Download springstone community high school

SPRINGSTONE COMMUNITY HIGH SCHOOL
Course Description Catalog, 2013 - 2014
STAFF & FACULTY
GENERAL PHILOSOPHY
EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLR’S)
GRADUATION REQUIREMENTS
SCHS VALUES
ENGLISH
HISTORY
MATHEMATICS
SCIENCE
ELECTIVES
TRANSITIONS
•
Community Access Program
GENERAL PHILOSOPHY
Springstone Community High School (SCHS) serves students with neurocognitive challenges
that affect their ability to organize and prioritize information and to make meaningful social
connections. We believe our students will develop strategies for use in academic and social
settings if they are part of a community that understands, accepts, and challenges them. The
program aims to strengthen skills by emphasizing process to improve production.
SCHS students learn organizational and planning skills within the context of a high school
curriculum that adheres to California content standards. Small structured classrooms allow for
individualized instruction, collaboration, discussion and conversation within multiple modalities.
We use a wide variety of written materials including textbooks, journal articles, and web
resources. Students have access to electronic media such as videos, books on tape, music,
interactive websites, and computer software.
SCHS emphasizes the use of technology as an educational tool. Classrooms are equipped with
laptop computers, computer projectors, wireless Internet, access to a shared network, and
overhead projectors. Our students use laptop computers for concept-mapping and written
activities. A share network allows students to store and retrieve documents in folders that are
organized by grade and class.
Occupational therapy is integrated throughout the program and sensory motor strategies are
implemented into the school day in several ways. Strategies and tools are available for use during
the transition between classes and during class as needed. Our occupational therapist works with
teachers and students to develop strategies to maintain focus and attention, decrease anxiety, and
enhance social interaction.
EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLR’S)
We have the following goals for all our students:
• Acquire a common core of broad and diverse knowledge.
• Plan, start, finish and evaluate individual and collaborative efforts.
• Demonstrate effective communication skills.
• Demonstrate responsibility, flexibility, resiliency in personal, school, and community
contexts.
• Develop self- advocacy and self-management skills to achieve school and life success.
GRADUATION REQUIREMENTS
1. Units of Credit: 240 credits are required for graduation. Ten credits are earned
for each passing grade of D or better in a year-long course.
2. Course Requirements:
40 credits ………………………………………….English
10 credits…………………….……………..World History
10 credits…………………………....United States History
5 credits………………..……..United States Government
5 credits………………..….……….………….Economics
10 credits ………………………………Biological Science
10 credits………………...………….……….Earth Science
10 credits……………………….Physical Science Concepts
10 credits………………………….………………...Botany
30 credits…………….....Mathematics, including Algebra I
40 credits …….……………….………………….Life skills
5 credits…….……………………………………Fine Arts
20 credits ….……………..………….…Physical Education
35 credits………………….………….….………..Electives
240 total credits required for graduation
160 hours ………………………volunteer in community
Typical Program
9th grade
1. English1
2. World History
3. Algebra 1
4. Earth Science
5. Elective
6. PE
7. Community
access
10th grade
1. English II
2. US History
3. Geometry
4. Biology
5. Elective
6. PE
7. Community
Access
11th grade
1. English III
2. Modern US
History
3. Algebra 2
4. Physical
Science
5. Elective
6. PE
7. Community
Access
12th grade
1. English IV
2. Life Skills
Math
3. Botany
4. Government
5. Economics
6. Elective
7. Community
Access
SCHS VALUES
•
Promote staff caring of students
•
Promote a variety of teaching approaches
•
Provide alternative paths for students’ success
•
Value parental involvement
•
Seek high performance standards for all students
•
Encourage and promote new community experiences
SCHS Course Offerings
Course
Algebra I
Algebra II
9th Grade Art
11th Grade Art
Biology
Botany
Community Access
Earth Science
Economics
English 9
English 10
English 11
English 12
Geometry
Government
Health
Home & Community
Home Economics
Life Skills Math
Modern Topics in
U.S. History
Physical Science
Concepts
Physical Education
Project-Based
Learning
School Connect
Teen Health &
Wellness
U.S. History
World History
Subject Area
Mathematics
Mathematics
Fine Arts
Fine Arts
Science
Science
Life Skills
Science
Social Science
English
English
English
English
Mathematics
Social Science
Science
Life Skills
Life skills
Mathematics
Social Science
Credit Value
10
10
5
5
10
10
10
10
5
10
10
10
10
10
5
5
5
5
10
10
Duration
1-year
1-year
½ year
½ year
1-year
1-year
1-year
1-year
½ year
1 year
1 year
1 year
1 year
1 year
½ year
½ year
½-year
½ year
1-year
1-year
Science
10
1-year
Science, Life Skills
All Subject Areas
5
5
1-year
½-year
Life Skills
Life Skills
5
5
½-year
½-year
Social Science
Social Science
10
10
1-year
1-year
COURSE DESCRIPTIONS
ENGLISH 9
This class will focus on reading comprehension, writing and vocabulary development. We will
be reading short stories, poetry, plays, and novels. Students will be reading to increase
comprehension and also to begin making connections between themselves and the texts.
Topics
•
•
•
•
•
•
•
•
Plot
Conflict
Characterization
Setting
Theme
Figurative Language
Writing 4-5 paragraph essays
Creative writing
Texts
•
•
•
•
Holt Literature and Language, Fifth Course
Wordly Wise, 9th Course
Diary of a Young Girl by Anne Frank
The Joy Luck Club by Amy Tan
Students will also be given a list of books to choose from for independent reading. Each quarter,
students MUST read one book from the list independently, keep a journal about the book, and
submit a book report by the end of the term. Students are also encouraged to read books of their
choice at their leisure.
Grading Policy
Homework…………..15%
Class work…………..30%
Tests and Quizzes…...25%
Participation………....30%
Late Work
Assignments turned in the day after the due date will receive partial credit only. There will be no
full credit awarded to any work turned in after the assigned due date. In the case of a student
absence, work will be accepted one day after his or her return for full credit.
ENGLISH 10
The 10th grade English class is designed to enhance each student’s knowledge of early American
literature related to the economic, social and cultural events from 1600 to 1914. The class will
focus on the historical context of the selected readings and examine the style, point of view, and
tone used by each of the authors. At the end of the year, students will also study a play by
William Shakespeare.
Topics
•
Early American Literature
o Puritans, The Great Awakening, The Salem Witch Trials
! The poetry of Anne Bradstreet
! The Crucible by Arthur Miller
! The Scarlet Letter by Nathaniel Hawthorne
•
Romanticism
o Figurative Language and Imagery
o Personal identify of the author
o Women in Romanticism
o The works of Henry David Thoreau, Edgar Allan Poe, Walt Whitman, Ralph
Waldo Emerson, and Emily Dickinson
•
Realism and Civil War Literature
o Slave narratives, abolitionism, the war
o Naturalism, realism and irony
o Mark Twain, Jack London, Stephen Crane, Kate Chopin, Melton A.
McLaurin
Students will also be given a list of books to choose from for independent reading. Each quarter,
students MUST read one book from the list independently, keep a journal about the book, and
submit a book report by the end of the term. Students are also encouraged to read books of their
choice at their leisure.
Grading
Homework
Class work
Tests and Quizzes
Participation
15%
25%
30%
25%
Late Work
If a student fails to complete a homework assignment, he or she may turn it in the following day
for partial credit. Further extensions need to be discussed with the teacher.
ENGLISH 11
This year in Language Arts we will be focusing on Modern and Contemporary American
Literature and how each work relates to the economic, social and cultural events from 1914 to
the present time period. The class will focus on the historical context of the selected readings and
examine the style, point of view, and tone used by each of the authors.
Topics
•
The Modernist Movement
o The Great Depression, The American Dream
! The Great Gatsby by F. Scott Fitzgerald
! Grapes of Wrath by John Steinbeck
! Short stories by Ernest Hemingway, William Faulkner, & Robert
Frost
•
The Harlem Renaissance
o Poetry by Countee Cullen, Langston Hughes, & Claude McKay
o The Color of Water by James McBride
•
Contemporary or Postmodernist Literature
o World War II
! Night by Elie Wiesel
! Maus: A Survivor’s Tale, a graphic novel by Art Spiegelman
o Civil Rights
! Dr. Martin Luther King, Jr.
! To Kill a Mockingbird by Harper Lee
Students will also be given a list of books to choose from for independent reading. Each quarter,
students MUST read one book from the list independently, keep a journal about the book, and
submit a book report by the end of the term. Students are also encouraged to read books of their
choice at their leisure.
Grading
Homework
Tests and Quizzes
Class work
Participation
15%
25%
30%
30%
Late Work
Late work will be accepted the day after the due date for partial credit. No full credit will be
given for work that is submitted after it is due. If the student was absent when an assignment was
given, he or she will have one day after his or her return to complete the work for full credit.
ENGLISH 12
The 12th grade English class is designed to enhance each student’s knowledge of world literature
related to the economic, religious, social and political events from 3000 B.C. to the present time
period. The class will focus on the historical context of the selected readings and examine the
cultural points of view of several civilizations.
Topics to be discussed this year:
• The Ancient Middle East
o Epics and Epic Heroes
! The Epic of Gilgamesh
• Ancient Greek and Roman Literature
o Greek Tragedies and Epics
! The Iliad and The Odyssey by Homer
! Oedipus Rex by Sophocles
• Literature of India, China and Japan
o The Search for Truth and Enlightenment
! The Analects by Confucius
! Taoist Anecdotes
! Haiku’s by Matsuo Basho, Uejima Onitsura, Taniguchi Buson and
Kobayashi Issa
! Zen Parables
• Literature of Africa and the Middle East
o Oral Traditions, Epics and Proverbs
! Sundiata by D.T. Niane
• European Literature
o Renaissance and Enlightenment
! Sonnets by Francesco Petrarch and William Shakespeare
o
Romanticism
! Faust, Part I by Johann Wolfgang von Goethe
• Modern and Contemporary World Literature
o Cultural Identity in Literature
! Night by Elie Wiesel
! The Catcher in the Rye by J.D. Salinger
This class will be integrating technology, movies, drama, art and group projects. Students will be
required to write approximately 4 essays this year. Students will also continue to develop their
vocabulary with regular vocabulary tests. Homework will be assigned daily.
Students will also be given a list of books to choose from for independent reading. Each quarter,
students MUST read one book from the list independently, keep a journal about the book, and
submit a book report by the end of the term. Students are also encouraged to read books of their
choice at their leisure.
Grading
Homework
Class work
Tests and Quizzes
Participation
15%
30%
25%
30%
Absences
If a student is absent, he or she has two school days to make up the homework out without a
reduction in points. If a student is absent on the day of a test, the teacher and student will
determine when the appropriate time is to make it up.
Late Work
If a student forgets to complete a homework assignment, he or she may turn it in the following
day for partial credit.
WORLD HISTORY 9
Course Content: Students learn to identify the geographic, political, economic, and cultural
features that shaped the modern world (1800’s to the present). Topics include but are not limited
to:
• The Industrial Revolution
• Imperialism in the late 1800’s and early 1900’s
• The French Revolution and Napoleon
• European imperialism and colonialism in Africa
• American imperialism in Japan and China
• American imperialism in Latin America
• World War I
• Post-WWI Political Revolutions:
o Russia
o Germany
o Italy
• World War II
• Post-WWII international developments:
o Cold War
o Western and Eastern European political changes
o Chinese Civil War
o Eastern European revolts
o Middle Eastern nationalism
Students also study world geography extensively, including the countries and capitals of:
• Central and South America
• Western, Northern, and Eastern Europe
• Middle East and South Asia
• African continent
• Central and East Asia
Textbook: World History: Patterns of Interaction (McDougal Littel)
All notes/outlines for each section covered will be given to students. Exam questions will be
culled from these notes. History exams will include true/false and short answer questions, and
no notes or outlines will be permitted during the tests. Geography quizzes will require students
to identify the countries and capitals of the specific region without the study aids.
Homework: Roughly one to two nights a week.
U.S. HISTORY 10
Course Content: Students learn to identify the economic, political, and cultural factors of
different eras, with special attention given to the experiences of African Americans, women, and
Native Americans. Topics include but are not limited to:
•
•
•
•
•
•
•
•
•
•
The Civil War
Reconstruction
Expansion of big business
Labor movements
Immigration and urbanization
Institutionalized segregation (i.e., the Jim Crow South)
Progressive movement
U.S. imperialism in Latin America
World War I
1920’s America
Geography quizzes will be given on the U.S. states and their respective capitals, broken down
regionally. A culminating quiz on all 50 states/capitals will be given near the end of the
semester.
All notes/outlines for each section covered will be given to students. Exam questions will be
culled from these notes. History exams will include identification, short answer, and essay
questions, and no notes or outlines will be permitted during the tests. Review sheets containing
potential questions will be distributed roughly one week prior to the test. Geography quizzes
will require students to identify the states and capitals of the specific region without study aids.
Textbook: The Americans: Reconstruction to the 21st Century (McDougal Littel)
Homework: Roughly two to three nights a week.
MODERN U.S. HISTORY 11
Course Content: Students learn to identify the economic, political, and cultural factors of
different eras, with special attention given to the experiences of African Americans, women, and
Native Americans. Topics include but are not limited to:
•
•
•
•
•
•
•
•
•
•
•
•
The Great Depression
World War II
Truman and Eisenhower administrations
Korean War
Kennedy administration
Vietnam conflict
Civil Rights Movement
Johnson administration
Great Society
Cultural changes of the 1960’s
Nixon administration
Watergate affair
Textbook: The Americans: Reconstruction to the 21st Century (McDougal Littell)
All notes/outlines for each section covered will be given to students. Exam questions will be
culled from these notes. History exams will include identification, short answer, and essay
questions, and no notes or outlines will be permitted during the tests. Review sheets containing
potential questions will be distributed roughly one week prior to the test.
Homework: Roughly three to four nights a week.
ECONOMICS 12
Course Content: Students first evaluate why the study of economics is important before
examining:
•
•
•
•
•
•
•
Different types of economic systems
Aspects of supply and demand
Effect of prices
Interventions in the price system
Determination of wages
Savings and investments
Stocks and bonds
There is an emphasis on relating the topics covered to day-to-day life. Students are responsible
for current events reports comparing topics covered in class to current newspaper articles.
Students also participate in an on-line simulated stock market game, allowing them to buy and
sell stocks over a month long period. This is followed up with a two-page report on the
experience.
All notes/outlines for each section covered will be given to students. Exam questions will be
culled from these notes. Exams will include fill-in-the-blank and short answer questions, and no
notes or outlines will be permitted during the tests. Geography quizzes will require students to
identify the states and capitals of the specific region without study aids.
Textbook: Economics: Concepts and Choices (McDougal Littel)
Homework: Roughly three to four nights a week.
GOVERNMENT 12
Course Content: Students compare systems of government in the world today and analyze the
history and changing interpretations of the Constitution, the Bill of Rights, and the current state
of legislative, executive, and judiciary branches of government. An emphasis is placed on
analyzing the relationship among federal, state, and local governments. These areas of study
represent the culmination of civic literacy as students prepare to vote, participate in community
activities, and assume the responsibilities of citizenship. Specific areas of study include:
• The Constitution
o Structure and Principles
o Three Branches of Government
o Amending the Constitution
o The Amendments
• The Federal System
o National and State Powers
o Relations Among the States
o Developing Federalism
o Federalism and Politics
• The Organization of Congress
o Congressional Membership
o The House of Representatives
o The Senate
o Congressional Committees
o Staff and Support Agencies
• Congress at Work
o How a Bill Becomes a Law
o Taxing and Spending Bills
o Influencing Congress
o Helping Constituents
• The Presidency
o President and Vice President
o Electing the President
o The Cabinet
o The Executive Office
Textbook: United States Government: Democracy in Action (Glencoe)
There is an emphasis on relating the topics covered to day-to-day life. Students are responsible
for current events reports comparing topics covered in class to current newspaper articles.
Students will complete textbook-publisher note outlines for each section covered. Exam
questions will be culled from these notes. Exams will include matching, multiple choice and
short answer questions, and no notes or outlines will be permitted during the tests.
Homework: Roughly three to four nights a week.
ALGEBRA 1
In algebra, an emphasis is placed on concept development and the ability to communicate
mathematical reasoning and understanding into all topics covered. Algebraic skills are developed
and used in a wide variety of real-life problem solving situations. Topics include:
• Integers and rational numbers
• Solving equations
• Solving inequalities *
• Exponents and polynomials
• Polynomials and factoring
• Graphs and linear functions
• Systems of equations
• Absolute value
• Rational expressions and equations
• Radical expressions and equations *
• Quadratic functions *
Text used: Algebra 1 - CA edition, Prentice Hall
Algebra I grading policy
Classwork/homework = 10 pts. per assignment (unless it is a very small assignment, 5 problems
or less in which case they are worth 5 pts. each)
Pop quizzes = 5 pts. (these are just to check for understanding before moving onto a new topic
and students earn points based on participation instead of accuracy)
Tests = 100 pts. (unless the chapter is broken into 2 parts in which case they will be worth 50 pts.
each)
Midterm/Final = 200 pts.
In general the classwork/homework and quiz points are approximately 50% and the test points
are also 50% of the grade for the first and third quarter The second and fourth quarters have a
higher emphasis on tests scores due to the midterm/final grade. The first and second quarter
grade and the third and fourth quarter grades are averaged together in the end to total the
semester grade.
GEOMETRY
After an introductory period that includes definitions of basic geometric terms and
measuring line segments and angles, students learn geometric concepts based on their
understanding of algebraic procedures. Students are required to use compasses and
straight edges to reinforce all concepts.
Topics include:
• Figure transformations
• Logics and proofs
• Symmetry
• Properties of:
• Quadrilaterals
• Parallel lines
• Transversals
• Triangles
• Trapezoids
• Triangle congruence *
• Quadrilateral properties
• Two-dimensional objects (perimeter and area)
• Three-dimensional objects (surface area and volume)
• Graphing on a three-coordinate plane with translations *
• Trigonometry *
Text used: Geometry, Holt
Geometry grading policy
Classwork/homework = 10 pts. per assignment (unless it is a very small assignment, 5 problems
or less in which case they are worth 5 pts. each)
Pop quizzes = 5 pts. (these are just to check for understanding before moving onto a new topic
and students earn points based on participation instead of accuracy)
Tests = 100 pts. (unless the chapter is broken into 2 parts in which case they will be worth 50 pts.
each)
Midterm/Final = 200 pts.
In general the classwork/homework and quiz points are approximately 50% and the test points
are also 50% of the grade for the first and third quarter The second and fourth quarters have a
higher emphasis on tests scores due to the midterm/final grade. The first and second quarter
grade and the third and fourth quarter grades are averaged together in the end to total the
semester grade.
ALGEBRA II
Once students clearly understand the basic algebraic concepts, they begin to examine
higher-level algebra:
• Solving equations and inequalities
• Linear functions and graphs
• Absolute value functions and graphs
• Quadratic equations and functions
• Polynomial equations and functions
• Permutations and combinations *
• Probability
• Radical functions
• Radical exponents
• Complex numbers
• Logarithmic functions *
Text used: Algebra 2, Prentice-Hall
Albegra II grading policy
Classwork/homework = 10 pts. per assignment (unless it is a very small assignment, 5 problems
or less in which case they are worth 5 pts. each)
Pop quizzes = 5 pts. (these are just to check for understanding before moving onto a new topic
and students earn points based on participation instead of accuracy)
Tests = 100 pts. (unless the chapter is broken into 2 parts in which case they will be worth 50 pts.
each)
Midterm/Final = 200 pts.
In general the classwork/homework and quiz points are approximately 50% and the test points
are also 50% of the grade for the first and third quarter The second and fourth quarters have a
higher emphasis on tests scores due to the midterm/final grade. The first and second quarter
grade and the third and fourth quarter grades are averaged together in the end to total the
semester grade.
LIFE SKILLS MATH
In life skills math, mathematical concepts will be incorporated with skills and topics that aid in
postsecondary school living.
Topics will include:
• Calculating monthly income from salaries and hourly wages
• Creating a monthly budget
• Calculating gross and net income
• Calculating overtime pay
• Exploring job postings and understanding the prerequisites and compensation
• Writing checks and using ATM cards
• Creating and balancing a check book register with excel
• Banking/Interest
• Credit cards
• Loans
• Savings
• Checking accounts
• Bills
• Credit scores and contributing factors
• Taxes
• W4
• W2
• 1040EZ and 540EZ Complex numbers
• Calculating sales tax and tip
• Insurance (risk factors, deductibles, coverage, etc.)
• Car
• Health
• Home
• Increasing and decreasing recipes
• Comparison shopping (unit prices)
• Meal planning and food budgeting
• Directionality and map skills
Test used: Life Skills, AGS
Life Skills Math grading policy
Classwork/homework = 10 pts. per assignment (unless it is a very small assignment, 5 problems
or less in which case they are worth 5 pts. each)
Pop quizzes = 5 pts. (these are just to check for understanding before moving onto a new topic
and students earn points based on participation instead of accuracy)
Projects = 50 – 100 pts. depending on the amount of time spent on the project
Tests = 100 pts. (unless the chapter is broken into 2 parts in which case they will be worth 50 pts.
each)
Midterm/Final = 200 pts.
EARTH SCIENCE
Critical Thinking Skills
• Observations vs. Inference
• Data Collection
• Graphing
o Creation
o Interpreting/Inferring
Maps
• Global Coordinate System
• Topographic Maps
Rocks
• Rock Cycle
• Types of Rocks
o Igneous
o Metamorphic
o Sedimentary
Plate Tectonics
• Continental Drift
• Sea-floor Spreading
• Plate Boundaries
• Changing Continents
Earthquakes
• Where and How
• Seismology
• Earthquake Safety
• Bay Area Earthquakes
• Tsunami
Weather
• Air Masses
• Fronts
• Weather Instruments
• Forecasting Weather
Climate
• Climate vs. Weather
• Climate Factors
• Reading Climate Graphs
• Climate Zones
Grading
Grades will be assessed mainly on formal assessments and classroom behavior. At the end of
each unit a summative assessment will be given that will count for the majority of their grade. If
a student struggling on assessments I will sometimes allow them to retake assessments or the
assessment may be modified. This will be determined on a case-by-case basis. At the end of each
semester a cumulative final exam will be given. The students will not be allowed to retake the
final exam. They will also earn points each day for their classroom behavior (i.e. participation,
work completion, effort) as well as a personalized academic/social goal. Their personal goals
will be determined will collaboration with their counselor. Homework will be given infrequently,
but will count for a portion of their grade.
Grade Weights
Unit Assessments: 60%
Homework: 15%
Classwork/Personal Goal: 20%
Final Exam: 10%
Text used: Earth Science (Holt)
BIOLOGY
Topics:
Critical Thinking Skills
• Observations vs. Inference
• Data Collection
• Graphing
o Creation
o Interpreting/Inferring
• Experimentation
o Question/Purpose
o Variables
o Hypothesis
o Analysis/Conclusion
Cellular Biology
• Cell Theory
• Prokaryotes vs. Eukaryotes
o Theory of Endosymbiosis
• Eukaryotes
o Cellular Structure
o Plant vs. Animal Cells
o Respiration
o Photosynthesis
o Cell Cycle
• Stem Cell Technology
Genetics
• DNA Structure/Chromosomes
• Heredity
• Probability/Punnett Square
• Meiosis
• Sexual vs. Asexual Reproduction
Evolution
• Natural Selection
• Speciation
• Geologic Timescale
•
Text used: Biology: Principles and Explorations (Holt)
Grading
Grades will be assessed mainly on formal assessments and classroom behavior. At the end of
each unit a summative assessment will be given that will count for the majority of their grade. If
a student struggling on assessments I will sometimes allow them to retake assessments or the
assessment may be modified. This will be determined on a case-by-case basis. At the end of each
semester a cumulative final exam will be given. The students will not be allowed to retake the
final exam. They will also earn points each day for their classroom behavior (i.e. participation,
work completion, effort) as well as a personalized academic/social goal. Their personal goals
will be determined will collaboration with their counselor. Homework will be given infrequently,
but will count for a portion of their grade.
Grade Weights
Unit Assessments: 60%
Homework: 15%
Classwork/Personal Goal: 20%
Final Exam: 10%
PHYSICAL SCIENCE CONCEPTS
Topics:
Motion
• Speed/Velocity
• Graphing Speed
• Acceleration/Deceleration
• Force
• Newton’s 3 laws of motion
• Gravity
Work and Machines
• Work
• Power
• Energy
• Levers/Machines
Thermodynamics
• Heat Energy
• Heat’s Effects on Matter
• Measuring temperature
• Heat vs. Temperature
• Calculate heat gain and loss
• Conduction, Convection, and Radiation
Waves
• Sound
• Light
Electricity
• Electricity Flow
• Conductors/Insulators
• Electricity Sources
• Ohm’s Law
• Circuits
Electromagnetism
• Magnets
• Magnetic Fields
• Magnetism and Electricity
Textbook: AGS – Physical Science
Grading
Grades will be assessed mainly on formal assessments and classroom behavior. At the end of
each unit a summative assessment will be given that will count for the majority of their grade. If
a student struggling on assessments I will sometimes allow them to retake assessments or the
assessment may be modified. This will be determined on a case-by-case basis. At the end of each
semester a cumulative final exam will be given. The students will not be allowed to retake the
final exam. They will also earn points each day for their classroom behavior (i.e. participation,
work completion, effort) as well as a personalized academic/social goal. Their personal goals
will be determined will collaboration with their counselor. Homework will be given infrequently,
but will count for a portion of their grade.
Grade Weights
Unit Assessments: 60%
Homework: 15%
Classwork/Personal Goal: 20%
Final Exam: 10%
BOTANY
Topics:
Critical Thinking Skills
• Observations vs. Inference
• Data Collection
• Graphing
o Creation
o Interpreting/Inferring
• Experimentation
o Question/Purpose
o Variables
o Hypothesis
o Analysis/Conclusion
Plant Classification
• 4 Broad Classifications
• Vascular vs. Non-vascular
Vascular Plant Transport
• Vascular Plant Structures
• Vascular Plant tissues
Plant Uses
• Food Uses
• Non-food Uses
Plant Reproduction
• Asexual Reproduction
• Sexual Reproduction
Plant Growth and Development
• Plant Growth
• Fertilizer
• Photoperiodism
• Plant Tropisms
Home Gardening
• Xeriscaping Landscaping
• Pests
• Soil
• Planting
• Propagation
• Potting
• Garden Maintenance
Grading
Grades will be assessed mainly on formal assessments and classroom behavior. At the end of
each unit a summative assessment will be given that will count for the majority of their grade. If
a student struggling on assessments I will sometimes allow them to retake assessments or the
assessment may be modified. This will be determined on a case-by-case basis. At the end of each
semester a cumulative final exam will be given. The students will not be allowed to retake the
final exam. They will also earn points each day for their classroom behavior (i.e. participation,
work completion, effort) as well as a personalized academic/social goal. Their personal goals
will be determined will collaboration with their counselor. Homework will be given infrequently,
but will count for a portion of their grade.
Grade Weights
Unit Assessments: 60%
Homework: 15%
Classwork/Personal Goal: 20%
Final Exam: 10%
PHYSICAL EDUCATION
Physical Education is a twice-weekly class that meets the standards for Courses 1 and 2 of the
California State High School Physical Education Standards. Cardiovascular endurance and
upper and lower-body strength are enhanced in every class with distance running, stretching,
push-ups and sit-ups. Gross- and fine-motor skills, sportsmanship, and teamwork are enhanced
through a variety of activities, including ultimate frisbee, indoor hockey, basketball, team
handball, circuit training, and/or pilates. These activities change every 4-5 weeks. Competition
is not emphasized, but student are expected to fully participate to the best of their respective
ability and exhibit good sportsmanship and attitude. At least three times per academic quarter,
students are timed in a mile run, and are expected to show gradual improvement relative to their
ability over the course of the year. The physical and mental benefits of regular exercise is
heavily stressed in each class.
SCHOOL CONNECT
School Connect: Optimizing the High School Experience is a 40-lesson curriculum which is
designed to improve the social, emotional, and academic skills of high school students and
strengthen relationships between students and teachers as well as among students. The
curriculum is built upon five social and emotional competency areas: social awareness, selfawareness, self-management, relationship skills, and responsible decision-making. These are the
areas identified by the Collaborative for Academic, Social and Emotional Learning (CASEL) as
being crucial to the creation of a common language and goals for social and emotional learning.
In addition, the curriculum is designed to foster the ABC’s of student motivation: Autonomy,
Belonging, and Competence. Throughout the curriculum, students are given opportunities to
exercise autonomy through activities that offer “voice and choice.” Group discussions and
pair/group activities that help create conditions that endow students with a feeling of being
supported and valued and a sense of attachment to school. Through role-play, applications to real
life, and reflection, students acquire personal and interpersonal skills important to life and
learning. In the process, they gain a greater sense of self-efficacy-the belief that they can affect
their own lives and the lives of others in positive ways.
Individual lessons draw on additional research in the field of psychology, particularly positive
psychology and violence prevention. For example, students are given opportunities to discover
and capitalize on their unique strengths and pathways to learning, use positive emotions to
increase self-motivation, and address underlying beliefs about achievement that either help or
hamper them in school. Students also become aware of possible biases in the way they interpret
events, learn to think more positively in ambiguous situations and practice a conflict resolution
strategy.
Ninth grade students follow the School Connect curriculum as an elective during their first
semester; all other students continue with supplemental School Connect lessons one class per
week throughout their tenure.
SCHOOL CONNECT ELECTIVE – 9TH GRADE
Course Description
This 9th grade elective class will be using the School-Connect curriculum, specifically Module I.
Module I includes lessons on stereotypes, empathy, emotional intelligence, and diversity to name
a few. School-Connect is designed to improve social, emotional and academic skills of students.
It also strengthens relationships between students and teachers as well as among students.
The Super Skills lesson book will be used to help improve your social competency and
encourage new social behavior in school, home, and in the community. We will be doing various
role-plays and practice activities that will help you acquire new skills such as maintaining eye
contact and reading others body language.
Books
School-Connect Curriculum
School-Connect Student Workbook
Super Skills: social skills group program
Grading
Your grade in this class will be based 75% on classroom participation and 25% on class work.
Participation includes actively engaging in classroom discussions and check-ins, asking
thoughtful questions, and being a positive class member. You will be able to earn 0-10 points
every day based on your participation.
Class work includes various handouts, in class projects, and worksheets. These items will be
worth different amounts of points based on the tea
Homework
Work that is not finished in class will be done as homework and turned in the next day. There
will also be homework in your School-Connect Student Workbook.
HEALTH
Students are presented a general overview of the concept of general health, with coverage of
physical health, mental/emotional health, and social health. A major goal of the course will be to
stabilize the students’ knowledge regarding attaining and maintaining physical, emotional, and
social health.
Specific topics covered include:
• Nutrition
• Stress management
• Relationships
• Goal-setting and decision-making
• Developing and maintaining a sense of physical, social, and emotional
health
TEXTBOOK: Glencoe Health, McGraw-hill Glencoe
Unit 1: A Healthy Foundation
Unit 2: Physical Activity and Nutrition
Unit 3: Mental and Emotional Health
Unit 4: Promoting Safe and Healthy Relationships
Unit 5: Personal Care and Body Systems
Unit 6: Growth and Development
Unit 8: Diseases and Disorders
Grading:
25% Homework/Projects
25% Quizzes and Tests
25% Participation
25% Class Work
Course Requirement and evaluation:
Students can earn up to 5 points daily
• 2 points for participation in group discussion/group activities
• 3 points for effort/attitude (the expectation is that the student comes prepared, follows
directions, is cooperative with group or partner, tries to complete the objective for the day to
the best of his ability)
•
This syllabus is subject to change depending on our progress, advance notice of any changes
will be given if possible
HOME AND COMMUNITY
This course was developed to educate students about all aspects of home and community life.
Students learn to be well informed and able to comprehend individual roles in their homes and
communities.
Home
•
•
•
•
Home safety
Using household appliances
Meal planning and preparation
Gardening and other leisure activities
Community
•
•
•
Community resources (stores, gas stations, libraries, hospitals, urgent care, etc.)
Current events
o Local, state, national, international
Citizenship and citizen actions
Grading:
25% Homework/Projects
25% Quizzes and Tests
25% Participation
25% Class Work
Course Requirement and evaluation:
Students can earn up to 5 points daily
• 2 points for participation in group discussion/group activities
• 3 points for effort/attitude (the expectation is that the student comes prepared, follows
directions, is cooperative with group or partner, tries to complete the objective for the day to
the best of his ability)
•
This syllabus is subject to change depending on our progress, advance notice of any changes
will be given if possible
ART
This class explores the Harlem Renaissance Art Period by completing a long-term, multi-stepped
project based on the work of Romare Bearden. Students will learn about a specific work by the
artist, titled “The Block”, and create a class version of this piece.
The purpose of the project is three-fold:
To create a self-portrait in the form of a building
To complete a section of a city block with a partner
To make a visual representation of the class as a
Whole.
By the end of the course, students will:
•
Gain knowledge of the Harlem Renaissance Period and be able to identify the important
contributions of the Artists.
•
Become familiar with the Artist Romare Bearden and his work.
•
Learn the basics of Collage and use the technique to create both an individual art piece
and a group art piece.
•
Use Art for self-exploration and expression.
•
Use Art to foster a sense of community and group cohesion.
Course Requirements and Assessment
Quarter grade:
50% Effort
50% Active Participation/Project Completion
This is a for a letter grade
Semester grade:
Average of Q1 + Q2 grades
HEALTH AND WELLNESS
This course provides a comprehensive study of health and wellness. Physical fitness challenges
include core strength training and muscle tone maintenance. Meditation is practiced to use with
emotional and sensory challenges. Classroom discussion and activities are designed to help
students acquire the skills necessary for making informed and healthful decisions to promote
wellness. Self-responsibility is emphasized in all areas.
Topics include:
• Body basics
• Drugs and alcohol
• Food and nutrition
• Mind, mood and emotion
• Sexuality and sexual health
Quarter grade:
50% Effort; 50% Active Participation/Project Completion
PROJECT-BASED LEARNING
Throughout the semester, students will explore, plan, problem solve, and complete several
interactive projects. These projects will range from creating a book to making a stop motion
video to helping the community. The students will learn to collaborate with classmates, be
flexible in scheduling and planning, research from start to finish, and learn how to overcome
obstacles that may arise when completing projects. Several of the following projects will be
covered throughout the semester in partners or small groups.
Group Projects
1. What are projects and why do we need them? How do we complete a project? Create a
flow chart. (Class activity)
2. Stop motion to send a message about an important topic in life (politics, freedom, earth,
family, friendship) .
3. Making a board game; objective, rules, players.
4. Write and illustrate a book about how Springstone has impacted your life.
5. Set up a project to help the community.
6. Advertisements: create an advertising campaign to sell a product or invention.
product can be real or imaginary.
The
7. Plan a party for their classmates/families.
8. Illustrated Quotes: Have students choose a meaningful quote from a text that they are
reading. They should explain why the quote interests them and then write the quote on a
blank sheet of paper and draw related images.
9. Replicate a map/scaling project.
10. Can you make your own musical instrument that can play a complete scale? Examples
might include a rubber band harp or flute from clay, wood or plastic.
11. Final Project: In addition to the projects listed above, students will be required to select
a project of their own, and independently complete it over the course of the semester at
home, and present it as a final grade. Check-ins will occur on a weekly basis to monitor
the progress of the project, which will help keep students moving in the right direction.
Grading:
Participation: 30%
Effort: 30%
Quality: 15%
Completion: 15%
Final Project: 10%
TRANSITIONS
At SCHS, there is an emphasis on transitions from the moment students enter ninth grade. Each
student is assigned a Guidance Counselor who is responsible for helping that student navigate
high school and begin the transition to adulthood. The SCHS Community Access Program
challenges students in both academic and social endeavors. Students acquire and practice
pragmatic language skills during academic and elective classes, and during daily experiential
activities. Approximately every six weeks, students participate in a weeklong Community
Access Program where they practice and use life skills that have been previously addressed.
Each student’s individualized Community Access Program helps him or her to develop self-
awareness, social-awareness and decision-making skills through group and individual activities.
Activities and instruction occur both on and off campus and serve to promote life skills
development and to enhance academic knowledge. These activities focus on conversation,
vocation aptitudes, critical thinking, self-advocacy, recreational interests and volunteer work.
SCHS COMMUNITY ACCESS PROGRAM
The SCHS Community Access Program, designed by the co-founders of the school, challenges
students in both academic and social endeavors. Students acquire and practice pragmatic
language skills during academic and elective classes, and during daily experiential activities.
Approximately every six weeks, students participate in a weeklong Community Access Program
where they practice and use life skills that have been previously addressed.
Each student’s individualized Community Access Program helps him or her to develop selfawareness, social-awareness and decision-making skills through group and individual activities.
Activities and instruction occur both on and off campus and serve to promote life skills
development and to enhance academic knowledge. These activities focus on conversation,
vocation aptitudes, critical thinking, self-advocacy, recreational interests and volunteer work.
During tenth and eleventh grade, students set career objectives. They survey college and
vocational training programs and practice the life skills necessary to achieve their goals. Students
are assisted in finding after-school jobs and/or volunteer opportunities. During eleventh and
twelfth grade, this transition work intensifies in daily experiential group seminars.
COMMUNITY ACCESS – 12TH GRADE
The final year at Springstone includes a daily class to aid in the final steps to post-high school
life. This class allows for discussion/brainstorming, role-play, peer feedback and journaling to
explore topics such as: managing emotions (recognizing and reacting to them in healthy ways,
implement relaxation techniques and buy yourself time activities), making friends, appropriate
relationship interactions in different settings (school, home, work), leisure skills (where and how
to meet new people and how to deepen existing friendships through leisure activities), conflict
resolution (feel, say action, listen, respond) and what to expect in a vocational environment.
In Transitions, we emphasize the changes that occur in our language and behavior as we move
through the day at school, in the community and at home and give the students skills and
strategies to manage these transitions.
The class then goes on to explore: identifying learning style and type of accommodations that
work best for individuals, requesting those accommodations in a different environment (work,
college, trade school), identifying an ideal work environment, techniques for managing
workplace problems, workplace communication and etiquette and monthly budgeting.
Course Topics:
Monday/Thursday: Team Building: Activities, games, discussions to promote communication,
conflict resolution and teamwork
Tuesday: School Connect: Module 3-Building academic strengths, identifying learning style,
achieving goals, the affects of mental outlook on academic performance
Friday: Transitions: Student Portfolios-Assessing strengths and challenges, making short-term
goals for overcoming personal obstacles, identifying community services and agencies and
learning how to contact them.
Grading:
Participation: 75%
In Class Work: 25%
* This syllabus is subject to change depending on our progress, advance notice of any changes
will be given if possible.