Academics
Curriculum
- Business
- English
- Fine Arts
- Foreign Language
- Mathematics
- Physical Education
- Science
- Social Studies
- Theology
Business Computer Applications
Digital Graphics and Animation LVS
Business Computer Applications
INTRODUCTION
Business Computer Applications provides the foundation for computer technology in the workplace. This course will equip students with a "life-skills" that is vital in today’s global society, for both career and personal use. A major goal is to prepare students to learn the touch system of keyboarding, document formatting and information processing skills to be used as a means of communication in career pathways and as a "life skill" necessary to become a successful part of the business community. Students will work with Microsoft Office components (Word, Excel, PowerPoint, Access) as well as Microsoft Outlook and other web-based applications.
Unit 1: Career Preparation and Job Acquisition
Students will understand the career preparation and job acquisition skills required for employment, professional growth, and employment transition in the field of business. Students will match skills and aptitudes to business occupations, exploring business career options, and applying job acquisition skills. The learner will
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Format and edit letters for job applications.
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Draft/compose correspondence for various college applications.
Unit 2: Business Communications
Students will understand communications as applied to business situations. They will demonstrate competency by selecting and using appropriate forms of business communications while working individually and in groups. The learner will
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Format, edit and revise documents.
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Apply correct grammar and sentence structure.
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Format and edit employment documents.
Unit 3: Technology
Students will understand technology used in business. They will demonstrate competency by utilizing technology to access, manipulate, and produce information. The learner will
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Locate and state the functions of computer parts and hardware components.
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Format and edit letters with optional letter parts. Store and retrieve files.
Unit 4: Leadership Development
Students will understand the personal qualities that are the basis for developing leadership skills. They will use leadership skills in a variety of individual and group situations. The learner will
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Organize materials, resources at a work station.
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Make appropriate formatting decisions.
Unit 5: Information Processing
Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. The learner will
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Format usable copy within allotted time. Assemble handouts and work samples into a reference manual.
Not available at this time.
Digital Graphics and Animation LVS
Not available at this time.
Not available at this time.
English/Language Arts
The Teurlings Catholic English/Language Arts curriculum is based on Louisiana, Texas, and California standards, as well as national standards as formulated by the National Council for the Teaching of English and the American College Testing program. The basic goals of the English faculty are:
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Students will read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
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Students will write competently for a variety of purposes and audiences.
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Students will communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
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Students will demonstrate competence in speaking and listening as tools for learning and communicating.
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Students will locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
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Students will read, analyze, and respond to literature as a record of life experiences.
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Students will apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing.
The English section of the ACT contains five reading passages and seventy-five multiple-choice questions:
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Ten questions dealing with punctuation
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Twelve questions dealing with grammar
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Eighteen questions dealing with sentence structure
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Eleven questions dealing with revising and strengthening a passage
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Twelve questions dealing with changing words for style and clarity
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Twelve questions dealing with explaining or supporting a point of view clearly and effectively
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The Reading section of the ACT contains four reading passages dealing with the following topics:
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Natural Science
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Social Studies
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Humanities
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Literature
Unit 1: Genres
This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are: science fiction, poetry, drama, British literature, and multicultural literature.
Unit Objectives
The learner will be able to comprehend a variety of genres of literature (stories, essays, plays, poems, etc.).
The learner will be able to critique the effects of historical influences in shaping styles of literary genres.
The learner will be able to read a variety of world literature.
The learner will be able to read a variety of genres.
The learner will be able to read classic literature.
The learner will be able to read contemporary literature.
The learner will be able to analyze author's word choice.
The learner will be able to identify poetic elements.
The learner will be able to interpret poetic elements.
Unit II: Language Expressions
This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
Unit Objectives
The learner will be able to write using a variety of sentence forms (simple, compound, and complex).
The learner will be able to use rules of grammar in written communication.
The learner will be able to demonstrate appropriate use of grammar in writing.
The learner will be able to use effective sentence structure.
The learner will be able to use participles appropriately in his/her writing.
The learner will be able to use gerunds appropriately in his/her writing.
The learner will be able to use infinitives appropriately in his/her writing.
The learner will be able to apply knowledge of standard English conventions.
The learner will be able to use the conventions of language usage.
This unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works.
The learner will be able to apply fundamental punctuation rules to written works.
The learner will be able to apply capitalization rules in his/her written work.
The learner will be able to apply standard English language mechanics.
Unit III: Problem Solving
This unit addresses strategies applicable across the curriculum for approaching problems, diagnosing problems, generating possible solutions, and testing possible solutions for validity.
Unit Objectives
The learner will be able to identify the method of reasoning in written text.
Unit IV: Reading
This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills that address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).
Unit Objectives
The learner will be able to utilize reading strategies to expand vocabulary.
The learner will be able to read to appreciate the writer's craft.
The learner will be able to read to discover examples for his/her own writing.
The learner will be able to respond to a variety of written works.
The learner will be able to respond to literature, film, and performance in order to compare his/her review with that of others.
The learner will be able to read a variety of texts.
The learner will be able to read intensively.
The learner will be able to read extensively.
The learner will be able to construct meaning from reading selections using many different comprehension strategies.
The learner will be able to read silently for increasingly longer amounts of time while sustaining comprehension.
The learner will be able to respond to literature by forming personal connections.
The learner will be able to read to expand knowledge of his/her own culture, the culture of others, and the common features of cultures.
The learner will be able to read a variety of multicultural literature to identify unique and common characteristics of cultures.
The learner will be able to identify main ideas from reading passages.
The learner will be able to identify the theme of a given reading passage.
The learner will be able to analyze reading material for bias.
The learner will be able to make inferences and support them with evidence from the text.
The learner will be able to identify the point of view from which a passage was written.
The learner will be able to use knowledge of prefixes, suffixes, and root words to construct meaning from reading materials.
The learner will be able to apply strategies to improve understanding.
The learner will be able to read for entertainment.
The learner will be able to establish a purpose for reading.
The learner will be able to read for a variety of purposes.
The learner will be able to identify the time at which a story takes place.
The learner will be able to compare his/her own experiences with events found in multicultural literature.
The learner will be able to compare others' experiences with events found in multicultural literature.
The learner will be able to analyze the characteristics of reading materials.
The learner will be able to support his/her responses to various texts.
The learner will be able to use textual information to provide support for his/her own responses to the text.
The learner will be able to use textual information to provide support for his/her own interpretations of the text.
The learner will be able to identify important symbols in texts.
The learner will be able to interpret symbols while reading.
The learner will be able to monitor reading comprehension.
The learner will be able to evaluate logical reasoning in reading materials.
The learner will be able to evaluate written texts.
The learner will be able to create visual images based on text descriptions and text structures in response to reading materials.
The learner will be able to respond to the informational aspects of text.
The learner will be able to respond to the aesthetic aspects of text.
The learner will be able to analyze texts for their effect on audiences.
The learner will be able to analyze how structure enhances the meaning of text.
The learner will be able to identify conflict in a reading passage.
The learner will be able to understand a variety of literary terms.
The learner will be able to analyze elements of characterization.
The learner will be able to analyze persuasive techniques.
The learner will be able to analyze plot development in narrative reading materials.
The learner will be able to read to complete a task.
The learner will be able to read to collect information for a self-selected research topic.
The learner will be able to read to collect information for an assigned research topic.
The learner will be able to read to obtain information.
The learner will be able to adjust reading strategies to monitor his/her comprehension.
The learner will be able to apply a variety of word recognition strategies.
The learner will be able to analyze the relevance of setting (time and place) to the meaning of a story.
The learner will be able to analyze story elements for their effect on meaning of literary texts.
The learner will be able to analyze the structure of written material.
The learner will be able to identify details that support a main idea in a given reading selection.
Unit V: Study and Research Skills
This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams. Students will complete a research paper in their English I classes.
Unit Objectives
The learner will be able to evaluate sources for validity.
The learner will be able to use an index to locate specific information.
The learner will be able to convert information into various organizational structures.
The learner will be able to use various organizational structures.
The learner will be able to use technological resources to communicate information.
The learner will be able to search a database to find specific information.
The learner will be able to use technology to retrieve information from primary and secondary sources.
The learner will be able to identify and use textbooks as general references.
The learner will be able to collect information from technical documents.
The learner will be able to use a periodical index to locate information.
The learner will be able to adjust information in a research presentation for a given purpose.
The learner will be able to adjust information in a research presentation for a given audience.
The learner will be able to evaluate resource material to consider the motive of the source.
The learner will be able to draw conclusions from collected information.
The learner will be able to cite sources of information.
The learner will be able to identify relevant questions to ask when researching.
The learner will be able to generate interesting questions to research.
The learner will be able to ask questions as a way to research ideas.
Unit VI: Technology
This unit addresses technology applicable to all content areas. It includes: educational technology, hardware, software, programming, communications, and word processing.
Unit Objectives
The learner will be able to use the Internet to collect information.
Unit VII: Word Structure
This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.
Unit Objectives
The learner will be able to recognize the relationships of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation.
The learner will be able to investigate word origins.
The learner will be able to use a variety of resources to clarify word meaning and usage.
The learner will be able to infer word meaning from context.
The learner will be able to infer meaning of a phrase from context.
The learner will be able to increase his/her vocabulary by engaging in discussions.
The learner will be able to use effective word choices.
The learner will be able to investigate the origins of Greek, Anglo-Saxon, and Latin words.
The learner will be able to expand his/her vocabulary through listening.
Unit VII: Writing
This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.
Unit Objectives
The learner will be able to use technological tools to enhance the prewriting, drafting, revising, editing, and publishing stages of the writing process.
The learner will be able to write in a variety of forms.
The learner will be able to use writing as a learning tool.
The learner will be able to write stories.
The learner will be able to move between the stages of the writing process as necessary.
The learner will be able to write to remember information.
The learner will be able to write for a variety of purposes.
The learner will be able to use writing as a way to express what he/she knows about a topic as well as what needs to be learned.
The learner will be able to write to discover ideas.
The learner will be able to edit written works for language conventions.
The learner will be able to write legibly.
The learner will be able to write for a variety of audiences.
The learner will be able to write collaboratively with others.
The learner will be able to support his/her argument with related definitions, theses, and evidence.
The learner will be able to write to clarify ideas.
The learner will be able to revise writing for an audience to read.
The learner will be able to draft written works independently.
The learner will be able to organize and reorganize content of a written work as part of the drafting process.
The learner will be able to display logical progression in his/her writing.
The learner will be able to organize writing in a logical way.
The learner will be able to apply a variety of organizational strategies to present information in writing.
The learner will be able to write with an organizing structure that creates coherence.
The learner will be able to use writing as a way to organize ideas.
The learner will be able to evaluate and critique peer writing.
The learner will be able to respond appropriately to a peer evaluation of his/her own written work.
The learner will be able to evaluate his/her own written products.
The learner will be able to evaluate writing to decide if the content is appropriate.
The learner will be able to evaluate writing for mechanics.
The learner will be able to revise written work in preparation for publication.
The learner will be able to write in various personal forms.
The learner will be able to narrow the topic to create a focus.
The learner will be able to apply the writing process to write poems.
The learner will be able to analyze strategies other writers use to compose text in a variety of forms.
The learner will be able to write in persuasive form.
The learner will be able to write to persuade.
The learner will be able to write a summary.
The learner will be able to use writing to clarify information.
The learner will be able to write to inform.
The learner will be able to write to draw conclusions.
The learner will be able to write to pose a question.
The learner will be able to write to describe.
The learner will be able to write pieces that incorporate various literary strategies.
The learner will be able to edit written works for style.
The learner will be able to edit the content of written works.
The learner will be able to edit written works to improve organization.
The learner will be able to produce a final draft of writing with no errors.
The learner will be able to write using an appropriate voice for a given purpose.
The learner will be able to write using an appropriate voice for a given audience.
The learner will be able to write a supported text.
The learner will be able to write reports.
The learner will be able to write using the appropriate style for a given purpose.
The learner will be able to write using the appropriate style for a particular occasion.
The learner will be able to write using the appropriate style for the intended audience.
The learner will be able to generate ideas using prewriting strategies.
The learner will be able to use prewriting strategies to plan what to write.
The learner will be able to use prewriting strategies to develop voice in his/her writing.
Unit I Genres
This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are: science fiction, poetry, drama, British literature, and multicultural literature.
Unit Objectives
The learner will be able to comprehend a variety of genres of literature (stories, essays, plays, poems, etc.).
The learner will be able to explain how an author's motivation affects the credibility of the text.
The learner will be able to critique the effects of historical influences in shaping styles of literary genres.
The learner will be able to read a variety of world literature.
The learner will be able to read a variety of genres.
The learner will be able to read classic literature.
The learner will be able to read contemporary literature.
The learner will be able to analyze author's word choice.
Unit II: Language Expressions
This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
Unit Objectives
The learner will be able to use rules of grammar in written communication.
The learner will be able to demonstrate appropriate use of grammar in writing.
The learner will be able to use participles appropriately in his/her writing.
The learner will be able to use gerunds appropriately in his/her writing.
The learner will be able to use infinitives appropriately in his/her writing.
The learner will be able to apply knowledge of standard English conventions.
The learner will be able to use the conventions of language usage.
Unit III: Language Mechanics
This unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works.
Unit Objectives
The learner will be able to apply fundamental punctuation rules to written works.
The learner will be able to apply capitalization rules in his/her written work.
The learner will be able to apply standard English language mechanics.
Unit IV: Reading Operations
This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills that address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).
Unit Objectives
The learner will be able to utilize reading strategies to expand vocabulary.
The learner will be able to read to appreciate the writer's craft.
The learner will be able to read to discover examples for his/her own writing.
The learner will be able to respond to a variety of written works.
The learner will be able to respond to literature, film, and performance in order to compare his/her review with that of others.
The learner will be able to read a variety of texts.
The learner will be able to read intensively.
The learner will be able to read extensively.
The learner will be able to construct meaning from reading selections using many different comprehension strategies.
The learner will be able to respond to literature by forming historical connections.
The learner will be able to respond to literature by forming connections with current events.
The learner will be able to read silently for increasingly longer amounts of time while sustaining comprehension.
The learner will be able to respond to literature by forming personal connections.
The learner will be able to read to expand knowledge of his/her own culture, the culture of others, and the common features of cultures.
The learner will be able to read a variety of multicultural literature to identify unique and common characteristics of cultures.
The learner will be able to summarize the main ideas and relevant details of a given reading selection.
The learner will be able to identify logical appeals in reading materials.
The learner will be able to identify fallacies of logic in written material.
The learner will be able to make inferences and support them with evidence from the text.
The learner will be able to compare and contrast literary elements.
The learner will be able to identify the resolution of a reading passage.
The learner will be able to use knowledge of prefixes, suffixes, and root words to construct meaning from reading materials.
The learner will be able to apply strategies to improve understanding.
The learner will be able to use text organizers to categorize information.
The learner will be able to read for entertainment.
The learner will be able to establish a purpose for reading.
The learner will be able to read for a variety of purposes.
The learner will be able to describe the plot of a literary passage.
The learner will be able to compare his/her own experiences with events found in multicultural literature.
The learner will be able to compare others' experiences with events found in multicultural literature.
The learner will be able to analyze the characteristics of reading materials.
The learner will be able to support his/her responses to various texts.
The learner will be able to use textual information to provide support for his/her own responses to the text.
The learner will be able to use textual information to provide support for his/her own interpretations of the text.
The learner will be able to support his/her assertions about a text with experience.
The learner will be able to monitor reading comprehension.
The learner will be able to evaluate written texts.
The learner will be able to create visual images based on text descriptions and text structures in response to reading materials.
The learner will be able to respond to the informational aspects of text.
The learner will be able to respond to the aesthetic aspects of text.
The learner will be able to analyze the use of evocative words and rhythms in literary text.
The learner will be able to identify conflict in a reading passage.
The learner will be able to identify how conflicts are approached in reading materials.
The learner will be able to understand a variety of literary terms.
The learner will be able to analyze how syntax impacts the clarity of a text.
The learner will be able to utilize text organizers to find information in print materials.
The learner will be able to analyze the organizational pattern of literary works.
The learner will be able to identify deceptive techniques of persuasion.
The learner will be able to analyze plot development in a reading selection.
The learner will be able to read to complete a task.
The learner will be able to read to collect information for a self-selected research topic.
The learner will be able to read to collect information for an assigned research topic.
The learner will be able to read to obtain information.
The learner will be able to adjust reading strategies to monitor his/her comprehension.
The learner will be able to analyze the relevance of setting (time and place) to the meaning of a story.
The learner will be able to analyze story elements for their effect on meaning of literary texts.
The learner will be able to analyze the structure of written material.
Unit V: Spelling
This unit includes studying language and word structure knowledge to discern the correct spelling of words. It includes skills related to editing passages for correct spelling by making connections between spelling, meaning, and structure.
Unit Objectives
The learner will be able to make connections between word origin, the meaning of words, and how words are spelled.
The learner will be able to write using correct spelling.
Unit VI: Study and Research Skills
This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams. Students will complete a research paper in conjunction with their Theology II class.
Unit Objectives
The learner will be able to create a variety of research projects and/or reports in various forms for different audiences.
The learner will be able to evaluate sources for validity.
The learner will be able to use technological resources to communicate information.
The learner will be able to search a database to find specific information.
The learner will be able to use technology to retrieve information from primary and secondary sources.
The learner will be able to identify and use textbooks as general references.
The learner will be able to collect information from technical documents.
The learner will be able to draw conclusions from collected information.
The learner will be able to assess sources of information for credibility.
The learner will be able to identify relevant questions to ask when researching.
The learner will be able to generate interesting questions to research.
The learner will be able to ask questions as a way to research ideas.
Unit VII: Technology
This unit addresses technology applicable to all content areas. It includes: educational technology, hardware, software, programming, communications, and word processing.
Unit Objectives
The learner will be able to use the Internet to collect information.
Unit VIII: Vocabulary
This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.
Unit Objectives
The learner will be able to expand his/her vocabulary in a systematic way.
The learner will be able to understand that the English language contains words from other cultures.
The learner will be able to understand how word origin relates to word meaning.
The learner will be able to read a variety of meaningful texts to expand his/her vocabulary.
The learner will be able to use a variety of resources to clarify word meaning and usage.
The learner will be able to read and understand analogies.
The learner will be able to infer word meaning from context.
The learner will be able to infer meaning of a phrase from context.
The learner will be able to increase his/her vocabulary by engaging in discussions.
The learner will be able to use the origin and derivation of words to interpret their meaning.
The learner will be able to differentiate between the connotative meaning and the denotative meaning of words.
The learner will be able to interpret the connotation of a word as it is used in text.
The learner will be able to expand his/her vocabulary through listening.
Unit IX: Writing
This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.
Unit Objectives
The learner will be able to use technological tools to enhance the prewriting, drafting, revising, editing, and publishing stages of the writing process.
The learner will be able to write in a variety of forms.
The learner will be able to use writing as a learning tool.
The learner will be able to move between the stages of the writing process as necessary.
The learner will be able to use writing as a way to express what he/she knows about a topic as well as what needs to be learned.
The learner will be able to write to discover ideas.
The learner will be able to write for a variety of purposes.
The learner will be able to write to remember information.
The learner will be able to edit written works for language conventions.
The learner will be able to write legibly.
The learner will be able to write for a variety of audiences.
The learner will be able to use conventions of literary forms when writing.
The learner will be able to write collaboratively with others.
The learner will be able to write to clarify ideas.
The learner will be able to revise writing for an audience to read.
The learner will be able to draft written works independently.
The learner will be able to organize and reorganize content of a written work as part of the drafting process.
The learner will be able to display logical progression in his/her writing.
The learner will be able to apply a variety of organizational strategies to present information in writing.
The learner will be able to write with an organizing structure that creates coherence.
The learner will be able to use writing as a way to organize ideas.
The learner will be able to evaluate and critique peer writing.
The learner will be able to respond appropriately to a peer evaluation of his/her own written work.
The learner will be able to evaluate his/her own written products.
The learner will be able to evaluate writing to decide if the content is appropriate.
The learner will be able to evaluate writing for mechanics.
The learner will be able to revise written work in preparation for publication.
The learner will be able to write in various personal forms.
The learner will be able to narrow the topic to create a focus.
The learner will be able to analyze strategies other writers use to compose text in a variety of forms.
The learner will be able to write in persuasive form.
The learner will be able to write a summary.
The learner will be able to use writing to clarify information.
The learner will be able to write to draw conclusions.
The learner will be able to write to pose a question.
The learner will be able to write pieces that incorporate various literary strategies.
The learner will be able to edit written works for style.
The learner will be able to edit the content of written works.
The learner will be able to edit written works to improve organization.
The learner will be able to produce a final draft of writing with no errors.
The learner will be able to write using an appropriate voice for a given purpose.
The learner will be able to write using an appropriate voice for a given audience.
The learner will be able to write a supported text.
The learner will be able to write reports.
The learner will be able to write using the appropriate style for a given purpose.
The learner will be able to write using the appropriate style for a particular occasion.
The learner will be able to write using the appropriate style for the intended audience.
The learner will be able to generate ideas using prewriting strategies.
The learner will be able to use prewriting strategies to plan what to write.
The learner will be able to use prewriting strategies to develop voice in his/her writing.
Unit I: Genres
This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are: science fiction, poetry, drama, American literature, and multicultural literature.
Unit Objectives
The learner will be able to comprehend a variety of genres of literature (stories, essays, plays, poems, etc.).
The learner will be able to explain how an author's motivation affects the credibility of the text.
The learner will be able to critique the effects of historical influences in shaping styles of literary genres.
The learner will be able to read a variety of American literature.
The learner will be able to read a variety of genres.
The learner will be able to read classic literature.
The learner will be able to read contemporary literature.
The learner will be able to analyze author's word choice.
Unit II: Language Expressions
This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
Unit Objectives
The learner will be able to use rules of grammar in written communication.
The learner will be able to demonstrate appropriate use of grammar in writing.
The learner will be able to identify and understand the correct use of the future tense.
The learner will be able to identify and understand the correct use of the present perfect tense.
The learner will be able to identify and understand the correct use of past perfect tense.
The learner will be able to identify and understand the correct use of the future perfect tense.
The learner will be able to recognize and edit for inconsistent verb tense within a passage.
The learner will be able to understand subject-verb agreement.
The learner will be able to identify sentences with subject-verb agreement errors.
The learner will be able to identify the correct use of subject-verb agreement where an intervening phrase is present.
The learner will be able to identify the adverb in a given sentence.
The learner will be able to identify comparative forms of adverbs.
The learner will be able to identify superlative forms of adverbs.
The learner will be able to identify the appropriate pronoun case for a sentence.
The learner will be able to edit written works for correct use of pronouns.
The learner will be able to identify sentence errors where a singular indefinite pronoun is presented with a plural pronoun.
The learner will be able to identify sentences with relative pronoun errors.
The learner will be able to identify phrases within sentences.
The learner will be able to identify complete sentences.
The learner will be able to use participles appropriately in his/her writing.
The learner will be able to identify a misplaced modifier in a sentence.
The learner will be able to use gerunds appropriately in his/her writing.
The learner will be able to use infinitives appropriately in his/her writing.
The learner will be able to identify incomplete sentences.
The learner will be able to identify a sentence fragment within an idiomatic expression.
The learner will be able to edit a run-on sentence.
The learner will be able to edit a fragmented sentence.
The learner will be able to identify the phrase that will complete a given dependent clause presented as the beginning clause of a sentence.
The learner will be able to identify the correct way to combine sentences by adding a clause.
The learner will be able to combine an independent clause and a dependent clause to create a complete sentence where the dependent clause must be placed either before or after the independent clause.
The learner will be able to identify the correct way to combine sentences by adding a phrase.
The learner will be able to apply knowledge of standard English conventions.
The learner will be able to use the conventions of language usage.
The learner will be able to identify the adjective in a given sentence.
The learner will be able to identify comparative forms of adjectives.
The learner will be able to identify superlative forms of adjectives.
The learner will be able to understand complex sentence structures.
The learner will be able to identify clauses within sentences.
The learner will be able to identify parallel construction errors where nouns are presented inconsistently.
The learner will be able to identify parallel construction errors where verb tense is inconsistent.
The learner will be able to identify and edit for the incorrect use of parallel structure.
The learner will be able to edit for the correct use of modifiers.
The learner will be able to identify pronoun and noun disagreement in sentences.
The learner will be able to identify and understand the correct use of the present tense.
The learner will be able to identify and understand the correct use of past tense.
Unit III: Language Mechanics
This unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works.
Unit Objectives
The learner will be able to apply fundamental punctuation rules to written works.
The learner will be able to apply capitalization rules in his/her written work.
The learner will be able to identify the correct use of a comma with items in a series.
The learner will be able to identify the correct use of commas to separate phrases.
The learner will be able to identify the correct use of a comma to separate an independent clause and a dependent clause.
The learner will be able to edit sentences for comma splices.
The learner will be able to revise a sentence with a comma splice by separating such a sentence into two separate sentences.
The learner will be able to revise a sentence with a comma splice by adding a conjunction.
The learner will be able to revise a sentence with a comma splice by adding a semicolon.
The learner will be able to identify the correct use of a comma with a parenthetical expression.
The learner will be able to identify the correct use of a comma to separate independent clauses.
The learner will be able to identify and edit for the correct use of colons when preceding a list.
The learner will be able to identify the correct use of a colon.
The learner will be able to identify and correctly use apostrophes with contractions.
The learner will be able to identify and correctly use apostrophes with singular possessives.
The learner will be able to identify and correctly use apostrophes with plural possessives.
The learner will be able to identify the correct use of a dash used to indicate an abrupt break in thought.
The learner will be able to identify the correct use of a dash used to indicate an explanation or afterthought.
The learner will be able to apply standard English language mechanics.
The learner will be able to identify the correct use of a semicolon to separate clauses of a compound sentence.
Unit IV: Reading Operations
This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills that address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).
Unit Objectives
The learner will be able to utilize reading strategies to expand vocabulary.
The learner will be able to read to discover examples for his/her own writing.
The learner will be able to read to appreciate the writer's craft.
The learner will be able to use textual information to defend, clarify, and negotiate responses and interpretations of the text.
The learner will be able to respond to a variety of written works.
The learner will be able to read extensively.
The learner will be able to read intensively.
The learner will be able to read a variety of texts.
The learner will be able to construct meaning from reading selections using many different comprehension strategies.
The learner will be able to respond to literature by forming historical connections.
The learner will be able to respond to literature by forming connections with current events.
The learner will be able to read silently for increasingly longer amounts of time while sustaining comprehension.
The learner will be able to respond to literature by forming personal connections.
The learner will be able to read a variety of multicultural literature to identify unique and common characteristics of cultures.
The learner will be able to read to expand knowledge of his/her own culture, the culture of others, and the common features of cultures.
The learner will be able to identify main ideas from reading passages.
The learner will be able to summarize the main ideas and relevant details of a given reading selection.
The learner will be able to identify logical appeals in reading materials.
The learner will be able to identify fallacies of logic in written material.
The learner will be able to make inferences and support them with evidence from the text.
The learner will be able to identify redundant information in reading materials.
The learner will be able to compare and contrast literary elements.
The learner will be able to identify the resolution of a reading passage.
The learner will be able to use knowledge of prefixes, suffixes, and root words to construct meaning from reading materials.
The learner will be able to scan reading passages for critical words that provide cues to meaning.
The learner will be able to apply strategies to improve understanding.
The learner will be able to take notes while reading as a strategy for constructing meaning from text.
The learner will be able to use text organizers to categorize information.
The learner will be able to read for entertainment.
The learner will be able to establish a purpose for reading.
The learner will be able to read for a variety of purposes.
The learner will be able to adjust purpose for reading as appropriate.
The learner will be able to describe the plot of a literary passage.
The learner will be able to identify the tone of a given passage.
The learner will be able to compare his/her own experiences with events found in multicultural literature.
The learner will be able to compare others' experiences with events found in multicultural literature.
The learner will be able to analyze the characteristics of reading materials.
The learner will be able to support his/her responses to various texts.
The learner will be able to support his/her assertions about a text with experience.
The learner will be able to monitor reading comprehension.
The learner will be able to evaluate written texts.
The learner will be able to create visual images based on text descriptions and text structures in response to reading materials.
The learner will be able to respond to the informational aspects of text.
The learner will be able to respond to the aesthetic aspects of text.
The learner will be able to analyze the use of evocative words and rhythms in literary text.
The learner will be able to analyze the music of language.
The learner will be able to identify conflict in a reading passage.
The learner will be able to identify how conflicts are approached in reading materials.
The learner will be able to understand a variety of literary terms.
The learner will be able to analyze how syntax impacts the clarity of a text.
The learner will be able to utilize text organizers to find information in print materials.
The learner will be able to analyze the organizational pattern of literary works.
The learner will be able to identify deceptive techniques of persuasion.
The learner will be able to read to complete a task.
The learner will be able to read to collect information for a self-selected research topic.
The learner will be able to read to collect information for an assigned research topic.
The learner will be able to read to obtain information.
The learner will be able to adjust reading strategies to monitor his/her comprehension.
The learner will be able to analyze the relevance of setting (time and place) to the meaning of a story.
The learner will be able to analyze story elements for their effect on meaning of literary texts.
The learner will be able to analyze the structure of written material.
Unit V: Study and Research Skills
This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams. Students in English III also complete a research paper in conjunction with their American History class.
Unit Objectives
The learner will be able to create a variety of research projects and/or reports in various forms for different audiences.
The learner will be able to evaluate sources for validity.
The learner will be able to understand how to preview test sections before answering any questions.
The learner will be able to approach reading test questions by reading questions, then rereading the appropriate portion of passages, then rereading the test questions and the answer choices.
The learner will be able to skim material to preview content.
The learner will be able to use technological resources to communicate information.
The learner will be able to search a database to find specific information.
The learner will be able to use technology to retrieve information from primary and secondary sources.
The learner will be able to identify and use textbooks as general references.
The learner will be able to use a style manual to write.
The learner will be able to collect information from technical documents.
The learner will be able to draw conclusions from collected information.
The learner will be able to assess sources of information for credibility.
The learner will be able to identify relevant questions to ask when researching.
The learner will be able to generate interesting questions to research.
The learner will be able to ask questions as a way to research ideas.
The learner will be able to identify answer choices that include extremes.
The learner will be able to identify answer choices that switch the order of information, and therefore the meaning, provided in reading materials.
The learner will be able to identify answer choices that quote reading passages, but distort the meaning of such quotes.
The learner will be able to eliminate answer choices from a multiple choice test question.
The learner will be able to analyze answer choices to determine the one that most accurately represents the reading passage.
The learner will be able to analyze answer choices by eliminating impossible or unlikely answers.
The learner will be able to analyze answer choices to determine the correct statement, but not necessarily the true statement.
The learner will be able to analyze answer choices by double-checking each possible answer.
Unit VI: Technology
This unit addresses technology applicable to all content areas. It includes: educational technology, hardware, software, programming, communications, and word processing.
Unit Objectives
The learner will be able to use the Internet to collect information.
Unit VII: Vocabulary
This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.
Unit Objectives
The learner will be able to expand his/her vocabulary in a systematic way.
The learner will be able to understand that the English language contains words from other cultures.
The learner will be able to understand how word origin relates to word meaning.
The learner will be able to read a variety of meaningful texts to expand his/her vocabulary.
The learner will be able to use a variety of resources to clarify word meaning and usage.
The learner will be able to read and understand analogies.
The learner will be able to infer word meaning from context.
The learner will be able to infer meaning of a phrase from context.
The learner will be able to increase his/her vocabulary by engaging in discussions.
The learner will be able to use the origin and derivation of words to interpret their meaning.
The learner will be able to differentiate between the connotative meaning and the denotative meaning of words.
The learner will be able to interpret the connotation of a word as it is used in text.
The learner will be able to expand his/her vocabulary through listening.
Unit VIII: Writing
This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.
Unit Objectives
The learner will be able to use technological tools to enhance the prewriting, drafting, revising, editing, and publishing stages of the writing process.
The learner will be able to write in a variety of forms.
The learner will be able to use writing as a learning tool.
The learner will be able to move between the stages of the writing process as necessary.
The learner will be able to write to remember information.
The learner will be able to write to discover ideas.
The learner will be able to use writing as a way to express what he/she knows about a topic as well as what needs to be learned.
The learner will be able to write for a variety of purposes.
The learner will be able to edit written works for language conventions.
The learner will be able to write legibly.
The learner will be able to write for a variety of audiences.
The learner will be able to write collaboratively with others.
The learner will be able to write to clarify ideas.
The learner will be able to revise writing for an audience to read.
The learner will be able to draft written works independently.
The learner will be able to organize and reorganize content of a written work as part of the drafting process.
The learner will be able to display logical progression in his/her writing.
The learner will be able to apply a variety of organizational strategies to present information in writing.
The learner will be able to write with an organizing structure that creates coherence.
The learner will be able to use writing as a way to organize ideas.
The learner will be able to evaluate and critique peer writing.
The learner will be able to respond appropriately to a peer evaluation of his/her own written work.
The learner will be able to evaluate his/her own written products.
The learner will be able to evaluate writing to decide if the content is appropriate.
The learner will be able to evaluate writing for mechanics.
The learner will be able to revise written work in preparation for publication.
The learner will be able to write in various personal forms.
The learner will be able to narrow the topic to create a focus.
The learner will be able to analyze strategies other writers use to compose text in a variety of forms.
The learner will be able to write in various business forms.
The learner will be able to write in persuasive form.
The learner will be able to write a summary.
The learner will be able to arrange a given series of sentences in sequential and logical order.
The learner will be able to arrange a variety of paragraphs in sequential order.
The learner will be able to use writing to clarify information.
The learner will be able to write to draw conclusions.
The learner will be able to write to pose a question.
The learner will be able to write pieces that incorporate various literary strategies.
The learner will be able to edit written works for style.
The learner will be able to edit the content of written works.
The learner will be able to edit written works to improve organization.
The learner will be able to produce a final draft of writing with no errors.
The learner will be able to write using an appropriate voice for a given purpose.
The learner will be able to write using an appropriate voice for a given audience.
The learner will be able to write a supported text.
The learner will be able to use paragraph context to discern the appropriate transitional word to complete a given sentence.
The learner will be able to use paragraph context to discern the appropriate transitional phrase to complete a given sentence.
The learner will be able to write reports.
The learner will be able to edit written works for usage.
The learner will be able to write using the appropriate style for a given purpose.
The learner will be able to write using the appropriate style for a particular occasion.
The learner will be able to write using the appropriate style for the intended audience.
The learner will be able to generate ideas using prewriting strategies.
The learner will be able to use prewriting strategies to plan what to write.
The learner will be able to use prewriting strategies to develop voice in his/her writing.
Unit 1: Genres
This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Examples of genres are: science fiction, poetry, drama, British literature, and multicultural literature.
Unit Objectives
The learner will be able to use an understanding of genres to create, evaluate, and/or discuss print and nonprint materials.
The learner will be able to comprehend a variety of genres of literature (stories, essays, plays, poems, etc.).
The learner will be able to explain how an author's motivation affects the credibility of the text.
The learner will be able to explain how an author's motivation affects the structure of the text.
The learner will be able to explain how an author's motivation affects the tone of the text.
The learner will be able to identify how an author's traditions are reflected and revealed in his/her work.
The learner will be able to identify how an author's culture is reflected and revealed in his/her work.
The learner will be able to read literature from various historical periods.
The learner will be able to critique the effects of historical influences in shaping styles of literary genres.
The learner will be able to read and understand fiction.
The learner will be able to read a variety of British literature.
The learner will be able to read a variety of genres.
The learner will be able to read and understand classic literature.
The learner will be able to read and understand contemporary literature.
The learner will be able to read contemporary literature.
The learner will be able to explain how an author's point of view affects the credibility of the text.
The learner will be able to explain how an author's point of view affects the structure of the text.
The learner will be able to explain how an author's point of view affects the tone of the text.
The learner will be able to read and understand nonfiction reading materials.
Unit 2: Language Arts Processes
Language Arts Processes is an integrated Language Arts unit. It addresses multiple processes: reading, writing, speaking, listening, viewing, and representing. This unit includes language processes used in real-world, career, and other settings as well as traditional school settings. Language Arts Processes also deals with multiple forms of text: written, oral, and visual.
Unit Objectives
The learner will be able to communicate using language arts processes for a variety of purposes and audiences.
The learner will be able to recognize and apply the qualities of effective communication techniques in writing and speaking.
The learner will be able to develop persuasive arguments that place details effectively.
Unit III: Language Expressions
This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
Unit Objectives
The learner will be able to use an understanding of figurative language to create, evaluate, and/or discuss print and nonprint materials.
The learner will be able to use native language to develop English language skills.
The learner will be able to use an understanding of language structure to create, evaluate, and/or discuss print and nonprint materials.
The learner will be able to use an understanding of language conventions to create, evaluate, and/or discuss print and nonprint materials.
The learner will be able to participate in a variety of language communities in a reflective, creative, informed, and/or analytical manner.
The learner will be able to use rules of grammar in written communication.
The learner will be able to demonstrate appropriate use of grammar in writing.
The learner will be able to use a variety of sentence structures in written works to convey meaning.
The learner will be able to use a variety of sentence structures in written works to accomplish a desired effect.
The learner will be able to use participles appropriately in his/her writing.
The learner will be able to use gerunds appropriately in his/her writing.
The learner will be able to use infinitives appropriately in his/her writing.
The learner will be able to apply knowledge of standard English conventions.
The learner will be able to use the conventions of language usage.
Unit IV: Language Mechanics
This unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works.
Unit Objectives
The learner will be able to apply fundamental punctuation rules to written works.
The learner will be able to apply capitalization rules in his/her written work.
The learner will be able to apply standard English language mechanics.
Unit V: Problem Solving
In this unit, students apply reasoning and problem solving skills to their reading, writing, speaking, listening, viewing, and visually representing.
Unit Objectives
The learner will be able to use reasoning and problem solving skills to comprehend and solve problems in literature and other English applications.
Unit VI: Reading Operations
This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills that address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
The learner will be able to utilize reading strategies to expand vocabulary.
The learner will be able to read a variety of informational sources.
The learner will be able to read to respond to occupational needs.
The learner will be able to read to respond to community expectations.
The learner will be able to read to discover examples for his/her own writing.
The learner will be able to read to respond to occupational expectations.
The learner will be able to read to respond to the requests of the community.
The learner will be able to read to appreciate the writer's craft.
The learner will be able to interpret a variety of reading materials.
The learner will be able to use textual information to defend, clarify, and negotiate responses and interpretations of the text.
The learner will be able to respond to a variety of written works.
The learner will be able to respond to literature, film, and performance in order to compare his/her review with that of others.
The learner will be able to read a variety of texts.
The learner will be able to read a variety of written works.
The learner will be able to read intensively.
The learner will be able to display comprehension skills.
The learner will be able to read extensively.
The learner will be able to study and evaluate written works.
The learner will be able to construct meaning from reading selections using many different comprehension strategies.
The learner will be able to use individual reading experiences to interact with others in the school setting.
The learner will be able to use literary knowledge as a basis for understanding him/herself.
The learner will be able to respond to literature by forming connections with current events.
The learner will be able to respond to literature by forming historical connections.
The learner will be able to use prior knowledge to understand texts.
The learner will be able to read silently for increasingly longer amounts of time while sustaining comprehension.
The learner will be able to appreciate written texts.
The learner will be able to respond to literature by forming personal connections.
The learner will be able to describe and discuss themes and connections that cross cultures as represented in multicultural literature.
The learner will be able to read a variety of multicultural literature to identify unique and common characteristics of cultures.
The learner will be able to read to expand knowledge of his/her own culture, the culture of others, and the common features of cultures.
The learner will be able to summarize the main ideas and relevant details of a given reading selection.
The learner will be able to give examples of themes found in multiple texts.
The learner will be able to identify logical appeals in reading materials.
The learner will be able to identify fallacies of logic in written material.
The learner will be able to make inferences and support them with evidence from the text.
The learner will be able to compare and contrast literary elements.
The learner will be able to identify the resolution of a reading passage.
The learner will be able to use knowledge of prefixes, suffixes, and root words to construct meaning from reading materials.
The learner will be able to apply strategies to improve understanding.
The learner will be able to use a variety of reading strategies.
The learner will be able to use text organizers to categorize information.
The learner will be able to demonstrate an understanding of the meaning of words in context.
The learner will be able to read for entertainment.
The learner will be able to establish a purpose for reading.
The learner will be able to read for a variety of purposes.
The learner will be able to adjust purpose for reading as appropriate.
The learner will be able to read to increase understanding.
The learner will be able to read to gain a better understanding of cultures.
The learner will be able to read to understand a variety of human experiences presented in reading materials.
The learner will be able to describe the plot of a literary passage.
The learner will be able to compare his/her own experiences with events found in multicultural literature.
The learner will be able to compare others' experiences with events found in multicultural literature.
The learner will be able to use modes of reasoning to critically examine texts.
The learner will be able to analyze the characteristics of reading materials.
The learner will be able to support his/her responses to various texts.
The learner will be able to support his/her assertions about a text with experience.
The learner will be able to demonstrate an understanding of textual factors that influence meaning.
The learner will be able to monitor reading comprehension.
The learner will be able to critique reading materials.
The learner will be able to evaluate written texts.
The learner will be able to create visual images based on text descriptions and text structures in response to reading materials.
The learner will be able to make connections to prior reading while reading.
The learner will be able to respond to the informational aspects of text.
The learner will be able to respond to the aesthetic aspects of text.
The learner will be able to analyze texts for their effect on audiences.
The learner will be able to analyze the use of evocative words and rhythms in literary text.
The learner will be able to identify conflict in a reading passage.
The learner will be able to identify how conflicts are approached in reading materials.
The learner will be able to understand a variety of literary terms.
The learner will be able to utilize text organizers to find information in print materials.
The learner will be able to identify deceptive techniques of persuasion.
The learner will be able to read for personal purposes.
The learner will be able to read to complete a task.
The learner will be able to read to collect information for a self-selected research topic.
The learner will be able to read to obtain information.
The learner will be able to adjust reading strategies to monitor his/her comprehension.
The learner will be able to use word recognition strategies to gain meaning from text.
The learner will be able to analyze the relevance of setting (time and place) to the meaning of a story.
The learner will be able to analyze story elements for their effect on meaning of literary texts.
The learner will be able to analyze the structure of written material.
Unit VI: Spelling
This unit includes studying language and word structure knowledge to discern the correct spelling of words. It includes skills related to editing passages for correct spelling by making connections between spelling, meaning, and structure.
Unit Objectives
The learner will be able to make connections between word origin, the meaning of words, and how words are spelled.
The learner will be able to write using correct spelling.
Unit VII: Study and Research Skills
This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams. Students will also complete a research paper in their English IV class.
Unit Objectives
The learner will be able to make connections between information and ideas found in various sources.
The learner will be able to apply systematic strategies for recording and organizing resource information.
The learner will be able to create a variety of research projects and/or reports in various forms for different audiences.
The learner will be able to develop a self-selected topic using research skills.
The learner will be able to use research skills to explore issues and/or interests by generating ideas.
The learner will be able to use research skills to explore issues and/or interests by posing problems.
The learner will be able to locate a variety of sources.
The learner will be able to use a variety of sources.
The learner will be able to use a variety of reference sources to communicate information.
The learner will be able to combine information from a variety of sources in an effective manner.
The learner will be able to use resources to construct meaning.
The learner will be able to evaluate sources for validity.
The learner will be able to organize notes taken from a variety of sources.
The learner will be able to select information from a variety of technological resources.
The learner will be able to use technological resources to communicate information.
The learner will be able to search a database to find specific information.
The learner will be able to use technology to retrieve information from primary and secondary sources.
The learner will be able to synthesize information from technological resources.
The learner will be able to identify and use textbooks as general references.
The learner will be able to use the MLA style manual to write.
The learner will be able to collect information from technical documents.
The learner will be able to evaluate a variety of sources.
The learner will be able to generate questions about a topic of interest.
The learner will be able to assess sources of information for credibility.
The learner will be able to evaluate whether resources are appropriate for a certain task.
The learner will be able to read print and nonprint sources of information.
The learner will be able to synthesize information from a variety of media sources.
The learner will be able to identify relevant questions to ask when researching.
The learner will be able to generate interesting questions to research.
The learner will be able to ask questions as a way to research ideas.
The learner will be able to use research results to generate additional questions for further study.
Unit VII: Technology
This unit addresses technology applicable to all content areas. It includes: educational technology, hardware, software, programming, communications, and word processing.
Unit Objectives
The learner will be able to use the Internet to collect information.
Unit VIII: Vocabulary
This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.
Unit Objectives
The learner will be able to expand his/her vocabulary in a systematic way.
The learner will be able to understand that the English language contains words from other cultures.
The learner will be able to understand how word origin relates to word meaning.
The learner will be able to read a variety of meaningful texts to expand his/her vocabulary.
The learner will be able to use a variety of resources to clarify word meaning and usage.
The learner will be able to read and understand analogies.
The learner will be able to infer word meaning from context.
The learner will be able to infer meaning of a phrase from context.
The learner will be able to increase his/her vocabulary by engaging in discussions.
The learner will be able to use precise language to communicate ideas clearly.
The learner will be able to use precise language to communicate ideas concisely.
The learner will be able to use the origin and derivation of words to interpret their meaning.
The learner will be able to differentiate between the connotative meaning and the denotative meaning of words.
The learner will be able to interpret the connotation of a word as it is used in text.
The learner will be able to expand his/her vocabulary through listening.
Unit IX: Writing
This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.
Unit Objectives
The learner will be able to participate in a discussion with a group of peers and the teacher about evaluative aspects of his/her own writing as well as the writing of others.
The learner will be able to use technological tools to enhance the prewriting, drafting, revising, editing, and publishing stages of the writing process.
The learner will be able to develop a portfolio of written works.
The learner will be able to write in a variety of forms.
The learner will be able to apply knowledge of differentiating characteristics of various written forms in order to write effectively in each form.
The learner will be able to use writing as a learning tool.
The learner will be able to move between the stages of the writing process as necessary.
The learner will be able to write for personal growth.
The learner will be able to write for a variety of purposes.
The learner will be able to write to explore.
The learner will be able to write to discover ideas.
The learner will be able to use writing as a way to express what he/she knows about a topic as well as what needs to be learned.
The learner will be able to use individual writing experiences to interact with others in the school setting.
The learner will be able to write legibly.
The learner will be able to write for a variety of audiences.
The learner will be able to communicate with various writers, including those inside and outside of the classroom as well as culturally diverse writers who represent various fields.
The learner will be able to write collaboratively with others.
The learner will be able to write to clarify ideas.
The learner will be able to revise writing to improve style.
The learner will be able to revise writing for an audience to read.
The learner will be able to draft written works independently.
The learner will be able to organize and reorganize content of a written work as part of the drafting process.
The learner will be able to display logical progression in his/her writing.
The learner will be able to write with an organizing structure that creates coherence.
The learner will be able to use writing as a way to organize ideas.
The learner will be able to choose an organizational format that suits a given audience.
The learner will be able to choose an organizational format that suits a given writing purpose.
The learner will be able to evaluate and critique peer writing.
The learner will be able to evaluate his/her own written products.
The learner will be able to evaluate writing to determine if purpose is achieved.
The learner will be able to revise written work in preparation for publication.
The learner will be able to respond to writing by discussing how published works serve as an example.
The learner will be able to respond to writing by analyzing how published works serve as an example.
The learner will be able to review a collection of his/her own written works, examining strengths and weaknesses, to set goals as a writer.
The learner will be able to narrow the topic to create a focus.
The learner will be able to utilize the writing process appropriately for different audiences.
The learner will be able to utilize the writing process appropriately for different situations.
The learner will be able to utilize a variety of writing strategies.
The learner will be able to analyze strategies other writers use to compose text in a variety of forms.
The learner will be able to write a summary.
The learner will be able to sequence ideas in order to convey a sense of meaning.
The learner will be able to sequence ideas in order to convey a sense of coherence.
The learner will be able to write to record information.
The learner will be able to write for his/her chosen purpose.
The learner will be able to write to review information.
The learner will be able to write to learn information.
The learner will be able to write to draw conclusions.
The learner will be able to write to solve problems.
The learner will be able to write to pose a question.
The learner will be able to select an appropriate vocabulary for a given purpose.
The learner will be able to select appropriate rhetorical devices for a given purpose.
The learner will be able to use writing to research.
The learner will be able to write pieces that incorporate various literary strategies.
The learner will be able to use literary devices to improve style.
The learner will be able to use literary devices to improve voice.
The learner will be able to revise writing to improve the organization of ideas.
The learner will be able to select an appropriate vocabulary for an intended audience.
The learner will be able to select appropriate rhetorical devices for a given audience.
The learner will be able to write collaboratively.
The learner will be able to produce a final draft of writing with no errors.
The learner will be able to write using an appropriate voice for a given purpose.
The learner will be able to write using an appropriate voice for a given audience.
The learner will be able to use transitional devices that convey a sense of meaning.
The learner will be able to use transitional devices that convey a sense of coherence.
The learner will be able to write reports.
The learner will be able to write using the appropriate style for a given purpose.
The learner will be able to write using the appropriate style for a particular occasion.
The learner will be able to write using the appropriate style for the intended audience.
The learner will be able to generate ideas using prewriting strategies.
The learner will be able to use prewriting strategies to plan what to write.
The learner will be able to use prewriting strategies to develop voice in his/her writing.
The learner will be able to apply his/her own criteria to evaluate writing.
The learner will be able to evaluate writing when given specific criteria.
The learner will be able to write reflectively.
Not available at this time
Not available at this time
Not available at this time
Theatre I, Theatre II, Advanced Theatre
The student is introduced to the basic art processes, techniques, materials, and terminology. Students are exposed to principles and elements of design and sound composition. The student is given opportunities for creative expression. This will be accomplished through the creation of two-dimensional works of art, using media such as pencil, charcoal, pastels, paint, and ink. The student will be exposed to perspective drawing, printmaking, collage, portrait and figure drawing, as well as color theory. Units on art history are also included. In Art I, the objectives of the course are organized into two categories, those dealing with art knowledge and those dealing with putting the art knowledge acquired in the course into practice.
Art I Knowledge Objectives
The learner will be able to illustrate ideas for artworks from direct observation, experiences, and imagination.
The learner will be able to compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.
The learner will be able to create visual solutions by elaborating on direct observation, experiences, and imagination.
The learner will be able to create designs for practical applications.
The learner will be able to demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.
The learner will be able to compare and contrast historical and contemporary styles, identifying general themes and trends.
The learner will be able to describe general characteristics in artworks from a variety of cultures.
The learner will be able to compare and contrast career and vocational opportunities in art.
The learner will be able to demonstrate an understanding of art history and culture as records of human achievements.
The learner will be able to express ideas through original artworks, using a variety of media with appropriate skill.
The learner will be able to make informed judgments about personal artworks and the artworks of others.
The learner will be able to interpret, evaluate, and justify artistic decisions in personal artworks.
The learner will be able to select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.
Art I Performance Objectives
The learner will be able to explain perspective drawing and successfully complete a drawing using perspective.
The learner will be able to discuss the steps in printmaking and successfully produce an example.
The learner will be able to discuss the steps in creating a collage and successfully produce an example.
The learner will be able to discuss the steps in drawing a portrait and will complete a portrait project.
The learner will be able to discuss the steps in figure drawing and will produce a figure-drawing project.
The learner will be able to discuss the factors, steps, and materials necessary in both watercolor and oil painting and will produce projects in both media.
The learner will be able to demonstrate mastery of the principles of color theory.
The learner will be able to use multiple media, including pencil, charcoal, pastels, paint, and ink to create art projects.
Not available at this time.
Theatre I, Theatre II, Advanced Theatre
Not available at this time.
The course focuses on various methods of interpersonal communication. Included in this course is an assessment of the individual's style of communication and suggestions for improvement. One cannot communicate effectively unless he knows as much as he can about himself. Consequently, one of the course objectives is to aid the student in acquiring greater self-knowledge. Role-playing sessions and communication exercises will be utilized so the student will be better prepared to deal with all forms of interpersonal communication.
Communication Knowledge Objectives
The learner will be able to explain the importance of effective communication skills in professional and social contexts.
The learner will be able to identify the components of the communication process and their functions.
The learner will be able to identify standards for making appropriate communication choices for self, listener, occasion, and task.
The learner will be able to identify the characteristics of oral language and analyze standards for using informal, standard, and technical language appropriately.
The learner will be able to identify types of nonverbal communication and their effects.
The learner will be able to recognize the importance of nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance.
The learner will be able to identify the components of the listening process.
The learner will be able to identify specific kinds of listening such as critical, deliberative, and empathic.
The learner will be able to recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions.
The learner will be able to identify and analyze ethical and social responsibilities of communicators.
The learner will be able to recognize and analyze appropriate channels of communication in organizations.
The learner will be able to identify types of professional and social relationships, their importance, and the purposes they serve.
The learner will be able to use professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism.
The learner will be able to identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and age.
The learner will be able to analyze and evaluate the effectiveness of own and other’s communication.
The learner will be able to identify kinds of groups, their importance, and the purposes they serve.
The learner will be able to analyze group dynamics and processes for participating effectively in groups, committees, or teams.
The learner will be able to identify and analyze the roles of group members and their influence on group dynamics.
The learner will be able to identify and analyze leadership styles.
The learner will be able to analyze the participation and contributions of group members and evaluate group effectiveness.
The learner will be able to analyze the audience, occasion, and purpose when designing presentations.
The learner will be able to determine specific topics and purposes for presentations.
The learner will be able to evaluate the effectiveness of his/her own presentations.
Skills Objectives
The learner will be able to use the various communication processes in professional and social contexts.
The learner will be able to employ appropriate verbal, nonverbal, and listening skills to enhance interpersonal relationships.
The learner will be able to use appropriate interpersonal-communication strategies in professional and social contexts.
The learner will be able to use communication-management skills to build confidence and develop appropriate assertiveness, tact, and courtesy.
The learner will be able to make clear appropriate requests, give clear and accurate directions, ask appropriate and purposeful questions, and respond appropriately to the requests, directions, and questions of others.
The learner will be able to participate appropriately in conversations.
The learner will be able to communicate effectively in interviews.
The learner will be able to communicate effectively in groups in professional and social contexts.
The learner will be able to demonstrate skills for assuming productive roles in groups.
The learner will be able to use appropriate verbal, nonverbal, and listening strategies to promote group effectiveness.
The learner will be able to use effective communication strategies in leadership roles.
The learner will be able to use effective communication strategies for solving problems, managing conflicts, and building consensus in groups.
The learner will be able to make and evaluate formal and informal professional presentations.
The learner will be able to research topics using primary and secondary sources, including electronic technology.
The learner will be able to use effective strategies to organize and outline presentations.
The learner will be able to use information effectively to support and clarify points in presentations.
The learner will be able to prepare scripts or notes for presentations.
The learner will be able to prepare and use visual or auditory aids, including technology, to enhance presentations.
The learner will be able to use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information.
The learner will be able to use effective verbal and nonverbal strategies in presentations.
The learner will be able to prepare, organize, and participate in an informative or persuasive group discussion for an audience.
The learner will be able to make individual presentations to inform, persuade, or motivate an audience.
The learner will be able to participate in question and answer sessions following presentations.
The learner will be able to apply critical-listening strategies to evaluate presentations.
Course Description
Fine Arts Survey is designed to introduce students to the basics of art, drama, music, and dance. The course is similar to many humanities courses taught at the university level and also corresponds to the study of World History.
Course Objectives
Unit I -- Art
- Introduction
a. The learner will explain how artworks differ visually, spatially, temporally, and functionally and describe how those features relate to history and culture.
b. The learner will critique various pieces of art.
c. The learner will identify the relationship between art and architecture.
- The ancient world
a. The learner will identify the major trends in art in ancient Greece and Rome.
b. The learner will identify major trends in architecture in ancient Greece and Rome.
c. The learner will identify the major artists and artworks of ancient Greece and Rome.
- The Middle Ages
a. The learner will identify art trends associated with the Middle Ages.
b. The learner will explain the relationship between religion and art in the Middle Ages.
c. The learner will identify the major artists and artworks of the Middle Ages.
d. The learner will explain how the political and social structures of the Middle Ages affected the art of the period.
e. The learner will identify the major architectural trends of the Middle Ages and show how architecture was influenced by religion.
- The Renaissance
a. The learner will identify the main artists associated with the Renaissance.
b. The learner will identify the main art trends and developments of the Renaissance.
c. The learner will compare and contrast Renaissance art with that of the Middle Ages.
d. The learner will identify the main trends of architecture in the Renaissance and explain how Renaissance architecture differed from that of the Middle Ages.
e. The learner will explain the relationship between Renaissance art and that of ancient Greece and Rome.
- The 17th Century
a. The learner will identify the main characteristics of the Baroque Period
b. The learner will explain how the political and social events of the 17th Century affected the art of the period.
c. The learner will identify the main characteristics of architecture in the 17th Century.
d. The learner will identify the main artists of the 17th Century
- The 18th Century
a. The learner will identify the characteristics of art in the 18th Century.
b. The learner will identify the main artists associated with the 18th Century.
c. The learner will identify the major trends in architecture in the 18th Century.
d. The learner will relate the social and political events and trends of the 18th Century to the art and architecture of the period.
- The 19th Century
a. The learner will recognize the various artists of the 19th Century.
b. The learner will identify the various art movements of the 19th Century.
c. The learner will identify the various characteristics of each art movement of the 19th Century.
d. The learner will identify the characteristics of architecture in the 19th Century.
e. The learner will relate the social and political events and trends of the 19th Century to the art and architecture of the period.
- The 20th Century
a. The learner will associate the various artists of the 20th Century with their art style.
b. The learner will identify the various art styles of the 20th Century.
c. The learner will identify the various architecture styles of the 20th Century.
d. The learner will relate the social and political events and trends of the 20th Century to the art and architecture of the period.
Unit II – Drama
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Introduction
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The learner will demonstrate the areas of placement on a stage.
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The learner will identify the components of the theater.
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The learner will identify the elements of the plot in drama.
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The learner will define and differentiate between choral readings, tragedy, comedy, and satire in drama.
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The Ancient World
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The learner will identify major actors and playwrights from ancient Greece and Rome.
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The learner will trace the origins of drama.
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The learner will identify and explain various types of scenic devices used during this time period.
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The learner will define and identify the various parts of the Greek staging area.
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Middle Ages
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The learner will identify how the church assisted in the restart of drama during the Middle Ages.
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The learner will define and cite examples of miracle and morality plays and explain how they differed.
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The learner will identify important works of drama from the Middle Ages.
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Renaissance
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The learner will identify the Comedia Dell’ Arte and its characteristics.
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The learner will identify the famous Elizabethan playwrights.
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The learner will describe the Globe Theater.
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The 17th Century
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The learner will identify various playwrights and innovations in drama in the 17th Century.
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The learner will define and differentiate between Baroque and Restoration drama and theaters.
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The 18th Century
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The learner will identify the various parts of an opera.
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The learner will identify the major drama writers and dramas of the 18th Century.
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The 19th Century
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The learner will identify various playwrights and their works from each style of drama of the 19th Century.
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The learner will identify the various drama styles of the 19th Century.
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The learner will identify the characteristics of the drama styles of the 19th Century.
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The 20th Century
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The learner will identify the major trends in drama in the 20th Century.
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The learner will identify the major playwrights and works of the 20th Century.
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The learner will identify the major parts of a musical.
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The learner will identify the major components of the theatre of the absurd.
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The learner will explain how radio, film, and television relate to and developed from drama.
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Unit III – Music
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Introduction
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The learner will identify the various elements of music.
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The Ancient World
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The learner will identify contributions the Greeks and Romans made to music history.
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The learner will identify early musical instruments.
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The Middle Ages
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The learner will describe the development of music in the Middle Ages.
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The learner will describe the role of troubadours and minstrels in Middle Ages society.
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The learner will identify the impact of religion on music in the Middle Ages.
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The Renaissance
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The learner will identify the various types of music associated with the Renaissance.
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The learner will identify the musical instruments of the Renaissance.
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The 17th Century
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The learner will define compositional forms associated with the Baroque Movement.
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The learner will identify the characteristics of the Baroque Period.
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The learner will Identify the major composers of the 17th Century.
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The learner will identify the changes in musical instruments in the 17th Century.
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The 18th Century
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The learner will identify the various parts of an opera.
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The learner will identify the major composers of the 18th Century.
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The learner will identify the characteristics of music of the 18th Century.
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The learner will identify the innovations in musical instruments in the 17th Century.
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The 19th Century
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The learner will identify the major composers of the 19th Century.
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The learner will identify the various music styles of the 19th Century.
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The learner will identify the characteristics of the styles of music developed in the 19th Century.
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The learner will identify the innovations in musical instruments in the 19th Century.
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The learner will explain the development of modern American music (marches, jazz, ragtime, etc.) in the 19th Century.
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The 20th Century
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The learner will identify the development of new styles of music in the US in the 20th Century.
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The learner will identify the major composers of the 20th Century.
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The learner will identify the major influences on music in the 20th Century.
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The learner will explain the impact of radio, television, records, tapes, and CDs on music in the 20th Century.
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The learner will correlate types of music in the 20th Century to political and social movements.
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Unit IV – Dance
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History of dance
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The learner will identify the beginnings of formal dance as an art form.
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The learner will trace the history of dance as an art form.
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The learner will identify the major components and forms of ballet.
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The learner will identify composers of major American ballets.
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Not available at this time.
Course Goals
Students will use speaking, writing, reading, and listening in French to provide basic communication skills; providing students with vocabulary necessary for basic communication; focus on grammar and vocabulary skills developed through daily speaking drills and by reading supplementary material from the text and the community; write dialogues and essays using the vocabulary and grammar presented; in addition, French culture and traditions of all areas of the French speaking world are studied to enable the student to understand the difference between American and French lifestyles.
Strands
There are six strands found in the Teurlings Catholic Foreign Language courses. In comprehension students demonstrate an ability to read French; in cultural awareness, students learn about the French-speaking world; in grammar, students study French grammar rules and examples; in oral conversation students demonstrate the ability to speak in French and to understand French conversation; vocabulary deals with nouns, verbs, adjectives, adverbs, and other parts of speech and their meaning and use, as well as colloquial French expressions; written comprehension helps the student develop the ability to express ideas in written French.
Units
The French course is divided into units based on the current textbook. This allows the coursework to be administered in an orderly fashion, while maintaining the six strands of the foreign language department.
Course Objectives
Preliminary Lessons – this is an introductory unit, designed to give the student a basic familiarity with the French language and provide basic vocabulary, as well as introduce the course and French culture.
The learner will be able to greet someone formally and informally in French.
The learner will be able to ask how someone is and respond to a similar question in French using "ca va, bien, merci, pas mal".
The learner will be able to say goodbye to one another in French.
The learner will be able to ask who someone is and identify a person in French using "qui est-ce".
The learner will be able to identify the following common classroom objects in French: un cahier, un crayon, une chaise, un stylo, une table, un ordinateur, un livre, un autre livre, une calculatrice, un sac a dos, une feuille de papier, une autre feuille de papier, un bureau, un tableau, un morceau de craie, un devoir.
The learner will be able to ask where something is in French.
The learner will be able to describe location of people and things in French.
The learner will be able to recognize numbers 0-60 in French.
The learner will be able to ask how much something costs in French.
The learner will be able to order food and drink at a cafe in French.
The learner will be able to use polite expressions in French.
The learner will be able to use the following vocabulary in greetings: madame, monsieur, mademoiselle, au revoir, bonjour, salut, ca va, merci, bien, pas mal, et toi, a tout a l'heure, ciao, a demain, tout le monde.
The learner will be able to ask what something is, using "qu'est-ce que c'est?".
The learner will be able to use the following French terms: un coca, un cafe, un sandwich, une limonade, un the, une soupe a l'oignon, une salade, une omelette, une tarte aux fruits, le sandwich, le dessert, la soupe.
The learner will be able to use the following French prepositions: derriere, devant, dans, sur.
The learner will be able to use the following French words and expressions correctly: s'il vous plait, s'il te plait, je vous en prie, je t'en prie, ce n'est rien, de rien, il n'ya pas de quoi, autre, c'est, la-bas, oui, tout le monde, combien, ou.
The learner will be able to greet and say good-bye to others in French.
Unit One -- Une Amie et un Ami
The learner will be able to use simple negation correctly in French.
The learner will be able to ask or tell where someone is from and what someone is like in French.
The learner will be able to compare French and American schools.
The learner will be able to describe himself/herself in French.
The learner will be able to describe and identify people and things in French.
The learner will be able to improve French pronunciation skills by deleting accented syllables and merging words so they flow together.
The learner will be able to locate some French cities and geographical features.
The learner will be able to identify gender markers as used in French grammar, such as the indefinite articles "une" and "un".
The learner will be able to correctly use the article l' before words that begin with a vowel.
The learner will be able to read and comprehend a short passage in French that describes French students and schools.
The learner will be able to use the following French nouns: le frere, la soeur, l'ami, l'amie, l'eleve, l'ecole, le lycee.
Using adjectives
The learner will be able to use the following French adjectives in both masculine and feminine form to describe people and things: aimable, amusant, comique, celebre, confiant, content, desagreable, energique, fantastique, patient, impatient, intelligent, interessant, populaire, sincere, sympathique, antipathique, timide, grand, petite, brun, blond, francais, americain.
The learner will be able to use the following French expressions correctly: aussi, moi, n'est-ce pas, ou, voici.
Unit 2 -- Les Copains et les Cours
The learner will be able to describe people and things related to school using French nouns and adjectives.
The learner will be able to tell what subjects he/she takes and give some opinions about them in French.
The learner will be able to use the days of the week to discuss activities in French.
The learner will be able to use the plural form of nouns and articles.
The learner will be able to ask "yes/no" questions in French.
The learner will be able to speak formally and informally to people in French.
The learner will be able to tell time and say at what time activities will occur in French.
The learner will be able to recognize time in French using the 24-Hour clock.
The learner will be able to talk about Paris suburbs and small towns in France.
The learner will be able to recognize two French artists, Monet and Gaugin.
The learner will be able to ask someone their nationality in French and respond in French to a similar question.
The learner will be able to read and comprehend a short letter in French.
The learner will be able to use the following nouns in French writing and conversation: le copain, la copine, le prof, la prof, le professeur, l'homme, la femme, la classe, la salle de classe, le cours, l'agenda.
The learner will be able to use correctly the following nouns for French school subjects: la biologie, la chimie, la physique, les maths, l'algebre, la geometrie, la trigonometrie, les langues, l'anglais, le latin, l'espagnol, le francais, d'autre cours, l'art, la geographie, la gymnastique, la musique, la literature, l'histoire, l'informatique.
The learner will be able to use the following nouns dealing with time and days of the week correctly in French: le jour, lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche, aujourd'hui, demain, le week-end, la semaine, l'heure, midi, minuit, le matin, l'apres-midi, le soir.
The learner will be able to use the following French adjectives to describe people and things: difficile, facile, chouette, extra, super, terrible, moche, libre, occupe, meme.
The learner will be able to use the verb "etre" and its forms.
The learner will be able to use the following French expressions correctly: etre d'accord, maintenant, vraiment.
Unit 3 - En Classe et apres les Cours
The learner will be able to talk in French about what students do after school.
The learner will be able to express "some" and "not any" correctly in French.
The learner will be able to talk in French about what they like and don't like to do.
The learner will be able to improve French pronunciation of vowel sounds.
The learner will be able to compare school life in France to school life in the U.S.
The learner will be able to describe the history of Paris.
The learner will be able to discuss in French common school activities.
The learner will be able to distinguish the meaning of false cognates.
The learner will be able to correctly use the French terms for we, people, and they, as well as the correct verb forms for each.
The learner will be able to conjugate and use regular verbs whose infinitives end in er.
The learner will be able to improve French pronunciation through oral practice in purchasing items in a record store.
The learner will be able to correctly use plural and negative indefinite articles.
The learner will be able to talk about what they like or don't like to do, using French verbs and infinitives.
Free time nouns
The learner will be able to recognize and use correctly these French nouns associated with leisure time activities: la maison, la rue, la fete, la tele, la radio, le walkman, le magazine, le disque, le compact disc, la cassette, la video cassette, le magasin, l'argent, l'examen.
The learner will be able to conjugate and correctly use the following verbs: aimer, adorer, detester, arriver, chanter, danser, donner, ecouter, entrer, etudier, gagner, habiter, inviter, parler, quitter, regarder, rentrer, rigoler, traviller.
The learner will be able to correctly use the following French expressions: a mi-temps, a plein temps, parler au telephone, poser une question, passer un examen, par jour, par semaine, pendant, apres, beaucoup, quand.
Unit 4 -- La Famille et la Maison
The learner will be able to talk in French about their family.
The learner will be able to give dates correctly in French.
The learner will be able to talk in French about where they live.
The learner will be able to talk in French about what they and others have.
The learner will be able to tell people's ages in French.
The learner will be able to talk in French about possessions.
The learner will be able to correctly pronounce nasal vowel sounds in French.
The learner will be able to compare French and American families and living accommodations.
The learner will be able to use the following French terms to describe their family: les grand-parents, le grand-pere, la grand-mere, l'oncle, la tante, la mere, le pere, le neveu, le cousin, la niece, la cousine, le fils, le petite-fils, la fille, la petite fille, le chat, le chien, maman, papa.
The learner will be able to use the following French terms to describe a French home or apartment: une vielle maison, un jardin, une terrasse, un garage, une voiture, un quartier, un immeuble, un apartement, le troisieme etage, le deuxieme etage, un balcon, le premier etage, le rez-de-chaussee, une entreee, une station de metro, un ascenseur, une cour, bavarder, un voisin, une voisine, les toilettes, la salle de bains, la chambre a coucher, la salle de sejour, la salle a manager, la cuisine.
The learner will be able to conjugate and use the present tense forms of the irregular verb avoir.
Possessive adjectives
The learner will be able to use possessive adjectives to show possession or ownership in French, including the following: mon, ton, son, ma, ta, sa, mes, tes, ses.
The learner will be able to correctly use some French adjectives that are placed before nouns, such as joli, jeune, petit, and grand.
The learner will be able to correctly use the irregular adjectives beau, nouveau, and vieux in both feminine and masculine forms.
The learner will be able to correctly use the following terms and months: l'age, l'annee, la date, l'anniversaire, le mois, janvier, fevrier, mars, avril, mai, juin, juillet, aout, septembre, octobre, novembre, decembre.
The learner will be able to correctly use the following French adjectives: beau, bel, belle, nouveau, nouvel, nouvelle, vieux, vieil, vieille, joli, jolie, jeune, premier, premiere, deuxieme, troisieme.
The learner will be able to conjugate and correctly use the following French verbs: aovir, bavarder, diner, preparer.
The learner will be able to correctly use the following French terms and expressions: avoir...ans, il y a, loin de, pres de.
Unit 5 -- Au Cafe et au Restaurant
The learner will be able to order food and drink at a cafe or restaurant in French.
The learner will be able to order food and drink at a cafe or restaurant in French.
The learner will be able to correctly identify in French eating utensils and some foods.
The learner will be able to tell and ask in French where people are going.
The learner will be able to ask in French for the check in a restaurant or cafe.
The learner will be able to give telephone numbers and locations in French.
The learner will be able to ask how someone is in French.
The learner will be able to tell in French what they and others are going to do.
The learner will be able to tell in French what belongs to them and to others.
The learner will be able to correctly pronounce in French the "r" sound.
The learner will be able to compare dining in France and America.
The learner will be able to use the following terms and vocabulary associated with dining at a cafe: une table prise, truver une table, une table libre, chercher une table, un serveur, une serveuse.
The learner will be able to use the following French vocabulary and terms dealing with food: une cafe, un express, un creme, un Orangna, un citron presse, un the citron, un sandwich au jambon, un sandwich au fromage, un sandwich au pate, un croque-monsieur, une soupe a l'oignon, une omelette nature, une omelette aux fines herbes, une salade, un saucisse de Francfort, une glace au chocolat, une glace a la vanille, des frites, une crepe au chocolate.
The learner will be able to use the following French terms for silverware, dishes, and other items found on the dining table: un verre, une tasse, une assiette, une nappe, une serviette, une fourchette, un couteau, une cuillere.
The learner will be able to recognize and use the French terms for the numbers 61-100.
The learner will be able to correctly conjugate and use the irregular verb "aller".
The learner will be able to distinguish and correctly use the preposition "aux".
The learner will be able to recognize and correctly use the French terms for some common buildings including la discotheque, la banque, le restaurant, le parc, le theatre, le cafe, l'ecole.
The learner will be able to use the verb aller followed by an infinitive to tell what he or others are going to do in the near future.
The learner will be able to correctly use the possessive adjectives notre, votre, and leur.
The learner will be able to correctly use the following nouns: le maitre d'hotel, la carte, l'addition, le service compris, le pourboire, le couvert, le couteau, la cuillere, la nappe, la tasse.
The learner will be able to recognize and correctly use the following adjectives: saignant, a point, bien cuit, pris, prise.
The learner will be able to correctly use the following adverbs: ensemble, maintenant, quelquefois, souvent, toujours.
The learner will be able to correctly conjugate and use the present tense forms of aller, chercher, commander, dejeuner, laisser, manger, trouver.
The learner will be able to correctly use the following French terms and expressions: avoir faim, avoir soif, je voudrais, quelque chose, a cote de, a droite de, a gaucher de, chez, tout seul, toute seule, a pied, en bus, en metro, en voiture.
Unit 6 -- On Fait les Courses
The learner will be able to shop for food in French using the following vocabulary for food items: du pain, un croissant, une baguette, une tarte, un gateau, de la creme, du lait, des ouefs, des yaourts, un poulet, de la viande, du bouef, du jambon, du saucisson, un poisson, un crabe, des crevettes, un filet, les fruits, des bananes, des pommes de terre, des carottes, des pommes, des oranges, un laitue, les legumes, des haricots verts, des tomates, des oignons, un paquet de legumes surgeles, un pot de moutarde, grammes de beurre, un litre de lait, une douzaine d'ouefs, une boite de conserve, un bouteille d'eau minerale, fromage.
The learner will be able to compare French and American shopping habits.
The learner will be able to tell in French the amount they want of a substance.
The learner will be able to ask and tell in French how much something costs.
The learner will be able to talk about an indefinite quantity in French using the partitive construction to express an unspecified amount of part of a whole by using de plus a definite article.
The learner will be able to use French to talk about things in general in the course of polite conversation.
The learner will be able to use French to tell and ask what they and others do, can do, or want to do.
The learner will be able to pronounce "oe" vowel sounds in French.
The learner will be able to correctly use the following French terms for types of stores, sales people, and items found in stores: la boulangerie-patisserie, la cremerie, la boucherie, la charcuterie, la poissonnerie, un sac, la caisse, marche, la marchande, le marchand de fruits et legumes.
The learner will be able to conjugate the irregular verb faire correctly and use it to tell and ask what you and others are doing.
The learner will be able to conjugate and use the forms of the French verbs pouvoir ans vouloir to ask what someone wants to do and to reply with what he wants to do.
The learner will be able to recognize and correctly use the French numbers from 101 to 1000.
The learner will be able to correctly conjugate and use the French verbs: acheter, faire, payer, pouvoir, and vouloir.
The learner will be able to correctly identify and use the following French expressions: faire attention, faire des etudes, faire la couisine, faire les courses, faire un pique-nique, c'est tout, c'est combien, rien d'autre, avec ca, ca fait combien.
Unit 7 -- L'Aeroport et L'Avion
The learner will be able to use French to check in for a flight using the following vocabulary: l'aeroport, un passeport, le comptoir de la compagnie aerienne, un billet, un agent, un ecran, des bagages, des valises des bagages a main, un carte d'embarquement.
The learner will be able to use French to talk about some services on board a plane using the following vocabulary: la cabine, la sortie, une zone non-fumeurs, un passager, cote couloir, une passagere, un seige, cote fenetre.
The learner will be able to get through an airport after deplaning, using the following French vocabulary: decoller, led depart, la porte, atterrir, le controle de securite.
The learner will be able to use French to describe people's activities.
The learner will be able to use French to discuss air travel.
The learner will be able to express "which" and "all" in French using quel, quelle, tous, and toutes.
The learner will be able to use French to describe people and things using nouns and adjectives ending in "al".
The learner will be able to pronounce the final "l" in French.
The learner will be able to read a short passage in French for comprehension.
The learner will be able to describe air travel in France.
The learner will be able to conjugate and correctly use regular verbs ending in "ir", including choisir, finir, atterrir, punir, obeir a, recussir a, and remplir.
The learner will be able to conjugate and correctly use irregular verbs ending in "ir" including sortir, partir, dormir, and sevir.
The learner will be able to correctly use the adjectives interieur and interieure, international and internationale.
The learner will be able to conjugate and correctly use the verbs debarquer, embarquer, decoller, paser, recuperer, and verifier.
The learner will be able to correctly use the following French expressions: faire enregistrer, faire les valises, faire un voyage, a bord de, a destination de, en provenance de, avant.
Unit 8 -- A la Gare
The learner will be able to use words and expressions in French related to train travel.
The learner will be able to tell about train travel in France.
The learner will be able to describe in French people's activities using the correct forms of the verbs attendre, vendre, entendre, repondre, perdre, and descendre.
The learner will be able to point out, in French, people and things using demonstrative adjectives.
The learner will be able to correctly pronounce the nasal French vowel sounds in words such as Annonce, cinq, consign, non, copain, train.
The learner will be able to read a passage in French for comprehension.
The learner will be able to compare train travel in France and the United States.
The learner will be able to correctly conjugate and use the irregular verb "mettre".
The learner will be able to recognize and use the following French nouns associated with train travel: la gare, le guichet, le billet, l'aller simple, le billet aller-retour, l'horaire, le voyageur, la consigne, la consigne automatique, la salle d'attente, le haut-parleur, l'annonce, le kiosque, le journal, le porteur, le quai, la voie, le train, la voiture, la couchette, la voiture-lit, le lit, le couloir, le controleur.
The learner will be able to recognize and correctly use the following French adjectives: assis, prochain, quelques.
The learner will be able to recognize and correctly use the following French expressions: etre a l'heure, etre en avance, etre en retard, faire la queue, mettre le couvert, perdre patience, debout, depuis, en premiere, en seconde, la plupart.
Unit 9 -- Sports et Activites D'ete
The learner will be able to talk in French about summer leisure activities using the following vocabulary: la mer, la plage, le sable, des lunettes de soleil, une vague, un maillot (de bain), une station balneaire au bord de la mer, faire de la planche a voile, faire de la plongee sous-marine, faire du ski mautique, faire du surf, faire une promenade, aller a la peche, nager, une piscine, un moniteur, plonger.
The learner will be able to use the following vocabulary to discuss the sport of tennis: le tennis, une balle, une raquete, une jupette, un court de tennis, un filet, hors des limites, les limites, un tee-shirt, un short, des chaussures de tennis, une partie en simple, un match entre deux joueurs, une partie en double, un match entre quatre joueurs, gagner le match.
The learner will be able to talk about summer weather in French, using the following vocabulary: quel temps fait-il, il fait du soleil, il fait beau, il fait chaud, il ya des nuages, il pleut, il fait mauvais, il fait du vent, il fait froid.
The learner will be able to emphasize and clarify in French whom he/she is talking about using subject pronouns with the corresponding stress pronouns.
The learner will be able to describe people and things in French using the following adjectives: aerien(ne), bon(ne), canadien(ne), europeen(ne), gentil(le), italien(ne), parisien(ne).
The learner will be able to describe in French people's actions and acvitivies in oral conversation.
The learner will be able to tell some differences between French and American vacation habits.
The learner will be able to conjugate and correctly use the irregular verbs prendre, apprendre, and comprendre to describe people's activities in French.
The learner will be able to correctly use the following French expressions: faire de la planche a voile, faire de la plongee sous-marine, faire du ski nautique, faire du surf, faire une promenade, aller a la peche, attraper un coup de solieil, prendre le petit dejeuner, prendre un bain de soleil, prendre un billet, entre, fort, hors des limites, pourquoi, parce que.
Unit 10 --Les Boutiques et Les Vetements
The learner will be able to identify and describe articles of clothing in French using the following vocabulary: une veste, une chemise, un pantalon, une cravate, un complet, une jupe, un chemisier, un collant, un tailleur, une robe habillee, une robe sport, un blouson, un jean, un pull, une chaussette, une paire de chaussures.
The learner will be able to state in French color and size preferences using the following colors: beige, blue, blue marine, blanc, brun, gris, jaune, marron, noir, orange, rose, rouge, vert.
The learner will be able to shop for clothing in French using the following vocabulary: la boutique d'un grand couturier, grand magasin, des soldes, une cliente, une vendeuse, bon marche, cher, le prix, l'argent, un cadeau.
The learner will be able to express opinions and make observations in French using the irregular verbs croire and voir.
The learner will be able to describe people and things in French using the followingirregular adjectives in their masculine, feminine, and plural forms: serieuses, delicieuses, heureuses, merveilleuses, basses, favorites, longues, premieres, dernieres, entieres, cheres.
The learner will be able to improve French pronunciation and oral composition by discussing shopping in French.
The learner will be able to improve French pronunciation of the "sh" and "zh" sounds.
The learner will be able to discuss differences in shopping in France and the U.S.
The learner will be able to compare people and things in French using the comparative and superlative forms of adjectives.
The learner will be able to recognize and use in oral and written conversation the masculine, feminine, and plural forms of the following nouns: les vetements, le blouson, la chaussette, la chaussure, la paire, le talon, le jean, le pantalon, le pull, le sweat-shirt, le chemisier, la manche, le collant, la jupe, la robe, le tailleur, la chemise, le complet, la cravate, la veste, le cadeau, la couleur, la taille au-dessus, la taille au-dessous, la pointure, le grand magasin, la boutique, le rayon (pret-a-porter), le clinent, le vendeur, la vendeuse, le priz, les soldes, le grand couturier.
The learner will be able to use in oral and written conversation the following adjectives in masculine, feminine, and plural forms: bon marche, cher, bas, haut, long, court, etroit, serre, large, habille, sport, sportif, actif, favori, heureux, merveilleux, serieux, delicieus, dernier, entier, meilleur.
The learner will be able to conjugate and use the following verbs in writen and oral conversation: croire, depenser, penser, porter, voir.
The learner will be able to use in oral and written conversation the following French expressions: a mon avis, beaucoup de, faire des achats, trop, vraiment.
Unit 11 -- Routine et Forme Physique
The learner will be able to describe in French personal grooming habits and daily routines using the following vocabulary: se reveiller, se lever, se laver, se laver les cheveux, se brosser les dents, se raser, se peigner, se maquiller, s'habiller, se coucher, s'endormir, prendre un bain, prendre une douche.
The learner will be able to use French to find out and tell someone's name.
The learner will be able to use French to describe some things people do to stay fit using the following vocabulary: grossir, maigrir, un gymnase, faire de la gymnastique, un club de forme, faire de l'aerobic, faire de l'exercice, pratiquer un sport, mettre un survetement, il fait du jogging.
The learner will be able to tell in French what people do for themselves in the way of personal care.
The learner will be able to use reflexive verbs and subject pronouns to tell what people do for themselves.
The learner will be able to ask "who" and "whom" in French using "qui" in formal and informal conversation.
The learner will be able to compare what people in France and the U.S. do to stay fit.
The learner will be able to describe daily routines in French.
The learner will be able to talk about physical fitness in French.
The learner will be able to improve French pronunciation of the sounds for "s" and "z".
The learner will be able to conjugate and correctly use the following verbs: s'amuser, s'appeler, se reveiller, se lever, se brosser, se laver, se peigner, s'habiller, se maquiller, se raser, se promener, se coucher, s'endormir, maigrir, grossir.
The learner will be able to recognize and correctly use the following adverbs: d'abord, enfin, ensuite, tout de suit.
The learner will be able to recognize and correctly use the following nouns: les cheveux, les dents, la figure, la main, le dentrifice, le savon, le deodorant, la glace, le club de forme, le gymnase, le parc, le survetement, le lit, le probleme.
The learner will be able to recognize and correctly use the following French expressions: avoir besoin de, faire de l'exercise, faire de l'aerobic, faire de la gymnastique, faire du jogging, pratiquer un sport, se mettre en forme, rester en forme, faire sa toilette, prendre un bain une douche.
Unit 12 -- La Voiture et la Route
The learner will be able to talk in French about cars and good driving habits using the following vocabulary: la voiture, une moto, les deux roues, un velomoteur, une voiture de sport, un break, une decapotable, une marque francaise, une cle, mettre de contact, un conducteur, la conductrice freine, la voiture s'arrete, une conductrice, rouler vice, acceserer.
The learner will be able to use French to buy gas and have a car serviced using the following French vocabulary: la station-service, des pneus, une roue de secours, un pneu a plat, l'essence, super sans plomb, ordinaire, les niveaux, un pompiste, le reservoir, une pompiste.
The learner will be able to conjugate and use the French verbs conduire, lire, ecrire, and dire in the present tense to describe people's activities.
The learner will be able to in French express "nothing," "no one," and "never".
The learner will be able to ask questions in French both formally and informally.
The learner will be able to write and talk about driving in French, using the following vocabulary: la route, l'auto-ecole, une permis de conduire, prendre des lecon de conduite, la limitation de vitesse, une voie, un motard, une autoroute a peage, surveiller la circulation, trop vite, un croisement, un carrefour, un feu rouge, un feu orange, un feu vert, un trottoir, un pieton, les clous, une pietonne, traverser la rue dan les clous, garer la voiture, une place, une ceinture de securite, une contractuelle, une contravention.
The learner will be able to practice and improve French pronunciation of words that include the sound "wa".
The learner will be able to compare driving in France and in the U.S.
The learner will be able to read a passage in French for comprehension.
The learner will be able to recognize and use correctly the following French expressions: garer la voiture, faire le plein, verifier les niveaux, mettre le contact, quelqu'un, ne...jamais, ne...personne, ne...rien, fache, il est interdit, prudemment, sans, trop, vite, zut.
Unit 13 -- Les Sports
The learner will be able to talk in French about soccer and other sports using the following vocabulary: le football, le but, un gardien de but, un terrain de football, un ballon un arbitre, siffler, un joueur, des joueurs, une equipe, la tete, le pied, les gradins, les deux camps, un stade, le camp adverse, hier, aujourd'hui, le basketball, le panneau, le panier, lancer, dribbler, le demi-circle, le volleyball, une joueur a servi, le filet, le sol, par dessus le filet, le cyclisme, des coureurs cyclistes, une course cycliste, une piste, un gagnant, un coureur, un velo, une coupe.
The learner will be able to conjugate and correctly use regular verbs in the past tense to describe people's activities.
The learner will be able to ask questions in French using "qu'est-ce que".
The learner will be able to express reactions in French using "qu'est-ce que".
The learner will be able to improve French pronunciation by using liaison and elision to link words with consonant and vowel sounds.
The learner will be able to discuss differences between sports in France and the U.S.
The learner will be able to read a passage in French for comprehension.
The learner will be able to correctly identify and use the following adjectives: adverse, comble, plein.
The learner will be able to correctly use the following French expressions: donner uncoup de pied, marquer un but, contre, par dessus, jusqu'a, beaucoup de monde, hier, hier matin, hier soir, avant-hier, l'annee derniere.
The learner will be able to conjugate and correctly use in present and past tense the following verbs: dribbler, envoyer, lancer, opposer, siffler.
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Mathematics
Department Overview
The Teurlings Catholic Math Department seeks to fulfill two main goals: preparing students for college mathematics courses and helping students score well on the ACT exam. The Mathematics section of the ACT contains sixty multiple-choice questions:
* Twenty-four questions dealing with pre-algebra and elementary algebra
* Eighteen questions dealing with intermediate algebra and coordinate geometry
* Fourteen questions dealing with geometry
· Four questions dealing with trigonometry
As a result, students at Teurlings are encouraged to take four years of mathematics courses and are required to complete Algebra I, Algebra II, and Geometry. Upper-level courses in Advanced Mathematics and Calculus are offered along with Math II, a course designed for college-bound students who have completed math graduation requirements but who need remediation work in Algebra and Geometry.
In this area students concentrate on making mathematical connections and using principles of mathematics to communicate, reason, and solve problems. Students complete projects requiring them to apply number systems, operations, and forms in real-world contexts.
Course Goals
Algebra I is an introductory course designed to introduce students to high school algebra and the use of graphing calculators. The course covers expressions, equations, functions and their graphs, solving linear equations and inequalities, proportional reasoning, analyzing linear equations, exploring polynomials, factoring, and solving quadratic equations.
A. Number and Number Relations – Students use estimation, mental arithmetic, number lines, graphs, appropriate models, manipulatives, calculators, and computers as they extend their investigations of problems involving real numbers.
1. TLW demonstrate an understanding of the real number system. (N-1-H) Textbook 2-8
2. TLW demonstrate that a number can be expressed in many forms; student will also select an appropriate form for a given situation (e.g., fractions, decimals, percents, and scientific notation). Textbook 2-6, 2-7, 4-4, 9-3
3. TLW use number sense to estimate and determine if solutions are reasonable. (N-3-H) Covered throughout the course
4. TLW determine whether an exact or appropriate answer is necessary. (N-4-H) Covered throughout the course
5. TLW select and use appropriate computational methods and tools for given situations, including estimation, exact computation using mental arithmetic, calculators, symbolic manipulators, or paper and pencil). Textbook 10-3
6. TLW apply ratios and proportional thinking in a variety of situations, such as finding a missing term or a proportion. (N-6-H) Textbook 4-1, 4-3, 4-8
7. TLW justify reasonableness of solutions and verify results. (N-7-H) Textbook 10-3
B. Algebra – Students use manipulatives, models, graphs, tables, technology, number sense, and estimation as they extend their investigations of problems involving the concepts and application of algebra.
1. TLW demonstrate the ability to translate real-world situations such as distance versus time, relationships, population growth, growth functions for diseases, growth of minimum wage, and auto insurance tables into algebraic expressions, equations, and inequalities and vice versa. (A-1-H) Textbook 2-9, 3-1, 11-5, 12-8
2. TLW recognize the relationship between operations involving real numbers and operations involving algebraic expressions. (A-2-H) Textbook 1-1, 2-8
3. TLW use tables and graphs as tools to interpret algebraic expressions, equations, and inequalities. (A-3-H) Textbook 1-9, 6-5, 7-8, 8-1, 8-1, 8-3, 8-4, 11-2
4. TLW solve algebraic equations and inequalities using a variety of techniques with the appropriate tools, such as hand-held manipulatives, graphing calculator, symbolic manipulator, or pencil and paper. (A-4-H) Covered throughout the course
C. Measurement – Students use number sense, estimation, appropriate manipulatives, tools, and technology as they extend their investigations of problems involving measurement.
1. TLW select and use appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements. (M-1-H) Textbook 3-4
2. TLW demonstrate an intuitive of measurement, such as estimating and determining reasonableness of results as related to area, volume, mass, rate, and distance. (M-2-H) Covered throughout the course
3. TLW estimate, compute, and apply physical measurement using suitable units, such as calculating perimeter and area of plane figures, surface area and volume of solids presented in real-world situations. (M-3-H) Textbook 4-2, 4-3
4. TLW demonstrate the concept of measurement as it applies to real-world experiences. (M-4-H) Covered throughout the course
D. Geometry – Students use number sense, estimation, models, drawings, manipulatives, and technology as they extend their investigations of problems involving geometric concepts.
1. TLW identify, describe, compare, construct, and classify geometric figures in two and three dimensions using technology where appropriate to explore and make conjectures about geometric concepts. (G-1-H) Textbook 1-2, 1-7, 4-2, 5-3, 6-6, 9-8
2. TLW represent and solve problems using geometric models and the properties of those models, including the Pythagorean Theorem or formulas involving radius, diameter, and circumference. (G-2-H) Textbook 6-7, 9-8, 13-1, 13-5
3. TLW solve problems using coordinate methods, as well as synthetic and transformational methods, such as transforming on a coordinate plane a design found in real-life situations. (G-3-H) Covered throughout the course
4. TLW use inductive reasoning to predict, discover, and apply geometric properties and relationships, including patty paper constructions or sum of the angles in a polygon. (G-4-H) Textbook 13-5
5. TLW classify figures in terms of congruence and similarity and will apply these relationships. (G-5-H) Textbook 4-2
6. TLW demonstrate deductive reasoning and mathematical justification, such as oral explanation, informal proof, and paragraph proof. (G-6-H) Textbook 1-2
E. Data Analysis, Probability, and Discrete Math – Students use collection and organizational techniques, number sense, estimation, manipulatives, and technology as they extend their investigations of problems involving data.
1. TLW design and conduct statistical experiments that involve the collection, representation, and analysis of data in various forms. That analysis will reflect an understanding of factors such as sampling, bias, accuracy, and reasonableness of data. (D-1-H) Covered throughout the course
2. TLW recognize data that relate two variables as linear, exponential, or otherwise in nature, such as matching a data set, linear or non-linear, to a graph or vice versa. (D-2-H) Textbook 5-4, 6-2, 6-5
3. TLW use simulations to estimate probabilities such as lists and tree diagrams. (D-3-H) Textbook 7-5
4. TLW demonstrate an understanding of the calculation of finite probabilities using permutations, combinations, sample spaces, and geometric figures. (D-4-H) Textbook 4-6
5. TLW recognize events as dependent or independent in nature and demonstrate techniques for computing multiple-event probabilities. (D-5-H) Covered throughout the course
6. TLW recognize and answer questions about data that are normally or non-normally distributed. (D-6-H) Textbook 3-7
7. TLW make inferences from data that are organized in charts, tables, and graphs, including pictographs; bar, line, or circle graphs; stem-and-leaf plot or scatter plot. (D-7-H) Textbook 1-4, 6-3, 7-7
8. TLW use logical thinking procedures, such as flow charts, Venn diagrams, and truth tables. (D-8-H) Covered throughout the course
9. TLW use discrete math to model real-life situations such as fair games or elections, or map coloring. (D-9-H) Textbook 2-3
F. Patterns, Relations, and Functions – Students use number sense, estimation, manipulatives, drawings, tables, graphs, formulas, and technology as they extend their investigations of problems involving patterns, relations, and functions.
1. TLW model the concepts of variables, functions, and relations as they occur in the real world and use the appropriate notation and terminology. (P-1-H) Textbook 1-9, 5-5, 11-1, 11-4
2. TLW translate between tabular, symbolic, and graphic representations of functions. (P-2-H) Textbook 1-9, 5-5, 11-1, 11-4
3. TLW recognize behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, use graphing technologies to represent them. (P-3-H) Textbook 11-1, 11-4
4. TLW analyze the effects of changes in parameters such as coefficients and constants on the graphs of functions, using technology whenever possible. (P-4-H) Covered throughout the course
5. TLW analyze real-world relationships that can be modeled by elementary functions. (P-5-H) Covered throughout the course.
Course Goals
Algebra I is an introductory course designed to introduce students to high school algebra and the use of graphing calculators. The course covers expressions, equations, functions and their graphs, solving linear equations and inequalities, proportional reasoning, analyzing linear equations, exploring polynomials, factoring, and solving quadratic equations.
A. Number and Number Relations – Students use estimation, mental arithmetic, number lines, graphs, appropriate models, manipulatives, calculators, and computers as they extend their investigations of problems involving real numbers.
1. TLW demonstrate an understanding of the real number system. (N-1-H) Textbook 2-8
2. TLW demonstrate that a number can be expressed in many forms; student will also select an appropriate form for a given situation (e.g., fractions, decimals, percents, and scientific notation). Textbook 2-6, 2-7, 4-4, 9-3
3. TLW use number sense to estimate and determine if solutions are reasonable. (N-3-H) Covered throughout the course
4. TLW determine whether an exact or appropriate answer is necessary. (N-4-H) Covered throughout the course
5. TLW select and use appropriate computational methods and tools for given situations, including estimation, exact computation using mental arithmetic, calculators, symbolic manipulators, or paper and pencil). Textbook 10-3
6. TLW apply ratios and proportional thinking in a variety of situations, such as finding a missing term or a proportion. (N-6-H) Textbook 4-1, 4-3, 4-8
7. TLW justify reasonableness of solutions and verify results. (N-7-H) Textbook 10-3
B. Algebra – Students use manipulatives, models, graphs, tables, technology, number sense, and estimation as they extend their investigations of problems involving the concepts and application of algebra.
1. TLW demonstrate the ability to translate real-world situations such as distance versus time, relationships, population growth, growth functions for diseases, growth of minimum wage, and auto insurance tables into algebraic expressions, equations, and inequalities and vice versa. (A-1-H) Textbook 2-9, 3-1, 11-5, 12-8
2. TLW recognize the relationship between operations involving real numbers and operations involving algebraic expressions. (A-2-H) Textbook 1-1, 2-8
3. TLW use tables and graphs as tools to interpret algebraic expressions, equations, and inequalities. (A-3-H) Textbook 1-9, 6-5, 7-8, 8-1, 8-1, 8-3, 8-4, 11-2
4. TLW solve algebraic equations and inequalities using a variety of techniques with the appropriate tools, such as hand-held manipulatives, graphing calculator, symbolic manipulator, or pencil and paper. (A-4-H) Covered throughout the course
C. Measurement – Students use number sense, estimation, appropriate manipulatives, tools, and technology as they extend their investigations of problems involving measurement.
1. TLW select and use appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements. (M-1-H) Textbook 3-4
2. TLW demonstrate an intuitive of measurement, such as estimating and determining reasonableness of results as related to area, volume, mass, rate, and distance. (M-2-H) Covered throughout the course
3. TLW estimate, compute, and apply physical measurement using suitable units, such as calculating perimeter and area of plane figures, surface area and volume of solids presented in real-world situations. (M-3-H) Textbook 4-2, 4-3
4. TLW demonstrate the concept of measurement as it applies to real-world experiences. (M-4-H) Covered throughout the course
D. Geometry – Students use number sense, estimation, models, drawings, manipulatives, and technology as they extend their investigations of problems involving geometric concepts.
1. TLW identify, describe, compare, construct, and classify geometric figures in two and three dimensions using technology where appropriate to explore and make conjectures about geometric concepts. (G-1-H) Textbook 1-2, 1-7, 4-2, 5-3, 6-6, 9-8
2. TLW represent and solve problems using geometric models and the properties of those models, including the Pythagorean Theorem or formulas involving radius, diameter, and circumference. (G-2-H) Textbook 6-7, 9-8, 13-1, 13-5
3. TLW solve problems using coordinate methods, as well as synthetic and transformational methods, such as transforming on a coordinate plane a design found in real-life situations. (G-3-H) Covered throughout the course
4. TLW use inductive reasoning to predict, discover, and apply geometric properties and relationships, including patty paper constructions or sum of the angles in a polygon. (G-4-H) Textbook 13-5
5. TLW classify figures in terms of congruence and similarity and will apply these relationships. (G-5-H) Textbook 4-2
6. TLW demonstrate deductive reasoning and mathematical justification, such as oral explanation, informal proof, and paragraph proof. (G-6-H) Textbook 1-2
E. Data Analysis, Probability, and Discrete Math – Students use collection and organizational techniques, number sense, estimation, manipulatives, and technology as they extend their investigations of problems involving data.
1. TLW design and conduct statistical experiments that involve the collection, representation, and analysis of data in various forms. That analysis will reflect an understanding of factors such as sampling, bias, accuracy, and reasonableness of data. (D-1-H) Covered throughout the course
2. TLW recognize data that relate two variables as linear, exponential, or otherwise in nature, such as matching a data set, linear or non-linear, to a graph or vice versa. (D-2-H) Textbook 5-4, 6-2, 6-5
3. TLW use simulations to estimate probabilities such as lists and tree diagrams. (D-3-H) Textbook 7-5
4. TLW demonstrate an understanding of the calculation of finite probabilities using permutations, combinations, sample spaces, and geometric figures. (D-4-H) Textbook 4-6
5. TLW recognize events as dependent or independent in nature and demonstrate techniques for computing multiple-event probabilities. (D-5-H) Covered throughout the course
6. TLW recognize and answer questions about data that are normally or non-normally distributed. (D-6-H) Textbook 3-7
7. TLW make inferences from data that are organized in charts, tables, and graphs, including pictographs; bar, line, or circle graphs; stem-and-leaf plot or scatter plot. (D-7-H) Textbook 1-4, 6-3, 7-7
8. TLW use logical thinking procedures, such as flow charts, Venn diagrams, and truth tables. (D-8-H) Covered throughout the course
9. TLW use discrete math to model real-life situations such as fair games or elections, or map coloring. (D-9-H) Textbook 2-3
F. Patterns, Relations, and Functions – Students use number sense, estimation, manipulatives, drawings, tables, graphs, formulas, and technology as they extend their investigations of problems involving patterns, relations, and functions.
1. TLW model the concepts of variables, functions, and relations as they occur in the real world and use the appropriate notation and terminology. (P-1-H) Textbook 1-9, 5-5, 11-1, 11-4
2. TLW translate between tabular, symbolic, and graphic representations of functions. (P-2-H) Textbook 1-9, 5-5, 11-1, 11-4
3. TLW recognize behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, use graphing technologies to represent them. (P-3-H) Textbook 11-1, 11-4
4. TLW analyze the effects of changes in parameters such as coefficients and constants on the graphs of functions, using technology whenever possible. (P-4-H) Covered throughout the course
5. TLW analyze real-world relationships that can be modeled by elementary functions. (P-5-H) Covered throughout the course.
The Teurlings geometry course is designed not only to prepare students for the study of advanced mathematics and physics at the high school level and college-level geometry courses, but to help students think logically and clearly. Students coming into the course must have passed Algebra I, as the course relies heavily on the mathematical formulas and problem-solving learned in that course. Geometry includes the study of lines, angles, perpendicular lines, and planes, as well as polygons, congruency and similarity of polygons, special quadrilaterals, circles, areas of polygons and volumes of solids. Constructions using a straightedge and a compass are also studied and the graphing calculator and computer software are used whenever appropriate.
A. Number and Number Relations – Students use estimation, mental arithmetic, number lines, graphs, appropriate models, manipulatives, calculators, and computers as they extend their investigations of problems involving real numbers.
-
TLW demonstrate an understanding of the real number system. (N-1-H) Textbook 1-4, 2-4, 5-3
-
TLW demonstrate that a number can be expressed in many forms, and select an appropriate form for a given situation (e.g., fractions, decimals, percents, and scientific notation). (N-2-H) Textbook 1-4
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TLW use number sense to estimate and determine if solutions are reasonable. (N-3-H) Textbook 1-3, 2-3, 4-5, 5-5, 7-2, 12-6
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TLW determine whether an exact or approximate answer is necessary. (N-4-H) Textbook 12-3
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TLW select and use appropriate computational methods and tools for given situations (e.g., estimation, or exact computation using mental arithmetic, calculator, symbolic manipulator, or paper and pencil). (N-5-H) Covered throughout the course
-
TLW apply ratios and proportional thinking in a variety of situations (e.g., finding a missing term of a proportion). (N-6-H) Textbook 7-1, 7-2, 7-5, 8-1, 11-8
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TLW justify reasonableness of solutions and verify results. (N-7-H) Covered throughout the course
B. Algebra – Students use manipulatives, models, graphs, tables, technology, number sense, and estimation as they extend their investigations of problems involving the concepts and application of algebra
-
TLW demonstrate the ability to translate real-world situations (e.g., distance versus time relationships, population growth, growth functions for diseases, growth of minimum wage, auto insurance tables) into algebraic expressions, equations, and inequalities and vice versa. (A-1-H) Textbook 8-2, 12-1 and throughout the course
-
TLW recognize the relationship between operations involving real numbers and operations involving algebraic expressions. (A-2-H) Throughout course and in Algebra I
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TLW use tables and graphs as tools to interpret algebraic expressions, equations, and inequalities. (A-3-H) Textbook 3-2, 3-3, 12-1, 12-2
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TLW solve algebraic equations and inequalities using a variety of techniques with the appropriate tools (manipulatives, graphing calculator, symbolic manipulative, pencil and paper). (A-4-H) Throughout the course
C. Measurement – Students use number sense, estimation, appropriate manipulatives, tools, and technology as they extend their investigations of problems involving measurement.
-
TLW select and use appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements. (M-1-H) Textbook 1-7
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TLW demonstrate an intuitive of measurement (e.g., estimate and determine reasonableness of results as related to area, volume, mass, rate, and distance). (M-2-H) Textbook 10-3, 10-4, 10-5
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TLW estimate, compute, and apply physical measurement using suitable units (e.g., calculate perimeter and area of plane figures, surface area and volume of solids, presented in real-world situations). (M-3-H) Textbook 1-3, 10-3, 10-4, 10-5
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TLW demonstrate the concept of measurement as it applies to real-world situations. (M-4-H) Throughout the course
D. Geometry – Students use number sense, estimation, models, drawings, manipulatives, and technology as they extend their investigations of problems involving geometric concepts.
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TLW identify, describe, compare, construct, and classify geometric figures in two and three dimensions using technology where appropriate to explore and make conjectures about geometric concepts and figures. (G-1-H) Textbook 1-2, 1-7
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TLW represent and solve problems using geometric models and the properties of those models (e.g., Pythagorean Theorem or formulas involving radius, diameter, and circumference). (G-2-H) Textbook 1-3, 9-1, 10-3, 10-4, 10-5, 11-3, 11-5, 11-7, 11-8
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TLW solve problems using coordinate methods, as well as synthetic and transformational methods (e.g., transform on a coordinate plane a design found in real-life situations). (G-3-H) Textbook 13-4, 13-5, 13-6, 13-7
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TLW use inductive reasoning to predict, discover, and apply geometric properties and relationships (e.g., patty paper constructions, sum of the angles in a polygon). (G-4-H) Textbook 1-1, 2-1, 2-2, 12-1, 12-2, 12-5
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TLW classify figures in terms of congruence and similarity and apply these relationships. (G-5-H) Textbook 4-3, 4-4, 4-5, 4-6, 5-1, 5-2
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TLW demonstrate deductive reasoning and mathematical justification (e.g., oral explanation, informal proof, and paragraph proof) (G-6-H) Textbook 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 5-3, 5-4
E. Data Analysis, Probability, and Discrete Math – Students use collection and organizational techniques, number sense, estimation, manipulatives, and technology as they extend their investigations of problems involving data.
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TLW design and conduct statistical experiments that involve the collection, representation, and analysis of data in various forms. Analysis should reflect an understanding of factors such as bias, sampling, accuracy, and reasonableness of data. (D-1-H) Textbook 12-3
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TLW recognize data that relate two variables as linear, exponential, or otherwise in nature (e.g., match a data set, linear or non-linear, to a graph and vice versa). (D-2-H) Textbook 12-3, 13-2
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TLW use simulations to estimate probabilities (e.g., lists and tree diagrams) (D-3-H) Textbook 10-6
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TLW demonstrate an understanding of the calculation of finite probabilities using permutations, combinations, sample spaces, and geometric figures. (D-4-H) Textbook 10-6
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TLW recognize events as dependent or independent in nature and demonstrate techniques for computing multiple-event probabilities. (D-5-H) Textbook 10-6
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TLW recognize and answer questions about data that are normally or non-normally distributed. (D-6-H) Covered in Algebra 2 and reviewed throughout course
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TLW make inferences from data that are organized in charts, tables, and graphs such as pictographs; bar, line, or circle graphs; stem-and-leaf plot or scatter plot. (D-7-H) Textbook 9-2, 12-3
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TLW use logical thinking procedures, such as flow charts, Venn diagrams, and truth tables. (D-8-H) Textbook 4-3, 4-5
Course Goals
The Teurlings geometry course is designed not only to prepare students for the study of advanced mathematics and physics at the high school level and college-level geometry courses, but also to help students think logically and clearly. Students coming into the course must have passed Algebra I, as the course relies heavily on the mathematical formulas and problem solving learned in that course. Geometry includes the study of lines, angles, perpendicular lines, and planes, as well as polygons, congruency and similarity of polygons, special quadrilaterals, circles, areas of polygons and volumes of solids. Constructions using a straightedge and a compass are also studied and the graphing calculator and computer software are used whenever appropriate.
A. Number and Number Relations – In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. Students use estimation, mental arithmetic, number lines, graphs, appropriate models, manipulatives, calculators, and computers as they extend their investigations of problems involving real numbers.
1. TLW identify and describe differences among natural numbers, whole numbers, integers, rational numbers, and irrational numbers. (N-1-H, N-2-H, N-3-H)
2. TLW evaluate and write numerical expressions involving integer exponents. (N-2-H)
3. TLW apply scientific notation to perform computations, solve problems, and write representations of numbers. (N-2-H)
4. TLW distinguish between an exact and an approximate answer, and recognize errors introduced by the use of approximate numbers with technology. (N-3-H, N-4-H, N-7-H)
5. TLW demonstrate computational fluency with all rational numbers (e.g., estimation, mental math, technology, paper/pencil). (N-5-H)
6. TLW simplify and perform basic operations on numerical expressions involving radicals. (N-5-H)
7. TLW use proportional reasoning to model and solve real-life problems involving direct and inverse variation. (N-6-H)
8. 8. TLW simplify and determine the value of radical expressions. (N-2-H, N-7-H)
9. TLW predict the effect of operations on real numbers (e.g., the quotient of a positive number divided by a positive number less than 1 is greater than the original dividend). (N-3-H, N-7-H)
10. TLW define sine, cosine, and tangent in ratio form and calculate them using technology. (N-6-H)
11. TLW use ratios and proportional reasoning to solve a variety of real-life problems including similar figures and scale drawings. (N-6-H, M-4-H)
12. TLW read, write, and perform basic operations on complex numbers. (N-1-H, N-5-H)
13. TLW evaluate and perform basic operations on expressions containing rational exponents. (N-2-H)
14. TLW describe the relationship between exponential and logarithmic equations. (N-2-H)
B. Algebra – In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations. Students use manipulatives, models, graphs, tables, technology, number sense, and estimation as they extend their investigations of problems involving the concepts and application of algebra.
1. TLW use order of operations to simplify or rewrite variable expressions. (A-1-H, A-2-H)
2. TLW model real-life situations using linear expressions, equations, and inequalities. (A-1-H, D-2-H, P-5-H)
3. TLW identify independent and dependent variables in real-life relationships. (A-1-H)
4. TLW use equivalent forms of equations and inequalities to solve real-life problems. (A-1-H)
5. TLW evaluate polynomial expressions for given values of the variable. (A-2-H)
6. TLW translate between the characteristics defining a line (e.g., slope, intercepts, points) and both its equation and graph. (A-2-H, G-3-H)
7. TLW graph and interpret linear inequalities in one or two variables and systems of linear inequalities. (A-2-H, A-4-H)
8. TLW translate among tabular, graphical, and algebraic representations of functions and real-life situations. (A-3-H,, P-1-H, P-2-H)
9. TLW interpret and solve systems of linear equations using graphing, substitutions, elimination, with and without technology, and matrices using technology. (A-4-H)
10. TLW write the equation of a line of best fit for a set of 2-variable real-life data presented in table or scatter plot form, with or without technology. (A-2-H, D-2-H)
11. TLW write the equation of a line parallel or perpendicular to a given line through a specific point. (A-3-H, G-3-H)
12. TLW translate and show the relationships among non-linear graphs, related tables of values, and algebraic symbolic representations. (A-1-H)
13. TLW factor simple quadratic expressions including general trinomials, perfect squares, difference of two squares, and polynomials with common factors. (A-2-H)
14. TLW analyze functions based on zeros, asymptotes, and local and global characteristics of the function. (A-3-H)
15. TLW explain, using technology, how the graph of a function is affected by change of degree, coefficient, and constants in polynomial, rational, radical, exponential, and logarithmic functions. (A-3-H)
16. TLW categorize non-linear graphs and their equations as quadratic, cubic, exponential, logarithmic ,step function, rational, trigonometric, or absolute value. (A-3-H, P-5-H)
17. TLW solve quadratic equations by factoring, completing the square, using the quadratic formula, and graphing. (A-4-H)
18. TLW model and solve problems involving quadratic, polynomial, exponential, logarithmic, step function, rational, and absolute value equations using technology. (A-4-H)
C. Measurement – In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement. Students use number sense, estimation, appropriate manipulatives, tools, and technology as they extend their investigations of problems involving measurement.
1. TLW distinguish between precision and accuracy. (M-1-H)
2. TLW demonstrate and explain how the scale of a measuring instrument determines the precision of that instrument. (M-1-H)
3. TLW use significant digits in computational problems. (M-1-H, N-2-H)
4. TLW demonstrate and explain how relative measurement error is compounded when determining absolute error. (M-1-H, M-2-H, M-3-H)
5. TLW determine appropriate units and scales to use when solving measurement problems. (M-2-H, M-3-H, M-1-H)
6. TLW solve problems using indirect measurement. (M-4-H)
7. TLW find volume and surface area of pyramids, spheres, and cones. (M-3-H, M-4-H)
8. TLW model and use trigonometric ratios to solve problems involving right triangles. (M-4-H, N-6-H)
9. TLW calculate angle measures in degrees, minutes, and seconds. (M-1-H)
10. TLW explain the unit circle basis for radian measure and show its relationship to degree measure of angles. (M-1-H)
11. TLW identify and apply the unit circle definition to trigonometric functions and use this definition to solve real-life problems. (M-4-H)
12. TLW use the Law of Sines and the Law of Cosines to solve problems involving triangle measurements. (M-4-H)
D. Geometry – In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings. Students use number sense, estimation, models, drawings, manipulatives, and technology as they extend their investigations of problems involving geometric concepts.
1. TLW use coordinate methods to solve and interpret problems (e.g., slope as rate of change, intercept as initial value, intersection as common solution, midpoint as equidistant). (G-2-H, G-3-H)
2. TLW graph a line when the slope and a point or when two points are known. (G-3-H, A-1-H)
3. TLW explain slope as a representation of “rate of change.” (G-3-H, A-1-H)
4. TLW perform translations and line reflections on the coordinate plane. (G-3-H)
5. TLW construct 2- and 3-dimensional figures when given the name, description, or attributes, with and without technology. (G-1-H)
6. TLW form and test conjectures concerning geometric relationships including lines, angles, and polygons (i.e., triangles, quadrilaterals, and n-gons), with and without technology. (G-1-H, G-4-H, G-6-H)
7. TLW determine angle measurements using the properties of parallel, perpendicular, and intersecting lines in a plane. (G-2-H)
8. TLW apply the Pythagorean theorem in both abstract and real-life settings. (G-2-H)
9. TLW solve problems and determine measurements involving chords, radii, arcs, angles, secants, and tangents of a circle. (G-2-H)
10. TLW develop and apply coordinate rules for translations and reflections of geometric figures. (G-3-H)
11. TLW draw or use other methods, including technology, to illustrate dilations of geometric figures. (G-3-H)
12. TLW represent and solve problems involving distance on a number line or in the plane. (G-3-H)
13. TLW compare and contrast inductive and deductive reasoning approaches to justify conjectures and solve problems. (G-4-H, G-6-H)
14. TLW determine angle measures and side lengths of right and similar triangles using trigonometric ratios and properties of similarity, including congruence. (G-5-H, M-4-H)
15. TLW develop formal and informal proofs (e.g., Pythagorean theorem, flow charts, paragraphs). (G-6-H)
16. TLW identify conic sections, including the degenerate conics, and describe the relationship of the plane and double-napped cone that forms each conic. (G-1-H)
17. TLW represent translations, reflections, rotations, and dilations of plane figures using sketches, coordinates, vectors, and matrices. (G-3-H)
E. Data Analysis, Probability, and Discrete Math – In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions. Students use collection and organizational techniques, number sense, estimation, manipulatives, and technology as they extend their investigations of problems involving data.
1. TLW determine the most appropriate measure of central tendency for a set of data based on its distribution. (D-1-H)
2. TLW identify trends in data and support conclusions by using distribution characteristics such as patterns, clusters, and outliers. (D-1-H, D-6-H, D-7-H)
3. TLW create a scatter plot from a set of data and determine if the relationship is linear or nonlinear. (D-1-H, D-6-H, D-7-H)
4. TLW use simulations to estimate probabilities. (D-3-H, D-5-H)
5. TLW define probability in terms of sample spaces, outcomes, and events. (D-4-H)
6. TLW computer probabilities using geometric models and basic counting techniques such as combinations and permutations. (D-4-H)
7. TLW explain the relationship between the probability of an event occurring, and the odds of an event occurring, and computer one given the other. (D-4-H)
8. TLW follow and interpret processes expressed in flow charts. (D-8-H)
9. TLW show or justify the correlation (match) between a linear or non-linear data set and a graph. (D-2-H, P-5-H)
10. TLW determine the probability of conditional and multiple events, including mutually and non-mutually exclusive events. (D-4-H, D-5-H)
11. TLW interpret and summarize a set of experimental data presented in a table, bar graph, line graph, scatter plot, matrix, or circle graph. (D-7-H)
12. TLW draw and justify conclusions based on the use of logic (e.g., conditional statements, converse, inverse, contrapositive). (D-8-H, G-6-H, N-7-H)
13. TLW use counting procedures and techniques to solve real-life problems. (D-9-H)
14. TLW use discrete math to model real-life situations (e.g., fair games, elections). (D-9-H)
15. TLW discuss the differences between samples and populations. (D-1-H)
16. TLW devise and conduct well-designed experiments/surveys involving randomization and considering the effects of sample size and bias. (D-1-H)
17. TLW correlate/match data sets or graphs and their representations and classify them as exponential, logarithmic, or polynomial functions. (D-2-H)
18. TLW interpret and explain, with the use of technology, the regression coefficient and the correlation coefficient for a set of data. (D-2-H)
19. TLW describe and interpret displays of normal and non-normal distributions. (D-6-H)
20. TLW explain the limitations of predictions based on organized sample sets of data. (D-7-H)
21. TLW represent data and solve problems involving Euler and Hamiltonian paths. (D-9-H)
F. Patterns, Relations, and Functions – In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations. Students use number sense, estimation, manipulatives, drawings, tables, graphs, formulas, and technology as they extend their investigations of problems involving patterns, relations, and functions.
1. TLW if a relation is a function and use appropriate function notation. (P-1-H)
2. TLW identify the domain and range of functions. (P-1-H)
3. TLW analyze real-life relationships that can be modeled by linear functions. (P-1-H, P-5-H)
4. TLW identify and describe the characteristics of families of linear functions, with and without technology. (P-3-H)
5. TLW compare and contrast linear functions algebraically in terms of their rates of change and intercepts. (P-4-H)
6. TLW explain how the graph of a linear function changes as the coefficients or constants are changed in the function’s symbolic representation. (P-4-H)
7. TLW generalize and represent patterns symbolically, with and without technology. (P-1-H)
8. TLW translate among tabular, graphical, and symbolic representations of patterns in real-life situations, with and without technology. (P-2-H, P-3-H, A-3-H)
9. TLW model a given set of real-life data with a non-linear function. (P-1-H, P-5-H)
10. TLW apply the concept of a function and function notation to represent and evaluate functions. (P-1-H, P-5-H)
11. TLW represent and solve problems involving nth terms and sums for arithmetic and geometric series. (P-2-H)
12. TLW compare and contrast the properties of families of polynomial, rational, exponential, and logarithmic functions, with and without technology. (P-3-H)
13. TLW represent and solve problems involving the translation of functions in the coordinate plane. (P-4-H)
14. TLW determine the family or families of functions that can be used to represent a given set of real-life data, with and without technology. (P-5-H)
Course Goals and Organization
In Algebra II, students continue the study of mathematics begun in Algebra I and Geometry. The course is designed to continue student preparation for college-level math classes, through the study of sets, real numbers, linear equations and inequalities in one variable, solving simultaneous two and three variable equations, functions and their graphs in the Cartesian coordinate system, quadratic equations and factoring, exponents, radicals, irrational and complex number systems, polynomials, matrices, and determinates. Many of the mathematical concepts developed in the class are critical to students’ success in Chemistry (generally taken concurrently with Algebra II) and Physics (taken in the senior year). The course is organized into units and specific performance objectives. In parenthesis following each objective are the corresponding state benchmarks and national standards, when applicable.
Mathematics Processes
The learner will be able to review basic principles of Algebra I and Geometry, as well as general mathematical principles.
Algebraic Concepts
The learner will be able to use formulas and the order of operations to evaluate expressions (NCTM Standards 1-5).
The learner will be able to determine the sets of numbers to which a number belongs and use the properties of real numbers to simplify expressions (NCTM Standards 1-5, 14; La. Region IV I-A,B,C).
The learner will be able to represent and interpret data using line plots and stem-and-leaf plots; find and use the median, mode, and mean to interpret data (NCTM Standards 1-4, 10; La. Region IV VII-C).
The learner will be able to translate verbal expressions and sentences into algebraic expressions and equations; solve equations b using the properties of equality; solve equations for a specific variable (NCTM Standards 1-5).
The learner will be able to solve equations containing absolute value and solve problems by making lists (NCTM Standards 1-5).
The learner will be able to solve inequalities and graph the solution sets (NCTM Standards 1-5; La. Region IV II-A,B).
The learner will be able to solve compound inequalities using and and or; solve inequalities involving absolute value and graph the solutions (NCTM Standards 1-5).
The learner will be able to graph a relation, state its domain and range, and determine if it is a function; find values of functions for given elements of the domain (NCTM Standards 1-6; La. Region IV IV-A,B,C).
The learner will be able to identify equations that are linear and graph them; write linear equations in standard form; determine the intercepts of a line and use them to graph an equation (NCTM Standards 1-6; La. Region III-A).
The learner will be able to determine the slope of a line; use slope and a point to graph an equation; determine if two lines are parallel, perpendicular, or neither; solve problems by identifying and using a pattern (NCTM Standards 1-6, La. Region IV II-A).
The learner will be able to write an equation of a line in slope-intercept form given the slope and one or two points; write an equation of a line that is parallel or perpendicular to the graph of a given equation (NCTM Standards 1-6; La. Region IV III-B).
The learner will be able to draw graphs of inequalities in two variables (NCTM Standards 1-5; La. Region IV II-A,B).
The learner will be able to solve systems of equations by graphing (NCTM Standards 1-5, 8; La. Region IV II-A, III-C).
The learner will be able to use the substitution and elimination methods to solve systems of equations (NCTM Standards 1-5; La. Region IV III-C).
The learner will be able to solve a system of three equations in three variables (NCTM Standards 1-5, 8; La. Region IV III-C).
Polynomials
The learner will be able to multiply and divide monomials; represent numbers in scientific notation; multiply and divide expressions written in scientific notation (NCTM Standards 1-5).
The learner will be able to add, subtract, and multiply polynomials (NCTM Standards 1-5).
The learner will be able to divide polynomials using long division; divide polynomials by binomials using synthetic division (NCTM Standards 1-5).
The learner will be able to factor polynomials and use factoring to simplify polynomial quotients (NCTM Standards 1-5).
The learner will be able to simplify radicals having various indices and use a calculator to estimate roots of numbers (NCTM Standards 1-5).
The learner will be able to simplify radical expressions; rationalize the denominator of a fraction containing a radical expression; add, subtract, multiply, and divide radical expressions (NCTM Standards 1-5).
The learner will be able to solve problems by identifying and achieving sub-goals; write expressions with radical exponents in simplest radical form and vice versa; evaluate expressions in either exponential or radical form (NCTM Standards 1-5).
The learner will be able to solve equations containing radicals (NCTM Standards 1-5; La. Region IV V-A,B).
The learner will be able to simplify square roots containing negative radicals; solve quadratic equations that have pure imaginary solutions; add, subtract, and multiply complex numbers (NCTM Standards 1-5).
The learner will be able to simplify rational expressions containing complex numbers in the denominator (NCTM Standards 1-5).
The learner will be able to evaluate polynomial functions and identify general shapes of the graphs of polynomial functions (NCTM Standards 1-6).
The learner will be able to find factors of polynomials by using the factor theorem and synthetic division (NCTM Standards 1-5).
The learner will be able to find the number and type of zeros of a polynomial function (NCTM Standards 1-5, 14).
The learner will be able to identify all possible rational zeros of a polynomial function by using the rational zero theorem and find zeros of polynomial functions (NCTM Standards 1-5, 14).
The learner will be able to solve nonquadratic equations by using quadratic techniques (NCTM Standards 1-5, 14).
The learner will be able to find the composition of functions (NCTM Standards 1-6; La. Region IV IV-D).
The learner will be able to determine the inverse of a function or relation; graph functions and their inverses; and work backward to solve problems (NCTM Standards 1-6; La. Region IV IV-C).
Quadratic Functions
The learner will be able to write functions in quadratic form; graph quadratic functions; solve quadratic equations by graphing (NCTM Standards 1-6).
The learner will be able to solve problems bu using the guess-and-check strategy; solve quadratic equations by factoring (NCTM Standards 1-5; La. Region IV V-A).
The learner will be able to solve quadratic equations by completing the square (NCTM Standards 1-5; La. Region IV V-A).
The learner will be able to solve quadratic equations by using the quadratic formula; use discriminants to determine to determine the nature of the roots of quadratic equations (NCTM Standards 1-5; La. Region V-A).
The learner will be able to find the sum and product of the roots of quadratic equations; find a quadratic equation to fit a given condition (NCTM Standards 1-5).
The learner will be able to graph quadratic equations of the form y=a(x-h)2+k and determine the equation of a parabola by using points on its graph (NCTM Standards 1-6; La. Region IV IV-E).
The learner will be able to graph quadratic inequalities and solve quadratic inequalities in one variable (NCTM Standards 1-5; La. Region IV V-B).
Rational and Irrational Numbers
The learner will be able to simplify rational expressions and complex fractions (NCTM Standards 1-5).
The learner will be able to find the least common denominator of two or more algebraic expressions and add and subtract rational expressions (NCTM Standards 1-5).
The learner will be able to solve rational equations and inequalities (NCTM Standards 1-5).
Course Goals and Organization
In Algebra II, students continue the study of mathematics begun in Algebra I and Geometry. The course is designed to continue student preparation for college-level math classes, through the study of sets, real numbers, linear equations and inequalities in one variable, solving simultaneous two and three variable equations, functions and their graphs in the Cartesian coordinate system, quadratic equations and factoring, exponents, radicals, irrational and complex number systems, polynomials, matrices, and determinates. Many of the mathematical concepts developed in the class are critical to students’ success in Chemistry (generally taken concurrently with Algebra II) and Physics (taken in the senior year). The course is organized into units and specific performance objectives. In parenthesis following each objective are the corresponding state benchmarks and national standards, when applicable.
A. Mathematics Processes
1. The learner will review basic principles of Algebra I and Geometry, as well as general mathematical principles.
B. Number and Number Relations – students will demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. Students use estimation, mental arithmetic, number lines, graphs, appropriate models, manipulatives, calculators, and computers as they extend their investigations of problems involving real numbers.
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TLW identify and describe differences among natural numbers, whole numbers, integers, rational numbers, and irrational numbers. (N-1-H, N-2-H, N-3-H)
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TLW evaluate and write numerical expressions involving integer exponents. (N-2-H)
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TLW apply scientific notation to perform computations, solve problems, and write representations of numbers. (N-2-H)
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TLW distinguish between an exact and an approximate answer, and recognize errors introduced by the use of approximate numbers with technology. (N-3-H, N-4-H, N-7-H)
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TLW demonstrate computational fluency with all rational numbers (e.g. estimation, mental math, technology, paper/pencil). (N-5-H)
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TLW simplify and perform basic operations on numerical expressions involving radicals. (N-5-H)
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TLW use proportional reasoning to model and solve real-life problems involving direct and inverse variation. (N-6-H)
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TLW simplify and determine the value of radical expressions. (N-2-H, N-7-H)
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TLW predict the effect of operations on real numbers (e.g. the quotient of a positive number divided by a positive number less than 1 is greater than the original dividend). (N-3-H, N-7-H)
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TLW define sine, cosine, and tangent in ratio form and calculate them using technology. (N-6-H)
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TLW use ratios and proportional reasoning to solve a variety of real-life problems including similar figures and scale drawings. (N-6-H, M-4-H)
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TLW read, write, and perform basic operations on complex numbers. (N-1-H, N-5-H)
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TLW evaluate and perform basic operations on expressions containing rational exponents. (N-2-H)
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TLW describe the relationship between exponential and logarithmic equations. (N-2-H)
C. Algebra – In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations. Students use manipulatives, models, graphs, tables, technology, number sense, and estimation as they extend their investigations of problems involving the concepts and application of algebra.
1. TLW use order of operations to simplify or rewrite variable expressions. (A-1-H, A-2-H)
2. TLW model real-life situations using linear expressions, equations, and inequalities. (A-1-H, D-2-H, P-5-H)
3. TLW identify independent and dependent variables in real-life relationships (A-1-H)
4. TLW use equivalent forms of equations and inequalities to solve real-life problems. (A-1-H)
5. TLW evaluate polynomial expressions for given values of the variable. (A-2-H)
6. TLW translate between the characteristics defining a line (i.e. line, slope, intercepts, points) and both its equation and graph. (A-2-H, G-3-H)
7. TLW graph and interpret linear inequalities in one or two variables and systems of linear inequalities.
(A-2-H, A-4-H)
8. TLW translate among tabular, graphical, and algebraic representations of functions and real-life situations. (A-3-H, P-1-H, P-2-H)
9. TLW interpret and solve systems of linear equations using graphing, substitution, elimination, with and without technology, and matrices using technology. (A-4-H)
10. TLW write the equation of a line of best fit for a set of 2-variable real-life data presented in table or scatter plot form, with or without technology. (A-2=H, D-2-H)
11. TLW write the equation of a line parallel or perpendicular to a given line through a specific point. (A-3-H, G-3-H)
12. TLW translate and s how the relationships among non-linear graphs, related tables of values, and algebraic symbolic representations. (A-1-H)
13. TLW factor simple quadratic expressions including general trinomials, perfect squares, difference of two squares, and polynomials with common factors. (A-2-H)
14. TLW analyze functions based on zeros, asymptotes, and local and global characteristics of the function. (A-3-H)
15. TLW explain, using technology, how the graph of a function is affected by change of degree, coefficient, and constants in polynomial, rational, radical, exponential, and logarithmic functions. (A-3-H)
16. TLW categorize non-linear graphs and their equations as quadratic, cubic, exponential, logarithmic, step function, rational, trigonometric, or absolute value. (A-3-H, P-5-H)
17. TLW solve quadratic equations by factoring, completing the square, using the quadratic formula, and graphing. (A-4-H)
18. TLW model and solve problems involving quadratic, polynomial, exponential, logarithmic, step function, rational, and absolute value equations using technology. (A-4-H)
D. Measurement – In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement. Students use number sense, estimation, appropriate manipulatives, tools, and technology as they extend their investigations of problems involving measurement.
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TLW distinguish between precision and accuracy. (M-1-H)
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TLW demonstrate and explain how the scale of a measuring instrument determines the precision of that instrument. (M-1-H)
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TLW use significant digits in computational problems. (M-1-H, N-2-H)
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TLW demonstrate and explain how relative measurement error is compounded when determining absolute error. (M-1-H, M-2-H, M-3-H)
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TLW determine appropriate units and scales to use when solving measurement problems. (M-2-H, M-3-H, M-1-H)
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TLW solve problems using indirect measurement. (M-4-H)
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TLW find volume and surface area of pyramids, spheres, and cones. (M-3-H, M-4-H)
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TLW model and use trigonometric ratios to solve problems involving right triangles. (M-4-H, N-6-H)
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TLW calculate angle measures in degrees, minutes, and seconds. (M-1-H)
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TLW explain the unit circle basis for radian measure and show its relationship to degree measure of angles. (M-1-H)
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TLW identify and apply the unit circle definition to trigonometric functions and use this definition to solve real-life problems. (M-4-H)
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TLW use the Law of Sines and the Law of Cosines to solve problems involving triangle measurements. (M-4-H)
E. Geometry – In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their feelings. Students use number sense, estimation, models, drawings, manipulatives, and technology as they extend their investigations of problems involving geometric concepts.
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TLW use coordinate methods to solve and interpret problems (e.g. slope as rate of change, intercept as initial value, intersection as common solution, midpoint as equidistant). G-2-H, G-3-H)
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TLW graph a line when the slope and a point or when two points are known. (G-3-H)
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TLW explain slope as a representation of “rate of change”. (G-3-H, A-1-H)
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TLW perform translations and line reflections on the coordinate plane. (G-3-H)
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5. TLW construct 2- and 3-dimensional figures when given the name, description, or attributes, with and without technology. (G-1-H)
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TLW form and test conjectures concerning geometric relationships including lines, angles, and polygons (triangles, quadrilaterals, and n-gons) with and without technology. (G-1-H, G-4-H, G-6-H)
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TLW determine angle measurements using the properties or parallel, perpendicular, and intersecting lines in a plane. (G-2-H)
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TLW apply the Pythagorean theorem in both abstract and real-life settings. (G-2-H)
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TLW solve problems and determine measurements involving chords, radii, arcs, angles, secants, and tangents of a circle. (G-2-H)
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TLW develop and apply coordinate rules for translations and reflections of geometric figures. (G-3-H)
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TLW draw or use other methods, including technology, to illustrate dilations of geometric figures. (G-3-H)
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TLW represent and solve problems involving distance on a number line or in the plane. (G-3-H)
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TLW compare and contrast inductive and deductive reasoning approaches to justify conjectures and solve problems. (G-4-H, G-6-H)
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TLW determine angle measures and side lengths of right and similar triangles using trigonometric ratios and properties of similarity, including congruence. (G-5-H, M-4-H)
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TLW develop formal and informal proofs (Pythagorean theorem, flow charts, paragraphs. (G-6-H)
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TLW identify conic sections, including the degenerate conics, and describe the relationship of the plane and double-napped cone that forms each conic. (G-1-H)
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TLW represent translations, reflections, rotations, and dilations of plane figures using sketches, coordinates, vectors, and matrices. (G-3-H)
F. Data Analysis, Probability, and Discrete Math – In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions. Students use collection and organizational techniques, number sense, estimation, manipulatives, and technology as they extend their investigations of problems involving data.
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TLW determine the most appropriate measure of central tendency for a set of data based on its distribution. (D-1-H)
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TLW identify trends in data and support conclusions by using distribution characteristics as patterns, clusters, and outliers. (D-1-H, D-6-H, D-7-H)
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TLW create a scatter plot from a set of data and determine if the relationship is linear or nonlinear. (D-1-H, D-6-H, D-7-H)
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TLW use simulations to estimate probabilities. (D-3-H, D-5-H)
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TLW define probability in terms of sample spaces, outcomes, and events. (D-4-H)
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TLW computer probabilities using geometric models and basic counting techniques such as combinations and permutations. (D-4-H)
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TLW explain the relationship between the probability of an event occurring and the odds of an event occurring and compute one given the other. (D-4-H)
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TLW follow and interpret processes expressed in flow charts. (D-8-H)
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TLW show or justify the correlation (match) between a linear pr non-linear data set and a graph. (D-2-H, P-5-H)
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TLW determine the probability of conditional and multiple events, including mutually and non-mutually exclusive events. (D-4-H, D-5-H)
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TLW interpret and summarize a set of experimental data presented in a table, bar graph, line graph, scatter plot, matrix, or circle graph. (D-7-H)
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TLW draw and justify conclusions based on the use of logic (conditional statements, converse, inverse, contrapositive). (D-8-H, G-6-H, N-7-H)
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TLW use counting procedures and techniques to solve real-life problems. (D-9-H)
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TLW use discrete math to model real life situations. (D-9-H)
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TLW discuss the differences between samples and populations. (D-1-H)
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TLW devise and conduct well-designed experiments/surveys involving randomization and considering the effects of sample size and bias. (D-1-H)
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TLW correlate/match data sets or graphs and their representations and classify them as exponential, logarithmic, or polynomial functions. (D-2-H)
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TLW interpret and explain, with the use of technology, the regression coefficient and the correlation coefficient for a set of data. (D-2-H)
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TLW describe and interpret displays of normal and non-normal distributions. (D-6-H)
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TLW explain the limitations of predictions based on organized sample sets of data. (D-7-H)
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TLW represent data and solve problems involving Euler and Hamiltonian paths. (D-9-H)
G. Patterns, Relations, and Functions – In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations. Students use number sense, estimation, manipulatives, drawings, tables, graphs, formulas, and technology as they extend their investigations of problems involving patterns, relations, and functions.
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TLW determine if a relation is a function and use appropriate function notation. (P-1-H)
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TLW identify the domain and range of functions. (P-1-H)
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TLW analyze real-life relationships that can be modeled by linear functions. (P-1-H, P-5-H)
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TLW identify and describe the characteristics of families of linear functions, with and without technology. (P-3-H)
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TLW compare and contrast linear functions algebraically in terms of their rates of change and intercepts. (P-4-H)
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TLW explain how the graph of a linear function changes as the coefficients or constants are changed in the function’s symbolic representation. (P-4-H)
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TLW generalize and represent patterns symbolically, with and without technology. (P-1-H)
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TLW translate among tabular, graphical, and symbolic representations of patterns in real-life situations, with and without technology. (P-2-H, P-3-H, A-3-H)
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TLW model a given set of real-life data with a non-linear function. (P-1-H, P-5-H)
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TLW apply the concept of a function and function notation to represent and evaluate functions. (P-1-H, P-5-H)
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TLW represent and solve problems involving nth terms and sums for arithmetic and geometric series. (P-2-H)
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TLW compare and contrast the properties of families of polynomial, rational, exponential, and logarithmic functions, with and without technology. (P-3-H)
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TLW represent and solve problems involving the translation of functions in the coordinate plane. (P-4-H)
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TLW determine the family or families of functions that can be used to represent a given set of real-life data, with and without technology. (P-5-H)
A. Number and Number Relations – Students use estimation, mental arithmetic, number lines, graphs, appropriate models, manipulatives, calculators, and computers as they extend their investigations of problems involving real numbers.
1. TLW demonstrate an understanding of the real number system. (N-1-H) Textbook 9-5, 9-6, 13-1
2. TLW demonstrate that a number can be expressed in many forms, and select an appropriate form for a given situation (e.g., fractions, decimals, percents, and scientific notation) (N-2-H) Textbook 11-1, 12-3
3. TLW use number sense to estimate and determine if solutions are reasonable. (N-3-H) Textbook 17-1
4. TLW determine whether an exact or approximate answer is necessary. (N-4-H) Textbook 17-1
5. TLW select and use appropriate computational methods and tools for given situations (e.g., estimation, or exact computation using mental arithmetic, calculator, symbolic manipulator, or paper and pencil) (N-5-H) Textbook 15-6
6. TLW apply ratios and proportional thinking in a variety of situations (e.g., finding a missing term of a proportion) (N-6-H) Textbook 5-6, 5-7, 8-5
7. TLW justify reasonableness of solutions and verify results. (N-7-H) Textbook 4-6, 4-7
B. Algebra – students use manipulatives, models, graphs, tables, technology, number sense, and estimation as they extend their investigations of problems involving the concepts and application of algebra.
1. TLW demonstrate the ability to translate real-world situations (e.g., distance versus time relationships, population growth, growth functions for diseases, growth of minimum wage, auto insurance tables) into algebraic expressions, equations, and inequalities and vice versa. (A-1-H) Textbook throughout the course
2. TLW recognize the relationship between operations involving real numbers and operations involving algebraic expressions. (A-2-H) (Covered in Algebra I and reviewed throughout the course)
3. TLW use tables and graphs as tools to interpret algebraic expressions, equations, and inequalities. (A-3-H) Textbook 4-2, 4-6, 4-7, 11-4, 11-6
4. TLW solve algebraic equations and inequalities using a variety of techniques with the appropriate tools (e.g., hand-held manipulatives, graphing calculator, symbolic manipulator, or pencil and paper) Textbook 4-2, 4-6, 4-7, 6-3, 11-4, 11-6
C. Measurement – students use number sense, estimation, appropriate manipulatives, tools, and technology as they extend their investigations of problems involving measurement.
1. TLW select and use appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements. (M-1-H) Textbook 5-2, 5-8, 17-3
2. TLW demonstrate an intuitive of measurement (e.g., estimating and determining reasonableness of reasonableness of results as related to area, volume, mass, rate, and distance). (M-2-H) Textbook 5-2, 5-8, 17-3
3. TLW estimate, compute, and apply physical measurement using suitable units (e.g., calculate perimeter and area of plane figures, surface area and volume of solids, presented in real-world situations). (M-3-H) Covered in Geometry and reviewed throughout this course
4. TLW demonstrate the concept of measurement as it applies to real-world experiences. (M-4-H) Covered in Geometry and reviewed throughout this course
D. Geometry – Students use number sense, estimation, models, drawings, manipulatives, and technology as they extend their investigations of problems involving geometric concepts.
1. TLW identify, describe, compare, construct, and classify geometric figures in two and three dimensions using technology where appropriate to explore and make conjectures about geometric concepts and figures. (G-1-H) Textbook 5-2, 5-8
2. TLW represent and solve problems using geometric models and the properties of those models (e.g., Pythagorean Theorem or formulas involving radius, diameter, and circumference). (G-2-H) Textbook 5-2, 10-1)
3. TLW solve problems using coordinate methods, as well as synthetic and transformational methods (e.g., transform on a coordinate plane a design found in real-life situations). (G-3-H) Textbook 10-6
4. TLW use inductive reasoning to predict, discover, and apply geometric properties and relationships (e.g., patty paper constructions, sum of the angles in a polygon). (G-4-H) Textbook 12-8
5. TLW classify figures in terms of congruence and similarity and apply these relationships. (G-5-H) Textbook 10-6
6. TLW demonstrate deductive reasoning and mathematical justification (e.g., oral explanation, informal proof, and paragraph proof). (G-6-H) Textbook 5-2, 5-8
E. Data Analysis, Probability, and Discrete Math – Students use collection and organizational techniques, number sense, estimation, manipulatives, and technology as they extend their investigations of problems involving data.
1. TLW design and conduct statistical experiments that involve the collection, representation, and analysis of data in various forms. This analysis should reflect an understanding of factors such as sampling, bias, accuracy, and reasonableness of data. (D-1-H) Textbook 15-1, 15-2, 15-3
2. TLW recognize data that relate two variables as linear, exponential, or otherwise in nature (e.g., match a data set, linear or non-linear, to a graph and vice versa). (D-2-H) Textbook 15-1, 15-2, 15-3
3. TLW use simulations to estimate probabilities (lists and tree diagrams). (D-3-H) Textbook 14-4, 14-5, 14-6, 14-7, 14-8, 15-4
4. TLW demonstrate an understanding of the calculation of finite probabilities using permutations, combinations, sample spaces, and geometric figures. (D-4-H) Textbook 14-4, 14-5, 14-6, 14-7, 14-8, 15-4
5. TLW recognize events as dependent or independent in nature and demonstrate techniques for computing multiple-event probabilities. (D-5-H) Textbook 14-4, 14-5, 14-6, 14-7, 14-8, 15-4)
6. TLW recognize and answer questions about data that are normally or non-normally distributed. (D-6-H) Textbook 15-1, 15-2, 15-3
7. TLW make inferences from data that are organized in charts, tables, and graphs (pictorgraphs; bar, line, or circle graphs; stem-and-leaf plot or scatter plot). (D-7-H) Textbook 15-1, 15-2, 15-3
8. TLW use logical thinking procedures, such as flow charts, Venn diagrams, and truth tables. (D-8-H) Textbook 17-1
9. TLW use discrete math to model real-life situations (fair games or elections, map coloring, etc.). (D-9-H) Throughout the course
F. Patterns, Relations, and Functions – Students use number sense, estimation, manipulatives, drawings, tables, graphs, formulas, and technology as they extend their investigations of problems involving patterns, relations, and functions.
1. TLW model the concepts of variables, functions, and relations as they occur in the real world and use the appropriate notation and terminology. (P-1-H) Textbook 3-8, 4-1
2. TLW translate between tabular, symbolic, and graphic representations of functions. (P-2-H) Textbook 3-8, 4-1, 17-1
3. TLW recognize behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, use graphing technologies to represent them. (P-3-H) Textbook 3-3, 3-8, 4-1, 6-3, 11-2, 11-4
4. TLW analyze the effects of changes in parameters (e.g., coefficients and constants) on the graphs of functions, using technology whenever possible. (P-4-H) Textbook 4-2, 6-2, 6-3
5. TLW analyze real-world relationships that can be modeled by elementary functions. (P-5-H) Textbook 3-8, 4-1
Basic review
The learner will be able to review the major concepts learned in Algebra I and Algebra II.
The learner will be able to review the basics of geometry.
Relations, Functions, and Graphs
The learner will be able to determine whether a given relation is a function.
The learner will be able to identify the domain and range of any relation or function.
The learner will be able to perform operations with functions.
The learner will be able to find composite functions.
The learner will be able to find and recognize inverse functions.
The learner will be able to find zeros of linear functions.
The learner will be able to graph linear equations and inequalities.
The learner will be able to find the distance between two points and the slope of a line through two points.
The learner will be able to prove geometric theorems involving slope, distance, and midpoints analytically.
The learner will be able to write linear equations using slope-intercept form.
The learner will be able to write linear equations using point-slope form.
The learner will be able to write equations of parallel and perpendicular lines and prove geometric theorems involving parallel and perpendicular lines analytically.
The learner will be able to solve systems of equations graphically and algebraically.
The learner will be able to add, subtract, and multiply matrices.
The learner will be able to evaluate determinants; find inverses of matrices; and solve systems of equations by using inverses of matrices.
The learner will be able to solve systems of equations by using matrices.
The learner will be able to find the maximum or minimum value of a function defined for a polygonal convex set.
The learner will be able to use linear programming procedures to solve problems and recognize situations where exactly one solution to a linear programming problem may not exist.
The learner will be able to identify symmetrical graphs and use symmetry to complete a graph, as well as identify an odd function and an even function.
The learner will be able to identify the graphs of simple polynomial functions, absolute value functions, and step functions and sketch the graphs of these functions.
The learner will be able to determine the inverse of a relation or function and graph a function and its inverse.
The learner will be able to determine horizontal, vertical, and slant asymptotes and graph rational functions.
The learner will be able to graph polynomial, absolute value, and radical inequalities.
The learner will be able to find the derivative of a function and find the slope and the equation of a line tangent to the graph of a function at a given point.
The learner will be able to find the critical points of the graph of a polynomial function and determine if each is a minimum, maximum, or point of inflection.
The learner will be able to determine the continuity or discontinuity of functions and identify the end behavior of graphs.
The learner will be able to find the derivative of a function and find the slope and the equation of a line tangent to the graph of a function at a given point.
The learner will be able to find the critical points of the graph of a polynomial function and determine if each is a minimum, maximum, or point of inflection.
The learner will be able to determine continuity and discontinuity of functions and identify the end behavior of graphs.
Trigonometry
The learner will be able to change from radian to degree measure and vice versa; find angles that are conterminal with a given angle; and find the reference angle for a given angle.
The learner will be able to find the length of an arc, given the measure of the central angle; find the linear and angular velocities; find the area of a sector.
The learner will be able to find the values of the six trigonometric functions of an angle in standard position given a point on its terminal side.
The learner will be able to find the exact values for the six trigonometric functions of special angles and find decimal approximations for the values of the trigonometric functions of any angle.
The learner will be able to solve right triangles.
The learner will be able to determine whether a triangle has zero, one, or two solutions and solve triangles by using the law of sines.
The learner will be able to solve triangles using the law of cosines.
The learner will be able to find the area of triangles.
The learner will be able to use graphs of the trigonometric functions.
The learner will be able to find the amplitude, period, and phase shift for a trigonometric function and write equations of trigonometric functions given the amplitude, period, and phase shift.
The learner will be able to graph various trigonometric functions.
The learner will be able to find principle values of inverse trigonometric functions.
The learner will be able to identify and use reciprocal identities, quotient identities, Pythagorean identities, and symmetry identities.
The learner will be able to use the basic trigonometric identities to verify other identities and find numerical values of trigonometric functions.
The learner will be able to use the sum and difference identities for sine, cosine, and tangent functions.
The learner will be able to use the double- and half-angle identifies for the sine, cosine, and tangent functions.
Advanced functions and graphing
The learner will be able to graph polar coordinates and simple polar equations.
The learner will be able to graph polar equations.
The learner will be able to convert form polar coordinates to rectangular coordinates and vice versa.
The learner will be able to use the properties of exponents and evaluate and simplify expressions containing rational exponents.
The learner will be able to evaluate expressions with irrational exponents; graph exponential functions; and graph exponential inequalities.
The learner will be able to use the exponential function y=ex.
The learner will be able to evaluate expressions using logarithms, solve equations involving logarithms, and graph logarithmic functions and inequalities.
Discrete Mathematics
The learner will be able to draw, analyze, and use bar graphs and histograms and organize data into a frequency distribution table.
The learner will be able to find the mean, mode, and median of a set of data and find the mean and median of data organized in a stem-and-leaf plot or a frequency distribution table.
The learner will be able to find the mean deviation, semi-interquartile range, and standard deviation of a set of data and organize and compare data using box-and-whisker plots.
The learner will be able to use the normal distribution curve.
Course Description
Students will learn the use of math in everyday living including the areas of income, purchasing, savings, loans, automobile ownership, housing, income taxes, and insurance. The course builds on the basic concepts developed in Algebra and Geometry. Students use multiple representations, applications and modeling, justification and proof, and computation in problem-solving contexts.
Course Objectives
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The student will calculate total time worked from a timecard.
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The student will calculate regular time and overtime pay, total pay for piecework, gross pay based on hourly wages plus tips, salary, straight commission, and salary plus commission.
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The student will compute net pay, taking into account federal, state, and local taxes, Social Security, and any miscellaneous deductions.
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The student will prepare a budget for a given income on a weekly, monthly, and annual basis.
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The student will identify and compare various pay periods.
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The student will explore and compare various methods of personal record keeping.
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The student will demonstrate an awareness of how income and personal goals affect financial planning and decisions.
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The student will compare various banking institutions (banks, credit unions, and savings and loans) and services provided by each.
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The student will describe the process of opening a checking and/or savings account, making deposits, and making withdrawals.
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The student will reconcile a checking account, given a sample bank statement and a check register.
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The student will determine the percentage of income available for monthly rent or mortgage payment.
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The student will investigate the costs associated with renting, such as required deposits and renter’s insurance premium.
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The student will compute the amount of down payment required to purchase a home and the price that can be afforded for a given income.
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The student will calculate monthly mortgage payment and monthly escrow amount.
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The student will calculate total interest paid on a loan.
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The student will estimate the closing costs associated with buying a house.
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The student will compute utility costs.
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The student will compare and contrast efficiency ratings for large and small appliances.
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The student will determine services available from local telephone companies and related costs.
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The student will determine services available from long distance telephone companies and related costs.
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The student will compare services and related cost of cable and Internet companies.
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The student will identify advantages and disadvantages of property ownership.
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The student will solve problems related to taxes by computing state, federal, and local income taxes, property taxes, Social Security tax, and estate and inheritance taxes.
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The student will discuss different types of taxes and how the funds are used.
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The student will complete federal (1040EZ and 1040A) and state income tax forms for given data.
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The student will identify various means used to sell products and services, such as advertising and promotions.
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The student will explore instances of deceptive advertising, deceptive packaging, hard-sell tactics, and masked credit practices (rent-to-own, deferred interest, etc.).
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The student will compute sales tax, total purchase price, and change received in a cash purchase.
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The student will examine advantages and disadvantages of extended warranties.
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The student will calculate discount, successive discounts, and sale price of an item.
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The student will compare unit prices to do comparison-shopping and determine the better buy.
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The student will fill out a catalog order form and calculate the total cost.
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The student will compare various credit plans (including layaway) to determine best choice for the specific need.
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The student will compute the finance charge for a charge account/credit card by unpaid-balance method and average-daily-balance method.
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The student will calculate the finance charge and monthly payment on an installment plan.
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The student will explain advantages and disadvantages of using a credit card.
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The student will calculate costs related to buying and owning a car, including various types of insurance.
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The student will explain advantages and disadvantages of owning or leasing a vehicle.
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The student will compare and contrast savings accounts, money market accounts, certificates of deposit, savings bonds, stocks, and IRAs.
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The student will identify sources of retirement income and maps out a sample plan for retirement income.
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The student will solve problems related to the purchase of, deposits made to, and withdrawals from savings accounts, money market accounts, certificates of deposit, savings bonds, stocks, and IRAs.
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The student will calculate simple and compound interest.
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The student will compare different kinds of life insurance and calculate premiums.
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The student will compute health insurance premiums and expenses incurred when a claim is filed.
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The student will compute monthly retirement benefits from Social Security.
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The student will compute annual pension from a retirement plan.
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The student will investigate other forms of insurance, such as dental, disability, automobile, and accidental death.
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The student will compare different lending institutions with respect to services, costs, and types of loans.
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The student will compute interest and service charge for various types of loans.
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The student will explain how a person’s credit rating is established and how it affects a person’s ability to obtain loans.
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The student will identify resources and procedures in the event of financial difficulty.
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The student will interpret rights and responsibilities involved with leases, warranties, guarantees, and sales contracts.
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The student will identify agencies that deal with consumer problems.
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The student will compare cost of various forms of transportation and lodging.
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The student will select a leisure-time activity and investigate related expenses.
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The student will plan a vacation using a given amount of money.
Not available at this time.
Functions and their graphs
The learner will be able to decide whether relations between two variables are functions; use function notation and evaluate functions; find the domains of functions; and use functions to model and solve real-life problems.
The learner will be able to use the Vertical Line Test for functions; find the zeros of functions; determine intervals on which functions are increasing or decreasing; identify and graph linear functions; identify and graph step functions and other piecewise-defined functions; identify even and odd functions.
The learner will be able to recognize graphs of common functions; use vertical and horizontal shifts to sketch graphs of functions; use reflections to sketch graphs of functions; and use non-rigid transformations to sketch graphs of functions.
The learner will be able to add, subtract, multiply, and divide functions; find compositions of one function with another function; and use combinations of functions to model and solve real-life problems.
The learner will be able to verify that two functions are inverses of each other; use the graph of a function to decide whether the function has an inverse; and find inverse functions analytically.
The learner will be able to use mathematical models to approximate sets of data points; write mathematical models for direct variation; write mathematical models for direct variation as an nth power; write mathematical models for inverse variation; write mathematical models for joint variation; and use the least squares regression feature of a graphing utility to find mathematical models.
The learner will be able to analyze graphs of quadratic functions; write quadratic functions in standard form and use the results to sketch graphs of quadratic functions; and use quadratic functions to model and solve real-life problems.
The learner will be able to sketch graphs of polynomial functions; determine the end behavior of graphs of polynomial functions using the Leading Coefficient Test; use zeros of polynomial functions as sketching aids.
The learner will be able to divide polynomials using long division; use synthetic division to divide polynomials by binomials of the form (x-k); and use the Remainder Theorem and Factor Theorem.
The learner will be able to use the imaginary unit i to write complex numbers; add, subtract, and multiply complex numbers; use complex conjugates to divide complex numbers; find complex solutions of quadratic equations.
The learner will be able to understand and use the Fundamental Theorem of Algebra; find all zeros of a polynomial function; and write a polynomial function with real coefficients, given its zero.
The learner will be able to find the domains of rational functions; find the horizontal and vertical asymptotes of graphs of rational functions; analyze and sketch graphs of rational functions; sketch graphs of rational functions that have slant asymptotes; and use rational functions to model and solve real-life problems.
Calculus Applications
The learner will be able to understand what calculus is and how it compares to precalculus; understand that the tangent line problem is basic to calculus; and understand that the area problem is also basic to calculus.
The learner will be able to estimate a limit using a numerical or graphical approach; learn different ways that a limit can fail to exist; and study and use a formal definition of a limit.
The learner will be able to evaluate a limit using properties of limits; develop and use a strategy for finding limits; evaluate a limit using cancellation and rationalization techniques; evaluate a limit using the Squeeze Theorem.
The learner will be able to determine continuity at a point and continuity on an open interval; determine one-sided limits and continuity of a closed interval; use properties of continuity; and understand and use the Intermediate Value Theorem.
The learner will be able to determine infinite limits form the left and from the right and find and sketch the vertical asymptotes of the graph of a function.
The learner will be able to find the slope of the tangent line to a curve at a point; use the limit definition to find the derivative of a function; and understand the relationship between differentiability and continuity.
The learner will be able to use derivatives to find rates of change and find the derivative of a function using the Constant Rule, Power Rule, Constant Multiple Rule, and Sum and Difference Rule.
The learner will be able to find a higher-order derivative of a function and find the derivative of a function using Product and Quotient Rules.
The learner will be able to simplify the derivative of a function using algebra; find the derivative of a composite function using the Chain Rule; and find the derivative of a function using the General Power Rule.
The learner will be able to distinguish between functions written in implicit form and explicit form and use implicit differentiation to find the derivative of a function.
The learner will be able to find a related rate and use related rate to solve real-life problems.
The learner will be able to understand the definition of extrama of a function on an interval; understand the definition of relative extrema of a function on an open interval; and find extrema on a closed interval.
The learner will be able to understand and use Rolle's Theorem and the Mean Value Theorem.
The learner will be able to determine intervals on which function is increasing or decreasing and apply the First Derivative Test to find relative extrema of a function.
The learner will be able to determine intervals on which a function is concave upward or concave downward; find any points of inflection of the graph of a function; and apply the Second Derivative Test to find relative extrema of a function.
The learner will be able to determine finite limits at infinity; determine the horizontal asymptotes, if any, of the graph of a function; and determine infinite limits at infinity.
The learner will be able to analyze and sketch the graph of a function.
The learner will be able to use calculus to solve applied minimum and maximum problems.
The learner will be able to understand the concept of a tangent line approximation; compare the value of the differential, dy, with the actual change in y; estimate a propagated error using a differential; and find the differential of a function using differentiation formulas.
The learner will be able to write the general solution of a diferential equation; use indefinite integral notation for antiderivatives; use basic integration rules to find antiderivatives; and find a particular solution of a differential equation.
The learner will be able to use sigma notation to write and evaluate a sum; understand the concept of area; use rectangle to approximate the area of a plane region; and find the area of a plane region using limits.
The learner will be able to understand the definition of a Riemann sum; evaluate a definite integral using limits; and evaluate a definite integral using properties of definite integrals.
The learner will be able to evaluate a definite integral using the Fundamental Theorem of Calculus; understand and use the Mean Value Theorem for Integrals; find the average value of a function over a closed interval; and understand and use the Second Fundamental Theorem of Calculus.
The learner will be able to use pattern recognition to evaluate an indefinite integral; use a change of variables to evaluate an indefinite integral; use the General Power Rule for Integration to evaluate an indefinite integral; use a change of variables to evaluate a definite integral; and evaluate a definite integral involving an even or odd function.
The learner will be able to approximate a definite integral using the Trapezoidal Rule or Simpson's Rule and analyze the approximate error in the Trapezoidal Rule and in Simpson's Rule.
The learner will be able to differentiate and integrate natural exponential functions.
The learner will be able to find derivatives of functions involving the natural logarithmic function and use logarithms as an aid in differentiating nonlogarithmic functions.
The learner will be able to use the Log Rule for Integration to integrate a rational function.
The learner will be able to use separation of variables to solve a simple differential equation and use exponential functions to model growth and decay in applied problems.
The learner will be able to determine the limits of trigonometric functions.
The learner will be able to find and use the derivatives of the sine and cosine functions; find and use the derivatives of other trigonometric functions; and apply the first Derivative Test to find the minima and maxima of a function.
The learner will be able to integrate trigonometric functions using trigonometric identities and u-substitutes and use integrals to find the average value of a function.
The learner will be able to differentiate an inverse trigonometric function and review the basic differentiation formulas for elementary functions.
The learner will be able to integrate functions whose antiderivatives involve inverse trigonometric functions; use the method of completing the square to integrate a function; and review the basic integration formulas involving elementary functions.
The learner will be able to develop properties of hyperbolic functions; differentiate and integrate hyperbolic functions; develop properties of inverse hyperbolic functions; and differentiate and integrate functions involving inverse hyperbolic functions.
Introduction to Sports Medicine
Health and Physical Education Curriculum
Department Goals
Physical education courses are designed to increase the student’s awareness of the importance of physical activity in creating a healthy lifestyle. Students are encouraged through physical activity to increase their fitness level. Emphasis is placed not only on participation in team sports and exercise, but in increasing awareness and participation in lifetime sports and skills that will be available to them as adults. Students are required to complete a one-semester course in PE during their freshman year, as well as a one-semester course in Health, and a full-year PE course in the sophomore year. In addition to the two required courses, electives are offered in the 11th and 12th grade allowing students to schedule PE III-IV or Athletic PE.
Health
Course Goals
The Health course seeks to provide adolescents with the knowledge, skills, and understanding necessary to function in ways that enhance their immediate and long-term health. Health education promotes the completion of the developmental tasks necessary to move from adolescence to adulthood in ways that enhance health. Students develop and gain a health background that can be used throughout their entire lives.
Course Objectives
Unit I – Concepts and strategies related to health promotion and accident and disease prevention and treatment
Students will analyze the impact of behavior on health maintenance and disease prevention.
Students will identify the causes, symptoms, treatment and prevention of various diseases and disorders, including cardiovascular diseases, STDs, communicable illnesses, and eating disorders.
Students will identify the causes, symptoms, treatment, and prevention of accidental injuries.
Students will list and explain the steps involved in Cardio-Pulmonary Resuscitation and will demonstrate those steps through CPR training.
Students will describe the interrelationships between mental, emotional, social, and physical health as exhibited throughout their life span.
Students will explain the impact of personal health behaviors on the functioning of body systems.
Students will describe the influence of family, peers, and the community on the health of individuals.
Students will evaluate environmental influences on the health of individuals in their home, community, and world.
Unit II – Health information and health-promoting products and services
Students will evaluate the validity of health information, products, and services using a variety of resources.
Students will identify factors that influence personal selection of health products and services.
Students will identify school and community health services available for self and others.
Students will analyze the cost and accessibility of health care products and services.
Students will examine mental, social, and physical conditions requiring professional health services (e.g., obesity, eating disorders, suicidal tendencies, depression, drug/alcohol abuse, diabetes, heart attack, burns, etc.).
Unit III – Practicing positive health behaviors and reducing health risks
Students will describe the role of individual responsibility for enhancing health by analyzing the short-term and long-term consequences of behaviors throughout the life span, including safe, high-risk, and harmful behaviors.
Students will demonstrate the ability to use critical thinking when making decisions related to health needs and risks of young adults.
Students will evaluate a personal health survey to determine strategies for health enhancement and risk reduction.
Students will develop strategies to improve or maintain health and safety on personal, family, community, and world levels.
Students will demonstrate ways to reduce threatening situations to avoid violence.
Students will design strategies to manage stress.
Unit IV – The influence of the media, technology, economy, culture, and other factors on health
Students will investigate how cultural diversity and economy enrich and challenge health behaviors.
Students will evaluate the impact of technology and medial on personal, family, community, and world health.
Students will explain how information from peers, family, and community influence health.
Unit V – Individual and interpersonal communication skills necessary to enhance health
Students will demonstrate effective communication skills and identify the impact of communication on relationships with family, peers, and others.
Students will demonstrate positive, effective methods of expressing needs, wants, feelings, care, consideration, and respect for self and others.
Students will identify strategies for solving intrapersonal and interpersonal conflicts without harming self or others.
Students will identify the possible causes of conflict in schools, families, and communities.
Students will plan and demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations.
Students will identify personal goals for improving or maintaining lifelong personal health.
Students will formulate a plan and evaluate the progress for attaining personal health goals.
Unit 6 – Advocating personal, family, and community health
Students will predict immediate and long-term impacts of health decisions on individuals, families, and communities.
Students will effectively communicate concerns and information about immediate and/or long-term impacts of health decisions in order to influence others.
Students will identify effective strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues using refusal skills, assertiveness, problem-solving, and communication skills.
Students will demonstrate techniques that influence and support others in making positive health choices through positive peer pressure.
Students will demonstrate the ability to work cooperatively when advocating for health communities and environments.
Physical Education I: In this one-semester course that is scheduled with Health, opportunities are provided for students to become involved in both individual and team-based sports. Accompanying the progression of basic skills in such sports are programs designed to enhance the development of physical fitness. These activities make a valuable contribution to the student’s overall health and well-being. All students are eligible to participate in the “Presidential Fitness Test Program”. Activities included in PE I include flag football, fitness testing, first aid, volleyball, and track and field. Students are directed toward individual competency in skill, knowledge, and attitude in these particular areas.
Unit I – Movement
Students will demonstrate proficiency in applying advanced skills, strategies, and rules for specific activities that require advanced eye/body coordination and high levels of strategy.
Students will be introduced to outdoor and lifelong leisure pursuits.
Students will demonstrate knowledge of the rules and regulations governing play in common team sports.
Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in team sports.
Students will demonstrate knowledge of the rules and regulations governing play in individual sports such as tennis.
Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in individual sports.
Unit II – Learning and development of motor skills
Students will synthesize previously learned skills and incorporate them into dynamic physical activity settings.
Students will identify and apply critical elements to enable the development of movement competence/proficiency through the use of strength training, weight-lifting, and exercise.
Unit III – Physically active lifestyle
Students will utilize available community resources to promote an active lifestyle and develop strategies to deal with participation that will occur over their lifespan.
Students will participate in lifetime recreational activities designed to increase fitness components.
Students will participate regularly in physical activities that contribute to improves physical fitness and wellness.
Unit IV – Health-enhancing level of physical fitness
Students will participate in a variety of health-enhancing physical activities in both school and non-school settings.
Students will identify and evaluate personal physiological responses to exercise (i.e., body responses before, during and after exercise through monitoring heart rate, recovery time, etc.).
Students will design health-related fitness programs based on accurately assessed fitness profiles.
Unit V – Responsible personal and social behavior in physical activity settings
Students will demonstrate safe and appropriate use and care of equipment and facilities.
Students will identify the inherent risks associated with physical activity in extreme environments and methods useful in preventing injuries in those situations (i.e., safety techniques to prevent dehydration, over-exertion, heat exhaustion, hypothermia, etc.).
Students will initiate and model interdependent personal behaviors in physical activity settings.
Unit VI – Understanding and respect for differences in physical activity settings.
Students will explore how age, gender, ethnicity, culture, and economic status affect physical activity selection and participation.
Students will develop and integrate strategies for inclusion of all in physical activities, regardless of age, gender, ethnicity, culture, economic status and level of physical fitness.
Unit VII – Opportunity for enjoyment, challenge, self-expression, and social interaction
Students will participate for enjoyment in a variety of physical activities in competitive and recreational settings.
Students will identify participation factors that contribute to enjoyment and achievement of a team.
Students will identify positive aspects of participation in several different physical and social activities with others (such as jogging, dancing, walking, and other recreational activities).
Students will illustrate the benefits of physical education on social and emotional well-being, for example explaining how physical activities can lead to relaxation and relieve stress.
Unit VIII – First aid and CPR
Students will identify the causes, symptoms, treatment, and prevention of accidental injuries.
Students will list and explain the steps involved in Cardio-Pulmonary Resuscitation and will demonstrate those steps through CPR training.
Physical Education II: This course continues the broad concepts developed in PE I and also offers a variety of team and individual acitivites, as well as provides an introduction to lifetime sports. The goal is to enable students to participate in activities adults are likely to pursue and enjoy as leisure sports. Physical fitness is again included at this level. Activities in PE II include bone/muscle/weight conditioning; badminton; archery; fitness testing; tinikling, field hockey, running, soccer, CPR, and softball.
Unit I – Movement
Students will demonstrate proficiency in applying advanced skills, strategies, and rules for specific activities that require advanced eye/body coordination and high levels of strategy.
Students will be introduced to outdoor and lifelong leisure pursuits.
Students will demonstrate knowledge of the rules and regulations governing play in common team sports.
Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in team sports.
Students will demonstrate knowledge of the rules and regulations governing play in individual sports such as tennis.
Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in individual sports.
Unit II – Learning and development of motor skills
Students will synthesize previously learned skills and incorporate them into dynamic physical activity settings.
Students will identify and apply critical elements to enable the development of movement competence/proficiency through the use of strength training, weight-lifting, and exercise.
Unit III – Physically active lifestyle
Students will utilize available community resources to promote an active lifestyle and develop strategies to deal with participation that will occur over their lifespan.
Students will participate in lifetime recreational activities designed to increase fitness components.
Students will participate regularly in physical activities that contribute to improves physical fitness and wellness.
Unit IV – Health-enhancing level of physical fitness
Students will participate in a variety of health-enhancing physical activities in both school and non-school settings.
Students will identify and evaluate personal physiological responses to exercise (i.e., body responses before, during and after exercise through monitoring heart rate, recovery time, etc.).
Students will design health-related fitness programs based on accurately assessed fitness profiles.
Unit V – Responsible personal and social behavior in physical activity settings
Students will demonstrate safe and appropriate use and care of equipment and facilities.
Students will identify the inherent risks associated with physical activity in extreme environments and methods useful in preventing injuries in those situations (i.e., safety techniques to prevent dehydration, over-exertion, heat exhaustion, hypothermia, etc.).
Students will initiate and model interdependent personal behaviors in physical activity settings.
Unit VI – Understanding and respect for differences in physical activity settings.
Students will explore how age, gender, ethnicity, culture, and economic status affect physical activity selection and participation.
Students will develop and integrate strategies for inclusion of all in physical activities, regardless of age, gender, ethnicity, culture, economic status and level of physical fitness.
Unit VII – Opportunity for enjoyment, challenge, self-expression, and social interaction
Students will participate for enjoyment in a variety of physical activities in competitive and recreational settings.
Students will identify participation factors that contribute to enjoyment and achievement of a team.
Students will identify positive aspects of participation in several different physical and social activities with others (such as jogging, dancing, walking, and other recreational activities).
Students will illustrate the benefits of physical education on social and emotional well-being, for example explaining how physical activities can lead to relaxation and relieve stress.
Unit VIII – First aid and CPR
Students will identify the causes, symptoms, treatment, and prevention of accidental injuries.
Students will list and explain the steps involved in Cardio-Pulmonary Resuscitation and will demonstrate those steps through CPR training.
Athletic PE: This course is an advanced physical education course for those students who wish to develop and maintain a high level of fitness and conditioning as it relates to the competitive sports program at TCH. Students participate in a year-long program of weight-lifting, running, and selected drills designed to develop or enhance agility, speed, and quickness. Athletic PE is offered to students who participate in interscholastic competition on the football, basketball, track and field, softball, and baseball teams at Teurlings.
Unit I – Movement
Students will demonstrate proficiency in applying advanced skills, strategies, and rules for specific activities that require advanced eye/body coordination and high levels of strategy.
Students will be introduced to outdoor and lifelong leisure pursuits.
Students will demonstrate knowledge of the rules and regulations governing play in common team sports.
Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in team sports.
Students will demonstrate knowledge of the rules and regulations governing play in individual sports such as tennis.
Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in individual sports.
Unit II – Learning and development of motor skills
Students will synthesize previously learned skills and incorporate them into dynamic physical activity settings.
Students will identify and apply critical elements to enable the development of movement competence/proficiency through the use of strength training, weight-lifting, and exercise.
Unit III – Physically active lifestyle
Students will utilize available community resources to promote an active lifestyle and develop strategies to deal with participation that will occur over their lifespan.
Students will participate in lifetime recreational activities designed to increase fitness components.
Students will participate regularly in physical activities that contribute to improves physical fitness and wellness.
Unit IV – Health-enhancing level of physical fitness
Students will participate in a variety of health-enhancing physical activities in both school and non-school settings.
Students will identify and evaluate personal physiological responses to exercise (i.e., body responses before, during and after exercise through monitoring heart rate, recovery time, etc.).
Students will design health-related fitness programs based on accurately assessed fitness profiles.
Unit V – Responsible personal and social behavior in physical activity settings
Students will demonstrate safe and appropriate use and care of equipment and facilities.
Students will identify the inherent risks associated with physical activity in extreme environments and methods useful in preventing injuries in those situations (i.e., safety techniques to prevent dehydration, over-exertion, heat exhaustion, hypothermia, etc.).
Students will initiate and model interdependent personal behaviors in physical activity settings.
Unit VI – Understanding and respect for differences in physical activity settings.
Students will explore how age, gender, ethnicity, culture, and economic status affect physical activity selection and participation.
Students will develop and integrate strategies for inclusion of all in physical activities, regardless of age, gender, ethnicity, culture, economic status and level of physical fitness.
Unit VII – Opportunity for enjoyment, challenge, self-expression, and social interaction
Students will participate for enjoyment in a variety of physical activities in competitive and recreational settings.
Students will identify participation factors that contribute to enjoyment and achievement of a team.
Students will identify positive aspects of participation in several different physical and social activities with others (such as jogging, dancing, walking, and other recreational activities).
Students will illustrate the benefits of physical education on social and emotional well-being, for example explaining how physical activities can lead to relaxation and relieve stress.
Unit VIII – First aid and CPR
Students will identify the causes, symptoms, treatment, and prevention of accidental injuries.
Students will list and explain the steps involved in Cardio-Pulmonary Resuscitation and will demonstrate those steps through CPR training.
Physical Education III-IV: The PE III-IV courses are designed for students who are not participating in organized sports at TCH. Students participate in activities designed to increase their physical fitness and ability to participate in lifetime sports and physical activity. Activities in PE III-IV include golf, CPR, badminton, pickleball, flag football, weights and conditioning, tennis, and board games.
Unit I – Movement
Students will demonstrate proficiency in applying advanced skills, strategies, and rules for specific activities that require advanced eye/body coordination and high levels of strategy.
Students will be introduced to outdoor and lifelong leisure pursuits.
Students will demonstrate knowledge of the rules and regulations governing play in common team sports.
Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in team sports.
Students will demonstrate knowledge of the rules and regulations governing play in individual sports such as tennis.
Students will demonstrate proficiency, according to their personal fitness level and ability, in the skills necessary to participate in individual sports.
Unit II – Learning and development of motor skills
Students will synthesize previously learned skills and incorporate them into dynamic physical activity settings.
Students will identify and apply critical elements to enable the development of movement competence/proficiency through the use of strength training, weight-lifting, and exercise.
Unit III – Physically active lifestyle
Students will utilize available community resources to promote an active lifestyle and develop strategies to deal with participation that will occur over their lifespan.
Students will participate in lifetime recreational activities designed to increase fitness components.
Students will participate regularly in physical activities that contribute to improves physical fitness and wellness.
Unit IV – Health-enhancing level of physical fitness
Students will participate in a variety of health-enhancing physical activities in both school and non-school settings.
Students will identify and evaluate personal physiological responses to exercise (i.e., body responses before, during and after exercise through monitoring heart rate, recovery time, etc.).
Students will design health-related fitness programs based on accurately assessed fitness profiles.
Unit V – Responsible personal and social behavior in physical activity settings
Students will demonstrate safe and appropriate use and care of equipment and facilities.
Students will identify the inherent risks associated with physical activity in extreme environments and methods useful in preventing injuries in those situations (i.e., safety techniques to prevent dehydration, over-exertion, heat exhaustion, hypothermia, etc.).
Students will initiate and model interdependent personal behaviors in physical activity settings.
Unit VI – Understanding and respect for differences in physical activity settings.
Students will explore how age, gender, ethnicity, culture, and economic status affect physical activity selection and participation.
Students will develop and integrate strategies for inclusion of all in physical activities, regardless of age, gender, ethnicity, culture, economic status and level of physical fitness.
Unit VII – Opportunity for enjoyment, challenge, self-expression, and social interaction
Students will participate for enjoyment in a variety of physical activities in competitive and recreational settings.
Students will identify participation factors that contribute to enjoyment and achievement of a team.
Students will identify positive aspects of participation in several different physical and social activities with others (such as jogging, dancing, walking, and other recreational activities).
Students will illustrate the benefits of physical education on social and emotional well-being, for example explaining how physical activities can lead to relaxation and relieve stress.
Unit VIII – First aid and CPR
Students will identify the causes, symptoms, treatment, and prevention of accidental injuries.
Students will list and explain the steps involved in Cardio-Pulmonary Resuscitation and will demonstrate those steps through CPR training.
Introduction to Sports Medicine
Not available at this time.
Human Anatomy and Physiology Honors
Content Standards, as well as standards for the American College Test administered to all students entering Louisiana colleges and universities. In addition standards developed by the education departments in the states of California, Florida, and Texas are incorporated into the TCH curriculum.
PHILOSOPHY OF SCIENCE EDUCATION
Science education in Louisiana must prepare students to become informed citizens who have acquired the necessary scientific and technological knowledge and skills to function responsibly in the global community of the 21st century. It is essential that everyone involved in science education provide an opportunity for all students to become scientifically literate and reflective of the inherent nature of scientific knowledge, methods, and processes. Scientific knowledge should be constructed through a hands-on/minds-on approach with overarching concepts that connect the sciences and other disciplines. Methodology and teaching strategies should be inquiry-based and include hands-on/minds-on activities. Assessment should reflect this inquiry-based curriculum and instruction and be used to improve teaching and learning. It is the responsibility of the entire community to be involved in science education reform efforts. This widespread involvement should encourage students of this state to become life-long learners.
NATURE OF SCIENCE
Science is a way of thinking and a system of knowledge that uses reason, observation, experimentation, and imagination. The goal of science is to describe, explain, and predict natural phenomena and processes. Science shares some characteristics with other forms of scholarly inquiry, but it is unique in several important ways. Science attempts to meet the criteria of testability, objectivity, and consistency. Scientific information is continuously open to review and modification; science is not a static body of knowledge. One of the functions of science education is to teach students to understand scientific information and the processes by which it was derived. Science is a complex social activity. Scientific knowledge is generated not only by individuals but also by scientists who work cooperatively in laboratories and in the field. For scientific ideas to become widely accepted, peers must review, analyze, and critique results through journal articles, replication of experiments, and presentations at professional meetings. This process has implications for the way science is taught. It suggests the importance of working in cooperative groups, recording and presenting laboratory and field results, debating issues, and posing new questions based on current findings. Scientists generally work with theories, which are explanations or predictions drawn from analyses of past scientific results. Investigations of the validity of a theory may take many different forms, including observing, collecting specimens and data for analysis, and conducting experiments. Few scientists actually follow the orderly steps of what is known as the "scientific method." Instead, they may omit, move, or augment one or more of these steps. Scientists' explanations about what happens in the world come partly from what they observe and partly from what they infer; sometimes scientists have different explanations for the same set of observations. Scientists also use their imaginations to consider possible causes or outcomes: A number of scientific discoveries have been based on a scientist’s idea, which was then tested for validity. It is always important for scientists to consider their own biases or preconceptions and to seek to eliminate these from their work.
UNIFYING CONCEPTS AND PROCESSES
Science, mathematics, and technology are crosscut by big ideas that transcend disciplinary boundaries. They are useful in teaching as a means of organizing science content in ways that are meaningful for students and that promote interdisciplinary instruction. Current approaches to science teaching emphasize the need to convey "big ideas" rather than isolated facts that may not fit into any meaningful pattern for the student. When instruction is organized around large concepts, it is easier for students to find meaning in specific facts and to relate them to the larger concepts presented. Unifying concepts and processes provide students with powerful ideas to help them understand the natural world. These include, but are not limited to, the following:
· systems, order, and organization;
· evidence, models, and explanation;
· change, constancy, and measurement; and
· form and function.
INSTRUCTIONAL ISSUES
The purpose of science education is not for students to memorize the "right" answer, but for them to move along a learning continuum toward a deeper understanding of science concepts and processes. Current research indicates that it is best for understanding to be constructed actively by the learner. This learning style offers a new role for the science teacher as a facilitator of learning versus an imparter of knowledge. Instruction should minimize rote learning and focus on in-depth understanding of major concepts and topics, with students actively exploring those ideas through activities they can relate to their own lives. Students often work cooperatively in small groups to exchange and critique their own ideas, with the teacher facilitating discussion rather than providing answers. Science is presented as a human enterprise and a continuing process for extending understanding, instead of the ultimate, unalterable truth. Learning activities are often interdisciplinary, stressing the connections between the sciences and other subjects. Science teachers must have a solid understanding of the basic concepts
and processes of science in order to construct meaningful science activities that address all students' diverse experiences and learning styles. During the last decade, a major change has occurred in science educators’ views about how science learning takes place. The science education research community now views effective science teaching as helping the learner build upon prior knowledge to construct a scientific understanding of the phenomena being studied -- making learning a lifelong construction project. Research studies have shown that students begin school not as "blank slates," but with a substantial set of ideas about how the world functions. These ideas usually have developed without any exposure to formal science instruction, but rather through observation, guesswork, and bits of information filtered down from adults and other children. Students often form misconceptions about such basic processes as why the seasons change, how gravity works, and what electricity is. The most important finding from these research studies is not that students have preconceptions about science, but that their misconceptions are deeply rooted and tenacious.
To address this instructional dilemma, teachers need to elicit students' ideas and then allow the students to test their ideas against scientific knowledge and thereby construct their own
understanding. It is important to underscore that the learners must do the constructing, not the teacher. The teacher should choose excellent teaching activities and materials, but it is the learner who must actively connect the new knowledge to what he or she already knows.
Activities or processes that facilitate this construction of knowledge are listed below in three broad categories:
Using Knowledge
describing
explaining
predicting
designing
analyzing
Constructing New Knowledge
asking questions
solving problems
interpreting text
reconstructing knowledge
Reflecting on Knowledge
justifying
criticizing
describing limits
making connections
taking perspectives
describing interactions
These activities will offer students the opportunity to dispel their misconceptions as they continually construct new scientific knowledge.
TECHNOLOGY
Just as science is both a process and content, so is technology. As a process, technology is the using of scientific knowledge and other resources to develop new products and processes. While the emphasis in science is on gaining knowledge of the natural world, the emphasis in technology is on finding practical ways to apply that knowledge to solve problems. "Science helps drive technology, as it provides knowledge for better understanding, instruments, and techniques. Technology is essential to science because it enables observations of phenomena that are far beyond the capabilities of scientists due to factors such as distance, location, size, and speed and provides tools for investigations, inquiry, and analysis" (NSE Standards, pp. v-95). The emphasis of technology in the classroom should be on knowledge construction to solve problems. The posing and solving of problems that are increasingly complex will enable students to develop skills that are vital to living in a technical world.
Students should develop an awareness and appreciation for the continuing progress in technology as it affects the quality of individual lives as well as society, in order to become better
informed citizens and consumers and become computer literate and proficient, as it applies to the computer’s capability to acquire data (with sensors), interpret data (by graphing), and as a research tool (library and Internet).
MATERIALS AND EQUIPMENT
Instructional materials and equipment can increase students’ interest and improve achievement; they deserve a prominent place in science programs. Students should have access to materials and equipment and be offered opportunities to learn to use them effectively. It is essential that classroom teachers have the necessary non-consumable and consumable materials and equipment provided and that they be maintained and/or replenished.
CLASSROOM ASSESSMENT
Assessment serves many important purposes in the science classroom: diagnostic (to plan instruction to fit the student's prior knowledge), formative (to improve performance and adapt instruction), and summative (to report on final performance). The purpose of the assessment determines the assessment technique.
1. Assessment should parallel instruction. As science education develops toward a hands-on, inquiry-based approach to learning, assessments will need to become more activity-based.
2. Assessment should be fair and equitable. Throughout the learning process, expectations should be clearly articulated to students. Assessment activities that measure skills beyond recall of facts should be challenging and thoughtful; however, all students should be given learning opportunities that enable them to apply concepts and skills successfully. In order to determine what students know and are able to do as a result of science instruction, teachers must develop assessments that are free of gender, racial, and language barriers.
3. Assessment should include data from multiple sources. Varied assessment strategies provide opportunities for teachers to observe students as they conduct a variety of tasks in different settings. Student-generated products from group work, entries from individual science journals, student-designed investigations and exhibitions, and student-constructed written responses are rich sources of data that enable teachers to determine students’ understanding of science concepts and processes.
Assessment should encourage the development of higher order thinking skills; therefore, assessment must be designed to require students not just to recall random facts, but to demonstrate scientific problem-solving and conceptual knowledge. New designs for assessment must encourage forms of active assessment that are imbedded in instruction.
Course Objectives
Exploring the characteristics, forces, and changes in objects and materials encourages students to develop an understanding of the world in which they live to establish a basis for a lifelong study of their world. As students increase their understanding and abilities, they will be able to use more sophisticated qualitative and quantitative methods to construct and analyze information. This study will enable them to make informed decisions based on a better understanding of how things work in the physical world.
Introduction to Science
Inquiry processes
The learner will be able to explain the processes used in completing an inquiry investigation.
Overview of process skills
The learner will be able to provide an overview of the process skills emphasized in science.
The scientific method
The learner will be able to apply the scientific method to conduct scientific investigations.
Scientific data
The learner will be able to collect, analyze, and report scientific data.
Safe procedures for labs
The learner will be able to demonstrate safe procedures for laboratory work.
Importance of safety
The learner will be able to discuss the importance of safe practices in laboratory research.
The Nature of Matter
Physical and chemical properties
The learner will be able to identify physical and chemical properties of matter.
Elements, mixtures, and compounds
The learner will be able to differentiate between elements, mixtures, and compounds.
Kinetic theory
The learner will be able to state the kinetic theory of matter.
Phases of matter
The learner will be able to name and identify three phases of matter.
Changes in matter
The learner will be able to use the kinetic theory of matter to explain changes in matter.
Boyle's and Charles' Laws
The learner will be able to describe the behavior of gases as it applies to Boyle's and Charles' Laws.
Archimedes' principle
The learner will be able to define Archimedes' principle to explain the effect of buoyancy on floating and submerged objects.
Pascal's principle
The learner will be able to state Pascal's principle and explain how it relates to the operation of a hydraulic device.
Bernoulli's principle
The learner will be able to explain airplane flight in terms of Bernoulli's principle.
Atomic theory
The learner will be able to state the modern atomic theory.
Particles of the atom
The learner will be able to name the three basic particles of the atom and give their charge and location.
Atomic and mass number
The learner will be able to explain the significances of the atomic number and of the mass number of an element.
Electrons
The learner will be able to describe the arrangement of electrons in shells, or energy levels, around the atomic nucleus.
Diagram an atom
The learner will be able to draw a diagram of an atom (elements 1-20), showing both the number of protons and neutrons in the nucleus and the distribution of electrons in the shells around the nucleus.
Periodic Table
The learner will be able to read the Periodic Table and give the following information about the elements: name, atomic number, mass number, family, period, and relative chemical activity.
Periodic Table: Elements/Chemical
The learner will be able to connect the chemical conduct of an element with its placement on the periodic table.
Atoms: Atomic Theory/Investigate
The learner will be able to investigate the history of the atomic theory.
Liquids: Properties/Explore
The learner will be able to explore the properties of liquids.
Mass: Conservation/Law/Explore
The learner will be able to explore the law of conservation of mass.
Matter: Chemical & Physical Changes
The learner will be able to differentiate between chemical and physical changes of matter.
Matter: Classify/Everyday
The learner will be able to classify matter found in everyday life into elements, compounds, or mixtures.
Interactions of Matter
Solution, solvent, solute
The learner will be able to explain how the following terms are related: solution, solvent, and solute.
Dilute or concentrated
The learner will be able to differentiate between dilute and concentrated solutions.
Solubility
The learner will be able to discuss the effects of temperature, surface area, and pressure on solubility.
Electrolytes and electricity
The learner will be able to explain why electrolytes conduct electricity and non-electrolytes do not.
Properties of an acid
The learner will be able to list the properties of an acid.
Acid substances
The learner will be able to identify common acid substances.
Properties of a base
The learner will be able to list the general properties of a base.
Alkaline substances
The learner will be able to identify common basic (alkaline) substances.
Acid-base reactions
The learner will be able to write the word equation for the formation of a salt in an acid-base reaction; identify given chemical equations as being neutralization reactions.
Chemical Reactions: End Product
The learner will be able to investigate and explain the environmental and economic effect of the end products of chemical reactions.
Energy and Motion
Speed and distance
The learner will be able to calculate the speed and distance covered by a moving object.
Acceleration
The learner will be able to calculate the acceleration of a moving object.
Friction effects
The learner will be able to explain how friction affects motions; describe ways in which friction can be reduced.
Law of universal gravitation
The learner will be able to state the law of universal gravitation.
Gravity and air resistance
The learner will be able to demonstrate and discuss the effects of gravity and air resistence on freely falling objects.
Distance traveled
The learner will be able to calculate the distance traveled by a freely falling object in a given amount of time.
Newton's Laws of Motion
The learner will be able to state Newton's three laws of motion and given an example of each.
Motion: Newton's Laws/Explore
The learner will be able to explore applications of Newton's laws.
Motion speed, velocity, or acceleration
The learner will be able to distinguish among motion speed, velocity, and acceleration.
Potential or kinetic energy
The learner will be able to distinguish between potential and kinetic energy and give examples of each.
Energy changes
The learner will be able to trace the energy changes that occur in common situations and devices.
Law of conservation of energy
The learner will be able to state the law of conservation of energy and discuss the significance of the law.
Force
The learner will be able to calculate the amount of work done by a given force, the force required to do a certain amount of work, and the distance a force must move to do a certain amount of work.
Forces: Motion/Everyday
The learner will be able to understand the concepts of force and motion that exist in everyday life.
Heat or temperature
The learner will be able to differentiate between heat and temperature.
Heat: Transfer/Heat Energy
The learner will be able to explore how heat energy is moved by conduction, convection, and/or radiation.
Heat: Conductivity
The learner will be able to measure the heat conductivity of different materials and describe the results.
Heat: Transfer/Show
The learner will be able to show how heat energy is moved by conduction, convection, and/or radiation.
Light production and transmission
The learner will be able to describe how light is produced and transmitted.
Refraction of light
The learner will be able to discuss the causes and effects of the refraction of light.
Electromagnetic spectrum
The learner will be able to identify the parts of the electromagnetic spectrum.
Sound waves
The learner will be able to identify the properties and characteristics of sound waves.
Sound: Acoustic Principles
The learner will be able to show how acoustical principles can be applied.
Electricity and Energy Resources
Electric charges
The learner will be able to describe how electric charges are formed and how they interact.
Static electricity
The learner will be able to list the hazards of static electricity and describe the methods used to reduce the danger.
Electricity: Conductivity/Measure
The learner will be able to measure the electrical conductivity of different materials and describe the results.
Electricity: Circuits/Simple & Parallel
The learner will be able to compare simple and parallel circuits.
Series and Parallel: Explore
The learner will be able to explore series and parallel circuits.
Like and unlike poles
The learner will be able to describe the actions of like and unlike poles.
Magnetic field and compasses
The learner will be able to relate Earth's magnetic field to the operation of a compass.
Magnetism and electricity
The learner will be able to explain the relationship between magnetism and electricity.
Electromagnets: Interpret
The learner will be able to interpret the connection between an electric current and the magnitude of its magnetic field by utilizing electromagnets.
Electromagnetic Waves: Recognize
The learner will be able to recognize ways that electromagnetic waves are used in different technologies.
Nuclear fission and fusion
The learner will be able to compare and contrast nuclear fission and fusion.
Subatomic particles
The learner will be able to discuss characteristics of subatomic particles: alpha, beta, gamma.
Half-life
The learner will be able to define half-life and describe its uses.
Research and Inquiry
Ethics: Investigations
The learner will be able to perform investigations using environmentally correct and ethical practices.
Explanations: Evidence/Data
The learner will be able to interpret, review, and judge explanations as to their strengths and weaknesses by using evidence and data.
Instruments: Choose
The learner will be able to choose instruments and technology.
Machines: Mechanical Advantage
The learner will be able to explore and show mechanical advantage and efficiency of different machines.
Scientists: Course Specific
The learner will be able to explore and explain the scientific history and contributions of scientists specific to physical science.
Conclusions: Communicate
The learner will be able to communicate valid conclusions.
Consumerism: Make/Inferences/Promotional
The learner will be able to make inferences on the basis of data related to promotional materials for products and services.
Data: Analyze
The learner will be able to analyze data.
Data: Collection/Scientific
The learner will be able to gather scientific data.
Data: Inferences
The learner will be able to use scientific data to make inferences.
Data: Judge
The learner will be able to judge data.
Data: Organization/Scientific
The learner will be able to organize scientific data.
Data: Patterns/Trends/Estimate
The learner will be able to estimate trends from data.
Inquiry: Methods/Use
The learner will be able to use the principles of scientific inquiry in investigations.
Instruments: Measurement/Accuracy
The learner will be able to make measurements as accurately as possible given the instruments being used and their limitations.
Investigations: Home/School/Safety
The learner will be able to conduct scientific investigations using home and school safety procedures.
Investigations: Perform
The learner will be able to perform a scientific investigation.
Investigations: Planning/Scientific
The learner will be able to plan a scientific investigation.
Problem Solving: Decisions/Make
The learner will be able to utilize critical thinking and problem solving skills to make decisions.
Questioning: Asking
The learner will be able to ask questions.
Questioning: Hypotheses/Test/Create
The learner will be able to create hypotheses that are able to be tested.
Research: Judge/Affect
The learner will be able to judge the affect of research on science and society.
Safety: Show/Investigations
The learner will be able to show safe practices in investigations.
Not available at this time.
Course Objectives
The study of Biology addresses the scientific process of life, both plant and animal, through classroom lectures, demonstrations, and laboratory experiments. The course is designed with emphasi on developing an understanding of the relationships within the students’ environment. Included concepts are: cell theory, biochemistry, molecular biology, classification and diversity, better understanding of their total environment, and the interactions that occur within it. Students must have completed Physical Science to take Biology I.
Inquiry Skills
Hypotheses
The learner will be able to develop hypotheses.
Design/conduct experiments
The learner will be able to design and conduct experiments.
Results of experiments
The learner will be able to analyze and communicate results of experiments.
Lab equipment
The learner will be able to identify laboratory equipment.
Safety standards
The learner will be able to follow lab safety standards.
Alternative arguments
The learner will be able to identify, understand, compare,evaluate, interpret, generate assumptions, debate, integrate, and effectively formulate alternative arguments in science through experimentation and research.
Charts and graphs
The learner will be able to identify, draw, read, analyze, comprehend, interpolate, find and measure variables, and extrapolate information from charts and graphs, including coordinate graphs, scatter diagrams, exponential graphs, scientific tables, flow charts, illustrations, and linear graphs.
Science experiments
The learner will be able to conduct and comprehend science experiments, controlling for variables, identifying the objectives and procedures, producing conduct results.
Apply scientific method
The learner will be able to state and apply the scientific method to experiments.
Reading in science
The learner will be able to read, comprehend, analyze, and apply information from scientific passages.
The Cell
Cell organelles
The learner will be able to identify the major cell organelles.
Function of cell organelles
The learner will be able to recognize the functions of each cell organelle.
Diffusion and osmosis
The learner will be able to demonstrate and understanding of diffusion and osmosis.
Active and passive transport
The learner will be able to compare and contrast active and passive transport.
Plant or animal cell
The learner will be able to distinguish a plant cell from an animal cell.
Specialized plant and animal cells
The learner will be able to investigate specialized plant and animal cells.
Cell differentiation and development
The learner will be able to relate cell differentiation to development.
Differentiation embryonic
The learner will be able to explore control of a cell differentiation embryonic.
Biological organization
The learner will be able to state levels of biological organization.
Chemistry in biology
The learner will be able to apply a knowledge of chemistry to biological function, including basic atomic structure, bonding, chemical reactions, solutions and pH, and properties of water).
Carbohydrate, lipid, protein, or acid
The learner will be able to distinguish between carbohydrates, lipids, proteins, and nucleic acids.
Molecular Basis of Heredity
Transmission of traits
The learner will be able to describe the transmission of traits from parents to offspring.
Modes of inheritance
The learner will be able to recognize the different modes of inheritance.
Punnett squares
The learner will be able to predict probabilities for genetic crosses using Punnett squares.
Mitosis and meiosis
The learner will be able to compare and contrast mitosis and meiosis.
Life cycles and mitosis and meiosis
The learner will be able to demonstrate the role of mitosis and meiosis in life cycles.
DNA, RNA, and protein
The learner will be able to explain the role of DNA, RNA, and protein in the expression of inherited traits.
Mutations and protein synthesis
The learner will be able to relate inherited traits of mutations to protein synthesis.
Biotechnology
The learner will be able to explore advances in biotechnology.
Classification, Adaptation, Evolution
Origin of life
The learner will be able to analyze the evidence of the origin of life.
Bio-evolution
The learner will be able to evaluate types of evidence for bio-evolution.
Patterns and mechanisms
The learner will be able to describe the patterns and mechanisms for evolution.
Animal and plant classification
The learner will be able to compare and contrast characteristics for the kingdoms and the major plant and animal phyla.
Dichotomous key
The learner will be able to classify selected organisms,using a dichotomous key.
Viruses and cells
The learner will be able to compare viruses to cells.
Reproductive patterns
The learner will be able to describe the adaptive value of reproductive patterns.
Speciation
The learner will be able to analyze the role of selected adaptations in evolution (or speciation).
Ecology
Biogeochemical cycles
The learner will be able to illustrate the biogeochemical cycles and their importance.
Trophic levels
The learner will be able to diagram trophic levels and energy flow in ecosystems.
Population dynamics
The learner will be able to explore the role of population dynamics in ecosystems.
Renewal and non-renewal resources
The learner will be able to compare and contrast renewal and non-renewal resources.
Humans and ecosystems
The learner will be able to explore and evaluate the human impact on ecosystems.
Energy Mechanics within Cells
Photosynthesis and respiration
The learner will be able to identify the initial reactions and end products of photosynthesis and respiration.
Energy relationships
The learner will be able to compare and contrast the energy relationships in phytosynthesis and cellular respiration.
Phytosynthesis
The learner will be able to recognize and explain why life on earth is dependent on phytosynthesis.
ATP and cells
The learner will be able to describe the role of ATP in cells.
Phytosynthesis and cell respiration
The learner will be able to relate ATP to phytosynthesis and cell respiration.
Chemosynthesis processes
The learner will be able to list chemosynthesis processes.
Homeostasis
Organ systems
The learner will be able to describe major structures and functions of the organ systems.
Interaction between systems
The learner will be able to recognize interactions between the organ systems.
Negative feedback mechanisms
The learner will be able to recognize negative feedback mechanisms and their impact.
Stimuli and behavior
The learner will be able to relate examples of stimuli to their behavioral responses.
Human Health
Classify diseases
The learner will be able to classify disease types as genetic, viral, bacterial, or parasitic.
Research in diseases
The learner will be able to explore research advances in major diseases.
Defense mechanisms
The learner will be able to identify specific and nonspecific defense mechanisms.
Immune system
The learner will be able to explore the role of the immune system.
Microbiology
Bacterial physiology
The learner will be able to demonstrate a functional knowledge of bacterial physiology.
Viruses
The learner will be able to demonstrate a functional knowledge of viral structure and replication.
Microbial diseases
The learner will be able to demonstrate a functional knowledge of microbial diseases.
Behavior
Components of behavior
The learner will be able to list and explain innate components of behavior.
Learned behavior
The learner will be able to list and explain examples of learned behavior.
Interactive behaviors
The learner will be able to list and explain interactive behaviors.
Plant Anatomy and Physiology
Nutritional requirements
The learner will be able to list and explain nutritional requirements for plants.
Hormones
The learner will be able to list plant hormones and state their affects on plants.
Bioclocks
The learner will be able to explain the role of bioclocks in plant life cycles.
Ferns and Gymnosperms
The learner will be able to identify ferns and gymnosperms and list their characteristics.
Flowering plants
The learner will be able to describe and identify Angiosperms, as well as their structures and functions.
Reproduction in plants
The learner will be able to discuss reproduction in flowering plants.
Animal Anatomy and Physiology
Nutrient supplies
The learner will be able to list nutrient supplies for animals.
Gas exchange
The learner will be able to describe the exchange of gases in animal systems.
Transport of materials
The learner will be able to explain how different materials are transported within animal systems.
Control systems
The learner will be able to explain how the nervous and endocrine systems work to regulate and control animal physiology and behavior.
Reproduction
The learner will be able to explain how different types of animals reproduce.
Animal characteristics
The learner will be able to list typical animal characteristics.
Body plans and adaptations
The learner will be able to list and identify body plans and adaptations of invertebrates.
Sponges, Flatworms, and Roundworms
The learner will be able to identify sponges, cnidarians, flatworms, and roundworms and their common characteristics.
Mollusks and segmented worms
The learner will be able to describe and identify mollusks and segmented worms and their common characteristics.
Arthropods
The learner will be able to identify and describe the characteristics of Arthropods and explain their diversity.
Echinoderms and Invertebrate Chordates
The learner will be able to identify Echinoderms and Inverterbrate Chordates and list their characteristics.
Fishes and Amphibians
The learner will be able to identify Fishes and Amphibians and their common characteristics.
Reptiles and birds
The learner will be able to identify Reptiles and Birds and list their common characteristics.
Mammals
The learner will be able to identify Mammals and list their common characteristics.
Protection, Support, and Locomotion
The learner will be able to explain how the skin provides protection for the body, how bones provide support, and how muscles provide locomotion.
Digestion and nutrition
The learner will be able to explain how the human digestive system works and discuss proper nutrition.
Respiration, Circulation, and Excretion
The learner will be able to explain how the human respiratory, circulatory, and excretory systems work.
Nervous system
The learner will be able to explain how the human nervous system works.
Not available at this time.
Course Objectives/Description
Chemistry is designed to introduce the student to general chemical principles in order to obtain basic knowledge in the field of chemistry. This is done using textbooks, visual demonstration and hands-on experiences. Students will also be introduced to basic chemistry lab procedures including knowledge of lab equipment and lab terminology. The topics that will be covered in this course include: scientific measurements, matter and its changes, atomic structure and electron configurations, the Periodic Law and an in-depth study of the periodic table of elements, chemical formulas and equations, mass relations including the mole concept, and the behavior of gases. Mathematics is the foundation of all physical sciences, including chemistry; therefore, proficient math skills are important in order to be successful in this course. Students registering for Chemistry must have completed Physical Science and Biology I.
Introduction to Chemistry
Scientific method
The learner will be able to describe the scientific method process.
Experiments
The learner will be able to explain the purpose and controls of an experiment.
Models in chemistry
The learner will be able to explain the role of models in chemistry.
Measuring in metrics
The learner will be able to measure length, volume, mass, and time using metric units.
Convert within metrics
The learner will be able to convert units within the metric system involving length, mass, volume, and time using dimensional analysis (factor label method).
Accuracy or precision
The learner will be able to differentiate between accuracy and precision.
Density
The learner will be able to use volume and mass to determine density.
Using density
The learner will be able to use density to identify substances in activities involving collection of data and precision and accuracy in measurements.
Significant figures
The learner will be able to determine significant figures.
Calculate with significant digits
The learner will be able to calculate by adding, subtracting, multiplying, and dividing significant digits.
Matter
Mass
The learner will be able to define mass.
Mass or weight
The learner will be able to distinguish between mass and weight.
Properties of matter
The learner will be able to distinguish between the physical and chemical properties of matter.
Forms of energy
The learner will be able to distinguish among kinetic, potential, and other forms of energy.
Conservation of energy
The learner will be able to apply the conservation of energy and matter to systems.
Changes of state
The learner will be able to describe the energy changes that accompany changes of state.
Energy transfer
The learner will be able to describe the energy transfer in chemical reactions.
Classifying substances
The learner will be able to distinguish among homogeneous and heterogeneous mixtures, elements, and compounds.
Separating components
The learner will be able to use different physical methods to separate components of mixtures.
Pure substances
The learner will be able to use properties to identify pure substances.
Elements
History of atomic theory
The learner will be able to describe the historical development of the atomic theory through an experimental perspective.
Subatomic particles
The learner will be able to contrast the nature and properties of the three subatomic particles: proton, neutron, and electron.
Atomic number and mass number
The learner will be able to use atomic number and mass number to find the number of subatomic particles of any given atom.
Naturally occurring isotopes
The learner will be able to relate percentage in the naturally occurring isotopic mixture to the average.
Quantum numbers and atoms
The learner will be able to use the four quantum numbers to describe the electronic configuration, orbital notation, and Lewis notation of an atom.
Naturally occurring or synthetic element
The learner will be able to distinguish among naturally occurring elements and synthetic elements.
Organization of Periodic Table
The learner will be able to describe the organization of the modern Periodic Table.
Using the Periodic Table
The learner will be able to use the Periodic Table to obtain information about the properties, ionization energy, and atomic sizes of the elements.
Non-metals, metalloids, and noble gases
The learner will be able to identify common non-metals, metalloids, and noble gases.
Ionic Compounds and Molecules
Bond formation
The learner will be able to represent bond formation through orbital and Lewis notation.
Properties of ionic compounds
The learner will be able to list important physical properties of ionic compounds.
Ionic compounds
The learner will be able to name ionic compounds.
Inorganic acids
The learner will be able to name inorganic acids.
Covalent bonds and shared electrons
The learner will be able to using the Lewis dot notation, illustrate the covalent bond as the sharing of electrons.
Ionic or covalent bonds
The learner will be able to distinguish between the characteristics of ionic and covalent bonds according to physical properties and electro-negativities.
Bond formation
The learner will be able to explain change in energy involved in the bond formation.
Molecular compounds
The learner will be able to name molecular compounds using the system of prefixes.
Stoichiometry
Relate the concept of mole
The learner will be able to average the atomic mass of an element, find the mass of an atom of an element in grams, and compute the mass of a mole of an element.
Converting between chemical quantities
The learner will be able to use word problems to convert between chemical quantities using conversion between moles, Avogadro's number, molar mass, percent composition of a compound, empirical formulas from percent composition, and molecular formulas given the molar masses.
Evidence of chemical reactions
The learner will be able to provide evidence of chemical reactions as chemical changes.
Chemical changes
The learner will be able to describe a chemical change by using a word,formula equation, and net ionic equations.
Conservation of mass
The learner will be able to relate conservation of mass to the rearrangement of atoms in a balanced chemical equation.
Balance chemical equations
The learner will be able to balance chemical equations by inspection.
Types of chemical reactions
The learner will be able to distinguish among the main types of chemical reactions (replacement, synthesis, decomposition, double replacement, and acid-base.
Interpreting chemical reactions
The learner will be able to interpret a chemical reaction in terms of the ratio of the amount of moles of product and reactant, as related to the mass of reactants and product.
Total and net ionic equations
The learner will be able to write total and net ionic equations.
Hess Law
The learner will be able to explain the energy change in chemical reactions by considering heat of formation of reactant and product (Hess Law).
Endothermic and exothermic reactions
The learner will be able to interpret energy diagrams, and use the kinetic molecular theory to explain the nature of an endothermic and exothermic reaction.
Gases
Physical properties of gases
The learner will be able to describe the physical properties of gases.
Phase diagrams
The learner will be able to interpret phase diagrams.
Gas laws
The learner will be able to identify Boyle's, Charles', Dalton's, the ideal gas law, and the vapor pressure gas laws.
Stoichiometry
The learner will be able to apply knowledge of reaction stoichiometry to solve gas stoichiometry problems.
Solutions
Solubility
The learner will be able to define a solution in terms of solubility.
Concentration
The learner will be able to describe a describe according to its concentration, using molarity, molality, part per million, and grams of solute per 100 grams of solvent.
Electrolytes and non-electrolytes
The learner will be able to distinguish between an electrolyte and non-electrolyte solution.
Rate of chemical reactions
The learner will be able to identify factors that affect the rate of a chemical reaction.
Le Chatelier Principle
The learner will be able to distinguish among reactions that go to completion and reversible actions (the Le Chatelier principle).
Collision Theory
The learner will be able to explain how the collision theory affects reaction rate.
Properties of acids and bases
The learner will be able to describe the properties of acids and bases, according to the theories of Arrhenius, Bronsted, and Lewis.
Strong or weak acids and bases
The learner will be able to in terms of ionization, differentiate between strong and weak acids and between strong and weak bases.
pH scale and ions
The learner will be able to use the pH scale to calculate and measure the concentration of the ions.
Titration experiment
The learner will be able to perform the titration experiment to determine the molarity of an unknown.
Organic Chemistry
Structural formulas
The learner will be able to provide a description of and illustrate the structural formulas of the following topics: allotropic form of carbon; alkane; alkenes; alkynes; functional groups; and Lewis structure.
Structural formulas of organic compounds
The learner will be able to differentiate among structural formulas of a variety of types of organic compounds.
Radioactivity
Radioactive emission
The learner will be able to describe the particles and rays produced during radioactive emission.
Formation of elements
The learner will be able to describe how the naturally occurring elements and synthetic elements are formed.
Balancing reactions
The learner will be able to balance sample nuclear reactions.
Transmutation, fission, and fusion
The learner will be able to distinguish among nuclear transmutation, fission, and fusion.
Half-life and age
The learner will be able to describe how the half-life of a radioactive isotope is used to calculate the age of objects.
Research and Inquiry
Alternative arguments
The learner will be able to identify, understand, compare, evaluate, interpret, generate assumptions, debate, integrate, and effectively formulate alternative arguments in science through experimentation and research.
Graphing
The learner will be able to identify, draw, read, analyze, comprehend, interpolate, find and measure variables, and extrapolate information from charts and graphs, including coordinate graphs, scatter diagrams, exponential graphs, scientific tables, flow charts, illustrations, and linear graphs.
Science experiments
The learner will be able to conduct and comprehend science experiments, controlling for variables, identifying the objectives and procedures, producing understandable results.
Scientific method
The learner will be able to state and apply the scientific method to experiments.
Read science materials
The learner will be able to read, comprehend, analyze, and apply information from scientific passages.
Not available at this time.
Not available at this time.
Course Description/Objectives
Biology II is designed to prepare the student for advanced work in Biology and Human Anatomy at the college level. The course focuses on cellular biology as well as human structures and functions.
Research and Inquiry
Alternative arguments
The learner will be able to identify, understand, compare, evaluate, interpret, generate assumptions, debate, integrate, and effectively formulate alternative arguments in science through experimentation and research.
Graphing
The learner will be able to identify, draw, read, analyze, comprehend, interpolate, find and measure variables, and extrapolate information from charts and graphs, including coordinate graphs, scatter diagrams, exponential graphs, scientific tables, flow charts, illustrations, and linear graphs.
Science experiments
The learner will be able to conduct and comprehend science experiments, controlling for variables, identifying the objectives and procedures, producing understandable results.
Scientific method
The learner will be able to state and apply the scientific method to experiments.
Read science materials
The learner will be able to read, comprehend, analyze, and apply information from scientific passages.
Experimental design
The learner will be able to explain how to formulate hypothesis and design appropriate experiments and design and carry out experiments on a variety of topics.
Statistical analysis of results
The learner will be able to explain the laws of probability and analyze self-generated experimental results using the Chi-square and T-test tests of significance.
Scientific literature
The learner will be able to demonstrate an ability to do a literature search and read and evaluate selected research papers.
Cellular Biology and Biochemistry
Eukaryotic and Prokaryotic Cells
The learner will be able to compare the two cell types and describe the current theories regarding the origin of eukaryotic organelles.
Glycolosis
The learner will be able to recognize the reactants and products of Glycolosis.
Krebb's Cycle
The learner will be able to summarize the major steps in the Krebb's Cycle.
Electron transport system
The learner will be able to describe the electron transport system.
Aerobic vs. anaerobic respiration
The learner will be able to contrast the energy output of aerobic and anaerobic respiration.
Chlorophyll and photolysis
The learner will be able to describe the interaction between chlorophyll and photolysis.
Carbon dioxide fixation
The learner will be able to recognize the reactants, products, and functions of carbon dioxide fixation.
Enzyme specificity
The learner will be able to recognize the significance of enzyme specificity and active sites.
Cofactors and coenzymes
The learner will be able to discuss the impact of cofactors and coenzymes on enzyme functioning.
Optimal conditions for enzymes
The learner will be able to experimentally investigate the optimal conditions for a selected enzyme.
Enzyme inhibition
The learner will be able to compare the different mechanisms of enzyme inhibition.
Reproduction of cells
The learner will be able to explain how cell division functions in reproduction, growth, and repair.
Bacterial reproduction
The learner will be able to explain how bacteria reproduce by binary fission.
Mitosis
The learner will be able to explain the process of cell mitosis.
Cytokinesis
The learner will be able to explain how cytokinesis divides the cytoplasm.
Cancer cells
The learner will be able to explain how cancer cells differ from normal cells in cell division.
Genetics and Biotechnology
Genetics and protein synthesis
The learner will be able to explain basic genetics and protein synthesis.
Inheritance
The learner will be able to experimentally analyze the inheritance of one trait in a selected organism such as the fruit fly.
Operon model
The learner will be able to recognize examples of the operon model in prokaryotes.
Gene control
The learner will be able to describe gene control in eukaryotes.
Recombinant DNA
The learner will be able to describe the techniques used to produce recombinant DNA.
Impact of recombinant DNA
The learner will be able to discuss the impact of recombinant DNA in medicine and agriculture.
DNA fingerprinting
The learner will be able to demonstrate and ability to interpret DNA fingerprints.
DNA extraction
The learner will be able to carry out a DNA extraction and/or produce a DNA fingerprint using gel electrophoresis.
DNA and forensics
The learner will be able to describe the importance of DNA analysis in forensics.
Genes
The learner will be able to explain that offspring acquire genes from parents by inheriting chromosomes.
Asexual and sexual reproduction
The learner will be able to compare asexual and sexual reproduction.
Sexual life cycles
The learner will be able to explain how sexual life cycles produce genetic variation among offspring.
Genetic variation
The learner will be able to explain how evolutionary adaptation depends on a population's genetic variation.
Law of segregation
The learner will be able to explain the law of segregation, that two alleles for a character are packaged into separate gametes.
Independent assortment
The learner will be able to explain the law of independent assortment, that each pair of alleles segregates into gametes independently.
Probability
The learner will be able to discuss how Mendelian inheritance reflects rules of probability.
Mendel's theories
The learner will be able to discuss Mendel's theories on genetics and particulate behavior of genes.
Genotype or phenotype
The learner will be able to explain the differences between genotypes and phenotypes.
Mendel and human inheritance
The learner will be able to discuss Mendelian patterns in human inheritance.
Genetic testing and counseling
The learner will be able to discuss how technology is providing new tools for genetic testing and counseling.
Animals: Form and Function
Functions of animal systems
The learner will be able to explain how the functions of animal tissues and organs are correlated with their structures.
Bioenergetics
The learner will be able to explain how bioenergetics is fundamental to all animal functions.
Size and shape
The learner will be able to explain how an animal's size and shape affect its interactions with the external environment.
Skeletal system
The learner will be able to identify the bones of the human skeletal system and denote their functions.
Muscular System
The learner will be able to identify the components of the human muscular system and denote their functions.
Homeostatic mechanisms
The learner will be able to explain how homeostatic mechanisms regulate an animal's internal environment.
Feeding mechanisms
The learner will be able to explain how diets and feeding mechanisms vary extensively among animals.
Food processing
The learner will be able to identify and explain the four main stages of food processing: ingestion, digestion, absorption, and elimination.
Digestive process
The learner will be able to explain how the digestive process occurs in food vacuoles, gastrovascular cavities, and alimentary canals.
Mammalian digestion
The learner will be able to identify and explain the functions of the parts of the mammalian digestive system.
Evolution and diet
The learner will be able to explain how evolutionary adaptations have affected vertebrate diets and digestive systems.
Adequate diet
The learner will be able to explain how an adequate diet provides fuel, carbon skeletons for biosynthesis, and essential nutrients; also will be able to indicate what constitutes a proper diet and evaluate sample diets for nutritional value.
Transport systems
The learner will be able to identify and describe the functions of the transport systems that connect body cells with the organs of exchange.
Internal transport
The learner will be able to identify, explain the function of, and compare the use of a grastrovascular cavity or circulator system for internal transport in invertebrates.
Adaptation
The learner will be able to explain how and why diverse adaptations of a cardiovascular system have evolved in vertebrates.
Pulmonary and systemic circuits
The learner will be able to explain how and why rhythmic pumping of the human heart drives blood through pulmonary and systemic circuits.
Blood
The learner will be able to identify the components of human blood and explain how it serves as a connective tissue with cells suspended in plasma, as well as its functions in the human circulatory system.
Cardiovascular disease
The learner will be able to identify cardiovascular diseases and explain why cardiovascular diseases are the leading cause of death in the United States and other developed nations.
Cellular respiration
The learner will be able to identify the organs and structures involved in gas exchange in the human body and explain how gas exchange supplies oxygen for cellular respiration and disposes of carbon dioxide.
The lungs
The learner will be able to identify the parts of the human respiratory system, explain their functions, and explain how lungs are the respiratory adaptation of most terrestrial vertebrates.
Infection
The learner will be able to explain how nonspecific mechanisms provide general barriers to infection.
The immune system
The learner will be able to identify the parts of the human immune system and explain how the immune system defends the body against specific invaders.
Course Description/Objectives
Biology II is designed to prepare the student for advanced work in Biology and Human Anatomy at the college level. The course focuses on cellular biology as well as human structures and functions.
Research and Inquiry
Alternative arguments
The learner will be able to identify, understand, compare, evaluate, interpret, generate assumptions, debate, integrate, and effectively formulate alternative arguments in science through experimentation and research.
Graphing
The learner will be able to identify, draw, read, analyze, comprehend, interpolate, find and measure variables, and extrapolate information from charts and graphs, including coordinate graphs, scatter diagrams, exponential graphs, scientific tables, flow charts, illustrations, and linear graphs.
Science experiments
The learner will be able to conduct and comprehend science experiments, controlling for variables, identifying the objectives and procedures, producing understandable results.
Scientific method
The learner will be able to state and apply the scientific method to experiments.
Read science materials
The learner will be able to read, comprehend, analyze, and apply information from scientific passages.
Experimental design
The learner will be able to explain how to formulate hypothesis and design appropriate experiments and design and carry out experiments on a variety of topics.
Statistical analysis of results
The learner will be able to explain the laws of probability and analyze self-generated experimental results using the Chi-square and T-test tests of significance.
Scientific literature
The learner will be able to demonstrate an ability to do a literature search and read and evaluate selected research papers.
Cellular Biology and Biochemistry
Eukaryotic and Prokaryotic Cells
The learner will be able to compare the two cell types and describe the current theories regarding the origin of eukaryotic organelles.
Glycolosis
The learner will be able to recognize the reactants and products of Glycolosis.
Krebb's Cycle
The learner will be able to summarize the major steps in the Krebb's Cycle.
Electron transport system
The learner will be able to describe the electron transport system.
Aerobic vs. anaerobic respiration
The learner will be able to contrast the energy output of aerobic and anaerobic respiration.
Chlorophyll and photolysis
The learner will be able to describe the interaction between chlorophyll and photolysis.
Carbon dioxide fixation
The learner will be able to recognize the reactants, products, and functions of carbon dioxide fixation.
Enzyme specificity
The learner will be able to recognize the significance of enzyme specificity and active sites.
Cofactors and coenzymes
The learner will be able to discuss the impact of cofactors and coenzymes on enzyme functioning.
Optimal conditions for enzymes
The learner will be able to experimentally investigate the optimal conditions for a selected enzyme.
Enzyme inhibition
The learner will be able to compare the different mechanisms of enzyme inhibition.
Reproduction of cells
The learner will be able to explain how cell division functions in reproduction, growth, and repair.
Bacterial reproduction
The learner will be able to explain how bacteria reproduce by binary fission.
Mitosis
The learner will be able to explain the process of cell mitosis.
Cytokinesis
The learner will be able to explain how cytokinesis divides the cytoplasm.
Cancer cells
The learner will be able to explain how cancer cells differ from normal cells in cell division.
Genetics and Biotechnology
Genetics and protein synthesis
The learner will be able to explain basic genetics and protein synthesis.
Inheritance
The learner will be able to experimentally analyze the inheritance of one trait in a selected organism such as the fruit fly.
Operon model
The learner will be able to recognize examples of the operon model in prokaryotes.
Gene control
The learner will be able to describe gene control in eukaryotes.
Recombinant DNA
The learner will be able to describe the techniques used to produce recombinant DNA.
Impact of recombinant DNA
The learner will be able to discuss the impact of recombinant DNA in medicine and agriculture.
DNA fingerprinting
The learner will be able to demonstrate and ability to interpret DNA fingerprints.
DNA extraction
The learner will be able to carry out a DNA extraction and/or produce a DNA fingerprint using gel electrophoresis.
DNA and forensics
The learner will be able to describe the importance of DNA analysis in forensics.
Genes
The learner will be able to explain that offspring acquire genes from parents by inheriting chromosomes.
Asexual and sexual reproduction
The learner will be able to compare asexual and sexual reproduction.
Sexual life cycles
The learner will be able to explain how sexual life cycles produce genetic variation among offspring.
Genetic variation
The learner will be able to explain how evolutionary adaptation depends on a population's genetic variation.
Law of segregation
The learner will be able to explain the law of segregation, that two alleles for a character are packaged into separate gametes.
Independent assortment
The learner will be able to explain the law of independent assortment, that each pair of alleles segregates into gametes independently.
Probability
The learner will be able to discuss how Mendelian inheritance reflects rules of probability.
Mendel's theories
The learner will be able to discuss Mendel's theories on genetics and particulate behavior of genes.
Genotype or phenotype
The learner will be able to explain the differences between genotypes and phenotypes.
Mendel and human inheritance
The learner will be able to discuss Mendelian patterns in human inheritance.
Genetic testing and counseling
The learner will be able to discuss how technology is providing new tools for genetic testing and counseling.
Animals: Form and Function
Functions of animal systems
The learner will be able to explain how the functions of animal tissues and organs are correlated with their structures.
Bioenergetics
The learner will be able to explain how bioenergetics is fundamental to all animal functions.
Size and shape
The learner will be able to explain how an animal's size and shape affect its interactions with the external environment.
Skeletal system
The learner will be able to identify the bones of the human skeletal system and denote their functions.
Muscular System
The learner will be able to identify the components of the human muscular system and denote their functions.
Homeostatic mechanisms
The learner will be able to explain how homeostatic mechanisms regulate an animal's internal environment.
Feeding mechanisms
The learner will be able to explain how diets and feeding mechanisms vary extensively among animals.
Food processing
The learner will be able to identify and explain the four main stages of food processing: ingestion, digestion, absorption, and elimination.
Digestive process
The learner will be able to explain how the digestive process occurs in food vacuoles, gastrovascular cavities, and alimentary canals.
Mammalian digestion
The learner will be able to identify and explain the functions of the parts of the mammalian digestive system.
Evolution and diet
The learner will be able to explain how evolutionary adaptations have affected vertebrate diets and digestive systems.
Adequate diet
The learner will be able to explain how an adequate diet provides fuel, carbon skeletons for biosynthesis, and essential nutrients; also will be able to indicate what constitutes a proper diet and evaluate sample diets for nutritional value.
Transport systems
The learner will be able to identify and describe the functions of the transport systems that connect body cells with the organs of exchange.
Internal transport
The learner will be able to identify, explain the function of, and compare the use of a grastrovascular cavity or circulator system for internal transport in invertebrates.
Adaptation
The learner will be able to explain how and why diverse adaptations of a cardiovascular system have evolved in vertebrates.
Pulmonary and systemic circuits
The learner will be able to explain how and why rhythmic pumping of the human heart drives blood through pulmonary and systemic circuits.
Blood
The learner will be able to identify the components of human blood and explain how it serves as a connective tissue with cells suspended in plasma, as well as its functions in the human circulatory system.
Cardiovascular disease
The learner will be able to identify cardiovascular diseases and explain why cardiovascular diseases are the leading cause of death in the United States and other developed nations.
Cellular respiration
The learner will be able to identify the organs and structures involved in gas exchange in the human body and explain how gas exchange supplies oxygen for cellular respiration and disposes of carbon dioxide.
The lungs
The learner will be able to identify the parts of the human respiratory system, explain their functions, and explain how lungs are the respiratory adaptation of most terrestrial vertebrates.
Infection
The learner will be able to explain how nonspecific mechanisms provide general barriers to infection.
The immune system
The learner will be able to identify the parts of the human immune system and explain how the immune system defends the body against specific invaders.
Human Anatomy and Physiology Honors
Not available at this time.
Course Objectives/Description
Physics is designed to introduce students to theories relevant to measurement, the dymamics of linear and circular motion, momentum and its conservation, universal gravitation, work and power, energy, the gas laws, light and sound waves, electricity and magnetic fields, electromagnetic induction and electromagnetic field operations. A mathematical model of the physical world is stressed. Physics is designed for the college-bound student. Students taking Physics must have completed Physical Science, Biology I, Chemistry, and Algebra II.