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SPRINGSTONE COMMUNITY HIGH SCHOOL
Course Description Catalog
STAFF & FACULTY
GENERAL PHILOSOPHY
EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLR’S)
GRADUATION REQUIREMENTS
SCHS VALUES
ENGLISH
HISTORY
MATHEMATICS
SCIENCE
ELECTIVES
TRANSITIONS
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Community Access Program
STAFF AND FACULTY
Administration
Co-Directors
John Howard
Kristine Wong
Allan Nash
Counselors
Kerry Linetzky
Joleigh Davis
Faculty
Erica McAulay, Language Arts
Matthew Miller, Humanities
Linh Tran, World History
Megan Hsu, Mathematics
Justin Thiel, Science
Kerry Linetzky, Electives, Transitions
Joleigh Davis, Electives, Transitions
Michael Feinberg, Electives
GENERAL PHILOSOPHY
Springstone Community High School (SCHS) serves students with neurocognitive challenges that
affect their ability to organize and prioritize information and to make meaningful social
connections. We believe our students will develop strategies for use in academic and social settings
if they are part of a community that understands, accepts, and challenges them. The program aims
to strengthen skills by emphasizing process to improve production.
SCHS students learn organizational and planning skills within the context of a high school
curriculum that adheres to California content standards. Small structured classrooms allow for
individualized instruction, collaboration, discussion and conversation within multiple modalities.
We use a wide variety of written materials including textbooks, journal articles, and web resources.
Students have access to electronic media such as videos, books on tape, music, interactive
websites, and computer software.
SCHS emphasizes the use of technology as an educational tool. Classrooms are equipped with
laptop computers, computer projectors, wireless Internet, access to a shared network, and overhead
projectors. Our students use laptop computers for concept-mapping and written activities. A share
network allows students to store and retrieve documents in folders that are organized by grade and
class.
Occupational therapy is integrated throughout the program and sensory motor strategies are
implemented into the school day in several ways. Strategies and tools are available for use during
the transition between classes and during class as needed. Our occupational therapist works with
teachers and students to develop strategies to maintain focus and attention, decrease anxiety, and
enhance social interaction.
EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLR’S)
We have the following goals for all our students:
• Acquire a common core of broad and diverse knowledge.
• Plan, start, finish and evaluate individual and collaborative efforts.
• Demonstrate effective communication skills.
• Demonstrate responsibility, flexibility, resiliency in personal, school, and community
contexts.
• Develop self- advocacy and self-management skills to achieve school and life success.
GRADUATION REQUIREMENTS
1. Units of Credit: 255 credits are required for graduation. Ten credits are earned
for each passing grade of D or better in a year-long course.
2. Course Requirements:
40 credits …………………………Language Arts/English
10 credits…………………….……………..World History
10 credits…………………………....United States History
10 credits……………………….…….Modern U.S. history
5 credits………………..……..United States Government
5 credits………………..….……….………….Economics
10 credits ………………………………Biological Science
10 credits………………...………….……….Earth Science
10 credits………………………Physical Science Concepts
10 credits…………………….…….………………..Botany
40 credits…………….....Mathematics, including Algebra I
45 credits …….…………...Life skills (Community Access)
10 credits…….……………………………………Fine Arts
20 credits ….……………..………….…Physical Education
20 credits………………….………….….………..Electives
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255 total credits required for graduation
160 hours of volunteering in the community
Typical Program
9th grade
10th grade
1. English1
1. English II
2. World History
2. US History
3. Algebra 1
3. Geometry
4. Earth Science
4. Biology
5. Elective
5. Elective
6. PE
6. PE
7. Community
7. Community
access
Access
11th grade
1. English III
2. Modern US
History
3. Algebra 2
4. Physical
Science
5. Elective
6. PE
7. Community
Access
12th grade
1. English IV
2. Life Skills
Math
3. Botany
4. Government
5. Economics
6. Elective
7. Community
Access
SCHS VALUES
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Promote staff caring of students
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Promote a variety of teaching approaches
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Provide alternative paths for students’ success
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Value parental involvement
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Seek high performance standards for all students
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Encourage and promote new community experiences
SCHS Course Offerings
Course
Algebra I
Algebra II
9th Grade Art
11th Grade Art
Biology
Botany
Community Access
Earth Science
Economics
English 9
English 10
English 11
English 12
Geometry
Government
Health
Home & Community
Home Economics
Life Skills Math
Modern Topics in
U.S. History
Physical Science
Concepts
Physical Education
Project-Based
Learning
School Connect
Subject Area
Mathematics
Mathematics
Fine Arts
Fine Arts
Science
Science
Life Skills
Science
Social Science
English
English
English
English
Mathematics
Social Science
Science
Life Skills
Life skills
Mathematics
Social Science
Credit Value
10
10
5
5
10
10
10
10
5
10
10
10
10
10
5
5
5
5
10
10
Duration
1-year
1-year
½ year
½ year
1-year
1-year
1-year
1-year
½ year
1 year
1 year
1 year
1 year
1 year
½ year
½ year
½-year
½ year
1-year
1-year
Science
10
1-year
Science, Life Skills
All Subject Areas
5
5
1-year
½-year
Life Skills
½-year
Teen Health &
Wellness
U.S. History
World History
Life Skills
Part of Community
Access
5
Social Science
Social Science
10
10
1-year
1-year
½-year
COURSE DESCRIPTIONS
ENGLISH 9
This class will focus on reading comprehension, writing and vocabulary development. We will be
reading short stories, poetry, plays, and novels. Students will be reading to increase comprehension
and also to begin making connections between themselves and the texts.
Topics
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Plot
Conflict
o internal vs. external
Characterization
o comparing and contrasting characters
Setting
Theme
Figurative Language
Irony & Ambiguity
Texts
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Holt Literature and Language, Fifth Course
Diary of a Young Girl by Anne Frank
The Joy Luck Club by Amy Tan
Students will also be given a list of books to choose from for independent reading. Each quarter,
students MUST read one book from the list independently, keep a journal about the book, and
submit a book report by the end of the term. Students are also encouraged to read books of their
choice at their leisure.
Grading Policy
Homework…………..15%
Class work…………..30%
Tests and Quizzes…...25%
Participation………....30%
Late Work
Assignments turned in the day after the due date will receive partial credit only. There will be no
full credit awarded to any work turned in after the assigned due date. In the case of a student
absence, work will be accepted one day after his or her return for full credit.
ENGLISH 10
The 10th grade English class is designed to enhance each student’s knowledge of early American
literature related to the economic, social and cultural events from 1600 to 1914. The class will
focus on the historical context of the selected readings and examine the style, point of view, and
tone used by each of the authors. At the end of the year, students will also study a play by William
Shakespeare.
Topics
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Early American Literature
o Puritans, The Great Awakening, The Salem Witch Trials
§ The poetry of Anne Bradstreet
§ The Crucible by Arthur Miller
§ The Scarlet Letter by Nathaniel Hawthorne
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Romanticism
o Figurative Language and Imagery
o The poetry of Henry Wadsworth Longfellow
§ meter, iambs, iambic pentameter
o Personal identity of the author
o Transcendentalists: Ralph Waldo Emerson & Henry David Thoreau
o Dark Romantics: Washington Irving & Edgar Allan Poe
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Realism
o Naturalism, realism and irony
o Mark Twain
o Jack London
Students will also be given a list of books to choose from for independent reading. Each quarter,
students MUST read one book from the list independently, keep a journal about the book, and
submit a book report by the end of the term. Students are also encouraged to read books of their
choice at their leisure.
Grading
Homework
Class work
Tests and Quizzes
Participation
15%
25%
30%
25%
Late Work
If a student fails to complete a homework assignment, he or she may turn it in the following day
for partial credit. Further extensions need to be discussed with the teacher.
ENGLISH 11
This year in Language Arts we will be focusing on Modern and Contemporary American Literature
and how each work relates to the economic, social and cultural events from 1914 to the present
time period. The class will focus on the historical context of the selected readings and examine the
style, point of view, and tone used by each of the authors.
Topics
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The Modernist Movement
o The American Dream
§ The Great Gatsby by F. Scott Fitzgerald
§ Short stories by Ernest Hemingway& F. Scott Fitzgerald
o The Great Depression
§ Tortilla Flat by John Steinbeck
§ excerpts from The Grapes of Wrath by John Steinbeck
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The Harlem Renaissance
o Poetry by Countee Cullen, Langston Hughes, & Claude McKay
o The Color of Water by James McBride
o Civil Rights
§ Dr. Martin Luther King, Jr.
§ To Kill a Mockingbird by Harper Lee
Students will also be given a list of books to choose from for independent reading. Each quarter,
students MUST read one book from the list independently, keep a journal about the book, and
submit a book report by the end of the term. Students are also encouraged to read books of their
choice at their leisure.
Grading
Homework
Tests and Quizzes
Class work
Participation
15%
25%
30%
30%
Late Work
Late work will be accepted the day after the due date for partial credit. No full credit will be given
for work that is submitted after it is due. If the student was absent when an assignment was given,
he or she will have one day after his or her return to complete the work for full credit.
ENGLISH 12
The 12th grade English class is designed to enhance each student’s knowledge of world literature
related to the economic, religious, social and political events from 3000 B.C. to the present time
period. The class will focus on the historical context of the selected readings and examine the
cultural points of view of several civilizations.
Topics to be discussed this year:
• The Ancient Middle East
o Epics and Epic Heroes
§ The Epic of Gilgamesh
• Ancient Greek and Roman Literature
o Greek Tragedies and Epics
§ The Iliad and The Odyssey by Homer
§ Oedipus Rex by Sophocles
• Literature of India, China and Japan
o The Search for Truth and Enlightenment
§ Haiku’s by Matsuo Basho, Uejima Onitsura, Taniguchi Buson and
Kobayashi Issa
§ Zen Parables
• Literature of Africa and the Middle East
o Oral Traditions, Epics and Proverbs
§ Sundiata by D.T. Niane
• Modern and Contemporary World Literature
o Cultural Identity in Literature
§ Night by Elie Wiesel
§ The Catcher in the Rye by J.D. Salinger
This class will be integrating technology, movies, drama, art and group projects. Students will be
required to write approximately 4 essays this year. Students will also continue to develop their
vocabulary with regular vocabulary tests. Homework will be assigned daily.
Students will also be given a list of books to choose from for independent reading. Each quarter,
students MUST read one book from the list independently, keep a journal about the book, and
submit a book report by the end of the term. Students are also encouraged to read books of their
choice at their leisure.
Grading
Homework
Class work
Tests and Quizzes
Participation
15%
30%
25%
30%
Absences
If a student is absent, he or she has two school days to make up the homework out without a
reduction in points. If a student is absent on the day of a test, the teacher and student will determine
when the appropriate time is to make it up.
Late Work
If a student forgets to complete a homework assignment, he or she may turn it in the following day
for partial credit.
WORLD HISTORY 9
Course Content: Students learn to identify the geographic, political, economic, and cultural
features that shaped the modern world (1800’s to the present). Topics include but are not limited
to:
• The Industrial Revolution
• Imperialism in the late 1800’s and early 1900’s
• The French Revolution and Napoleon
• European imperialism and colonialism in Africa
• American imperialism in Japan and China
• American imperialism in Latin America
• World War I
• Post-WWI Political Revolutions:
o Russia
o Germany
o Italy
• World War II
• Post-WWII international developments:
o Cold War
o Western and Eastern European political changes
o Chinese Civil War
o Eastern European revolts
o Middle Eastern nationalism
Students also study world geography extensively, including the countries and capitals of:
• Central and South America
• Western, Northern, and Eastern Europe
• Middle East and South Asia
• African continent
• Central and East Asia
Textbook: World History: Patterns of Interaction (McDougal Littel)
All notes/outlines for each section covered will be given to students. Exam questions will be culled
from these notes. History exams will include true/false and short answer questions, and no notes
or outlines will be permitted during the tests. Geography quizzes will require students to identify
the countries and capitals of the specific region without the study aids.
Homework: Roughly one to two nights a week.
U.S. HISTORY 10
Course Content: Students learn the major turning points in United States History between
Reconstruction and the Great Depression. We will identify the economic, political, and cultural
factors that shaped each era, with special attention given to the experiences of ethnic minorities
and women. Topics include but are not limited to:
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Reconstruction
Immigration and urbanization in the late 1800’s/early 1900’s
Institutionalized segregation (i.e., the Jim Crow South)
Progressive movement
U.S. imperialism in the Pacific and Latin America
1920’s Social and Economic changes
The Great Depression
Students also study US Geography, learning all 50 states. Instruction for this will be broken
down regionally.
Participation: Class participation is an important component of the course, as it promotes active
listening, engagement with the material, self-advocacy, and increased comprehension. Points are
earned primarily through asking content-related questions and/or making content-related
comments during class. Staying on task and following directions are also part of class
participation.
Exams: All notes/outlines for each section covered will be given to students. Exam questions
will be culled from these notes. History exams will include order of events, multiple choice,
identification, and short answer questions. No notes or outlines will be permitted during the
tests. Geography quizzes will consist of 10-15 states, depending on the size of the region.
Textbook: The Americans: Reconstruction to the 21st Century (McDougal-Littell)
Homework: Roughly two to three nights a week.
MODERN U.S. HISTORY 11
Course Content: Students will study the major turning points in United States History between
1939 and 1968. They will learn to identify the economic, political, and cultural factors that shaped
each era, with special attention given to the experiences of ethnic minorities and women. Topics
include but are not limited to:
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World War II
Truman and Eisenhower administrations
Korean War
Kennedy administration
Vietnam conflict
Civil Rights Movement
Johnson administration
Great Society
Participation: Class participation is an important component of the course, as it promotes active
listening, engagement with the material, self-advocacy, and increased comprehension. Points are
earned primarily through asking content-related questions and/or making content-related
comments during class. Staying on task and following directions are also part of class
participation.
Exams: All notes/outlines for each section covered will be given to students. Exam questions
will be culled from these notes. History exams will include order of events, multiple choice,
short answer, and/or essay questions, and no notes or outlines will be permitted during the tests.
Textbook: The Americans: Reconstruction to the 21st Century (McDougal Littell)
Homework: Roughly three to four nights a week.
ECONOMICS 12
Course Content: Students first evaluate why the study of economics is important before
examining:
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Different types of economic systems
Fundamentals of supply and demand, and there effects on prices
Effect of prices on consumers
Interventions in the price system
Investing in the stock market
There is an emphasis on relating the topics covered to day-to-day life. Students are responsible
for current events reports comparing topics covered in class to current newspaper articles.
Students also participate in an on-line simulated stock market game, allowing them to buy and
sell stocks over a four-month period. This is followed up with a two-page report on the
experience.
Participation: Class participation is an important component of the course, as it promotes active
listening, engagement with the material, self-advocacy, and increased comprehension. Points are
earned primarily through asking content-related questions and/or making content-related
comments during class. Staying on task and following directions are also part of class
participation.
Exams: All notes/outlines for each section covered will be given to students. Exam questions
will be culled from these notes. Exams will include fill-in-the-blank and short answer questions,
and no notes or outlines will be permitted during the tests.
Textbook: Economics: Concepts and Choices (McDougal-Littell)
Homework: Roughly four to five nights a week.
GOVERNMENT 12
Course Content: Students compare systems of government in the world today and analyze the
history and changing interpretations of the Constitution, the Bill of Rights, and the current state
of legislative, executive, and judiciary branches of government. An emphasis is placed on
analyzing the relationship among federal, state, and local governments. These areas of study
represent the culmination of civic literacy as students prepare to vote, participate in community
activities, and assume the responsibilities of citizenship. Specific areas of study include:
• The Constitution
Structure and Principles
Three Branches of Government
Amending the Constitution
• Federalism
Dividing Government Power
American Federalism: Conflict and Change
Federalism Today
• Congress: The Legislative Branch
Congress
The Powers of Congress
The House of Representatives
The Senate
The Legislative Process
• The Presidency
The President
The Powers of the Presidency
The Presidents Administration
Exams: All notes/outlines will be provided to students. Exam questions will be culled from these
resources. Exams will include matching, multiple choice and short answer questions, and no
notes or outlines will be permitted during the tests.
Participation: Class participation is an important component of the course, as it promotes active
listening, engagement with the material, self-advocacy, and increased comprehension. Points are
earned primarily through asking content-related questions and/or making content-related
comments during class. Staying on task and following directions are also part of class
participation.
Textbook: United States Government: Principles in Practice (Holt McDougal)
Homework: Given roughly four to five nights a week.
Algebra I
Overview: In Algebra I, students focus on understanding and solving algebraic equations. An
emphasis is placed on conceptual understanding and the ability to express and translate
mathematical processes. Algebra is the foundation of higher-level mathematics and is important
for developing strong problem-solving and reasoning skills. An emphasis is placed on fully
understanding the meaning behind each concept, and repetition and scaffolded instruction are
used to build up students’ confidence and understanding of the material. There will also be more
focus on consumer math and skills that can be used in everyday life. Prior to each Access Week,
we will spend some time practicing skills that are applicable to the scheduled activities for that
coming week.
Topics:
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Integers and Rational numbers
Solving equations and inequalities
Exponents and Polynomials
Factoring
Graphs and Linear functions
Systems of Equations
Absolute Value
Rational expressions and equations
Radical expressions and equations
Quadratic Functions
Grading:
• Assignments – 5 points per assignment (requiring one day to finish)
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Assessments/Projects – 20 points for smaller assessments/projects, 50 points for
larger unit assessments/projects
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Participation – 2 points per day: 1 points for materials/preparedness and 1 points for
classroom behavior and attention
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Midterm/Final Exam – 100 points
Text: Algebra 1 – Common Core, Pearson
Materials Required: Ruler, Graph Paper, Lined Paper, Calculator
Geometry
Overview: In Geometry, the focus is for students to develop their logic and reasoning skills.
Students learn geometric concepts involving space and shapes that build off of their
understanding of algebra. Upon completing a course in Geometry, students should be able to
work with figures in three-dimensional space and link together statements and reasons in
developing proofs. There will also be more focus on consumer math and skills that can be used
in everyday life. Prior to each Access Week, we will spend some time practicing skills that are
applicable to the scheduled activities for that coming week.
Topics:
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Transformations
Logic and Proofs
Parallel lines and Angle properties
Properties of Quadrilaterals
Triangle Congruence
Properties of Triangles
Area and Perimeter of Two-dimensional figures
Surface Area and Volume of Three-dimensional figures
Money Math
Grading:
• Assignments – 5 points per assignment (requiring one day to finish)
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Assessments – 25 points for smaller assessments/projects, 50 points for larger unit
assessments/projects
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Participation – 2 points per day: 1 points for materials/preparedness and 1 points for
classroom behavior and attention
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Midterm/Final Exam – 100 points
Text: Geometry – Common Core, Pearson
Materials Required: Ruler, Protractor, Graph Paper, Lined Paper, Calculator
Algebra II
Overview: In Algebra II, students continue developing their skills in solving and manipulating
algebraic equations. Students work on building a strong foundational knowledge and strong
algebra skills through increased focused practice in higher-level algebra. A continued emphasis
is placed on fully understanding the meaning behind each concept, and repetition and scaffolded
instruction are used to build up students’ confidence and understanding of the material. There
will also be more focus on consumer math and skills that can be used in everyday life. Prior to
each Access Week, we will spend some time practicing skills that are applicable to the scheduled
activities for that coming week.
Topics:
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Solving equations and inequalities
Linear functions and graphs
Absolute value functions and graphs
Quadratic equations and functions
Polynomial equations and functions
Systems of equations and inequalities
Radical functions
Radical exponents
Complex numbers
Logarithmic functions
Grading:
• Assignments – 5 points per assignment (requiring one day to finish)
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Assessments – 25 points for smaller assessments/projects, 50 points for larger unit
assessments/projects
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Participation – 2 points per day: 1 point for materials/preparedness and 1 points for
classroom behavior and attention
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Midterm/Final Exam – 100 points
Text: Algebra 2 – Common Core, Pearson
Materials Required: Ruler, Graph Paper, Lined Paper, Calculator
Life Skills Math
Overview: In Life Skills Math, the focus is placed on using mathematical skills and concepts
learned through the previous years and applying them towards real-world situations. The goal is
to provide students with tangible productive skills that will help in their transition into postsecondary school living and adulthood. There will also be more focus on consumer math and
skills that can be used in everyday life. Students will participate in the Independent Living
Simulation during second semester. This involves job tasks, budgeting, paying bills, completing
forms, taxes, time management, and interpersonal interactions.
Topics:
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Money – using money, counting money, and calculating tax and tip
Career Planning – searching for and identifying jobs and understanding the
requirements and salaries; applying for and interviewing for jobs
Household Smarts – searching for apartments, understanding rental prices, and
calculating the cost of furnishing an apartment
Financial Responsibilities – understanding car payments, living expenses, and
learning how to make a budget and record expenses and income on a checkbook
register
Taxes – filling out and understanding W4, W2, 1040EZ and 540EZ forms
Banking – understanding credit cards, loans, savings and checking accounts
Insurance – car, health, and home insurance
Food – increasing and decreasing recipes using proportions, comparison shopping
and unit prices, meal planning and food budgeting
Grading:
• Assignments – 5 points per assignment (requiring one day to finish)
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Assessments/Projects – 25 points for smaller assessments/projects, 50 points for
larger unit assessments/projects
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Participation – 2 points per day: 1 points for materials/preparedness and 1 points for
classroom behavior and attention
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Midterm/Final Exam – 100 points
Text: Discovering Life Skills, Glencoe
Materials Required: Ruler, Calculator
EARTH SCIENCE
Critical Thinking Skills
• Observations vs. Inference
Maps
• Street Maps
• Global Coordinate System
• Topographic Maps
Weather
• Weather Conditions
• Forecasting Weather
Climate
• Climate vs. Weather
• Climate Factors
• Reading Climate Graphs
• Climate Zones
Minerals
• Rock Cycle
• Types of Rocks
o Igneous
o Metamorphic
o Sedimentary
• Mineral Identification
Earthquakes
• Where and How
• Seismology
• Earthquake Safety
• Bay Area Earthquakes
• Tsunami
Labs/Activities
• Identifying Mineral
• Testing Hardness
• Radioactive Dating
• Creating Topographic Mountains
• Earthquake Triangulation
Text used: Various
Grading
Grades will be based mainly on formal assessments. At the end of each unit a summative
assessment will be given that will count for the majority of the student’s grade. If a student is
struggling with assessments, there may be an opportunity to either retake the original assessment
or take a modified assessment. This will be determined on a case-by-case basis. At the end of
each semester a cumulative final exam will be given. Students will not be allowed to retake the
final exam. Students will also earn points each day for their personalized academic/social goals.
Homework will be given infrequently, but will count for a portion of the grade. Throughout the
year, there will be discussions, modeling and facilitated practices of critical thinking. Each unit
assessment will include critical thinking questions that will also count as a small portion of their
grades.
Grade Weights
Unit Assessments: 50%
Homework: 15%
Classwork/Personal Goal: 15%
Final Exam: 10%
Critical Thinking Assessment: 10%
BIOLOGY
Topics:
Critical Thinking Skills
• Data Collection
• Experimentation
o Question/Purpose
o Variables
o Hypothesis
o Analysis/Conclusion
Cellular Biology
• Cell Theory
• Cell Cycle
• Stem Cell Technology
Genetics
• DNA Structure/Function
• Heredity
• Probability/Punnett Squares
• Meiosis
• Sexual vs. Asexual Reproduction
Evolution
• Natural Selection
• Speciation
• Geologic Timescale
Labs/Activities
• Testing for Microorganisms
• Planarian Worms/Regeneration
• Calculating Probability/Punnett Squares
• Extracting DNA
• Creating DNA Model
• Natural Selection Relay
• Persuasive Writing/Debate
Text used: None
Grading
Grades will be based mainly on formal assessments. At the end of each unit a summative
assessment will be given that will count for the majority of the student’s grade. If a student is
struggling with assessments, there may be an opportunity to either retake the original assessment
or take a modified assessment. This will be determined on a case-by-case basis. At the end of
each semester a cumulative final exam will be given. Students will not be allowed to retake the
final exam. Students will also earn points each day for their personalized academic/social goals.
Homework will be given infrequently, but will count for a portion of the grade. Throughout the
year, there will be discussions, modeling and facilitated practices of critical thinking. Each unit
assessment will include critical thinking questions that will also count as a small portion of their
grades.
Grade Weights
Unit Assessments: 50%
Homework: 15%
Classwork/Personal Goal: 15%
Final Exam: 10%
Critical Thinking Assessment: 10%
PHYSICAL SCIENCE CONCEPTS
Topics:
Motion
• Speed/Velocity
• Graphing Speed
• Acceleration/Deceleration
• Force: Gravity, Friction, Inertia
• Newton’s 3 laws of motion
Work and Machines
• Work
• Power
• Energy
• Mechanical Advantage
• Levers/Machines
• Gears
Heat Energy
• Heat Energy
• Heat’s Effects on Matter
• Measuring temperature
• Specific Heat
• Conduction, Convection, and Radiation
• Thermodynamics
Electricity
• Electricity Flow
• Conductors/Insulators
• Electricity Sources
• Ohm’s Law
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Circuits
Schematic Drawings
Labs/Activities
• Calculating Average Speed
• Physics of Cars
• Graphing Temperature Change
• Creating Circuits
Textbook: AGS – Physical Science
Grading
Grades will be assessed mainly on formal assessments and classroom behavior. At the end of each
unit a summative assessment will be given that will count for the majority of their grade. If a
student struggling on assessments I will sometimes allow them to retake assessments or the
assessment may be modified. This will be determined on a case-by-case basis. At the end of each
semester a cumulative final exam will be given. The students will not be allowed to retake the final
exam. They will also earn points each day for their classroom behavior (i.e. participation, work
completion, effort) as well as a personalized academic/social goal. Their personal goals will be
determined will collaboration with their counselor. Homework will be given infrequently, but will
count for a portion of their grade.
Grade Weights
Unit Assessments: 50%
Homework: 15%
Classwork/Personal Goal: 15%
Final Exam: 10%
Critical Thinking Assessment: 10%
BOTANY
Topics:
Critical Thinking Skills
• Observations vs. Inference
• Data Collection
• Graphing
o Creation
o Interpreting/Inferring
• Experimentation
o Question/Purpose
o Variables
o Hypothesis
o Analysis/Conclusion
Plant Classification
• 4 Broad Classifications
• Vascular vs. Non-vascular
Vascular Plant Transport
• Vascular Plant Structures
• Vascular Plant tissues
Plant Uses
• Food Uses
• Non-food Uses
Plant Reproduction
• Asexual Reproduction
• Sexual Reproduction
Plant Growth and Development
• Plant Growth
• Fertilizer
• Photoperiodism
• Plant Tropisms
Home Gardening
• Xeriscaping Landscaping
• Pests
• Soil
• Planting
• Propagation
• Potting
• Garden Maintenance
Climate Zones
• USDA Cold Hardiness Zones
• Western Sunset Climate Zones
Labs/Activities
• Plant Propagation
• Plant Potting
• Soil Testing/Texture Analysis
• Garden Maintenance/Construction
Grading
Grades will be based mainly on formal assessments. At the end of each unit a summative
assessment will be given that will count for the majority of the student’s grade. If a student is
struggling with assessments, there is an opportunity to either retake the original assessment or
take a modified assessment. This will be determined on a case-by-case basis. At the end of each
semester a cumulative final exam will be given. Students will not be allowed to retake the final
exam. Students will also earn points each day for their personalized academic/social goals.
Personal goals will be determined in collaboration with their counselor. Homework will be given
infrequently, but will count for a portion of the grade. Throughout the year, there will be
discussions, modeling and facilitating practices of critical thinking. Each unit assessment will
include critical thinking questions, and these critical thinking questions will also count as a small
portion of their grades. In addition to the academic content of the class the students will be given
a simulated job where they are expected to perform tasks pertaining to botany and landscaping.
Their performance will also count toward their over all grade.
Grade Weights
Unit Assessments: 40%
Homework: 15%
Gardening/Work Projects: 15%
Classwork/Personal Goal: 10%
Final Exam: 10%
Critical Thinking Assessment 10%
Text: Various
PHYSICAL EDUCATION
Physical Education is a twice-weekly class that meets the standards for Courses 1 and 2 of the
California State High School Physical Education Standards. Cardiovascular endurance and upper
and lower-body strength are enhanced in every class with distance running, stretching, push-ups
and sit-ups. Gross- and fine-motor skills, sportsmanship, and teamwork are enhanced through a
variety of activities, including ultimate frisbee, indoor hockey, basketball, team handball, circuit
training, and/or pilates. These activities change every 4-5 weeks. Competition is not emphasized,
but student are expected to fully participate to the best of their respective ability and exhibit good
sportsmanship and attitude. At least three times per academic quarter, students are timed in a mile
run, and are expected to show gradual improvement relative to their ability over the course of the
year. The physical and mental benefits of regular exercise is heavily stressed in each class.
SCHOOL CONNECT
School Connect: Optimizing the High School Experience is a 40-lesson curriculum which is
designed to improve the social, emotional, and academic skills of high school students and
strengthen relationships between students and teachers as well as among students. The curriculum
is built upon five social and emotional competency areas: social awareness, self-awareness, selfmanagement, relationship skills, and responsible decision-making. These are the areas identified
by the Collaborative for Academic, Social and Emotional Learning (CASEL) as being crucial to
the creation of a common language and goals for social and emotional learning.
In addition, the curriculum is designed to foster the ABC’s of student motivation: Autonomy,
Belonging, and Competence. Throughout the curriculum, students are given opportunities to
exercise autonomy through activities that offer “voice and choice.” Group discussions and
pair/group activities that help create conditions that endow students with a feeling of being
supported and valued and a sense of attachment to school. Through role-play, applications to real
life, and reflection, students acquire personal and interpersonal skills important to life and learning.
In the process, they gain a greater sense of self-efficacy-the belief that they can affect their own
lives and the lives of others in positive ways.
Individual lessons draw on additional research in the field of psychology, particularly positive
psychology and violence prevention. For example, students are given opportunities to discover
and capitalize on their unique strengths and pathways to learning, use positive emotions to increase
self-motivation, and address underlying beliefs about achievement that either help or hamper them
in school. Students also become aware of possible biases in the way they interpret events, learn to
think more positively in ambiguous situations and practice a conflict resolution strategy.
Ninth grade students follow the School Connect curriculum as an elective during their first
semester; all other students continue with supplemental School Connect lessons one class per week
throughout their tenure.
SCHOOL CONNECT: 9TH GRADE
Course Description
This course will provide an overview of social skills, practical life skills, current events, and more,
utilizing some of the School Connect curriculum (Module 1, specifically) as well as prepared
lessons and activities found online and in specific workbooks. School Connect is designed to
improve social, emotional, and academic skills of students and includes lessons on empathy,
emotional intelligence, social radar and awareness, perspective-taking, stereotypes, building
community, and diversity. The class will utilize a variety of teaching strategies, including roleplaying, hands-on practice, small group work, discussion, videos, reading articles, art, and more.
Reading Material
School-Connect Curriculum
School-Connect Student Workbook
Super Skills: social skills group program
Grading
25% Written Assignments (worksheets, homework, projects)
25% Quizzes (short quiz will be given at the end of each topic)
50% Participation (prepared for class, follows directions, cooperation, effort, raises hand, etc.)
Homework
There will sometimes be homework assigned in your School-Connect Student Workbook, or
classwork that needs to be completed at home. Please check the website for homework
assignments if you miss class. Work that is not finished in class will be completed for homework
and turned in the following class meeting.
Outline:
Introductions (Starting a conversation, joining with a group, start Friend File)
Conversation Skills and Etiquette (with different types of people)
Emotional Intelligence
Emotions (Facial expressions, labeling emotions, nonverbal body language, social radar)
Active Listening
Perspective Taking
Empathy
Conflict Resolution Skills (I-statements)
Student Skills and Prevocational Skills – ITP Goals
ART 9: THE ELEMENTS OF DESIGN
The Elements of Design are addressed in this course. The students learn about the various elements
(line, shape, color, form, composition and perspective) and explore them through their own
creative means (drawing, painting, silk screening and digital art). Each element is addressed
during a week-long lesson - introducing the types (color: primary, secondary, tertiary, analogous,
triadic) followed by hands-on exercises. The semester culminates in a final art project - creating
personal logos and a full-page advertisement using techniques learned over the course of the class.
By the end of the course, students will:
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•
•
•
•
Understand the concept of Elements of Design
Be able to identify and utilize the various Elements.
Gain a better understanding of how color, line, shape, etc. elicit various feelings/thoughts.
Use the elements of Design to express a specific idea/appeal to a specific viewer.
Gain an understanding of the techniques used in advertising to become a more informed
consumer.
Course Requirements and Assessment
Quarter grade:
50% Complete Assignments
50% Active Participation/Effort
This class is for a letter grade
Semester grade:
Average of Q1 + Q2 grades
HEALTH
The Glencoe Health and Fitness Program provides a comprehensive health and physical education
curriculum for students. It combines scientifically accurate, age appropriate health content with
extensive instruction, practice and application of the skills necessary to achieve optimal health and
wellness. In addition, students are given opportunities to apply their knowledge and skills to realword situations.
Course Topics
• Building Health Skills and Character
• Physical Activity and Nutrition
•
•
•
•
•
Mental and Emotional Health
Promoting Safe and Healthy Relationships
Personal Care and Body Systems
Growth and Development
Injury Prevention and Environmental Health
Course Requirements and Assessment
Quarter grade:
25% Written Assignments (worksheets, homework, projects)
25% Quizzes (short quiz given at the end of each topic)
50% Active Participation
This class is for a letter grade.
Semester grade:
Average of Q1 + Q2 grades
HOME AND COMMUNITY
This course will provide an overview of how to navigate the complexities of the community. The
course will cover resources, interacting with emergency responders, disaster preparedness, safety,
transportation and navigation, home organization, meal planning and cooking, kitchen safety,
shopping, laundry, budgeting, and current events. We will be using a variety of teaching methods
to understand home and community, including group activities, occasional field trips, worksheets,
art, discussion, lecture, videos, journal reflections, and more.
Reading Material:
Various handouts/worksheets from Life Skills textbook and other materials (provided)
Grading:
25% Written Assignments (worksheets, homework, projects)
25% Quizzes (short quizzes will be given at the end of each topic)
50% Participation (prepared, follows directions, cooperative, effort, raises hand, etc.)
Unit 1: Community
Resources in the Community
Emergency Responders
Disaster Preparedness
Transportation and Navigation
Etiquette in Public
Unit 2: Home
Home Organization and Safety
Household Chores
Apartments and Bills
Budgets
Home Cooking
Kitchen Safety
Meal Planning and Shopping
Restaurant Etiquette
This syllabus is subject to change depending on our progress, advance notice of any changes will
be given if possible.
ART: 11TH GRADE
This course will provide students with opportunities for experiential learning and self-expression
through a variety of art mediums. Art therapy emphasizes the process, rather than the product, and
the purpose of this course is to provide students with an overview of various art therapy-based
projects - we will start with a few introductory activities, and then cover themes such as identity
and self-expression, perspectives, community-building, and transitions. Throughout the semester
students will track their emotions and experiences with an art journal, which they will have time
to write/draw in at the beginning of each class.
Materials
Most materials will be provided, such as paint, markers, colored pencils, oil pastels, chalk
pastels, pencils, paper, clay, art journals, etc.
Course Grading
The majority of student grades will be based on effort, participation, and classroom behavior. The
remaining will be based on project completion, which will include following the instructions for
the assignment and time management.
75% - Participation
25% - Project Completion
Introductory Activities
• Mandalas
• Emotional Weather Check-ins
• Introduce Art Journaling
Unit 1: Identity and Self-Expression
Name as a Logo – Screen printing
Self Portraits
Unit 2: Perspectives and Community Building
Portraits
Digital Storytelling Project
HEALTH, NATURE & WELLNESS
Textbook: Health, Glencoe, High School level
Course Description: This course will focus on the three types of well being: emotional, physical
and social. We will also study ecology, or the interactions between living things in an
environment, since we all are members of the natural world. There will be instruction from text,
class discussions, expository nonfiction writing practice, visual aids, and presentations. We will
also integrate physical activities such as stretching, strength training, and long walks to
supplement the curriculum.
Topics of Discussion
Mondays and Tuesdays: Physical Health
• Exercise, Nutrition and Meal Preparation
• Substance Abuse and Prevention
• First Aid and Injury Prevention
• Body Systems
Thursdays: Ecology and Nature
• Nature Walks
• Tree Identification
• Bird Watching
• Environmental Care
Fridays: Emotional Wellness
• Mindfulness/Meditation
• Healthy Relationships
• Managing Stress and Anxiety
• Achieving Goals and Making Decisions
Grading: Participation (inc. classwork): 60%
Students receive a daily score of up to 5 points for participation and classwork.
Tests and Quizzes: 15%
Homework: 25%
PROJECT-BASED LEARNING
Throughout the semester, students will explore, plan, problem solve, and complete several
interactive projects. These projects will range from creating a book to making a stop motion video
to helping the community. The students will learn to collaborate with classmates, be flexible in
scheduling and planning, research from start to finish, and learn how to overcome obstacles that
may arise when completing projects. Several of the following projects will be covered throughout
the semester in partners or small groups.
Group Projects
1. What are projects and why do we need them? How do we complete a project? Create a
flow chart. (Class activity)
2. Stop motion to send a message about an important topic in life (politics, freedom, earth,
family, friendship) .
3. Making a board game; objective, rules, players.
4. Write and illustrate a book about how Springstone has impacted your life.
5. Set up a project to help the community.
6. Advertisements: create an advertising campaign to sell a product or invention.
product can be real or imaginary.
The
7. Plan a party for their classmates/families.
8. Illustrated Quotes: Have students choose a meaningful quote from a text that they are
reading. They should explain why the quote interests them and then write the quote on a
blank sheet of paper and draw related images.
9. Replicate a map/scaling project.
10. Can you make your own musical instrument that can play a complete scale? Examples
might include a rubber band harp or flute from clay, wood or plastic.
11. Final Project: In addition to the projects listed above, students will be required to select a
project of their own, and independently complete it over the course of the semester at home,
and present it as a final grade. Check-ins will occur on a weekly basis to monitor the
progress of the project, which will help keep students moving in the right direction.
Grading:
Participation: 30%
Effort: 30%
Quality: 15%
Completion: 15%
Final Project: 10%
TRANSITIONS
At SCHS, there is an emphasis on transitions from the moment students enter ninth grade. Each
student is assigned a Guidance Counselor who is responsible for helping that student navigate high
school and begin the transition to adulthood. The SCHS Community Access Program challenges
students in both academic and social endeavors. Students acquire and practice pragmatic language
skills during academic and elective classes, and during daily experiential activities. Approximately
every six weeks, students participate in a weeklong Community Access Program where they
practice and use life skills that have been previously addressed. Each student’s individualized
Community Access Program helps him or her to develop self-awareness, social-awareness and
decision-making skills through group and individual activities. Activities and instruction occur
both on and off campus and serve to promote life skills development and to enhance academic
knowledge. These activities focus on conversation, vocation aptitudes, critical thinking, selfadvocacy, recreational interests and volunteer work.
SCHS COMMUNITY ACCESS PROGRAM
The SCHS Community Access Program, designed by the co-founders of the school, challenges
students in both academic and social endeavors. Students acquire and practice pragmatic language
skills during academic and elective classes, and during daily experiential activities. Five times per
year, students participate in a weeklong Community Access Program where they practice and use
life skills that have been previously addressed.
Each student’s individualized Community Access Program helps him or her to develop selfawareness, social-awareness and decision-making skills through group and individual activities.
Activities and instruction occur both on and off campus and serve to promote life skills
development and to enhance academic knowledge. These activities focus on conversation,
vocation aptitudes, critical thinking, self-advocacy, recreational interests and volunteer work.
During tenth and eleventh grade, students set career objectives. They survey college and vocational
training programs and practice the life skills necessary to achieve their goals. Students are assisted
in finding after-school jobs and/or volunteer opportunities. During eleventh and twelfth grade, this
transition work intensifies in daily experiential group seminars.
COMMUNITY ACCESS – 12TH GRADE
The final year at Springstone includes a daily class to aid in the final steps to post-high school life.
This class allows for discussion/brainstorming, role-play, peer feedback and journaling to explore
topics such as: managing emotions (recognizing and reacting to them in healthy ways, implement
relaxation techniques and buy yourself time activities), making friends, appropriate relationship
interactions in different settings (school, home, work), leisure skills (where and how to meet new
people and how to deepen existing friendships through leisure activities), conflict resolution (feel,
say action, listen, respond) and what to expect in a vocational environment.
In Transitions, we emphasize the changes that occur in our language and behavior as we move
through the day at school, in the community and at home and give the students skills and strategies
to manage these transitions.
The class then goes on to explore: identifying learning style and type of accommodations that work
best for individuals, requesting those accommodations in a different environment (work, college,
trade school), identifying an ideal work environment, techniques for managing workplace
problems, workplace communication and etiquette and monthly budgeting.
Course Topics:
Monday/Thursday: Team Building: Activities, games, discussions to promote communication,
conflict resolution and teamwork
Tuesday: School Connect: Module 3-Building academic strengths, identifying learning style,
achieving goals, the affects of mental outlook on academic performance
Friday: Transitions: Student Portfolios-Assessing strengths and challenges, making short-term
goals for overcoming personal obstacles, identifying community services and agencies and
learning how to contact them.
Grading:
Participation: 75%
In Class Work: 25%
* This syllabus is subject to change depending on our progress, advance notice of any changes will
be given if possible.