• The learner will read, sign, and date the Safety Procedures handout thereby agreeing to abide by the lab and equipment rules specified by the Business Department.
• The learner will read, sign, and date the Lenape Regional High School District Acceptable Use Policy.
• The learner will create a safety diagram of their employment station.
• The learner will prepare a written safety record identifying potential safety hazards that can exist within their individual training stations of employment.
• The learner will view a video on “Office Safety” and “Hazards in the Workplace”.

• The learner will utilize district forms to record employment activities.
• The learner will prepare a weekly progress report documenting commendations and recommendations of his/her work experience.
• The learner will prepare monthly and yearly wage and hour forms documenting pay stub information.

• The learner will be able to identify personal values and work values in developing their personal profile.
• The learner will understand the correct procedure an applicant would follow when applying for a job.
• The learner will understand the guidelines to follow before, during, and after a job interview.

• The learner will become familiar with State and Federal laws that pertain to sexual harassment.
• The learner will examine different forms of media including but not limited to videos, articles and the Internet that pertain to sexual harassment issues.
• The learner will be able to recognize the various types of physical, verbal, quid pro quo, and environmental forms of sexual harassment.
• The learner will understand the process one should follow to report incidents of sexual harassment.
• The learner will complete the sexual harassment WebQuest where they will take part in a simulation of sexual harassment on the job. They will be able to identify the harassment, take action against the harassment and follow the procedures necessary to stop the harassment.

• The student will demonstrate their knowledge and understanding through teacher created tests/quizzes.
• Discussion and written documentation.
• The student will use the Internet to research State and Federal Laws that pertain to sexual harassment.
• The student will complete the Sexual WebQuest where they will take part in a simulation of sexual harassment on the job.

• The learner will demonstrate their understanding of business etiquette as it pertains to Men & Women as Colleagues, First Impressions, Body Language, Business Correspondence/Faxing, Professional Dress for Men/Women, Restaurant Dining, Tipping Etiquette, Japanese Etiquette, Telephone Etiquette, Business Communication, and High Tech Etiquette.
• The learner will use the Internet to research business etiquette topics.

• The student will demonstrate their knowledge through teacher created tests/quizzes.
• The student will use the Internet to research, identify, and become familiar with business etiquette issues in the workplace.
• Discussion and documentation of business etiquette.

• The learner will become familiar with terminology as it pertains to income tax.
• The learner will view a video on the topic of  Understanding Your Taxes -- “Income Tax and You”.
• The learner will become familiar with completing W4 Form/Employee’s Withholding Allowance Form.
• The learner will understand the process of completing Form 1040EZ.

• The student will read case studies about various taxpayers and complete the necessary W4 Forms and 1040EZ Forms.

• The learner will identify an occupation of interest that matches their personal profile.
• The learner will be able to identify the current job outlook, job growth, education, earnings, and employment trends.

• The student will use the Internet to research their individual career.
• The student will create a career portfolio including the following topics:
  • General Information
  • Basic Skills Required
  • Work Skills
  • Training and Qualifications
  • Job Outlook
  • Education
  • Earnings
  • Employment Trends
  • Related Occupations
  • Graphic Self-Portrait
  • Business Card

• The learner will demonstrate proper oral communication skills in role-play situations.

• The student will demonstrate their knowledge through teacher created tests/quizzes.
• Teacher generated rubrics for documents and role-plays.

• The learner will demonstrate their knowledge and understanding of banking terminology.
• The learner will become familiar with the complete checking account cycle.
• The learner will demonstrate their knowledge of personal checking by writing a personal check and completing the check stub.
• Guest Speaker from Commerce Bank
• The learner will demonstrate their knowledge of personal checking by completing a bank reconciliation.

• The student will complete the Commerce Banking Simulation maintaining a checking account for a simulation period of six months.
• The student will complete bank reconciliations at the end of each month’s transactions.
• Teacher generated test.

• The learner will key/compose word processing documents in the proper format.

• The learner will use Reference Guides to aid in the production of assignments.
• The learner will create/maintain databases that can be used in a variety of ways designing queries, reports, and forms.
• The learner will create/maintain simple spreadsheets demonstrating their understanding of formulas/functions.
• The learner will create PowerPower presentations demonstrating their ability to create charts, graphics, and transitions.

• The student will demonstrate their ability to use the Microsoft Office Suite to create business letters, spreadsheets, databases, financial reports, charts, and business presentations.
• The student will be assessed on the completion of worksheets, daily assignments, and tests.
• Student PowerPoint presentations will be assessed using a rubric.

1. Employability Skills and Forms
   • 4 Weeks
2. Safety Procedures
   • 3 Weeks
3. Sexual Harassment
   • 3 Weeks
4. Getting a Job Employment Portfolio
   • 6 Weeks
5. Business Etiquette
   • 8 Weeks
6. Communications
   • 5 Weeks
7. Understanding Your Taxes
   • 3 Weeks
8. Career Portfolio
   • 5 Weeks
9. Commerce Bank Simulation
   • 3 Weeks
10. Integrated Business Projects                                               

Lenape Regional High School District

Introduction to Business, Level 4 Course of Study

Final BOE Approval May 2011

Revised October 2009

Table of Contents

Members of Revision Committee

Statement of Purpose

Program of Studies Description

Core Content Standards

Textbook and Resource Materials

Course Objectives/Activities

Content Outline/Timeline

Proof of Proficiency

Members of Revision Committee:

Elaine Riches  - Lenape

Olivia Fontana - Cherokee

Renee Hampshire - Seneca

Jenise Hillian - Cherokee

Statement of Purpose:

The purpose of all curriculum guides is to provide direction for instruction. They identify the written outcomes in a subject and /or grade as the basis for classroom activities and student assessment. In order to achieve maximum understanding, the objectives identified as learning outcomes must be written clearly and reflect the specific learning and behavior which are expected.

Objectives are written as major outcomes and stated to require critical thinking. Teachers should understand that they must make careful decisions about the specific sub skills and prior learning needed to reach these objectives. These professionals are encouraged to reflect with others teaching the same curriculum for this purpose and also to identify the most appropriate resources and methods of assessment. The assessments are directly aligned with the objectives. Therefore, the objectives in this guide are designed to provide direction to the teacher in order to facilitate instructional planning.

All teachers, parents and students should be informed of the expected outcomes (i.e. objectives) for the subject and/or grade level.

Program of Studies Description:

Students will explore the various elements of the global business world. Specific areas of study will include: management functions, business ethics, banking, credit, stock market/investments, and career exploration. Students will have an opportunity to develop computer literacy skills, consumer skills, and communication skills.

Core Content Standards for Introduction to Business, Level 4:

Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Standard 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

Standard 9.1 21st Century Life Skills: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures.

Standard 9.2 Personal Financial Literacy: All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy.

Standard 9.3 21st Century Career Awareness, Exploration & Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration and preparation in order to navigate the globally competitive work environment of the information age.

Standard 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.

 

Textbook and Resource Materials – Identify on-line resources as well:

Title: Intro to Business, 7e

Copyright: 2009

Author(s): Dlabay, Burrow, Kleindl

Reading Level: 9-12

Publisher: South Western Cengage Learning

Representative: Karlin Antoine

Phone#: (215) 477-3320

Student Editions: ISBN#0538445610, ISBN#0538445718
Title: Introduction To Business

Other Material:

Marketing Education – Level 3 - Course of Study

Final BOE Approval May 2011

Revised October 2009

Table of Contents

Members of Revision Committee

Statement of Purpose

Program of Studies Description

Core Content Standards

Textbook and Resource Materials

Course Objectives/Activities

Content Outline/Timeline

Members of Revision Committee:

Dawn Eisenhardt - Cherokee

Judy White - Shawnee

Grace McCloskey - Seneca

Barbara Finkel - Lenape

Statement of Purpose:

The purpose of all curriculum guides is to provide direction for instruction. They identify the written outcomes in a subject and /or grade as the basis for classroom activities and student assessment. In order to achieve maximum understanding, the objectives identified as learning outcomes must be written clearly and reflect the specific learning and behavior which are expected.

Objectives are written as major outcomes and stated to require critical thinking. Teachers should understand that they must make careful decisions about the specific sub skills and prior learning needed to reach these objectives. These professionals are encouraged to reflect with others teaching the same curriculum for this purpose and also to identify the most appropriate resources and methods of assessment. The assessments are directly aligned with the objectives. Therefore, the objectives in this guide are designed to provide direction to the teacher in order to facilitate instructional planning.

All teachers, parents and students should be informed of the expected outcomes (i.e. objectives) for the subject and/or grade level.

Program of Studies Description:

Marketing concepts and skills are developed through discussion, small group learning, and research. Students will participate in an individual senior year cooperative work experience. Students are released early from school to begin work at their marketing or retail training stations. Sales and Marketing is highly recommended as a prerequisite to this course. Students have the opportunity to participate in the school store and in DECA (An Association of Marketing Students).

Core Content Standards for Marketing Education:

http://www.state.nj.us/education/cccs/2009/

Textbook and Resource Materials:

Marketing Essentials, Third Edition, Farese, Kimbrell and Woloszyk, Glencoe McGraw-Hill, 2002.

MARKETING ESSENTIALS STUDENT ACTIVITY WORKBOOK, Third Edition, Farese, Kimbrell and Woloszyk, Glencoe McGraw-Hill, 2002.

MICROSOFT WORD 2000, Microsoft Corporation, 2000.

MICROSOFT POWERPOINT 2000, Microsoft Corporation, 2000.

MICROSOFT FRONTPAGE 2000, Microsoft Corporation, 2000.

NATIONAL DECA RELATED MATERIALS, Reston, Virginia.

NATIONAL STANDARDS FOR BUSINESS EDUCATION, National Business Education Association, 2001.

GETTING A JOB PROCESS KIT, Fifth Edition, Zedllitz, Thomson South-Western.

KELLER'S OFFICIAL OSHA SAFETY HANDBOOK, Fifth Edition, J. J. Keller & Associates, Inc.

MARKETING AND CAREER RELATED VIDEOS

FIELD TRIPS AND GUEST SPEAKERS

Course Objectives/Activities:

Objective 1: The learner will create a portfolio of workstation documentation to comply with cooperative education guidelines. (8.1A, 9.2A,B,C,D,G, 9.3A) Activities to meet objective:

• The learner will utilize district forms to record employment activities.

• The learner will prepare weekly, monthly and yearly wage and hour forms.

Assessment:

1. Student created portfolio.

2. Teacher generated rubric for student documents.

Objective 2: The learner will understand the importance of practicing proper safety procedures in school and at the workplace. (8.1A,D,E, 8.2B, 9.1A,B,C, 9.3A,B,C) Activities to meet objective:

• The learner will create a safety diagram of their employment station.

• The learner will prepare a written safety record.

Assessment:

1. Discussion and written documentation.

2. Students will demonstrate knowledge through teacher created tests/quizzes.

Objective 3: The learner will identify and recognize the many forms of sexual harassment that exist in work, school and in the living environment. (9.1C, 9.3A, 9.3C) Activities to meet objective:

• The learner will examine different forms of media including but not limited to videos, articles and the Internet that pertain to sexual harassment issues.

• The learner will discuss current sexual harassment issues.

Assessment:

A. Students will demonstrate knowledge through teacher created tests/quizzes.

B. Discussion and written documentation.

Objective 4: The learner will be able to identify how marketing functions impact all business activities. (8.1A,D,E, 8.2B, 9.1A,B,C, 9.2.E, 9.3A,B,C) Activities to meet objective:

• Students will view, discuss and analyze past, present and future activities in business.

• Students will research and create a product demonstrating the marketing functions.

• Students will participate in various small group activities developing teambuilding skills.

Assessment:

1. Students will demonstrate the ability to identify the functions of marketing through the use of teacher created tests/quizzes.

2. Teacher will utilize rubrics for assessing projects.

3. Students will generate self and group evaluation.

Objective 5: The learner will analyze the role of the marketing concept as it applies to target markets, the marketing mix, and market positioning. (8.1A,D,E, 8.2D, 9.1A,B,C, 9.2E) Activities to meet objective:

• The student will select a consumer product and create a flow to demonstrate how the product appeals to many market segments.

• The student will analyze product markets.

Assessment:

1. Students will create a product analysis using work samples or projects.

2. Students will demonstrate knowledge through teacher created tests/quizzes.

Objective 6: The learner will evaluate the social and environmental responsibilities of a business in making ethical choices. (8.1D, 8.2B, 9.1A,B,C) Activities to meet objective:

• The student will utilize technology to research for articles on companies that have been involved in ethical issues.

• Students will examine through the use of technology business ethics and their impact on society.

• The student will be sensitive to multicultural practices in the workplace.

Assessment:

1. Students will present their findings.

2. Students will self-evaluate business ethics.

3. Students will demonstrate knowledge through teacher created tests/quizzes.

Objective 7: The learner will understand global trade activity and government regulations as they affect our economy. (8.1A,B,C, 8.2B, 9.1 A,B,C, 9.2A,E) Activities to meet objective:

• The student will use technology to research global trade.

• The student will do a cooperative learning case study on the barriers to trade that are experienced by companies who trade internationally.

• The student will examine diversity issues in the workplace.

Assessment:

1. The students will prepare and present a trade report.

2. The students will outline the barriers to trade.

3. The students will demonstrate knowledge through teacher created tests/quizzes.

Objective 8: The learner will generate and develop business communication skills. (8.1A, 9.1A,B,C, 9.3A,B,C) Activities to meet objective:

• Prepare a document that uses the elements of good communication.

• Students will role-play situations using good communication and technology skills.

Assessment:

1. Students will demonstrate knowledge through teacher created tests/quizzes.

2. Teacher generated rubrics for documents and role-plays

Objective 9: The learner will examine the methods used to become a successful entrepreneur. (8.1A, 8.2B, 9.1A,B,C, 9.2A – G, 9.3A,B,C) Activities to meet objective:

• The students will study the risks, rewards, advantages and disadvantages of entrepreneurship.

• The students will examine various entrepreneurs using diverse technology.

Assessment:

A. Students will prepare a description of a business using entrepreneurial guidelines.

B. Students with work in teams/partners and present oral report.

3. Students will demonstrate knowledge through teacher created tests/quizzes.

Objective 10: The learner will explore the opportunities and benefits of entering marketing careers.(8.1A, 9.1A,B,C, 9.2A, 9.3A,B,C, 9.4A – P) Activities to meet objective:

• The students will identify employment opportunities through various media.

• The students will complete all documents used in applying for and obtaining a position in a chosen career.

• The students will participate in role-playing exercises to prepare for an interview.

Assessment:

A. Teacher generated rubrics for documents and role-plays.

B. Students will demonstrate knowledge through teacher created tests/quizzes.

C. Create employability portfolio.

Content Outline/Timeline

1. Employability Skills and Forms 4 Weeks

2. Safety Procedures 3 Weeks

3. Sexual Harassment 2 Weeks

4. Marketing Foundations and Functions 2 Weeks

5. Marketing Concept 2 Weeks

6. Ethics 4 Weeks

7. World Economies and Global Trade 4 Weeks

8. Communications 6 Weeks

9. Entrepreneurial Skills 4 Weeks

10. Marketing Careers Exploration 2 Weeks

11. DECA Activities 3 Weeks

Personal Finance, Level 2 Course of Study

Final BOE Approval May 2011

Revised October 2009

Table of Contents

Members of Revision Committee

Statement of Purpose

Program of Studies Description

Core Content Standards

Textbook and Resource Materials

Course Objectives/Activities

Content Outline/Timeline

Members of Revision Committee:

Debbie Hodulik - Lenape

Jack Lamplugh - Cherokee

Pat Costello - Seneca

Joan Colgan- Shawnee

Rollin Peoples - Cherokee

Statement of Purpose:

The purpose of all curriculum guides is to provide direction for instruction. They identify the written outcomes in a subject and /or grade as the basis for classroom activities and student assessment. In order to achieve maximum understanding, the objectives identified as learning outcomes must be written clearly and reflect the specific learning and behavior which are expected.

Objectives are written as major outcomes and stated to require critical thinking. Teachers should understand that they must make careful decisions about the specific sub skills and prior learning needed to reach these objectives. These professionals are encouraged to reflect with others teaching the same curriculum for this purpose and also to identify the most appropriate resources and methods of assessment. The assessments are directly aligned with the objectives. Therefore, the objectives in this guide are designed to provide direction to the teacher in order to facilitate instructional planning.

All teachers, parents and students should be informed of the expected outcomes (i.e. objectives) for the subject and/or grade level.

Program of Studies Description:

Students need a sound financial foundation from which to build their careers. This course will develop financial literacy and investigate career choices. Students will learn to manage, utilize, and reconcile checking and savings accounts, including electronic banking. Personal decision-making, regarding budgeting, career choices, investments, loans and insurance, will be covered. Career research, employment documents, and interviewing techniques will also be emphasized. Quicken personal financial software and guest speakers will be used to reinforce concepts learned.

Core Content Standards for  Personal Finance Level 2:

Textbook and Resource Materials:

Ryan, Joan S. “Managing Your Personal Finances” 5th edition, South-Western Publishing Co. 2006 Textbook and Workbook

Quicken financial software

Internet availability

Career software program or Internet Program

Course Objectives/Activities:

Tip: Objectives must be aligned to the Core Curriculum Content Standards. This section must include technology infusion, multiculturalism, reading and writing across the curriculum, critical thinking, HSPA/SAT, and career awareness.

Objective 1:

The learner will analyze positive and negative features of potential career choices and be able to implement career-planning techniques and research in choosing a career. (9.1A, 9.1B, 9.1F, 9.2A, 9.3C)

Activities to meet objective:

• The learner will identify reasons people work.
• The learner will use critical thinking skills to access pros and cons of career interests.
• The learner will participate in a self-assessment process that assists the learner in finding careers that may be of special interest.
• The learner will use Internet and library resources (including government publications) to research and explore career choices.
• The learner will set short, intermediate and long-range goals.

Assessment:

Teacher will check for results of self-assessment.

The learner will be assessed through an objective test.

Assessment will include a research report of a chosen or assigned career with citations and bibliography page. A list of positive and negative features of the career will also be included within the report.

Objective 2:

The learner will identify the current demands and the constant changes in the workforce environment and be able to explain how a worker can meet current and changing expectations to assist in keeping his or her job. (8.1C, 8.1E, 8.2B, 9.1E, 9.1F, 9.2A)

Activities to meet objective:

• The learner will participate in a discussion of what change is and how it is handled: such as what changes they have had to implement within their lives to stay current with technology and/or the changes in the way we now can shop and/or the changes in the international work force.
• The learner will list and explain various educational opportunities available to the employee to remain a life long learner.
• The learner will identify what employee characteristics are valued most by employers.
• The learner will practice effective communication (listening, speaking, reading and writing) and technology skills within the class.
• The learner will make a presentation (of the instructor's choice) depicting proper business etiquette in a multicultural society and/or while visiting another country.

Assessment:

The learner will be assessed through use of a combination objective and essay test.

The learner will be assessed through use of oral presentation of research report and/or business etiquette project.

Objective 3:

The learner will simulate the proper procedures an applicant should follow to apply, interview, and follow up on employment opportunities. (9.2A, 9.3C)

Activities to meet objective:

• The learner will identify and explain several methods of finding job leads.
• The learner will begin his or her own personal networking system.
• The learner will complete a letter of application to a business advertised in the paper.
• The learner will complete at least two job applications.
• The learner will complete a personal resume hard copy and electronic copy.
• The learner will complete a follow up letter (thank-you letter).
• The learner will participate in a mock interview and illustrate the proper behavior that should be exhibited before, during, and after an interview.
• The learner will identify appropriate dress attire for specific jobs.

Assessment:

The learner will be assessed through use of a combination objective and essay test.

Instructor will assess the learner's portfolio of employment documents.

Instructor will assess participation of learner in mock interview.

Objective 4:

The learner will compare and contrast the responsibilities of the employer to the employee with the responsibilities of the employee to the employer. (8.2C,9.1B)

Activities to meet objective:

• The learner will participate in mock labor negotiations between employer and employees to create a list of responsibilities acceptable to the employer and a list of responsibilities acceptable to the employee.
• The learner will discuss the results of job satisfaction.
• The learner will list some of the responsibilities of the Human Resource department of a company.
• The learner will explain why human relationships can be so important at work.

Assessment:

The learner will be assessed through use of a combination objective and essay test.

Instructor will assess results of mock labor negotiations.

Objective 5:

The learner will define and discuss the basic employment laws enacted for the protection and security of employee/employers and complete forms required for complying with those laws. (9.2D)

Activities to meet objective:

• The learner will explain the need for government's intervention in creating employment laws.
• The learner will define and explain the following employment laws through use of textbook and government agencies online.
  • Social Security Act
  • Fair Labor Standards Act
  • Family and Medical Leave Act
  • Equal Pay Act
  • Civil Rights Act of 1964
  • Age Discrimination in Employment Act
  • Americans with Disabilities Act
  • Unemployment and Worker's Compensation Insurance
• The learner will successfully complete a W-4 Form and Working Papers.
• The learner will explain the need and purpose of a W-2 form.
• The learner will give reasons and site examples of the importance of safety in the workplace for both the employer and the employee

Assessment:

The learner will be assessed through use of a combination objective and essay test.

Instructor will assess successful completion of required employment forms.

Objective 6:

The learner will evaluate job compensation through identifying, analyzing and computing payroll deductions and net pay while remaining conscious of required and optional employee benefits. (9.3B)

Activities to meet objective:

• The learner will compute gross pay calculations considering regular, overtime, and contractual salary situations.
• The learner will explain the concept, as well as compute state, federal, and optional employee deductions.
• The learner will complete various employee withholding sheets.
• The learner will utilize payroll tax tables.
• The learner will critically analyze employee benefits and incentives.
• The learner will role play Human Resource Manager/Employee negotiations regarding employee benefits.
• The learner will discuss current European employee issues.

Assessment:

The learner will be assessed through use of objective and essay tests.

The learner will be assessed through evaluation of financial software output.

The learner will be assessed through a role play presentation matrix.

Objective 7:

The learner will identify the current trends in working arrangements, as well as the functions of labor unions and professional organizations. (9.2A, 9.2E)

Activities to meet objective:

• The learner will research a local union and report on the benefit/cost analysis provided by a union.
• The learner will evaluate job rotation, altered working weeks, job sharing, and telecommuting.

Assessment:

The learner will be assessed through oral presentation of their union analysis.

The learner will be assessed through working arrangement case study analysis report.

Objective 8:

The learner will identify and discuss payroll taxes in conjunction with completing tax Forms 1040EZ and 1040A. (9.2A, 9.2B)

Activities to meet objective:

• The learner will participate in discussions concerning the United States Tax System.
• The learner will utilize the IRS Tax Interactive Website to discover

line by line explanations for each section of the 1040EZ and 1040A tax forms.

• The learner will utilize the IRS Tax Interactive Website to discover

a detailed explanation of the most common tax deductions.

• The learner will participate in a cooperative learning experience concerning the pros and cons of flat verses accelerated tax programs.
• The learner will complete a 1040EZ and 1040A Tax Forms manually and electronically.

Assessment:

The learner will be assessed through objective and essay tests.

The learner will be assessed through case study evaluations.

The learner will be assessed through evaluation of completed tax reports.

Objective 9:

The learner will prepare a personal inventory and budget. (8.1A, 9.2A, 9.2B)

Activities to meet objective:

• The learner will develop budgets manually/electronically.
• The learner will develop net worth statements manually/electronically.
• The learner will develop property inventories manually/electronically.

Assessment:

The learner will be assessed through objective and essay tests.

The learner will be assessed through case study evaluations.

The learner will be assessed through evaluation and output of Financial Reports.

Objective 10:

The learner will explain the elements of legal contracts and responsibilities including credit agreements. (9.2E)

Activities to meet objective:

• The learner will discuss the concepts of contracts, negotiable drafts, warranties, and the consumer responsibilities associated with them.
• The learner will use the Internet to find credit agreements for local banks, department stores, and car manufacturers.
• The learner will complete a credit card and loan application.

Assessment:

The learner will be assessed through oral presentation and explanation of warranty.

The learner will be assessed through essay on responsible credit decisions.

Objective 11:

The learner will analyze the procedure, procurement, and proper use of personal banking services. (9.2B)

Activities to meet objective:

• The learner will research the banking system.
• The learner will complete a signature card authorization form.
• The learner will prepare checks and deposit slips.
• The learner will complete a bank reconciliation.
• The learner will participate in a checking account simulation.
• The learner will contact local bank websites and compare/contrast the types of accounts and services they offer.
• The learner will use manual and electronic financial software to develop a personal banking system.

Assessment:

The learner will be assessed through an objective and essay test.

The learner will be assessed through presentation of research materials.

The learner will be assessed through completion of a checkbook project.

Objective 12:

The learner will list reasons why they need short-term and long-term savings plans and list the advantages and disadvantages of these plans. (9.2B)

Activities to meet objective:

• The learner will list some of their short- and long-term savings goals.
• The learner will list and explain some of the advantages of saving money.
• The learner will list 3 questions to consider when selecting a financial institution for savings.
• The learner will list and explain the differences among the most common saving methods.
• The learner will calculate the future value of amounts comparing interest rates, period of time, and compounded annually, semiannually, and quarterly.

Assessment:

Students will create a bar chart comparing interest earned. For example have students create a chart comparing interest earned on $1,000.00 at 8% interest when the interest is computed annually, semiannually, and quarterly, over a 4 year period of time.

Students will list at least one advantage and one disadvantage of using a regular saving account, a time certificate of deposit, an individual retirement account, and a money market fund.

Students will use the Rule of 72 to estimate how long it will take an amount to double.

The learner will be assessed through objective and/or essay tests.

Objective 13:

The learner will list reasons why short-term and long-term investing options are necessary. (9.2B, 9.2D)

Activities to meet objective:

• The learned will list why an individual would invest.
• The learner will compare safety, liquidity, rate of return, risks and potential for growth in value for the following investments types:
  • stocks
  • treasury bills
  • mutual funds
  • real estate
• The learner will compare investments options to determine which plan(s) would be the best place to invest their money.
• Students will interpret a stock quote from either a newspaper or online.

Assessment:

Students will be given real life scenarios and they will have to decide how much and where to invest the money. For example you have a regular job and your budget shows that you have an extra $100 a month that you can invest; whom would you consult and what questions would you ask.

Students will locate a copy of an annual report of a corporation and will get the necessary information to help them determine if this company is worth investing in.

Students will answer questions about the attitude towards risks to determine what types of investments are best for them.

The learner will be assessed through objective and/or essay tests.

Objective 14:

The learner will calculate stock dividends for a corporation and determine how to figure the return on an investment. (9.2D)

Activities to meet objective:

• The learner will compute yearly total dividends as well as dividend per share paid to common and preferred stockholders.
• The learner will calculate the profit on the sale of stock taking into consideration the dividends earned over the life of the stock and the profit made by selling the stock.
• Students will identify the purpose of stock splits, and compute the number of shares an investor would own after a stock dividend and/or stock split.
• Students identify the purpose of the Dow Jones Industrial Average and stock indexes such as the S & P 500.

Assessment:

Students will compute the annual yield on an investment using time value of money tables, financial calculators, and or calculators on the Web.

The learner will be assessed through objective and/or essay tests.

Objective 15:

The learner will estimate the future retirement needs and list advantages and disadvantages of retirement plans. (9.2B, 9.2D)

Activities to meet objective:

• The learner will estimate the age at which they will retire and create a listing of the amounts needed to retire at that age.
• The learner will list the advantages and disadvantages of the following retirement plans:
  • IRA
  • Roth IRA
  • Keogh Plans
  • Pensions
  • Tax-deferred investments
  • 401 (k)
  • 401 (b)
  • Social Security
• Students will compare the basic features of traditional individual retirement accounts and Roth IRAs.

Assessment:

Students will create a worksheet to estimate the future retirement needs of an individual or family.

Students will compute the amount by which an individual's taxes are reduced as a result of making a contribution to qualified retirement plans.

Students will create a spreadsheet comparing how much income they will receive from social security if they retire at 65 or 75.

The learner will be assessed through objective and/or essay tests.

Objective 16:

The learner will describe the history of credit in America utilizing proper credit terminology. (9.2C)

Activities to meet objective:

• The learner will participate in discussions involving the use of credit today compared to its use in this country's earlier years.
• The learner will research living conditions during the Great Depression (1930s).
• The learner will match vocabulary words to appropriate definitions.
• The learner will utilize proper usage of basic credit vocabulary during classroom discussions and in all writing samples.

Assessment:

The learner will be assessed through objective and/or essay tests.

The learner will be assessed through research presentation.

The learner will be assessed through objective and/or essay tests.

The learner will be assessed through teacher evaluation of written samples; for example,

projects, research assignments, and case study responses.

Objective 17:

The learner will list the advantages and disadvantages of using credit. (9.2C)

Activities to meet objective:

• The learner will list at least three advantages and disadvantages, of credit. The learner will complete a case study answering questions about their beliefs regarding the use of credit.

Assessment:

The learner will be assessed through objective and/or essay tests.

The learner will be assessed through case study evaluation.

Objective 18:

The learner will list, describe, and compare the kinds of credit available and the various sources of credit. (9.2C)

Activities to meet objective:

• The learner will list and describe the following open-ended types of credit:
  • Open 30-day accounts
  • Revolving credit accounts
  • Credit cards
    • Annual percentage rate
    • Free period
    • Annual fees
    • Transaction fees and late fees
    • Method of calculating the finance charge.
• The learner will describe closed-end types of credit.
• The learner will describe service credit.
• The learner will explain and compare the following sources of credit:
  • Retail stores
  • Banks and credit unions
  • Finance companies
  • Pawnbrokers
  • Private lenders.
• The learner will complete a credit questionnaire.

Assessment:

The learner will be assessed through objective and/or essay tests.

The learner will successfully complete a credit card application.

Objective 19:

The learner will explain the importance of credit records and summarize how and why such records are compiled. (9.2C)

Activities to meet objective:

• The learner will identify and participate in discussions concerning the components of individual and company credit histories.
  • The learner will describe the information given in a credit report using a legend of symbols.
  • The learner will outline the contents of a credit report.
  • The learner will explain how credit report information is gathered, used, and stored.
• The learner will list and explain the 5 Cs of credit.
• The learner will evaluate case studies involving credit reports.

Assessment:

The learner will be assessed through objective and/or essay tests.

The learner will be assessed through case study evaluation.

Objective 20:

The learner will identify and explain the process of establishing creditworthiness. (9.2C)

Activities to meet objective:

• The learner will participate in discussions regarding the following path to establishing good credit:
  • Open a savings account
  • Open a checking account
  • Open a store credit account
  • Get a small loan
  • Apply for a credit card.
• The learner will complete a loan application form.
• The learner will explain the importance of making payments on time.

Assessment:

The learner will be assessed through the completion of a loan application form.

The learner will be assessed through objective and/or essay tests.

Objective 21:

The learner will define the various credit ratings and describe a point system for determining creditworthiness as well as define and discuss the major credit laws enacted for the protection of consumers from unfair credit practices. (9.2C)

Activities to meet objective:

• The learner will define excellent, good, fair, and poor credit ratings.
• The learner will explain the factors upon which the credit bureau assigns points used by business subscribers to make decisions about granting or denying credit.
• The learner will list questions to ask credit bureau representative focusing on the practices of the bureau in regards to gathering information, determining credit ratings, and assessing fees.
• The learner will explain the rationale for government's intervention in creating credit laws.
• The learner will define and explain the following employment laws through the use of the textbook and government agencies online:
  • Consumer Credit Protection Act
  • Fair Credit Reporting Act
  • Fair Billing Act
  • Equal Credit Opportunity Act
  • Fair Debt Collection Practices Act.

Assessment:

The learner will be assessed through role-play of mock credit bureau interview.

The learner will be assessed through objective and/or essay tests.

Objective 22:

The learner will describe both the consumer and creditor responsibilities of consumer credit. (9.2C, 9.2E, 9.2F)

Activities to meet objective:

• The learner will participate in discussions regarding careful management of consumer credit including elaboration on the responsibilities of the consumer and the creditor.
• The learner will explain the consumer's responsibility in preventing unauthorized use of credit cards.
• The learner will discuss three steps that can be taken to protect the consumer's credit card and personal information during online transactions.
• The learner will use the Internet to research current articles about online privacy and share the results with the class.
• The learner will discuss the guidelines of avoiding unnecessary credit costs.

Assessment:

The learner will be assessed through presentation of research materials.

The learner will be assessed through objective and/or essay tests.

Objective 23:

The learner will be able to analyze, compute, and compare credit costs. (9.2C)

Activities to meet objective:

• The learner will explain why credit costs vary including the following:
  • Source of credit
  • Total amount financed
  • Length of time you make payments
  • Ability to repay debt
  • Type of credit selected
  • Collateral or security offered
  • Interest rates
  • Economic conditions
  • The business's cost of providing credit.
• The learner with compute and compare methods of assessing finance charges on revolving credit for the adjusted balance method, the previous balance method, and the average daily method manually/electronically.

Assessment:

The learner will be assessed through objective and/or essay tests.

The learner will be assessed through evaluation of financial reports.

Objective 24:

The learner will list and explain methods for solving credit problems. (9.2C, 9.2E)

Activities to meet objective:

• The learner will discuss the 20/10 Rule and apply it to at least three situations.
• The learner will participate in class discussions on the concepts of credit counseling, debt adjustment, credit repair, and legal recourse.
• The learner will outline bankruptcy laws, including exempted items, types of income excluded, and bankruptcy options.
• The learner will list and discuss the causes of bankruptcy including business failure, emotional spending, failure to budget and plan, and catastrophic injury or illness.
• The learner will analyze legal notices of bankruptcies and answer questions regarding the notices.
• The learner will contrast Chapter 7, Chapter 11, and Chapter 13 bankruptcy conditions.
• The learner will list four advantages and disadvantages of declaring bankruptcy.
• The learner will search the Internet and make a list of five tips for staying out of credit trouble.
• The learner will search the yellow pages, business directories, or online and write a brief summary of the kinds of information and services provided by each of the following:
  • Not for profit credit counseling services
  • Commercial debt-adjustment firms
  • Attorneys specializing in bankruptcy
  • Classes or other credit counseling services.

Assessment:

The learner will be assessed through objective and/or essay tests.

The learner will be assessed through the completion of research assignments.

Objective 25:

The learner will apply a step-by-step process to make purchasing decisions. (9.2E)

Activities to meet objective:

• The learner will participate in class discussion about the six steps necessary to make purchasing decisions.
• The learner will list and discuss economic wants and needs.
• The learner will analyze the factors which influence spending decisions.
• The learner will contrast marketing strategies that influence spending.

Assessment:

The learner will be assessed through objective and/or essay tests.

The learner will be assessed through the completion of a purchase decision-making assignment.

Objective 26:

The learner will describe various housing rental alternatives and discuss different living arrangements. (9.2E, 9.2G)

Activities to meet objective:

• The learner will use the Internet/newspapers to research the differences between renting apartments, duplexes, condominiums and houses.
• The learner will list reasons for choosing roommates, deciding where to live, and how to arrive at group financial decisions.
• The learner will complete rental application.
• The learner will discuss landlord and tenant responsibilities.

Assessment:

The learner will be assessed through use of a combination objective and essay test.

The learner will be assessed through the use of a chapter research assignment.

The learner will be assessed through successful completion of rental application.

Objective 27:

The learner will list the quality of life and financial advantages of owning a home. (9.2G)

Activities to meet objective:

• The learner will use the Internet to research home costs and property taxes.
• The learner will compute current equity in a home.
• The learner will research mortgages and discuss the types available.
• The learner will use the Yellow Pages to review different types of home repair and maintenance services.
• The learner will discuss the home-buying process and the events that occur at closing.

Assessment:

The learner will be assessed through objective and essay tests.

The learner will be assessed through research projects.

Objective 28:

The learner will describe the process of buying versus leasing a vehicle and discuss the cost of operating a car. (9.2E)

Activities to meet objective:

• The learner will research the process of buying new or used car.
• The learner will compare the advantages and disadvantages of leasing a car.
• The learner will develop a lease versus buy comparison.
• The learner will discuss the costs of owning and maintaining a car.
• The learner will identify possible auto repair scams.

Assessment:

The learner will be assessed through objective and essay tests.

The learner will write a car research report.

Objective 29:

The learner will evaluate different kinds of risks and develop strategies to manage the risks. (9.2A, 9.2F, 9.2G)

Activities to meet objective:

• The learner will be able to explain the concept of insurance.
• The learner will be able to define basic insurance terminology and types of risk.
• The learner will explain how to create a risk-management plan and discuss ways to reduce the costs of insurance.
• The learner will identify the types of property and liability insurance plans.
• The learner will discuss common types of automobile insurance coverage.
• The learner will discuss common types of health insurance coverage.
• The learner will discuss different life insurance plans and the need for disability insurance.

Assessment:

The learner will be assessed through objective and essay tests.

The learner will plan a personal insurance portfolio.

Content Outline/Timeline

1. Career Decisions 6 Weeks Approximately

2. Money Management 6 Weeks Approximately

3. Financial Security 6 Weeks Approximately

4. Credit Management 6 Weeks Approximately

5. Resource Management 6 Weeks Approximately

6. Risk Management 6 Weeks Approximately

• Practice active reading strategies necessary for AP literary analysis.
• Utilize rangefinders to assess range finder samples from previous AP exams.
• Compare and contrast the values of any literary period with the themes and values of other periods, inferring from said
• Material the history and development of modern values.
• List the characteristics of a literary period.
• Study vocabulary contained within the course literature.
• Use contextual clues to decipher unknown words.
• Take practice AP Literature and Composition tests.
• Read poetry and identify components of traditional and modern verse, including meter, figures of speech, sound device, line

• Read plays with an emphasis on comprehending plot, setting, conflict, sub-plot, and characterization and dramatic components such
• As stage directions, blocking, production needs, dialogue/inflection, and theatrical value.
• Describe and discuss rhetorical strategies used in fiction.
• Inventory elements of the author's craft that contribute to the theme of the work(diction, detail, syntax, point of view, narrative structure, and tone.
• Explore reading strategies necessary to facilitate the comprehension of dense text
• Keep a reading journal for the course.

• Write essays in response to the major works studied, paying special attention to developing a thesis that is supported throughout the paper with effective, vivid, and pertinent textual evidence.
• Write essays and research papers that demonstrate logical organization, stylistic voice, and wide-ranging vocabulary.
• Write journal responses to regular prompts in order to develop style, voice, and skills in focused writing.
• Participate in writing workshops that will tackle all the stages in the writing process.
• Use the writing process in a style analysis of selected passages, explore a theme/concept/technique that the author uses.
• Process and review specific grammar elements within the context of their writing.
• Interpret and respond to a variety of genres.
• Write a style analysis of selected passages to explore a theme or technique of writing.

• Respond to questions posed by instructors
• Demonstrate listening skills by participating in class discussions
• Analyze audio-visual aids to relate to course content.
• Incorporate material presented to other areas of classroom activities.
• Work on oral group projects to analyze and discuss information presented.
• Take and transcribe oral material to notes.

• View films related to course material and find relevance to specific literature and writing samples.
• Evaluate internet sources to use for comparative writing and literary studies
• Use internet sources to find and evaluate valid sites on all writing assignments, including term papers.
• Look for and find specific topics on internet designated by instructor.

Table of Contents

Members of Revision Committee

Statement of Purpose

Program of Studies Description

Textbook and Resource Materials

Unit 1: Expressions, Equations, Inequalities

Unit 2: Linear Functions

Unit 3: Solving Systems of Linear Equations

Unit 4: Exponential Functions

Unit 5: Quadratic Functions

Unit 6: Polynomials

Unit 7: Radicals

Computer Science Discoveries (CS Discoveries) is an introductory semesterized computer science course using the code.org platform that empowers students to create authentic artifacts and engage with computer science as a medium for creativity, communication, problem solving, and fun.

Computer Science Principles (CS Principles) is a semesterized course using code.org that introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. 

Math SAT Preparation, Level 2 Course of Study 

Members of Revision Committee

Statement of Purpose

Program of Studies Description

Core Content Standards

Textbook and Resource Materials

Course Objectives/Activities

Content Outline/Timeline

Members of Revision Committee:

M. Malcolm - Cherokee

K. Korkuch - Shawnee

P. Marques - Seneca

S. Giberson - Lenape

Statement of Purpose:

The purpose of all curriculum guides is to provide direction for instruction. They identify the written outcomes in a subject and /or grade as the basis for classroom activities and student assessment. In order to achieve maximum understanding, the objectives identified as learning outcomes must be written clearly and reflect the specific learning and behavior which are expected.

Objectives are written as major outcomes and stated to require critical thinking. Teachers should understand that they must make careful decisions about the specific sub skills and prior learning needed to reach these objectives. These professionals are encouraged to reflect with others teaching the same curriculum for this purpose and also to identify the most appropriate resources and methods of assessment. The assessments are directly aligned with the objectives. Therefore, the objectives in this guide are designed to provide direction to the teacher in order to facilitate instructional planning.

All teachers, parents and students should be informed of the expected outcomes (i.e. objectives) for the subject and/or grade level.

Program of Studies Description:

The SAT Preparation Course is a one-semester elective which prepares students for the verbal and math sections of the SAT. Nine weeks will be spent on verbal and nine weeks on math. Critical reading, writing vocabulary and logical reasoning skills needed on the SAT will be addressed. Specific test-taking strategies for the SAT will also be presented. Completing this course is in no way a guarantee of desired results on the SAT. Successful completion of Geometry is required. This class is open to second semester sophomores, all juniors, and first semester seniors. Credits for this course do not satisfy Math or English graduation requirements.

Common Core State Standards for Math (http://www.corestandards.org/)
Textbook and Resource Materials

TBD

Everything You Need to Score High on the SAT and PSAT, Edward J. Deptula

Baron's SAT 1 18th Edition, Samuel Brownstein

Preparing for the SAT*1 Mathematics, Richard J. Anderson AMSCO Publications

10 Real SAT's, Second Edition, College Entrance Examination Board

http://www.cambridgeed.com/

http://www.collegeboard.com/

Scientific or Graphing Calculator

Course Objectives/Activities: Objective 1: Students will differentiate and scrutinize the solving of linear and quadratic equations and inequalities. (Standards: A-REI: 3, A-REI: 4a, A-REI: 4b, N-CN: 7) Activities to meet objective:

· Manipulative activity using various unknowns to represent values in solving equations.

Assessment:

1. Activity is self-diagnostic

2. Warm-ups

Objective 2: Students will examine, simplify, and evaluate algebraic expressions. (Standards: A-SSE: 1a, A-SSE: 1b, A-SSE: 2, A-APR: 1) Activities to meet objective:

· Given a set of problems, students will work in pairs to solve the problems, and strategies.

Assessment:

1. Tests/quizzes

Objective 3: Students will manipulate, modify and solve radical equations, perform operations with radicals, and simplify the results.

(Standards: A-REI: 2, N-RN: 2)

Activities to meet objective:

· In cooperative learning groups, students will explain and discuss common mistakes in solving and simplifying rational equations and expressions.

Assessment:

1. Check student's results visually

Objective 4: Students will translate work expression and apply the principles of algebra to problem-solving. (Standards: F-BF: 1a, Modeling) Activities to meet objective:

· Cooperative groups will plan for representing work expressions algebraically. They will also construct diagrams representing expressions and equations.

Assessment:

1. The teacher will assess the problems and presentation through oral and written means.

Objective 5: Students will apply the laws of exponents. (Standards: N-RN: 1, N-RN: 2, A-SSE: 2) Activities to meet objective:

· Students will work in cooperative learning groups on activity in which they will develop the rules of exponents.

Assessment:

1. Groups will present findings to class.

Objective 6: Students will reorganize and simplify algebraic expressions using operational and factoring rules. (Standards: A-SSE: 2) Activities to meet objective:

· Use cooperative learning techniques to explore common mistakes in simplifying rational expressions.

Assessment:

1. Students will report findings to the class.

Objective 7: Students will solve and simplify rational equations and expressions by performing addition, subtraction, multiplication, and division. (Standards: N-RN: 1, N-RN: 2, N-RN: 3, A-APR: 6) Activities to meet objective:

· In cooperative groups, students will explain and discuss common mistakes in solving a simplifying rational equations and expressions.

Assessment:

1. Tests /quizzes

2. Students will present to the class their findings.

Objective 8: Students will translate and apply problem-solving skills using percents. (Standards: Modeling) Activities to meet objective:

· Given a set of problems, students will work in pairs to solve the problems, and then explain their strategies.

Assessment:

1. Tests /quizzes

2. Teacher will assess the selected assignments.

Objective 9: Students will analyze, interpret, and apply projections to number pattern. (Standards: F-IF: 3, F-BF: 2, Modeling) Activities to meet objective:

· In cooperative learning groups, students will examine number patterns such as sunrise/sunset tables, look for a pattern, and formulate an expression that they can apply to predict the sunrise/sunset times for future data.

Assessment:

1. Tests /quizzes

2. Graded group activity

Objective 10: Students will differentiate among the set notation terms including union, intersection and elements utilizing various sets of numbers and Venn Diagrams. (Standards: Modeling) Activities to meet objective:

· Working in groups, students will create a list of elements of integers, whole numbers, odd and even number, and prime and composite numbers using set notation. Then, they will analyze and discuss where the sets' intersections and unions exist and illustrate results using Venn Diagrams.

Assessment:

1. Tests /quizzes

2. Student presentation evaluated using a rubric.

Objective 11: Students will calculate the measures of central tendency – mean, mode, and median- and determine the range of a set of data. (Standards: S-ID: 2) Activities to meet objective:

· Students will provide their heights, n inches, and a set of data will be formed. Students will then calculate the mean, median, mode, and range for the heights.

Assessment:

1. Tests/quizzes

2. Grade this activity.

Objective 12: Students will interpret tables, bar graphs, pie charts, and scatter plots in order to analyze data presented. (Standards: S-ID: 1, S-ID: 6a, S-ID: 6c, S-ID: 7, S-ID: 8) Activities to meet objective:

· Students will bring in a chart/table/graph from a newspaper or magazine. In groups, the students will identify characteristics such as mean, median and mode and write an analysis of the data.

Assessment:

1. Students will provide an oral presentation of their findings.

2. Tests/quizzes

Objective 13: Students will use counting techniques such as tree diagrams, the counting principle, and permutations and combinations. (Standards: S-CP: 9) Activities to meet objective:

• Using a menu from a fast-food restaurant, students will discover the number of possible different meals that can be bought if one item is selected from each main category.

Assessment:

1. Quiz on the required formulas for finding permutations or combinations and their applications.

Objective 14: Students will demonstrate the use of basic probability formulas, including the addition formula, and the multiplication rule, and odd. (Standards: S-CP: 7, S-CP: 8) Activities to meet objective:

• Using items such as coins, dice, and a deck of cards to explore the various probabilities and odds.

Assessment: 1. Quiz 2. Graded homework assignment. Objective 15: Students will demonstrate the knowledge of the various strategies for taking the SAT I. Activities to meet objective:

· Students will take sample SAT tests throughout the course to reinforce strategies.

Assessment:

1. Sample SAT tests will be graded as quiz grades.

Objective 16: Students will understand and apply usage with properties of angles (obtuse, right, acute, straight, vertical, same-side interior, alternate interior, etc) and lines (parallel, perpendicular, skew, etc.) (Standards: G-CO: 9) Activities to meet objective:

· Students will work in cooperative groups to illustrate the various types of angles and lines.

Assessment:

1. Teacher will analyze projects that the students present.

Objective 17: Students will understand and know how to find the perimeter, area, and volume, of circles, triangles, and quadrilaterals, and other polygons. (Standards: G-GPE: 7, G-GMD: 3) Activities to meet objective:

· Students will derive, illustrate, and come up with a rhyme, rag, or song for one of the formulas.

Assessment:

1. Teacher will quiz and check for understanding of the formula and proper procedure for finding each.

Objective 18: Students will understand how to graph various functions of f(x) using both the graphing calculator and graph paper. (Standards: F-IF: 7a, F-IF: 7b, F-IF: 7c, F-IF: 7d) Activities to meet objective:

· Students will create a picture on graph paper and have graphed points, lines, etc….

Assessment:

1. Teacher will assess students' picture.

2. Quiz/Test

Objective 19: Students will understand how to use and apply translations and transformations including:

Reflections, rotations, dilations, and glide reflections. Students will also become familiar with these applications on their graphing calculator. (Standards: G-CO: 3, G-CO: 4)

Activities to meet objective:

· Students will work in cooperative groups and copy a multisided polygon and apply the many translations and transformations we learned.

Assessment:

1. Teacher will assess selected assignments.

Content Outline/Timeline

**Order of Topics may vary by school

Arithmetic (approximately 5 days)

Integer

Number Theory

Fractions, Decimals, Percents

Ratio and Proportions

Sets (union, intersection, elements)

Algebra (approximately 10 days)

Algebraic Expressions

Solving equations in one or two variables

Word Problems

Inequalities

Functions and Graphs

Integer and Rational Exponents

Geometry (approximately 10 days)

Angles and Lines

Triangles

Polygons

Circles

Perimeter, Area, and Volume

Coordinate Geometry

Number Patterns (approximately 5 days)

Sequences and Series

Special Symbols

Probability (approximately 5 days)

Counting Techniques

Probability Rules

Combinations and Permutations

Data Analysis (approximately 5 days)

Arithmetic Mean, Median, and Mode

Tables, Charts, and Graphs

Objective 1:

The student will be able to utilize the Scientific Method to:

a) demonstrate the ability to compile and assess quantitative and qualitative data

b) construct graphs and perform mathematical calculations to interpret data and formulate conclusions.

5.1.12.B.1-B.4.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.3

Activities to meet objective:

• Brainteaser Exercise

• Classroom Discussion

  • Metric System

  • Significant Figures

  • Scientific Notation

  • Dimensional Analysis

• Graphical Analysis Lab

• Precision and Accuracy Lab

• Metric Measurement Lab

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 2:

The student will be able to determine the difference between speed, velocity, acceleration, and free fall to:

a) analyze and explain a system

b) formulate how to solve a problem

c) solve problems

NJ CCCS: 5.2.12.E.1-E.2, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom Discussion

  • speed/velocity/acceleration

  • free fall

• Speed/Velocity/Acceleration Labs

  • Football Field

  • Pendulum, Quickly Spinning Motor, Turntable

• Free Fall Lab

  • Stairwell lab

  • Picket Fence Lab

  • Egg Drop Lab

• Small Group Problem Solving

• Practice Problems

• Related LaserDiscs/Videos/DVDs

• Internet Based Assignment

• Computer Assisted and/or Virtual Labs

• Demonstrations

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 3:

The student will be able to inspect and describe how Newton's Three Laws affect systems. The students will evaluate problems concerning these laws.

NJ CCCS: 5.2.12.E.3-E.4, 5.1.12.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom Discussion

  • Copernicus

  • Galileo

  • Newton

  • Newton's Three Laws

• Newton's Laws Labs

  • Atwood Machine

  • Brick and Stopper Lab

  • Cart/Brick and a Hanging Mass

• Egg Drop Lab

• Small Group Problem Solving

• Major Scientist Project

• Demonstrations

• Practice Problems

• Related LaserDiscs/Videos/DVDs

• Internet Based Assignment

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 4:

The student will be able to examine the effects and identify the important components of Universal Gravitation.

NJ CCCS: 5.2.12.E.4, 5.1.12.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Class Discussion on Universal Gravitation

  • Kepler's Laws

  • Law of Universal Gravitation

• Universal Gravitation Computer Lab

• Mechanical Universe Videos

• The Solar System - Project/Presentation

• Small Group Problem Solving

• Demonstrations

• Related LaserDiscs/Videos/DVDs

• Internet Based Assignment

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum.

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 5:

The student will be able to analyze vectors and kinematics in two dimensions and projectile motion.

NJ CCCS: 5.2.12.E.1, 5.1.12.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom discussion

  • Vectors

  • Projectile Motion

• Vector Drawing Lab

• Projectile Motion Lab – Shoot for your Grade

• Mousetrap Catapult Lab

• Mechanical Universe Videos

• Conceptual Physics Video

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 6:

The student will be able to explain how simple collisions work, by developing an understanding of Conservation of Momentum.

NJ CCCS: 5.1.12.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2, D.4

Activities to meet objective:

• Classroom Discussion

  • Momentum and Impulse

  • Elastic and Inelastic collisions

• Mechanical Universe Videos

• Conceptual Physics Video

• Elastic vs. Inelastic collisions Lab

• Momentum and Impulse Lab

• Egg Drop Lab

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 7:

The student will be able to distinguish between different types of energy. The student will examine the relationship between work and power, to develop an understanding of the Conservation of Energy.

NJ CCCS: 5.1.12.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom discussion

  • Work and Power

  • Types of Energy

  • Conservation of Energy

• Kinetic vs. Potential Energy Lab

• Mechanical Universe Lab

• Conceptual Physics Video

• Physics Day at Amusement Park

• Amusement Park Physics Virtual Lab

• Mechanical Car Lab

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 8:

The student will be able to inspect the concepts of temperature, heat, and internal energy. The student will examine how these components affect a system.

NJ CCCS: 5.1.12.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom Discussion

  • Temperature scales

  • Heat in a system

• Specific Heat Labs

• Unknown Temperature scale Lab

• Conceptual Physics Video

• Which scale is best: Celsius, Fahrenheit, or Kelvin? Project

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 9:

The student will be able to diagram, describe and analyze different types of waves.

NJ CCCS: 5.1.12.A.1-A.3, 5.2.12.E.2, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities , , to meet obje, ctive:

• Classroom Discussion

  • Waves versus Vibrations

  • Types of waves

• Slinky Lab

• Mechanical Universe Lab

• Franklin Institute Field Trip

• Sound waves and the Ear lab

• Conceptual Physics Video

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 10:

The student will be able to inspect the origin and nature of sound. The student will explain how sound waves are created, transmitted, and how they interact.

NJ CCCS: 5.1.12.A.1-A.3, 5.2.12.E.2, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom Discussion

  • Resonance and Interference

  • Speed of Sound

• Mechanical Universe Video

• Conceptual Physics Video

• Speed of Sound Labs

  • Tuning fork and Water column

  • The Soundry

• Musical Instrument Project/Presentation

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 11:

The student will be able to examine the electromagnetic spectrum and differentiate between the distinct types of EM waves. The student will describe how the spectrum is created and the unique properties of each type of wave.

NJ CCCS: 5.1.12.A.1-A.3, 5.2.12.E.2, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom Discussion

  • Electromagnetic Spectrum

  • Color versus Pigment

• Atomic Spectra Lab

• Color Lab

• Mechanical Universe Video

• Franklin Institute Field Trip

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 12:

The student will be able to explain the principles of reflection and refraction and apply this knowledge to converging and diverging lenses.

NJ CCCS: 5.1.12.A.1-A.3, 5.2.12.E.2, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom Discussion

  • Reflection vs. Refraction

  • Converging vs. Diverging Lenses

  • Ray Diagrams

  • Vision

• Ray Diagram Lab

• Properties of Light and Lenses Lab

• “Light, Lenses, & Lasers” video from Survey of Science

• Conceptual Physics Video

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 13: The student will be able to explain how electrical forces and charges behave in experimental and day-to-day life.

NJ CCCS: 5.1.12.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.2

Activities to meet objective:

• Classroom Discussion

  • Conservation of Charge

  • Conductors and Insulators

  • Electric Fields/Potential/Potential Energy

• Demonstrations

  • Van de Graff Generators

  • Static Electricity

• Field Trip – Franklin Institute

• Mechanical Universe Videos

• Conceptual Physics Video

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 14:

The student will be able to explain and utilize Ohm's Law to describe how circuits work and calculate both simple and complex circuits.

Activities to meet objective:

• Class Discussion

  • Ohm's Law

  • Circuit Schematics and Diagramming

• Circuit Labs

  • Circuits in Parallel

  • Circuits in Series

  • Complex Circuits

• Circuit Diagramming Worksheets

• Mechanical Universe Video

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computer Assisted and/or Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Objective 15:

The student will be able to examine the atomic nucleus, radioactivity, and nuclear energy. The student will then produce an explanation of the pros and cons of nuclear energy.

NJ CCCS: 5.1.12.A.1-A.3, 5.1.12.B.1-B.4, 5.1.12.C.1-B.3, 5.1.12.D.1-D.3

Activities to meet objective:

• Classroom Discussion

  • Radioactivity

  • Carbon Dating

  • Fission/Fusion

• Mechanical Universe Video

• A&E Biography of J. Robert Oppenheimer

• Types of Power Project/Presentation

• What type of power is best - Activity

• Related LaserDiscs/Videos/DVDs

• Demonstrations

• Internet Based Assignments

• Computerized Actual/Virtual Labs

• Practice Problems

  • Paper/Pencil

  • WebBased

  • Computerized

• Teacher created assignments

• Any additional activities/materials that are relevant to this curriculum

Assessment:

• Worksheets

• Homework Assignments

• On-line Assignments

• Quizzes/Tests/Exams

• Classroom Participation

• Projects/Presentations

• Laboratory Experiments/Reports/Write-ups/Practicum/Quizzes

• Any additional form of assessment created by/or assigned by the teacher.

Content Outline/Timeline

The following are topics to be covered in the course of one school year. This is not necessarily a sequential representation.

CONTENT OUTLINE TIMELINE

I. About Science 4 days

A. Physics- The Basic Science

B. Mathematics – The Language of Science

C. Scientific method

D. Metric System

II. Motion 19 days

A. Motion is Relative

B. Speed

C. Velocity

D. Acceleration

E. Free Fall

III. Inertia- Newton's First Law of Motion 10 days

A. The Big Three on Motion

1. Aristotle

2. Copernicus

3. Galileo

B. Newton's Law of Inertia

C. Mass – A Measure of Inertia

IV. Force and Acceleration – Newton's Second Law of Motion 7 days

A. Force Causes Acceleration

B. Mass Resists Acceleration

C. Newton's Second Law

D. Statics

E. Friction

F. Pressure – Applying Force

V. Action and Reaction – Newton's Third Law of Motion 7 days

A. Interactions Produce Forces

B. Newton's Third Law

C. Identifying Action and Reaction

D. Action and Reaction on Different Masses

VI. Universal Gravitation 6 days

A. The Falling Apple/Moon/Earth

B. Kepler's Three Laws

C. The Law of Universal Gravitation

D. Gravity and Distance: The Inverse-Square Law

E. Universal Gravitation

VII. Gravitational Interactions 10 days

A. Acceleration Due to Gravity

B. Gravitational Fields

C. Weight and Weightlessness

D. Ocean Tides

E. Black Holes

VIII. Vectors 10 days

A. Vector and Scalar Quantities

B. Vector Representation of Force and Velocity

C. Geometric Addition of Vectors

D. Equilibrium

E. Components of Vectors

F. Components of Weights

G. Projectile Motion

IX. Momentum &n,bsp;, &nbs, p;7 days

A. Momentum

B. Impulse Equals Change in Momentum

C. Bouncing

D. Conservation of momentum

E. Collisions

X. Energy 10 days

A. Work

B. Power

C. Energy – Mechanical, Potential, and Kinetic

D. Conservation of Energy

E. Collision

**Approximate Division Between Semester 1 and Semester 2**

XI. Vibrations and Waves 11 days

A. Vibration of a Pendulum

B. Wave Description

C. Wave Motion and Wave Speed

D. Transverse and Longitudinal waves

E. Interference

F. Standing Waves

G. The Doppler Effect

H. Bow and Shock Waves

XIII. Sound 11 days

A. The Origin and Nature of Sound

B. Mediums that Transmit Sound

C. The Speed of Sound

D. Forced Vibration

E. Natural Frequency

F. Resonance and Interference

G. Beats

XIV. Light 8 days

A. The Speed of Light

B. Electromagnetic Waves

C. Electromagnetic Spectrum

D. Light and Transparent Materials

E. Opaque Materials

F. Shadows

H. Polarization

XV. Color 9 days

A. The Color Spectrum

B. Color by Reflection and Transmission

C. Sunlight

D. Mixing Colored Light

E. Complementary Colors

F. Mixing Colored Pigments

G. Blue Sky and Red Sunsets

H. Atomic Spectra

XVI. Reflection and Refraction 9 days

A. Reflection

B. The Law of Reflection

C. Mirrors

D. Diffuse Reflection

E. Reflection of Sound

F. Refraction

G. Refraction of Sound

H. Refraction of Light

I. Atmospheric Refraction

J. Dispersion in a Prism

K. The Rainbow

L. Total Internal Reflection

XVII. Lenses 8 days

A. Converging and Diverging Lenses

B. Image Formation by a Lens

C. Constructing Images Through Ray Diagrams

D. Image Formation Summary

E. Common Optical Instruments

F. The Eye

G. Some Defect in Vision

H. Some Defects of Lenses

XVIII. Electrostatics 3 days

A. Electrical Forces and Charges

B. Conservation of Charge

C. Coulomb's Law

D. Conductors and Insulators

XIX. Electric Fields and Potential 3 days

A. Electric Fields

B. Electric Potential Energy

C. Electric Potential

D. Van de Graaff Generator

XX. Electric Current 3 days

A. Flow of Charge

B. Voltage Source

C. Electrical Resistance

D. Ohm's Law

E. Ohm's Law and Electrical Shock

F. Direct Current and Alternating Current

XXI. Electrical Circuits 12 days

A. Electric Circuits

B. Series Circuits

C. Parallel Circuits

D. Schematic Diagrams

E. Combining Resistors in a Compound Circuit

F. Complex Circuits

G. Parallel Circuits and Overloading

XXII. The Atomic Nucleus and Radioactivity 6 days

A. The Atomic Nucleus

B. Radioactive Decay

C. Radiation Penetrating Power

D. Radioactive Isotopes

E. Radioactive Half Life

F. Carbon Dating

XXIII. Nuclear Fission and Fusion 7 days

A. Nuclear Fission

1. Manhattan Project

2. Uranium vs. Plutonium

B. Mass-Energy Equivalence

C. Nuclear Fusion

D. Controlling Nuclear Fusion