
written form of reasoning
Connections
Apply
Compare
Connect
Contrast
Recognize
Understand
Representation
Construct
Differences
Similarities
types of representations
Charts
Equations
Graphs
physical models
Symbols
Tables
Back to EMSC Home
SEP Home Disclaimers
and Notices
verbal language
written language
Number Sense and Operations
array
associative property
commutative property of addition
commutative property of multiplication
compare
decimal number
denominator
difference
digits
divide
division
dividend
divisor
doubling
equivalent
equivalent fractions
estimate
even number
expanded form
factor
fraction
halving
hundred chart
hundreds place
identity element for multiplication
mental math
multiple
multiplication
multiply
number line
number sentence
numerator
numeric expression
odd number
ones place
operational method/operation
order
place value
product
property
quotient
reasonableness
regroup (regrouping)
related facts
round (rounding)
set of objects
skip count
Subtract
Subtraction
Sum
tens place
three-digit number
unit fraction
Value
whole number
zero property of multiplication
Algebra
Compare
equal to (=)
geometric pattern
greater than (>)
less than (>)
number line
numeric pattern
Pattern
unit fractions
whole numbers
Geometry
Angle
Attribute
Circle
closed figure
Congruent
Cube
Cylinder
Edge
Face
geometric figure
Hexagon
Length
line of symmetry
open figure
plane figure
Polygon
Prism
Ray
rectangle
rhombus
shape
side
similar figures
solid figure
sphere
square
three-dimensional figure
trapezoid
triangle
two-dimensional figure
Measurement
analog clock
ante meridian (a.m.)
calendar
capacity
coin
cup (c)
currency symbols
customary measurement system
Day
digital clock
dollar ($)
foot (ft)
gallon (gal)
half hour
Hour
inch (in)
Mass
Minute
nonstandard measure
ounce (oz)
pint (pt)
post meridian (p.m.)
pound (lb)
quart (qt)
scale to measure mass
Second
standard measure
Time
Week
whole unit
yard (yd)
Statistics and Probability
bar graph
conclusion
data
frequency table
key to a graph
Pictograph
Prediction
Probability
Survey
Table
4**h Grade Math Gurriaulum
Scope and Sequence
Week of 9/12
SOP:
Lesson Numbers:
1-1/1-8 Bar and Pieto Graphs 1-2/1-3
Ordered Pairs and Line Graphs 1-6/1-7
Problem Solving Assessment
1-4,1-5,1-9
Week of 9/19
SKIP:
Lesson Numbers:
2-1 Plaee Value through Thousands
2-2 Place Value 2-4 Organized Lists
Assess and 2-5 Comparing Numbers
2-3
Week of 9/26
Lesson Numbers:
2-6 Ordering Numbers
2-7 Rounding
Assess and 2-8 Telling Time 2-9
Exploring Time
Week of 10/3
SOP.
Lesson Numbers:
2-10 Elapsed Time (not crossing A.M and PiM) 211 Calendar and 2C review Review Chapter 2
Assess Chapter 2
2-12
Week of 10/11
Lesson Numbers:
3-1 and 3-2 Patterns in Addition and Subtraction
3-3 Estimate Sum and Difference
3=4 and Review
Assess 3 A and begin 3-5 Adding
Week of 10/17
SKIP:
Lesson Numbers:
3-6 Column Addition and Mad Minute 3-7 and 3-8
Subtracting and middle zeros (5 digits) 3-9 Multi^Step
Problems 3-11 Choosing A Calculation Method
3-10
Week of 10/24
Lesson Numbers:
Review 3B
Assess 3B and do 3-12
3-13 (brief) Adding and Subtracting Money and 3-14 Making Change 111 In and Out Patterns
Week of 10/31
Lesson Numbers: 3-15
Algebra
3-16 Patterns and Review 3C
Review all of Chapter 3
Assess Chapter 3
Week of 11/7
Lesson Numbers:
Multiple Wheel and 4-1
4-2 and facts practice set up
4-3 and 4-4 multiplication with different factors
4-5 Multiplication with 10, 11, 12
Week of 11/14
Lesson Numbers:
Review 4A
Assess 4A and introduce 4-7
4-8 Fact Families and 4-9 Division with 2, 5, 9
4-10 Special Quotients and Review 4B
Assess 4B
Week of 11/28
Lesson Numbers:
4-11 and 4-12 Division with 3,4,6*7,8 divisors 4-13
(brief) and introduce 4-14 4=14 full day lesson Prime
and Composite Numbers 4-15 Problem Solving: Too
Much or Too Little
Week of 12/5
SKIP:
Lesson Numbers:
4-16 Problem Solving: Guess and Cheek and Draw a Picture
Review all of Chapter 4 (Practice Test A)
5-1
5-2 Multiplication Patterns with Multiples of 10,100,1,000
Week of 12/12
SKIP:
Lesson Numbers:
5-4,5-7, 5-8,5-13
5-3 (brief) and review 5A
5-5 Multiplying 2 digit numbers, 5-6 Multiplying 3 digit, 5-9 Multiplying money
5=12 Problem Solving: Multiple Step Problem Review concepts covered in
chapter 5
Week of 12/19
Assess concepts that were covered in Chapter 5
Winter Recess
Week of 1/3
SKIP:
Lesson Numbers:
7-2,7-4, 7-6, 7-7,7-8
7-1 Division Patterns and introduce 7-3 division with remainders 73 Division with remainder and 7-5 Long Division 7=9 Problem
Solving: Interpreting Remainders
Week of 1/9
SKIP:
Lesson Numbers:
7-10, 7-11, 7-13, 7-14
Review concepts covered within A and B sections Assess concepts covered with
Chapter 7 sections A and B and Practice column
7-12 Mean
8-1 Exploring Solids
Week Of 1/17 * Begin folding in test practice (Soaring Scores)
Lesson Numbers:
8-2 Polygons
8-4 Triangles and angles
8=9 Lines Symmetry
8-10 Problem Solving
SKIP:
8-3, 8-5, 8-6, 8-8
Week of 1/23
SKIP:
Lesson Numbers:
Review Geometry Assess geometry
concepts covered S-11 Perimeter 812 Area with grids and squares
8-13,8-14
Week of 1/31
SKIP:
Lesson Numbers:
9-5
9-1 and 9-2 Naming and Writing Fractions 9-3
Estimating Fractional Amounts
9-4 Mixed Numbers with a number line and visuals (NOT improper fractions)
Review as homework and grade ** SECTION 9B we will come back to after
March
Week of 2/6
SOP:
Lesson Numbers:
9-11 Units of Length 9-12 Fractional Parts to
% inch Review measurement and 12-9
Probability Assessment of measurement and
fractions ** Chapter 10 we will come back
after March
9-13, 9-14
Week of 2/13
SKIP:
Lesson Numbers:
11-10 Exploring Centimeters, Decimeters* and Meters
11-13 Exploring Mass- Grams and kilograms 11-14
Capacity — liters and milliliters and Review Assessment
on metric measurement
2/20 FEBRUARY BREAK
Week of 2/27
Lesson Numbers:
11-1 Reading and Writing Decimals
11-2 and 11-4 Comparing Decimals
REVIEW FOR TEST!!!
5/6 - 5/10 Mtrfch Test
11-11,11-12,11-15
Topics io Cover After Test:
*Fractions on a number line and divisions of whole numbers — Chapter 9 A and B
*Recognize and generate equivalent fractions - Chapter 9 section B
*Compare and Order unit Fractions with the same denominator - Chapter 9 section B
*Develop an understanding of decimals as part of a whole - Chapter 11
*Read and write decimals to hundredths — Chapter 11
*Compare and order decimals to the hundredths place -Chapter 11
*Multiplying two digit by two digit numbers - Chapter 6 A and B
*Add and subtract proper fractions with common denominators — Chapter 10
*Express decimals as an equivalent form of fractions- Chapter 11 section A
*
Add and subtract decimals to tenths and hundredths using a hundreds chart —
Chapter 1
*Use the symbols <,>, = to compare whole numbers and unit fractions and decimalsChapter 9 and 11
*Draw and identify intersecting, perpendicular, and parallel lines - Chapter 8 section B
*Identify points and rays when drawing angles - Chapter 8 section B
*Classify angles as acute, obtuse, right, and straight — Chapter 8 section B
*Desigh investigations to address a question from given data — All sections
*Collect data using observation, surveys, and experiments and record — hands on
activities, science and using graphs
*Read and interpret line graphs
We will go back and revisit division, multiplication, and money at the end of the year so
that students have a strong grasp oh these facts, concepts, and skills.
NOTE:
Throughout all the lessons we will incorporate problem solving concepts and skills and
relate topics to real life situations.
Completed by Ericka Silverman and Nina Halebsky
8/05
4th
Grade
Hoosic Valley Central School District
Core Curriculum Topics
English, Writing, Spelling
First Semester Units to be Covered:
ENGLISH
* What is a Sentence?
* Types of Sentences statement -command question -exclamation
* Run-on Sentences
* Subjects & Predicates
* Compound Sentences
WRITING
* Writing Good Paragraphs
-topic sentence
-details, details, details
-closing statement
♦Reading and Writing Excellence
Workbook
* On-demand Writing (30 - 45 min.)
-Friendly Letters
-Various topics (fiction
and nonfiction)
SPELLING
* 20 -25 words weekly
-letter patterns alphabetical order synonyms -antonyms
-homophones analogies -dictation
* Spelling Games spelling bees spelling basketball sparkle
* Combining Sentences
* Proper Noun Capitalization
♦Process Writing personal narrative descriptive
* Capitalizing Titles
*Abbreviations
*ELA Test Prep -Session 2
(Listen and Write) -Session 3
(Read and Write)
Second Semester Units to be Covered:
ENGLISH
* Commas
* Quotes
* Articles
♦Pronouns
* Nouns
* Verbs
* Adjectives
* Adverbs
WRITING
* On-demand Writing (30 - 45 min.)
-Friendly Letters -Various
topics
(fiction and nonfiction) Introduction to DBQ's
♦Process Writing expository persuasive -poetry
unit
SPELLING
[Same as above]
4th
Grade
Hoosic Valley Central School District
Core Curriculum Topics
READING
1st Semester
First Semester Units to be Covered:
Group Reading (leveled)
[Titles will vary]
Teacher GUIDES Comprehension
ReadAloud
[Titles will vary] Teacher
MODELS Comprehension
♦ Welcome back to school Fourth Grade
^Scholastic News
* Welcome back to school Sibling Rivalry
Amber Brown Goes Fourth
Class President Frindle
♦ Welcome back to school Sibling Rivalry If Wishes
Were Horses
Tales of a Fourth Grade Nothing
-Friendship Because of
Winn Dixie The Tiger Rising
* Fun and Light Chocolate Theme
Chocolate Fever The
Chocolate Touch The
Chocolate Lover
♦ Fun and Light Chocolate Theme
Mercedes and the Chocolate Pilot
Chocolate by Hershey
-Roald Dahl
Charlie & the Chocolate Factory
Charlie & the Great Glass Elevator
James and the Giant Peach
-Vivid Language
Picture Books
* Science Theme Owls/Animals/Environment
Owls in the Family Midnight Fox
Just a Dream
♦ Social Studies Theme Native Americans The Sign
of the Beaver If You Lived with
the Iroquois The Courage of
Sarah Noble
-Explorers The Travels of
Henry Hudson
* Junior Great Books
Various Titles
Independent Reading
♦ Science Theme Owls
There's an Owl in the Shower Hoot
* Social Studies Theme
-Native Americans
The Last of the Mohicans
The Sign of the Beaver
Maggie Among the Seneca
-Explorers
Voyage of the Halfmoon
Holiday
The Tell-Tale Heart The
Last Holiday Concert
♦ Think Along Workbook
(Modeled with teacher)
* How to Read a Trade Book,
Independently
-Teacher Modeled
Freckle Juice
♦Students read choice book daily
for 15-20 minutes. Written
accountability is designed by the
teacher.
♦Multiple Choice Questioning
-Teacher Models Eliminating
poor responses Re-reading the
passage Underling phrases in the
passage
♦Teacher - Student Conferencing
♦Book Projects
Genre Studies.
NY Setting
♦ELA Test Prep
Session 1 (Multiple Choice)
REAPING
2nd Semester
Second Semester Units to be Covered:
Group Reading
Read Aloud
* Social Studies Theme -Colonial
Times Sarah, Plain and Tall If you
♦Social Studies Theme American Revolution Guns
Lived in Colonial Times Basketmoon
for General Washington Drums
at Saratoga My Brother Sam, is
Dead The Sign Painter's Secret
-American Revolution Phoebe
the Spy Toliver's Secret Sarah
Bishop The Secret Soldier Thomas,
1778: Patriots on the Run
-Erie Canal
Molly's Pilgrim
-Immigration
Dreaming of America
Coming to America
Journey to Ellis Island
Carnivorous Plants The Plant
that Ate Dirty Socks
* Science Theme
-Plants Top
Secret
-Electricity
Thomas Edison
♦Poetry
Assorted Titles
* Author's Craft/Adventure A
*Endof Year -Author Study
(Roald Dahl) Student chooses
♦End of Year -Author Study
(Roald Dahl) The Twits
Series of Unfortunate Events
3 of 7 titles
*Personal Growth/Character Ed.
Shiloh The War with Grandpa
♦Students read choice book daily
for 15-20 minutes. Written
accountability is designed by the
teacher.
Teacher - Student Conferencing
♦Author Study (Chris VanAllsburg)
* Character Study
-Immigration
* Science Theme -Plants
Independent Reading
♦Personal Growth/Character Ed.
Leon's Story Loser
Reading comprehension includes all of the following:
main idea
details
context clues
predictions
sequencing
summarizing
story elements - character traits, setting, plot, problem
awing conclusions
inferencing compare
and contrast cause
and effect
*Book Projects Award Winning
Books Famous Immigrant
Biography
Hoosic Valley Central School District
Core Curriculum Topics
6th Grade Band/Lessons
First Semester Units to be Covered:
Lessons:
-Review maintenance/care of instrument
-Rhythms- syncopation, single eighth note/rest
-Scales- D, Bb, A, Eb major
-Key signatures
-Dynamics- crescendo, decrescendo
-Articulation- tenuto, staccato
-Enharmonic notes
-Alternate fingerings
-Cut time
Band:
-Review ensemble etiquette
-Reinforce lesson material as group (rhythms, dynamics, articulation, etc.)
-Performance etiquette
-Concert Eb scale
Second Semester Units to be Covered:
Lessons:
-Chromatic scale
-Compound time- 3/8, 6/8
-Rhythms- sixteenth notes, triplets
-Dynamics- mezzo forte, mezzo piano
-Style/Tempo markings- andante, moderato, allegro, etc.
Band:
-Reinforce lesson material as group (rhythms, dynamics, articulation, etc.)
-Concert F scale
Hoosic Valley Central School District
Core Curriculum Topics
5th Grade Lessons/Band
First Semester Units to be Covered:
Lessons:
-Expectations of program
-Assembly, maintenance, care of instrument
-Playing position/posture
-Basic music reading/symbols (staff, clef, time signature, fermata, repeat, note
letters)
-Rhythms- whole, half, quarter, eighth notes and rests, ties
-4/4, 2/4, common time
Band:
-Ensemble etiquette
-Conducting gestures (beat pattern, fermata, cut-off, cues)
-How to play together- basic tunes as full group and section
Second Semester Units to be Covered:
Lessons:
-Music reading (pick-up notes)
-Rhythms- dotted half, dotted quarter, single eighth note
-Scales- concert Bb, C, G, F major
-Key signatures
-Dynamics- forte, piano
-Articulation- accents, slurs
-Accidentals- sharp, flat, natural
Band:
-Reinforce ensemble etiquette Individual parts, putting together Read actual band music parts Performance etiquette -Concert Bb
scale
HOOSIC VALLEY CENTRAL SCHOOL
TO:
Staff Member
FROM:
James A. Seeley
DATE:
November 29, 2005
RE:
Increasing Student Performance and Achievement
In conjunction with Hoosic Valley District Goal # 1 (Increase Student Performance and
Achievement, we are compiling a K-12 Core Curriculum document. Utilizing your
curriculum committee and department structure, please fill out the attached form for
inclusion in our document.
Thank you.
JAS:jg
Att.
Hoosic Valley Central School District
Core Curriculum Topics
6th Grade Band/Lessons
First Semester Units to be Covered:
Lessons:
-Review maintenance/care of instrument
-Rhythms- syncopation, single eighth note/rest
-Scales- D, Bb, A, Eb major
-Key signatures
-Dynamics- crescendo, decrescendo
-Articulation- tenuto, staccato
-Enharmonic notes
-Alternate fingerings
-Cut time
Band:
-Review ensemble etiquette
-Reinforce lesson material as group (rhythms, dynamics, articulation, etc.)
-Performance etiquette
-Concert Eb scale
Second Semester Units to be Covered:
Lessons:
-Chromatic scale
-Compound time- 3/8, 6/8
-Rhythms- sixteenth notes, triplets
-Dynamics- mezzo forte, mezzo piano
-Style/Tempo markings- andante, moderato, allegro, etc.
Band:
-Reinforce lesson material as group (rhythms, dynamics, articulation, etc.)
-Concert F scale
Curriculum Outline (Pre-March Performance Indicators)
Number Sense and Operations
Read, write, compare, and order whole numbers to millions Round
numbers the nearest hundredth and up to 10,000 Read, write,
compare, and order decimals to the thousandths Understand the place
value structure and base ten number system Estimate sums,
differences, products, and quotients of decimals Add subtract,
multiply, and divide decimals to thousandths Multiply three-digit by
three-digit numbers Divide three-digit dividends by one and two-digit
divisors Identify factors of a given number Identify prime and
composite numbers Create equivalent fractions, given a fraction
Find the common factors and the greatest common factor of two numbers
Simplify fractions to lowest terms
Compare and order fractions including unlike denominators Convert
improper fractions to mixed numbers and mixed to improper Add and
subtract mixed numbers with like denominators Understand the
concept of ratio Express ratios in different forms
Understand that percent means part of 100. Write percents as fractions and
decimals
Evaluate an arithmetic expression using order of operations including
mult., div., add, sub., add., and parentheses
Geometry
Measure and draw angles using a protractor
Classify triangles by properties of their angles and sides
Know that the sum of the interior angles of a triangle is 180 degrees
Find a missing angle when given two angles of a triangle
Identify corresponding parts of congruent triangles
Identify pairs of similar triangles
Identify pairs of congruent triangles
Classify quadrilaterals by properties of their angles and sides
Know that the sum of the interior angles of a quadrilateral is 360 degrees
Identify the ratio of corresponding sides of similar triangles
Identify and draw lines of symmetry of basic geometric shapes
Algebra
Define and use appropriate terminology when referring to constants, variables,
and algebraic expressions
Create and explain algebraic relationships
Create algebraic or geometric patterns using concrete objects or visual drawings
Evaluate the perimeter formula for given input values
Probability and Statistics
Collect and record data from a variety of sources
Formulate conclusions and make predictions form graphs
Display data in a line graph to show an increase or decrease over time
Calculate the mean for a given set of data and use to describe a set of data
Measurement
Determine the tool and technique to measure with and appropriate
level of precision
Identify customary equivalent units of length
Use a ruler to measure to the nearest half, quarter, and eighth inch
Measure to the nearest centimeter
Calculate the perimeter of regular and irregular polygons
Convert measurement with a given system
Identify equivalent metric units of length
Determine personal references for metric units of length
Determine personal references for customary units of length
Justify the reasonableness of estimates
Justify the reasonableness of answers using estimation
Curriculum Outline (Post-March Performance Indicators)
Geometry
Identify and plot points in the first quadrant
Plot points to form basic geometric shapes
Calculate perimeter of basic geometric shapes drawn on a coordinate plane
Algebra
>
Translate simple verbal expressions into algebraic expressions
Solve simple one-step equations using basic whole number facts
Solve and explain simple one-step equations using inverse operations
involving whole numbers
Substitute assigned values into variable expressions and evaluate using order of
operations
Probability and Statistics
Determine the probability of a single event, given a simple experiment List
the possible outcomes for a single-event experiment Record experiment
results using fractions/ratios
To: Amy Goodell
From: Kerri Greco Re:
Science, Grade 5
Rocks and Minerals-Earth Science (1st half of the year)
Motion-Physics (2nd half of the year)
Forms of Matter-Chemistry (2nd half of the year)
These units correlate to Science Standard 4 Intermediate, Physical Setting.
Science Standard 4: Students will understand and apply scientific concepts, principals,
and theories pertaining to the physical setting and living environment and recognize the
historical development of ideas in science.
Ecosystems-Living Environment (2nd half)
This unit correlates to Science Standard 4 Intermediate, Living Environment.
Science Standard 4: Students will understand and apply scientific concepts, principals,
and theories pertaining to the physical setting and living environment and recognize the
historical development of ideas in science.
Energy and Resources-Physical Science (1st half)
This unit correlates to Science Standard 4 Intermediate, Living environment.
Science Standard 4: Students will understand and apply scientific concepts, principals,
and theories pertaining to the physical setting and living environment and recognize the
historical development of ideas in science.
Inquiry-based laboratories-Scientific inquiry (throughout the year)
These activities are intermittently dispersed among the different topics of study and
correlate to Mathematic, Science, Technology Standard 1 Intermediate.
Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering
design, as appropriate, to pose questions, seek answers, and develop solutions.
* investigating units of measurement are also included in these
inquiries Standards 2, 5, and 7 involve using technology in the
classroom to enhance Science, Math, Technology lessons. Though this has improved in
recent years, it is still limited within our curriculum do to the restricted accessibility to
computer resources in our classroom. However, from what I hear, this is about to
improve due to the technology grant!
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
^ 2.9
B 2.10
Statements and Sentences ..............................
Negations .........................................................
Conjunctions ....................................................
Disjunctions......................................................
The Conditional ................................................
Tautologies ......................................................
Converse, Inverse, and Contrapositive ............
Biconditionals and Fquivalent Statements ...
Variables .............................................
Order of Operations ............................
The Integers ........................................
Addition on a Number Line ..................
Adding Integers ...................................
Subtracting Integers ............................
Multiplying and Dividing Integers...
Fractions and Decimals......................
Properties of Real Numbers ....................
The Distributive Property ........................
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
Using Variables .................................................
Writing Equations .................................................
Solving Equations Using Addition ........................
Solving Equations Using Multiplication.................
Solving Problems .................................................
Equations with More Than One Operation....
More Problem Solving ........................................
Consecutive Integers ..........................................
Variables on Both Sides of the Equation ............
4.1
4.2
Formulas .........................................................
Solving Formulas For Specific Variables .........
4.3
Inequalities......................................................
4.4
4.5
k4.6
*4.7
4.8
Solving Inequalities Using Addition .................
Solving Inequalities Using Multiplication ..
Problem Solving ................................................
Compound Inequalities ..................................
Sentences Containing Fractions .....................
5.1
5.2
5.3
5.4
5.5
5.6
5.7
Points, Lines, and Planes ......................................
Rays and Angles ..................................................
Special Angles .....................................................
Parallel Lines, Transversals, and Angles .............
Classifying Polygons ............................................
Angles of a Triangle .............................................
Quadrilaterals ........................................................
6.1
Ratio .>$?^j.P/fi+Xj}
6.2
6.3
6.4
6.5
6.6
Proportion...........................
Percents in Proportions ...
Similar Figures ...................
Congruence and SAS.........
The ASA Axiom .................
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
Rational Numbers as Decimals ....
Repeating Decimals for Rational N
The Real Numbers ...........................
Square Roots ...................................
Approximating Square Roots ...........
Simplifying Radicals .........................
Adding and Subtracting Radicals..
The Pythagorean Theorem ..............
Dividing Square Roots......................
G
JI
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
Distance in the Metric System ......................
Areas of Rectangles and Parallelograms ..
The Area of a Triangle..................................
The Area of a Trapezoid...............................
Circles and Circumference ..........................
The Area of a Circle ....................................
Measuring Volume .....................................
Solids With Curved Surfaces .....................
Metric Units of Mass
11.1
11.2
11.3
11.4
11.5
11.6
11.7
11.8
The Probability of an Event .............
Impossibilities and Certainties ........
Adding Probabilities ........................
Probability and Sets ........................
Outcome Sets .................................
The Counting Principle ...................
Multiplying Probabilities ..................
Permutations...................................
and Capacity.....................................
9.1
9.2
9.3
9.4
9.5
9.6
9.7
9.8
9.9
9.10
9.11
10.1
10.2
10.3
10.4
10.5
10.6
12.1
12.2
12.3
12.4
12.5
12.6
12.7
Monomials .......................................................
Multiplying Monomials.....................................
Powers of Monomials.......................................
Polynomials .....................................................
Adding and Subtracting Polynomials ...............
Multiplying a Polynomial by a Monomial ..
Multiplying Binomials .......................................
Multiplying Polynomials....................................
Dividing Monomials ..........................................
Dividing Polynomials ........................................
Operations with Rational Expressions .............
Factoring Monomials ............
Factoring Polynomials ..........
Factoring the Difference
of Squares ........................
Factoring Quadratic
Polynomials .......................
Solving Equations
by Factoring ......................
Using Factoring in
Problem Solving ...............
Statistics and Sampling ......................
Averages ............................................
Statistical Graphs ..............................
Histograms .........................................
Cumulative Frequency Histograms
Empirical Probability ..........................
Organizing Experimental Data ..........
—■MMmMBll
13.1
13.2
13.3
13.4
13.5
13.6
13.7
13.8
Graphing ................................................................
Linear Equations ....................................................
Slope......................................................................
Equation of a Line ..................................................
Systems of Equations ............................................
Algebraic Solutions ................................................
Using Systems of Equations to Solve Problems
Graphing Linear Inequalities .................................
ri mi f l BI
14.1
14.2
14.3
14.4
14.5
14.6
Mappings and Functions ...................................
Line Reflections and Line Symmetry .................
Line Reflections in the Coordinate Plane ..........
Translations.......................................................
Rotations ...........................................................
Dilations ............................................................
Math AB
First semester
Text: Integrated Mathematics Course 2
Review of equations and inequalities, including word problems
Chapter 8 - Geometry with Coordinates
Chapter 9 - Using Coordinates anf Locus of Points
Chapter 10 - Solving Quadratic Equations
Simplification and Operations with Rational Expressions
Equations with fractions and Fractional Equations
Chapter 13 - Trigonometry
Chapter 12 - Transformational Geometry
Chapter 11 - Probability and Combinatorics
Angles of Polygons
Constructions
Math A Regents in January then begin first semester of Math B
MathB
First Semester
Text: Integrated Mathematics Course 2
Unit I:
Laws of Inference/Logic Proofs
1) Chapter 1
Unit II:
Euclidean Geometry
1) Introduction to Formal Proofs
Chapter 4 - Sections 4.1 - 4.10
2) Congruent Triangles Chapter 5 Sections 5.1 -5.7
3) Quadrilaterals
Chapter 6 - Sections 6.1 - 6.4
4) Similarity
Chapter- Sections 7.1 - 7.10
Unit III:
Transformational Geometry
1) Chapter 12 Sections 12.1-12.8
Review for school exam modeled on the Math B exam.
MathB
Second Semester and Third Semester
Text: Glencoe, Integrated Math Course 3. Authors: Bumby, Klutch, Collins and Egbers
Supplemental Text: Amsco, Mathematics B. Author: Keenan, Gantert and Dressier.
Unit IV:
Complex Number System
1) Chapter 1 - Sections 1.1 - 1.11
2) Chapter 2 - Sections 2.1-2.10
Unit V:
Relations and Functions
1) Chapter 3 - Sections 3.1-3.7
Unit VI:
Transformational Geometry and Functions
1) Chapter 4 - Sections 4.1-4.8
2) Chapter 10- Sections 10.1-10.6
Unit VII:
Geometry of a Circle
1) Chapter 6 - Sections 6.1 - 6.7
Unit VIII:
Trigonometry
1) Chapter 7 - Sections 7.1 - 7.9
2) Transformations of Trigonometric Graphs
3) Chapter 8 - Sections 8.1 - 8.8
4) Navigation Applications
5) Chapter 9 - Sections 9.1 - 9.7
(De-emphasize tangent and proving identities and emphasize
trigonometric manipulation)
6) Surveying Applications
7) Chapter 15 - Section 15.7
(Absolute Value of Complex Numbers)
Unit IX:
Exponential and Logarithmic Functions
1) Chapter 5 - Sections 5.1-5.9
i
Unit X:
Probability and Statistics
1) Chapter 11-Sections 11.1
11.8
2) Chapter 12-12.1-12.6
3) Curve Fitting
Linear Functions - Scatter Plots, Best fit lines, Modeling,
Regression, and Linear Correlation Coefficient
Exponential, Logarithmic and Power Regression
Final Exam will be the NY State Math B Exam.
AP Calculus
Text: Calculus of a Single Variable
First Semester
Prerequisites - The Cartesian Plane and Functions
Chapter 1 - Limits
Chapter 2 - Differentiation
Chapter 3 - Applications of Differentiation
Chapter 4 - Integration
Second Semester
Chapter 5 - Logarithmic, Exponential and Other Transcendntal Functions
Chapter 6 - Applications of Integration
Chapter 7 - Integration Techniques
Earth Science Curriculum
Units of Study
Introduction
Observations, inferences, measurements, density
and scientific notation.
1.5 weeks
UNIT 1 - Dimensions of the Earth
Shape, structure, locating positions on Earth, and profiles.
3 weeks
UNIT 2 - Minerals, Rocks and Resources
Earth's composition, the rock cycle, minerals, and igneous,
sedimentary and metamorphic rock identification.
3 weeks
UNIT 3 - The Dynamic Crust
Faults, folds and plate tectonics.
2 weeks
UNIT 4 - Earthquakes and the Earth's Interior
Earthquake waves and seismic evidence, plate
movements and crust properties.
3 weeks
UNIT 5 - Surface Processes and Landscapes
Weathering, erosion, deposition and landscapes.
4 weeks
UNIT 6 - Interpreting Earth's History
Geologic sequence, correlation, determining age and
evidence of evolution.
3 weeks
UNIT 7 - Weather Systems
Properties of the atmosphere, clouds and precipitation,
weather maps and forecasting, and hazardous weather.
5 weeks
UNIT 8 - The Water Cycle and Climate
The water cycle, insolation, terrestrial radiation and climate.
2 weeks
UNIT 9 - Earth in Space
3 weeks
Motions of celestial objects, apparent motion of the Sun, Earth's path
and revolution and Earth's position in the universe.
i
UNIT 10 - Beyond Planet Earth - Astronomy
3 weeks
Phases of the Moon, heliocentric and geocentric models, geometry of
orbits, the solar system, stars and evolution of the universe.
UNIT 11 - Environmental Awareness
The affects of population and pollution and Earth.
.5 week
33 weeks
(17 weeks + 1 week review =1" semester ; 16 weeks + 1.5 weeks review = 2nd semester)
Hoosic Valley High School
Curriculum Development
Oceanography
M Spooner
Marine Science Curriculum - Oceanography
Oceanography is one of the two components of the Marine Science
curriculum at Hoosic Valley. Each component, marine biology and oceanography
are scheduled for one semester (sequentially) of class.
During the semester oceanography will focus on how the ocean works,
organizing the subject matter into the following areas: concepts, processes and
principles.
Students will have homework assignments, tests, and writing assignments
to promote understanding oceanography and how it affects earth and their lives.
The study of the marine environment or oceanography is divided into three
major categories:
•
Geological oceanography - the study of the structure of the ocean floor and
how the sea floor has changed over time; the creation of the sea floor; and the
history of sediments deposited on it.
•
Chemical oceanography - the study of the chemical composition and
properties of seawater; and the effect of pollutants.
•
Physical oceanography - the study of waves, tides, and currents; relationships
that influences weather and climate; and the transmission of light and sound in
oceans.
The units to be covered during the semester include:
Unit 1 - Introduction to Oceanography Unit 6 - The Ocean and Atmosphere
Unit 2 - Plate Tectonics
Unit 7 - Ocean Currents and Circulation
Unit 3 - The Sea Floor
Unit 8 - Waves and Water Dynamics
Unit 4 - Marine Sediments
Unit 9 - Tides
Unit 5 - Water and Seawater
Unit 10- Coasts, beaches and estuaries
Living Environment/Course Outline
Givney/Kausch
First Semester:
• Concept of Life
• Diversity of Life
• Structure of Cells
• Chemistry of Life
• Organic Compounds
• Enzymes
• Animal & Plant Maintenance
• Details of Photosynthesis
• Transport
• Cell Respiration
• Regulation
• Excretion
• Locomotion
• Human Nutrition
• Human Circulation
• Human Circulation II
• Human Respiration
• Human Excretion
• Human Nervous System
Second Semester:
• Human Endocrine
• Asexual Reproduction
• Mitosis
• Sexual Reproduction
• Sexual Reproduction
• Human Reproduction
• Transmission of Traits
• Genetics II
• Interaction of Heredity and Environment
• Modern Genetics
• Evolution
• Ecological Organization
• Ecology II
• Human Impact on the Environment
Living Environment/Course Outline
Givney/Kausch
First Semester:
• Concept of Life
• Diversity of Life
• Structure of Cells
• Chemistry of Life
• Organic Compounds
• Enzymes
• Animal & Plant Maintenance
• Details of Photosynthesis
• Transport
• Cell Respiration
• Regulation
• Excretion
• Locomotion
• Human Nutrition
• Human Circulation
• Human Circulation II
• Human Respiration
• Human Excretion
• Human Nervous System
Second Semester:
• Human Endocrine
• Asexual Reproduction
• Mitosis
• Sexual Reproduction
• Sexual Reproduction
• Human Reproduction
• Transmission of Traits
• Genetics II
• Interaction of Heredity and Environment
• Modern Genetics
• Evolution
• Ecological Organization
• Ecology II
• Human Impact on the Environment
Forensic Science Course Outline
Part 1 - Understanding Forensics
I. Forensics - definition, history
II. The Forensics Team
III. Crime Scene
Part 2 - The Evidence
IV. Fingerprints
V. Bloodstains
VI. Impressions
VII. Analyzing trace evidence
Part 3 - Looking at the Body
VIII. Forensic Autopsies
IX. Identification of the unknown victim
X. Estimating time of death
XI. Traumatic injuries and death
XII. Asphyxia
XIII. DNA
XIV. Toxicology
XV. Ballistics
XVI. Document Analysis
Marine Biology - Course Outline
Mrs. Givney
Life zones
Classification
Unicellular Algae
Multicellular Algae
Marine Plants Protists
Marine Animals
o Phylum: Porifera
o Phylum: Cnidaria
o Phylum: Annelida
o Phylum: Platyhelminthes
o Phylum: Nematoda
o Phylum: Mollusca
o Phylum: Arthropoda
o Phylum: Echinodermata
o Phylum: Chordata
■ Sub-group: Protochordates
■ Class: Agnathes
■ Class: Chondrichthyes
■ Class: Osteoichthyes
■ Class: Reptilia
■ Class: Aves
■ Class: Mammalia
Marine Environments
Marking Pd.l
Global History 9R
Topic
Student Data Form and Introduction to Global History and Geography 9
Course description, expectations, and student responsibilites
Physical, Political, Economic, and Population Geography
The Five Basic Geography Themes
Geo. Element - Location: Understanding Geographic Coordinates
Geo. Elements: Human/Environment Interaction; Place; Region; and Movement
Migration, Commerce, and Diffusion; Land/Water Area Terms
Application of the Five Geographic Elements Elements of Culture
and Society Introduction to History and Prehistory Archaeology,
History, and Geography The Dawn of History - Human Origins in
Africa The Stone Ages: Paleollithic and Neolithic Early Cultural
Development and the Rise of Civilization Skill Applications:
Recognizing Cause and Effects; Generalizations Civilization: A
Case Study - Ur in Sumer
Early River Valley Civilizations: Sumerian, Egyptian, Indus, and Shang
Early River Valley Civilizations in Asia and Africa City-States of
Mesopotamia: Geography, Government, and Religion Ancient Empires
of the Fertile Crescent
A Crossroads of the Ancient World - A Bridge to Three Continents
Geography of Ancient Egytian Kingdoms of the Upper/Lower Nile
Pyramids on the Nile River
Ancient Egyptian Civilization
Continue/complete Egyptian Civilization
Geographic Setting Indian Subcontinent Indus River Valley Civilization
Marking Pd.2
Global History 9R
Topic
Harappa and Mohenjo-Daro Planned Cities on the Indus Geographic
Setting Indian Subcontinent Indus River Valley Civilization Continuation of
previous lesson objectives Kingdoms of the Ganges Aryan Invaders
Transform India
The Vedic Age Continue and complete previous objectives
The Geographic Setting of China
Civilization Emerges in China Shang Dynasty (1532-1027 B.C.)
The Mandate of Heaven and Dynastic Cycles in China
Compare/Contrast Early River Valley Civilizations
Continue/Complete previous lesson Emergence and Spread of
Belief Systems
Introduction to Religious Traditions in South Asia - Basic Beliefs of Hinduism
Roots of Buddhism
Basic Beliefs of Buddhism
Compare/Contrast Hinduism and Buddhism; The Impact on Early Culture and
History
Origins of Judaism: Ethical Monotheism
Continue and complete the terms, places, and names associated with the origin of
Judaism History of the ancient Hebrews (2,000 - 515 B.C.E.)
Connections Across Time and Cultures - Religions of the Ancient World
Test - Emergence and Spread of Belief Systems
Overview: Classic Civilizations of China, India, Greece and Rome
Dynastic Cycle - Zhou Decline and Rise of the Qin
China's Hundred Schools of Thought, Philosophies, or Ethical Systems
Assignments related to the Emergence and Spread of Belief Systems [Religions
and Philosophies]
China's Ethical Systems - Confucianism, Daoism, Legalism continued.
The Qin and Han Dynasties Unify China Under a Strong Central Government
Autocracy, Bureaucracy, Civil Service = Han Centralized Government
Impact of Han Technological and Intellectual Achievements
Spread of Goods and Ideas on the Silk Roads
Class Meetings
Marking Pd.3
Global History 9R
Topic
Commerce and Diffusion Between Europe and Asia via the Silk Roads
Contiue and complete previous objectives
Indian Empires: The Rise and Fall of the Maurya Empire
The Gupta Empire A Golden Age of India (320-450 A.D.)
Cultural Interactions w/ Indian Civilizations
Introduction to Classic Greek Civilization and the Geographic Setting
Geography Shapes Greek Culture and History
Rule and Order in Greek City-States (Political Systems)
Sparta - the Military City-State; Athens - the Limited Democracy
Connections Across Time and Cultures: Ideas of Government in Greece and China.
Connections Across Time and Cultures: Ideas of Government in Greece and China.
Continuation - The Age of Pericles
Classic Greek Drama, Art and Architecture
Classic Greek Drama, Art and Architecture
Philosophers: Socrates, Plato and Aristotle
Alexander the Great - Empire Builder
The Spread and Impact of Hellenistic Culture
Analysis of Primary/Secondary Sources: Hippocrates, Socrates, Sophocles,
Archimedes DBQ - Part A prep. The Legacy of Greece and the Impact on W.
Civilization
DBQ - Part B prep. The Legacy of Greece and the Impact on W. Civilization
Ancient Rome Geographic Setting Roman Republic: Power,
Authority, Government and Law Roman Expansion and the
Rise of Empire
Continuation of the Events Leading to the Creation of the Roman Empire Age of
Augustus "Pax Romana" Expansion, Peace, Prosperity, and Progress
Continuaton...Life in Imperial Rome and Mid-Year Review
1
Class Meetings
Marking Period 4
Global History 9R
Topic
Continuaton...Life in Imperial Rome The
Rise and Spread of Christianity
Continuation...the Early Christian Church and Impact on the Empire
Crises and Reforms in the Roman Empire Decline and Fall of the
Roman Empire Contributions of Roman Society: Greco-Roman
Civilization Byzantine Empire (A.D. 395-1453) Geographic Setting
Byzantine Empire Power/Authority, Belief Systems, and Culture
Emperor Justinian and Empress Theodora
Byzantine Achievements and Preservation of Greco-Roman Culture Christianity:
Two Traditions: Roman Catholic Eastern Orthodox Complete previous
objectives... Decline and Collapse of the Byzantine Empire Byzantine Empire
Influences Russia/ Eastern Europe Rise and Growth of Early Russia
ISLAMIC CIVILIZATION
Mongol Conquest and Occupation of Russia
Mongol Impact on Russia Arabia/Arabs Geographic and Cultural Setting Islam - Place of
Origin and Muhammad
The Basic Beliefs of Islam and Arab Unity
The Quran, Sharia, Sunna and the Hajj
Early Expansion and Spread of Islam - continue and complete previous objectives
Internal Conflict in the Muslim State- Successors to Muhammad The Golden Age of
Islamic Civilization
Continuation of Muslim Achievement and Contributions to the World Full Period Test Islamic Civilization with DBQ - Its Contribution to World Culture Introduction to the
European Middle Ages, 500-1200 Rise of the Frankish Empire/Age of Charlemagne
1
Class Meetings
Marking Period 5
Global History 9R
Topic
~Feudalism~ Medieval Europe
~ Manorialism ~ The Economic Structure of Feudalism
Role of the Manor System continued...
The Age of Chivalry Education of a Knight
Medieval Church Its Political, Economic, and Social Functions Monastic
Centers (Benedictine) and Gothic Cathedrals (Cities of God) Feudal
Europe's Religious Influences Church Reform and the Beginning of the
Crusades
The Impact of the Crusades
The Negative Legacy of the Crusades
~Anti-Semitism~ A Short History by Frances Sonnenschein
Trade, Towns, and Financial Rev. in the Middle Ages Economic
Expansion and Change during the Middle Ages Revival of
Commerce Throughout W.Europe and Beyond Growth of Royal
Power in England and France Century of Turmoil (1300's) The
Bubonic Plague Century of Turmoil (1300's) The Hundred Years'
War continued...
Full Period Test The Late Middle Ages
Middle Ages in Asia The Middle Ages in East Asia, 6001400 Tang and Song Dynasties Tang and Song Dynasties [continued]
Tang/Song Government, Society, Economy Two Golden Ages: Greece
and Tang/Song China Introduction to the Archipelago Civilization of
Japan The Belief Systems of Early Japan: Shintoism, Buddhism,
Confucianism Japanese Feudal Society and Organization Tokugawa
Shogunate The Mongol Conquests: 4th-13th Centuries
1
Class Meetings
Marking Period 6
Global Historv 9R
Topic
The Mongol Conquests: 4th-13th Centuries
"Pax Mongolia" Mid-13th to the mid-14th centuries
Mongol Rule in China - The Empire of the Great Khan
Unit Test - The Middle Ages in Asia
The Resurgence of Europe - The Age of Transition (1300-1700) Italy:
Birthplace of the Renaissance A Cultual and Intellectual Revival
Renaissance Revolutionizes Art, Literature, and Communications
(West African Empires and Civilizations)
Assignments for Marking Pd. 6
Connections Across Time/Cultures: Abbasid Rule and Renaissance
Test: The Renaissance
Causes of the Protestant Reformation
Response to Martin Luther and Spread of Lutheranism
Test on the Reformation Period
Other Reformers Challenge the Authority of the Church
The Counter Reformation and Effects of the Reformation
Reformation Test - Follow with The European Age of Exploration and Interaction
1400-1800
Factors Encourage Exploration and Interaction "God, Glory, Gold"
Europeans Explore the East and Establish Commercial Ties The
Voyages of Zheng He and China Rejects European Outreach
Pre-Columbian Civilizations: Maya, Aztec, and Inca Civilizations
European Exploration, Encounters, and Colonization
Impact of Spanish Colonization
The Atlantic or Triangular Slave Trade
The Columbian Exchange and Commercial Revolution
I
HEALTH CURRICULUM OVERVIEW
General Overview
This course will provide students with health knowledge and decisionmaking
skills, which will lead to health promoting behaviors. This will be
accomplished through a variety of classroom activities and assignments that
coincide with national and state standards in health education. Finally, this
class will be valuable resource to assist students in making informed choices
when managing their own health and wellness.
Content Areas
1. Mental Health
A. Mental Illness
B. Body Image and Eating Disorders
C. Stress and Stress Reduction Techniques
D. Mental Health Resources
2. Nutrition
A. Roles of Specific Nutrients
B. Planning a Balanced Nutritional Plan
G. Obesity and Weight Management
D. Consumer Health
3. Substance Use and Abuse
A. Alcohol
1. Effects of Alcohol
2. Impact of Alcohol Abuse
3. Abstinence and Decision Making Skills
4 Analyzing Advertising Appeal (Media Influence)
B. Tobacco
1. Chemicals in Tobacco
2. Long Term and Short Term Effects
3. Cessation Techniques
G. Legal and Illegal Drugs
1. Risk Factors
2. Commonly Abused Drugs
3. Resistance Skills
4. HIV/AIDS Education/STD's
A. Transmission Modes -"Risky Behaviors"
B. Symptoms of HIV and the Progression to AIDS
C. Treatments
D. Abstinence Skills
5. Physical Fitness
A. Importance of Fitness
B. Finding the Right Program
C. Fitness throughout Life
6. Parenting
A. Family and Social Health
B. Responsibilities and Roles
C. Family Stress and Violence
D. Conflict Resolution
E. Growth and Development
7. Disease Prevention
A. Nature of Communicable Diseases
B. Body Defenses
C. Development of Communicable Disease
D. Treatment
8. Noncommunicable Disease
A. Cardiovascular
B. Cancer
C. Diabetes
D. Disabilities
9. Injury Prevention/Safety/ First Aid
A. Safety at Home, School, and Play
B. Responding to Emergency Situations
C. Common Emergencies
D.Basic First Aid
10. Social Health
A. Skills for Healthy Relationships
1. Peer Pressure and Refusal Skills
2. Communicating Effectively
B. Preventing Violence and Resolving Conflict
11. Consumer Health
A. Consumer Choices
B. Choosing Community Health Services
C. Understanding Public Health Services
HEALTH CURRICULUM OVERVIEW
General Overview
This course will provide students with health knowledge and decisionmaking
skills, which will lead to health promoting behaviors. This will be
accomplished through a variety of classroom activities and assignments that
coincide with national and state standards in health education. Finally, this
class will be valuable resource to assist students in making informed choices
when managing their own health and wellness.
Content Areas
1. Mental Health
A. Mental Illness
B. Body Image and Eating Disorders
C. Stress and Stress Reduction Techniques
D. Mental Health Resources
2. Nutrition
A. Roles of Specific Nutrients
B. Planning a Balanced Nutritional Plan
G. Obesity and Weight Management
D. Consumer Health
3. Substance Use and Abuse
A. Alcohol
1. Effects of Alcohol
2. Impact of Alcohol Abuse
3. Abstinence and Decision Making Skills
4 Analyzing Advertising Appeal (Media Influence)
B. Tobacco
1. Chemicals in Tobacco
2. Long Term and Short Term Effects
3. Cessation Techniques
C. Legal and Illegal Drugs
1. Risk Factors
2. Commonly Abused Drugs
3. Resistance Skills
4. HIV/AIDS Education/STD's
A. Transmission Modes -"Risky Behaviors"
B. Symptoms of HIV and the Progression to AIDS
C. Treatments
D. Abstinence Skills
5. Physical Fitness
A. Importance of Fitness
B. Finding the Right Program
C. Fitness throughout Life
6. Parenting
A. Family and Social Health
B. Responsibilities and Roles
C. Family Stress and Violence
D. Conflict Resolution
E. Growth and Development
7. Disease Prevention
A. Nature of Communicable Diseases
B. Body Defenses
C. Development of Communicable Disease
D. Treatment
8. Noncommunicable Disease
A. Cardiovascular
B. Cancer
C. Diabetes
D. Disabilities
9. Injury Prevention/Safety/ First mfC??A. Safety at Home, School, and Play
B. Responding to Emergency Situations
C. Common Emergencies
D. Basic First Aid
10. Social Health
A Skills for Healthy Relationships
1. Peer Pressure and Refusal Skills
2. Communicating Effectively
B. Preventing Violence and Resolving Conflict
11. Consumer Health
A.Consumer Choices
B. Choosing Community Health Services
C. Understanding Public Health Services
*.
Hoosic Valley Central School District
Technology Education,
where learning is best reinforced by doing. Hands-on. Heads-on.
Presentation to the
Hoosic Valley Board
of Education
The Board of Education
Mrs. Bonnie Catone, President
Mr. Timothy Salisbury, Vice-President
Mrs. Wendy Calhoun
Mrs. Kimberly Connors
Mr. Dave D'Ambro
Mrs. Karen Houston
Mrs. Joanne Moran
Mr. William Popp
Mr. Todd Tesman
Building Administrators
Dr. James A. Seeley, Superintendent
Mr. David Zachar High School Principal
Ms. Amy Goodell Middle School Principal
Mr. Mark Foti Elementary School Principal
Hoosic Valley Technology Education - Presentation to the Board of Education 5/ 16/05
Page 1
Hoosic Valley Technology Education
Presentation to The Board of Education
Table of Contents
The Presentation
The Board of Education and Building Administrators
1
Introduction of Technology Educators
The Hoosic Valley Technology Program
2
Defining Technological Literacy
Technology Education Mission Statement
3
Technology Education Q &A
Technology Education Teaches to the New York State MST Standards
4
7th Grade Introduction to Technology Education, Part I - Mr. Struwing
5
8th Grade Introduction to Technology Education, Part 2 - Mr. Struwing
Design & Drawing for Production - Mr. Struwing
Production - Mr. Struwing
Residential Structures - Mr. Struwing
CADD - Mr. Hurd
Energy & Power - Mr. Hurd
Electricity - Mr. Hurd
Transportation - Mr. Hurd
Additional High School Electives
6
7
8
9
10
II
12
13
Additional High School Electives
14
Improvements and Updates to the Technology Education Department
15
Thank You
16
17
18
19
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
20
TABLE OF CONTENTS
Hoosic Valley Central School District
Technology Educators
Learning is best reinforced by doing. Hands -on. Heads-on.
Mr. Struwing
Education
•
•
Bachelor of Science In Education
State University College at Oswego
Master of Science in Education
State University College at Oswego
Hoosic Valley Tenure
As a Technology Education Teacher, I value
and believe:
Excellence as a standard for the program, services,
and internal operations
The individuality and uniqueness of each child
The special talents and abilities of each child
The truth that all children can learn
Eight years of teaching at Hoosic Valley
The respect for personal and cultural diversity
Class of 2000 student advisor
Coached Girls Varsity Softball in 2000
The respect and dignity of each member of the school
community
Developed Interactive Class Web Site
hoosicvalleytech.com
The student's right to equal access to educational
opportunity
The partnership between the school system and the
community
Mr. Hurd
Education
•
Bachelor of Science In Education
State University College at Oswego
•
•
Master of Science in Education
State University College at Oswego
Hoosic Valley Tenure
Eight years of teaching at Hoosic Valley
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 2
The Hoosic Valley
Technology
Education Program
Technology Education
Teachers
Mr. Struwing
Mr. Hurd
The current program of Technology Education has evolved from first, Industrial Arts, then Industrial
Education, and finally Technology Education. We have progressed from a "craft/trade era" to the
"information age" and so also our curriculum has progressed.
To be a Technology Education program the content must meet certain criteria. The program or activities should
address technological systems such as Manufacturing, Construction, Transportation, or Communications. The
programs should be knowledge based, not just tools and processes. It must look at the social/cultural impacts of
technology on people, cultures, and the environment. Finally, the program must be activity based, using tools
and materials to solve problems.
Students in technology education will be provided the opportunity for:
Developing the ability to apply problem solving techniques and critical thinking skills.
Acquiring the knowledge and value of new technologies.
Understanding how technology has changed and continues to change.
Developing the ability to apply technical concepts safely and efficiently when working with tools,
materials, and processes.
Strengthening personal creativity and individual abilities to the fullest extent.
Integrating and applying other school subjects in a technical setting.
Acquiring knowledge and skills for employment, continued education, and life.
The development of knowledge and skills to become wise consumers of goods and services.
Acquiring the ability to learn how to select appropriate courses, select career goals, understand and
select a quality life style.
The study of technology is fundamental to being an educated person in today's society. Opportunities are
provided within the structure of the curriculum for students to learn from their mistakes, solve problems
through analysis, modeling, and trial and error. Students are challenged to propose creative, innovative,
nontraditional solutions to technical problems. Technology Education can also serve to provide genuine
interdisciplinary connections to other school subjects, the world of work, and to life experiences.
Our program has developed within the constraints of our normal budget, with minor donations from
community members. It has been our primary objective to develop, in all students, a conceptual
understanding of technology. In this technologically oriented society, a society characterized by continual |
change, it is important that our youth become technologically literate.
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 3
Hoosic Valley Central School District
3
^ .VL ^
Technological Literacy
Learning is best reinforced by doing. Hands -on. Heads-on.
Q
A
Who is a technologically literate student?
A technologically student understands:
What technology is
How technology is created
♦ How the use of technology shapes society and in turn,
How society shapes the development of technology
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 4
Hoosic Valley Central School District
m
^. & ^
Technology Education
Learning is best reinforced by doing. Hands -on. Heads-on.
MISSION STATEMENT
Our mission as Technology Educators
is to introduce students to issues of
technology, experience hands on
activities with innovation, and
introduce students to careers and paths
toward technological professions.
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 5
Hoosic Valley Central School District
o* W + W '+
Technology Education Q&A
Learning is best reinforced by doing. Hands -on. Heads-on.
Q
A
Q
A
Q
A
What is the difference between technology education and
instructional/educational technology?
Technology education is a distinct discipline that provides students with the
knowledge and skills needed to function in a technological society. Instructional
technology is a strategy for using different forms of technology (such as computers)
to aid or enhance educational instruction.
Technology education courses are courses that contain the unique aspects of
designing, constructing, using and evaluating products and services to satisfy human
and environmental needs. Courses used in a standards-based curriculum follow
established criteria to be considered appropriate.
What are the credit options a high school student has with
technology education course offerings?
• Students have the opportunity to complete a three or five unit sequence in
technology education
• Design and Drawing for Production (DDP) may be taken by any student to apply
credit towards a technology sequence or to satisfy the art/music requirement
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 6
Technology Education teaches to the New York State
•
^y%^%
M.S.T. Standards
Learning is best reinforced by doing. Hands -on. Heads-on.
DESCRIPTION
STANDARD 1
Analysis, Inquiry,
and Design
STANDARD 2
Information Systems
STANDARD 3
Mathematics
STANDARD 4
Science
STANDARD 5
Technology
STANDARD 6
Interconnectedness:
Common Themes
STANDARD 7
Interdisciplinary
Problem Solving
RELATED STUDENT
ACTIVITY
Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to
pose questions, seek answers, and develop
solutions.
• Searching for solutions to
power a vehicle with a single
mousetrap by following the
design and problem solving
process
Students will access, generate, process, and
transfer information using appropriate resources
•
•
Students will understand mathematics and become
mathematically confident by communicating and
reasoning mathematically by applying
mathematics in real-world settings and by solving
problems through the integrated study of number
systems, algebra, data analysis, probability, and
trigonometry.
•
Students will understand and apply scientific
concepts principles and theories pertaining to the
physical setting and living environment and
recognize the historical development of ideas in
science.
•
Students will apply technological knowledge and
skills to design, construct, use, and evaluate
products and systems to satisfy human and
environmental needs.
•
Students will understand the relationships and
common themes that connect mathematics,
science, and technology and apply the themes to
these and other areas of learning.
•
Students will apply the knowledge and thinking
skills of mathematics, science, and technology to
address real life problems and make informed
decisions
•
•
•
•
•
•
•
•
Student generated power
point presentations
Computer simulation
Calculating actual speed of
C02 Dragsters
Calculating Efficiency of
Bridge Structures
Calculating Roof Pitch
Converting objects to
different scale in DDP
Applying Newton's laws of
motion in C02 Cars, Crash
Vehicles, and Rockets
Studying Bernoulli and the
principles of flight
Design and constructing
scale models
Design and constructing
recumbent bicycles
Using Ohm's Law to
calculate voltage,
resistance, and power
Graphing engineering
forces that act on structures
Calculating loads in
residential wiring
Designing and constructing
car stereo systems
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 7
7th Grade Introduction to
Technology
Education, Part 1
7th Grade Technology
Education Teachers
Mr. Struwing
Mr. Hurd
Course Description
Introduction to Technology Education, Part 1, is a 20 week course designed to allow
Seventh Grade students the opportunity to develop a technical literacy through
Student Activities
examination of the historical and modern uses of technology and its impacts on society
♦ Internet Research on
the History of
Technology
and the environment.
Individual and group activities within the course aid in the development of verbal
communication skills such as listening and speaking, and allow the student to gain an
appreciation of self worth. The course will introduce each student to the importance of
technology on human progress and will allow further study into the expected and
unexpected consequences of our technological achievements.
♦ History of Technology
Power Point
Presentations
♦ Scale Model
Making
♦ Measurement
Students will gain experience in problem solving, decision making, and creative
thinking and will utilize materials and processes generic to all technologies. This course
of study has been developed with the expectation that instruction will be provided
through hands-on, laboratory based activities.
♦ Introduction to
Engineering Forces
♦ The 7 Resources of
Technology Power
Point Show Creation
♦ Simple Machines
(Work, Force, Load)
♦ Mouse Trap
Vehicles
♦ Principles of Flight
♦ Paper Airplanes
Students need to accurately
measure using a square,
ruler, and circle template in
gumball machine design
and construction
Students constructing scale
models of historical
inventions
Students working
their way through the
problem solving
process during the
Mouse Trap Vehicle
Activity
♦ Flight Simulator
♦ Production &
Manufactu ring
Activity
♦ Electricity
♦ Key Chain Lights
Hoosic Valley Technology Education - Presentation to the Board of Education 5/ 16/05
Page 8
8th Grade Introduction to
Technology
Education, Part 2
8th Grade Technology
Education Teachers
Mr. Struwing
Mr. Hurd
Course Description
Introduction to Technology Education, Part 2, is a 20 week course designed to
enable Eighth grade students to enhance their understanding of the concepts that
underlie technological systems. Students will learn about the influence of
technological systems on their lifestyle, including home, school, and the world
of work.
During each activity, students will gain more experience in problem solving,
decision making, and creative thinking. Eighth grade students learn by
application, developing skills with tools, machines, and processes for solving
technical problems. Students will analyze problem situations, communicate
ideas through verbal expression, visual depiction, and learn cooperation and
competitiveness through team interaction.
Each student will be required to use the computer as a tool for storing,
manipulating, and retrieving data. This course of study has been developed with
the expectation that instruction will be provided through hands-on, laboratory
based activities.
Student Activities
♦ Introduction to
Communications
♦ Detailed applications of
measurement
♦ Technical Drawing
♦ Centering Views
♦ Model Rocketry
♦ Computer Simulated
Bridge Engineering
♦ Automobile design
through computer
simulation
♦ Design, Construction, and
Testing of Scale model
Bridges
♦ Applying Newton's Laws
of Motion in the design
and construction of crash
test vehicles
♦ Following the
Engineering Design
Process to create a model
dragster
Students test their
bridge designs for
efficiency using a
computer simulated
crusher
During the design process,
students create a foam
prototype of their C02
dragster design before
making a working model
I ♦ Using the computer to
create spreadsheets to
calculate dragster speeds
and race results
Students constructing
scale models of truss
bridges
Hoosic Valley Technology Education - Presentation to the Board of Education 5/ 16/05
Page 9
High School
Design & Drawing for Production
D.D.P. Teacher
D.D.P.
Mr. Struwing
Course Description
Design and Drawing for Production (DDP) is a forty week course which focuses on
basic drafting skills and encourages visual and creative design development to solve
problems in engineering and architecture. It is an essential course for all students
Student Activities
interested in engineering, technical construction, mechanics and related fields. It
♦ Basics of Sketching
provides opportunities for the student to be given a design problem and then develop a
♦ Geometric
Construction
solution using design and drawing skills.
Students will solve problems through research, brainstorming, sketching, technical
drawing, and model building. Students learn basic tool use, basic geometric drawing
skills, multi-view drawing, orthographic projection, dimensioning, developmental and
pictorial drawing concepts. Problem solving activities in DDP allow students to build
♦ Reading an
Architectural Scale
♦ Converting drawings to
different scales
models and working prototypes of their original designs.
♦ Dimensioning
DDP must be taken by any student seeking a sequence in Technology Education. Also,
♦ Single view
drawings
any student in the district may take DDP to meet the Regents graduation requirement in
♦ Multi view drawings
Art/Music.
♦ Isometric drawings
♦ Oblique drawings
♦ Section views
♦ Perspective
drawings
♦ Introduction to CADD
Student teams
researched ergonomics
before designing and
constructing a
recumbent bicycle
Students take large
objects, such as a
baseball diamond,
and convert it to a
scale that will fit on
their drawing paper
Student teams worked their
way through the design
process during the syringe
robot activity
Hoosic Valley Technology Education - Presentation to the Board of Education 5/ 16/05
♦ Design and construction
of a scale model
bedroom
♦ Syringe Robots
♦ Recumbent Bicycles
♦ Business card logo
design
Page 10
spS ! High School
Production
Production Teacher Mr.
Course Description
Production is a 20-week course designed to acquaint students
Struwing
with construction and manufacturing systems used in the
fabrication of wood, metal and plastic products This course will be organized around
the universal systems model with input, process and output being major categories.
Manufacturing categories include resources of manufacturing, process of manufacturing
and products/ impacts of manufacturing. Construction categories include resources for
construction, process of construction and projects/impacts of construction. Other topics
of study may include research on the industrial revolution, design and construction of
manufactured products, computer applications in manufacturing and construction,
career opportunities in manufacturing and construction, model construction or other
related activities.
During this course, students will participate cooperatively in a mass production project
Student Activities
♦ Tool and Machine
safety
♦ Tool and Machine
operation
♦ Measuring and
calculating board feet
using assembly line procedures; in addition to working on an individual basis using
♦ Joining techniques
hand and power tools to fabricate a number of individualized projects.
♦ Adirondack Chair
production
♦ Rocking Adirondack
Chair production
♦ Lathe basics
♦ Using the router
♦ Scale model
construction
Students design, calculate
board footage, and cost
before construction begins on
their Adirondack chairs
All of the student computer
work station desks in the
Technology Lab were
constructed by the
Students
constructed scale
models of heavy
machinery using
various processes
throughout the
Technology Lab
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
♦ Calculating material
quantity and cost
♦ Beach Chair
production
♦ Pattern design
Page 1:
High School
Residential
Structures
Residential Structures
Teacher
Mr. Struwing
Course Description
Pre Requisite - Successful completion of Design and Drawing for Production
Student Activities
This twenty week course is designed to provide students with a general understanding
of the materials and processes used in constructing and designing residential structures.
This course was created predominately as a hands on course where students will gain
knowledge through direct contact with materials and processes commonly used in the
construction of new homes.
Students will work on projects such as; constructing scale models of house framing,
constructing a storage shed, and working on mock wall sections where students will
utilize techniques for installing, plumbing, insulation, electrical work, sheetrock, and
hanging doors and windows. Students will also explore the history of residential
structures, and investigate job opportunities and career training options that are
available in the field of residential construction.
♦ Internet Research and
student generated
Power Point
presentations of
Residential House
Styles
♦ House styles scale
model construction
♦ Detailed drawing of
residential construction
details
♦ Stick framed scale
model construction
♦ Storage shed
Construction
♦ Hanging and framing a
window
♦ Calculating roof
pitch and height
♦ Community service
project
Students constructed
benches for the
Schaghticoke Fairgrounds.
Each bench had a town
name routed in the back
piece.
Students design and
construct 3/^" scale
model timber framed
houses
Students designed and
constructed a 10' X 12'
storage shed for community
member
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
♦ Installing sheetrock
♦ Calculating square
footage
♦ Building Codes
♦ Mortgage
Calculations
Page 12
High School
Computer Aided Design & Drawing
CADD
CADD Teacher
Mr. Hurd
Course Description
Students make the transition from traditional drafting instruments
to computer-aided drafting through extended use of a CAD workstation and user-friendly CAD software.
Student Activities
Principles of CAD are taught
through book and computer
software
The course takes a step-by-step approach to learning AutoCAD,
starting with a few basic tools to let students create and edit a simple drawing, and then gradually introducing more advanced tools.
Examples and practice exercises are taken from a variety of the
fields where AutoCAD is used.
This program begins by focusing on basic 2D drawing and editing
tools, objects on layers, text, and basic dimensions. Once the student masters the basic skills, they will move on to explore efficiency tools, complex objects, using external reference/image files,
advanced plotting, enhancing productivity with simple customization. Students will also be introduced AutoCAD's 3D features.
Creating and manipulating
data storage files
Learning CAD commands by
drawing basic shapes using
appropriate techniques
Creating single-view
drawings
♦
Dimensioning Techniques
Manipulating objects in the
drawing space
Build a library of symbols that can
be reused
♦ Changing drawing sizes and
plotting to scale
♦ Creating a scale floor plan
♦ Introduction to 3D modeling
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 13
High School
W1
Ener
Course Description
gy &
Powe
r
This course introduces concepts and applications of energy systems, including
their present and future applications, as well as advantages and disadvantages
of the technical, economic, and environmental aspects of each system. Alternative energy systems will be addressed: wind, water, solar, photovoltaic, energy
conservation and bio-fuels will be the primary focus. Special attention will be
given to appropriate technology in power production. Topics to be discussed in
class will included: Newton's Laws, mechanics and simple machines, alternative energy resources and the study of small engines.
Energy & Power
Teacher
Mr. Hurd
Student Activity
♦ Small engine
systems
♦ Engine Diagnostics
♦ Small Engine
Rebuilding
♦ Engine Maintenance
and repair
♦ Diesel Engines
♦ Energy Conversion
♦ Cogeneration
Plants
♦ Alternative Energy
Sources
♦ Solar Cookers
♦ Hydraulics
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 14
I High School
GD
Electricity
Energy & Power
Teacher
Mr. Hurd
Course Description
Electricity/Electronics is a one-semester course. Through classroom and lab
activities students will gain skills and knowledge in the areas of basic DC and
AC circuits, circuit components, codes, testing, electromagnetism and inductance, capacitance, power supplies, power generation and distribution, amplification, digital circuits, and computer fundamentals. Students will learn the safe
use of the tools, test instruments, equipment and supplies used in this course
plus information on career opportunities in this field.
Electricity/Electronic Technology expands and extends the knowledge, skills,
and problem solving activities of the student. Through hands-on and problem
solving activities the students will gain knowledge and skills in the areas of
electron theory, Ohm's Law, insulators, conductors, electronic components,
audio system. Students will learn the safe use of the tools, test equipment and
materials. The knowledge and skills that are gained from this course will also
assist students in becoming wiser consumers of manufactured and constructed
products.
Student Activity
♦ Analyze, construct,
and troubleshoot
series, parallel and
series-parallel
circuits.
♦ Explain Ohm's Law
and the variables of
resistance,
voltage,
and current through
computer simulation
software
♦ Explain the concepts
of DC and AC current
♦ Identify schematic
symbols, read, and
interpret electronics
schematic
♦ Wire a mock up wall
section with various
circuit types
♦ Basic soldering
♦ Wiring and Layout of
Car Stereo Systems
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 15
High School
Tran
sport
Course Description
ation
This course will introduce students to the use of tools and resources to relocate
people and goods. Topics range from the subsystems of transportation to the
sources of energy used in the industry. Students will explore various applications in transportation technology through hands on activities.
Transportation
Teacher
Mr. Hurd
Student Activity
♦ Research the three
areas of
Transportation
♦ Computer
simulated Trip
Planning
♦ Marine Boat Hull
research, design,
and construction
♦ Basic Car Care
and Safety
♦ Study the Systems of
an Automobile
♦ Research, design,
and construction of
high speed magnetic
levitation train
♦ Advanced
rocketry
model
♦ Studying the movement of people,
goods, and services
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 16
»
Technology Education
Additional High School Electives
Learning is best reinforced by doing. Hands-on. Heads-on.
Strategies to assist meeting the MST standards:
The Technology Education department has members who have a wide variety of talents in many areas. The
department needs to continually offer students varied challenges and alternative problems to solve.
By offering students a wider variety of elective courses, the Technology Education department could offer:
♦
♦
♦
continued integration of science and mathematics concepts in our discipline
enhanced learning environments by effective use of new tools and machines
more opportunity for students to be motivated critical thinkers
We would like to suggest any of the following electives be added as Technology Education course offerings:
Aerospace.
A 1/2-unit course introducing the growing field of aerospace activities. Topics include: historical evolution of
aerospace, fundamentals of flight, navigation, communication, flight physiology, propulsion systems, space
technology, and aerospace careers and occupations.
Architectural Drawing.
A 1/2-unit study of design and drafting related to building construction. Topics include culture and history,
tools and techniques, lettering and dimensioning, and preparation of site, floor, elevation, section, and
perspective drawings.
Audio Electronics.
A 1/2-unit study of amplifier systems, including theory and application, sound generation theory and control,
land processing systems. The background knowledge and skills necessary to purchase, operate and design
amplifier devices will be developed.
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 17
*
Technology Education
%y%%%
Additional High School Electives
Learning is best reinforced by doing. Hands-on. Heads-on.
Communications Systems.
A 1/2-unit course providing instruction in the electronic, graphic, and photographic systems which people use to
communicate information and ideas. The projects are driven by client needs, and the communication processes
used to meet them. Included are media such as television, radio, motion pictures, printing, photography, and
computer-based communication.
Computer Aided Manufacturing (CAM).
A 1/2-unit course that develops a base of knowledge related to the manufacturing industry's robots and their uses.
Students use and describe the functional apparatus, related to computer-aided manufacturing, learn how a
|program controls and directs a robot to perform a task, and become familiar with the capabilities and limitations
of robots.
Digital Electronics.
A 1/2-unit study of binary logic, decision-making, logic gates and combination logic circuits, digital signals,
number systems, gate symbols, and truth tables necessary for the complete understanding of digital circuits and
systems found in the home and commercial electronic equipment. Logic systems, sequential logic circuits, and
logic systems applications are included.
Graphic Communications.
A 1/2-unit course which consists of instruction and hands on activities in image design, electronic imaging,
equipment interfacing, telecommunications, prepress processes, and image transfer and finishing. Desktop
publishing and other computer technologies are stressed.
Principles of Engineering:
A 1/2- or 1-unit integrative, hands-on, laboratory-based course which introduces students to concepts of
engineering (ethics, design, modeling, optimization systems, technology/society interactions). These concepts are
applied to solving problems contained in "real world" case studies. Case study abstracts relate to auto safety
computer automation and control, energy, communications, structural design and designing technology kfor
people with disabilities.
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 18
What additional equipment could improve Interdisciplinary learning
in the Technology Department ?
The following items are left out of the normal budget process, but could greatly enhance
student learning and experience.
Equipment Item
Explanation
CNC MILL
Computer numerical control (CNC) machines are widely used in industry to accurately and quickly product a variety of parts. Students would
learn how to program, simulate, and manufacture parts. They would gain
an understanding of how machines are automated and controlled by a
computer. ♦ Could be applied in C02 vehicle aerodynamics and design
Wind Tunnel Simulator
Students could use a wind tunnel simulator to record accurate frontal
drag measurements in their vehicle and rocket designs
Updated Computers and
Software
Computer systems cunently in both Technology labs are adequate for
basic word processing, but have difficulty running simulation software used in many activities. The systems are approximately ten years
old with the following specs:
♦
Windows 95 operating system
♦
Pentium 1 processors
♦
1 GB or less hard drive space
♦
64mb or less RAM
Suggested Physical Updates for Technology Labs
Need
Explanation
Open Line of Communication
between Technology Labs
Equipment, supplies, and teaching aids are shared on a daily basis between the labs. An open line of communication created between the
two Technology Education labs would make the sharing process more
efficient. ♦ This could be accomplished via 2-way radio or phone line
Internet access for outside
Technology Lab
Computers have been installed and networked in the outside lab. The
lab needs an internet line run outside for internet access as well as
maintaining attendance.
Page 19
Garage Door Replacement for
inside Technology Lab
The garage door currently installed in the inside lab poses safety
hazards. The door is extremely heavy due to windows being boarded
up for security reasons. If the door was to close on a student, it would
be catastrophic. The door should be replaced and on an opener for
safety reasons.
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
9
Hoosic Valley Central School District
Technology Education
Learning is best reinforced by doing. Hands-on. Heads-on.
Thank You
for your time this evening
and your continued support
of the Technology Education
program
Hoosic Valley Technology Education - Presentation to the Board of Education 5/16/05
Page 20
MEMORANDUM
TO:
Dr. James A. Seeley, Superintendent
FROM:
Mary Lou Anatriello, Business Education Instructor
DATE:
January 2, 2006
SUBJECT: Business Education Core Curriculum Information for
Accounting Communications, Keyboarding/Word
Processing
Attached are the units covered in the three courses that are
taught by me. If there are any questions regarding how I listed the
information, please contact me.
Thank you.
Hoosic Valley Central School District
Core Curriculum Topics
Grades: 10-12
Subject: Accounting
First Semester Units Covered:
•
Starting a sole proprietorship service form of business and becoming aware of the
important role accounting, the "Language of Business," plays in its daily operations.
•
Learning what proprietorship changes affect Owner's Equity.
•
Analyzing all transactions (activities) into debit and credit parts.
•
Journalizing transactions in a General Journal.
•
Posting from a General Journal.
•
Utilizing Cash Control Systems (Checking Accounts and Petty Cash).
•
Preparing a Work Sheet and adjusting certain account balances.
•
Transferring information from the Work Sheet into Financial Statements (Income
Statements and the Balance Sheets which reflect Current Capital).
Second Semester Units Covered:
•
Recording Adjusting and Closing Entries for a sole proprietorship.
•
Starting a partnership merchandising business.
•
Journalizing and Posting from the Purchases, Cash Payments, Sales, and Cash Receipts
Journals.
•
Preparing Payroll Records.
•
Conducting Payroll Accounting, and preparing Taxes and Tax Reports.
•
Preparing a Work Sheet for a merchandising business.
•
Transferring information from the Work Sheet into Financial Statements for a Partnership
(Income Statements and the Balance Sheets which reflect Current Capital).
•
Recording Adjusting and Closing Entries for a partnership.
Hoosic Valley Central School District
Core Curriculum Topics
Grades: 12
Subject: Communications
First and Second Semester Units Covered:
The overall main objective of this one-year course is to have students become more effective
communicators by developing an awareness of the five modes of communication, reading,
writing, speaking, listening, and nonverbals, and the importance these five modes play in the
many roles they are involved in now and will be involved in throughout their lifetimes. The units
covered overlap between the two semesters; therefore, the topics covered and the activities used
will be presented for the year. The sequence varies based on the composition of the class.
Defining "Effective Communication" and explaining the "Communications System
Model."
Presenting the modes of communication—reading, writing, speaking, listening, and
nonverbals.
Discussing the interdependency of all five modes of communication and the weight each
one carries in conveying messages.
Indicating how communication psychology is used to improve messages and get desired
outcomes.
Stressing the impact effective or ineffective communications skills have on relationships.
Highlighting the importance that effective communicators possess self-esteem and selfrespect and the impact it has on allowing these individuals to make prudent decisions now
and in the future.
Learning to become more assertive and less aggressive in relationships.
Expanding the vocabularies of the students and making them aware of the importance
these vocabulary words play in allowing them to express their own ideas precisely and
concisely and in allowing them to understand better the ideas of others.
Developing an awareness of how advertising affects our everyday lives and of the
psychology used in preparing advertisements.
Selecting and phrasing words that will result in positive outcomes.
Using vocal energy, adequate volume, moderate rates, proper enunciation and
pronunciation to convey effective verbal messages.
Conveying acceptable eye contact, proper posture, and meaningful gestures when
interacting with others.
•
Using empathy while being an effective listener and attending to the speaker.
Hoosic Valley Central School District
Core Curriculum Topics
Grades: 12
Subject: Communications
(Continued)
First and Second Semester Units Covered:
•
Improving written documents by using tact, varying word usage, using transition, and
applying correct punctuation and paragraphing.
•
Participating in role playing, individual speeches, debates, reading of selected passages,
writing and editing copy on the computer.
•
Developing an appreciation of the role music plays in our lives and how messages, both
positive and negative, are conveyed to us through music.
•
Exploring in depth all the ideas presented in Sean Covey's book, The Seven Habits of
Highly Effective Teens, and ultimately having each member of the class compose an
individual mission statement regarding the goals in his/her life.
i
Hoosic Valley Central School District
Core Curriculum Topics
Grades: 9-12
One Semester Course
Subject: Keyboarding/Word Processing
Semester Units Covered:
•
Develop proper posture and figuring techniques at the keyboard to create touch
proficiency skill.
•
Control alphabetic, numeric, and symbolic keys with the proper fingers.
•
Utilize correct finger techniques on the numeric pad.
•
Apply correct rules of spacing with all punctuation marks.
•
Improve proofreading skills and use editing features to a minimum..
•
Format simple reports, complex research papers, business letters, resumes, and tables
properly using all the features of Microsoft Word.
New York State Health. Physical Education and Home Economics Standards
Standard 1: Students will have the necessary knowledge and skills to
establish and maintain physical fitness, participate in physical activity, and
maintain personal health.
Standard 2: Students will acquire the knowledge and ability necessary to
create and maintain a safe and healthy environment.
Standard 3: Students will understand and be able to manage their personal
and community resources.
Proposed Physical Education curriculum for 2005-2006 at Hoosic Valley
September 9 - September 167
September 19- September 23
September 26- September 30
October 3- October 7 October
10- October 14 October 17October 21 October 24October 28 October 31 November 11 November 14November 22 November 28December 9 December 12December 23 January 3January 20 January ?! February 10 February 13February 17 February 27March 10 March 13- March
24 March 27- April 7 April
10-May 12 May 15-May 26
May 30- June 2 June 5- June
16
Football
Football
Soccer
Soccer
Physical Fitnesr Testing
Speedball
Pickleball/F ctives
Basketball
Indoor soccer/electives
TaeBo/aerobics/group activities
Cooperative games
Volleyball
Cross Country Ski/ Team Handball
Yoga/Jump Rope/ Cross Country Ski
Badminton / Tumbling
Floor Hockey/Weight Training/Yoga
Racquetball/Dance
Lacrosse/Tennis
Golf/Track and Field
Softball
Ultimate Frisbee/Power Walking
Other special activities will be included through the year.
Richard Frazer
Daniel Calhoun
Susan Kardash
Hoosic Valley Jr. Sr. High School Physical
Education Regulations and Expectations
1. To receive credit for class you must change and participate to the best
of your ability. Proper attire includes sneakers, short/sweats/tights and a
T-Shirt/sweatshirt. No pajamas are allowed. Any item viewed
inappropriate will not be allowed. High heel and no - back sneakers are
not allowed.
2. If you are unprepared for class, in accordance with the discipline policy,
you will receive a 3:05 detention that day after school. Three
unprepareds in a marking period are automatic failure for that marking
period. Failure of three or more marking periods in a year is failure of
the course and lack of credit for the year. A 75% ATTENDANCE
RECORD IS REQUIRED FOR CREDIT EACH MARKING PERIOD.
3. No jewelry is to be worn during class f your and others safety. This
includes rings, watches, bracelets, ear lgs and: ecklaces.
4. NO FOOD OR DRINK is allowed in the gym or locker rooms. This
includes after school practices.
5. NO GUM is allowed during physical education class.
6. Medical excuses and adapt passes are only issued by the school nurse.
The nurse will send a pass down and then only she may excuse you
from class. Adaptations are modified activities that you can do within
your medical limitations. Adapts are expected to change for class.
7. Your locker combination is your only security. Don't give it out.
And make sure you always lock your locker.
8. The weight exercise area is off limits to all students unless given
permission by the physical education teachers.
9. Participation is required in physical education class for participation in
after-school practices and athletic contests on that day.
lO.Participaiion and good sportsmanship are expected. Have fun, be
inquisitive and get fit!
New York State Health, Physical Education and Home Economics Standards
Standard 1: Students will have the necessary knowledge and skills to
establish and maintain physical fitness, participate in physical activity, and
maintain personal health.
Standard 2: Students will acquire the knowledge and ability necessary to
create and maintain a safe and healthy environment.
Standard 3: Students will understand and be able to manage their personal
and community resources.
Proposed Physical Education curriculum for 2005-2006 at Hoosic Valley
September 9 - September 167
September 19- September 23
September 26- September 30
October 3- October 7 October
10- October 14 October 17October 21 October 24October 28 October 31November 11 November 14November 22 November 28December 9 December 12December23 January 3January 20 January ?! February 10 February 13February 17 February 27March 10 March 13-March 24
March 27- April 7 April 10May 12 May 15-May 26 May
30- June 2 June 5- June 16
Football
Football
Soccer
Soccer
Physical Fitnesc Testing
Speedball
Pickleball/F ctives
Basketball
Indoor soccer/electives
TaeBo/aerobics/group activities
Cooperative games
Volleyball
Cross Country Ski/ Team Handball
Yoga/Jump Rope/ Cross Country Ski
Badminton / Tumbling
Floor Hockey/Weight Training/Yoga
Racquetball/Dance
Lacrosse/Tennis
Golf/Track and Field
Softball
Ultimate Frisbee/Power Walking
Other special activities will be included through the year.
Physical Education Staff
Richard Frazer
Daniel Calhoun
Susan Kardash