The first unit contains overarching themes including factors underlying the formation of the United States of America and its system of government. Domestic and foreign influences were catalysts in the foundation of our political system. Unit one identifies important vectors in the beginnings of American culture and society.
Unit two focuses on the United States Constitution as the essential document for the founding of the United States of America as a new nation. Several key ideas and documents that influenced the creation of the Constitution are spanned, as well as an in-depth examination of the Articles as they relate to government and citizens rights and responsibilities, and the continuing effect of the Constitution on contemporary issues.
Examined at the core of unit three are the structure and functionality of the United States government at the local, state, and federal levels. The lessons within are designed to challenge students to recognize cross-governmental similarities and differences, and apply such an understanding to events that significantly impact students’ lives.
The fourth and final unit moves outside of the borders of the United States and considers the impact of the United States system of government on a global scale. The lessons have been designed to engage students with the pertinent issues of world politics, international trade relations, and foreign affairs policies.
This curriculum emphasizes a multi-representational approach to algebra, with concepts, results, and problems being expressed graphically, analytically, and verbally. It develops algebraic fluency by providing students with the skills needed to solve equations and perform important manipulations with numbers, variables, equations, and inequalities. In addition, the course develops proficiency with operations involving monomial and polynomial expressions. The main unifying themes of the course include understanding, writing, solving, and graphing linear equations, systems of linear equations and inequalities, quadratic equations, and rational equations. Upon completion of this course you will: Perform operations with real numbers
Simplify and evaluate algebraic expressions
Use equations to solve word problems
Graph and solve problems involving inequalities and absolute value
Graph and solve linear equations
Solve systems of equations
Solve many types of real-world problems
Factor polynomial equations
Understand relations and functions
Solve quadratic equations
Work with radical expressions and rational equations
by Cattaraugus Allegany BOCES Math Science Technology Dept
Students will identify habitats as the place where basic needs are met for the organisms that live there. A study of the plants and animals of the five major biomes of the world will also be studied. Plant and animal adaptations are a focus. Special emphasis will be placed on observing, discussing, describing, predicting, gathering and interpreting data. Integrated hands-on math activities are also included in this kit.
This collection is available as downloadable PDFs, but portions of the content are found in wiki format (see WIKI Learning Experiences and Resources) which can be edited or built up with other materials on the same topic by members of the Curriki community.
More About CABOCES
Welcome to the Math, Science, and Technology Department (MST) of Cattaraugus Allegany Board of Cooperative Educational Services (CA BOCES). As a department of Instructional Support Services (ISS), we provide Math, Science, and Technology kits along with support services to meet the needs of the individual districts in our area. The BOCES Teaching and Learning Center at Allegany provides hands-on math, science, and technology kits to over twenty area school districts in Cattaraugus and Allegany counties. Our department provides forty-three different varieties of kit topics. The kits cover topics in math, life science, physical science, chemistry, and earth science. Each kit contains a teacher's manual, student activity book, materials inventory list, instructional video, and materials needed to complete each learning experience. Each kit aligns with the New York State standards and prepares students for the New York State assessments.
BOCES Teaching & Learning Center @ Allegany Math, Science, Technology & Health Dept. 80 N Fourth St, Third Floor Allegany, NY 14706 Phone: (716)-376-8272; Fax: (716)-372-0621
This course is intended to prepare high school sophomores for continued study in college preparatory work, often AP English Language or Literature. The course can be taught over one year on a 7-8 period day or one semester on a 4-period day (for which it was originally intended).
This course includes: Antigone
Short Story Writing
Outside Reading Projects
A Separate Peach
In an introductory letter, students are asked to help develop a warning poster and pH scale of the items in their kitchen. In order to accomplish this, students will need to learn about acids, bases, and pH levels. Several labs and activities, as well as notes, help students to develop the knowledge needed to complete the final project, the poster.
Black holes, time travel, and a universe which expands faster than the speed of light… it seems like science fiction, but astronomers study these things on a daily basis! In this course, we’ll learn about Einstein’s theory of relativity and discuss what it has to say about the most mind-boggling topics in the universe. What would it be like to fall into a black hole? How can you travel into the future, using nothing more than your feet? We’ll also take a look at the evidence astronomers have been building up the past few years which seems to confirm some of Einstein’s most outlandish ideas. Since we can’t do too many hands-on experiments related to relativity, we’ll structure the course around "thought-experiments" – a technique pioneered by Einstein in which a little logic can go a long way toward understanding how the universe works. This course can be taken by anyone at the high school level, but it would be ideal for students who have a little bit of physics background, since it will reinforce what they have already learned.
I taught a mini-course similar to the one presented here in Richard Armstrong’s 11th grade English class at Ithaca High School in Ithaca, New York during March-May 2004. The class was taught over 10 sessions, each slightly longer than one hour. Most of the students in this class had no prior physics background and very little mathematics background, but by the end, most of them considered the course to be a success and came away from it with a basic understanding and appreciation of the theory of relativity.
This resource is a Microsoft Word document hosted by the Graduate Student School Outreach Project (GSSOP) at Cornell University.