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