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Greenburgh Eleven UFSDSpecial Areas

Program Overview

Special Areas Programs within the Greenburgh Eleven Union Free School District provide students with a learning environment that integrates academics with career and technical education. Through cumulative sequential learning and the help of skilled professionals, students receive instruction in areas that may become life long interests or possible career paths. Special Areas Programs provide instruction to all students in the Elementary, Middle and Junior/Senior High School and the Outer Academies. Special Areas staff at Greenburgh Eleven are certified in their subject area. Teachers provide instruction to students from ages 5 to 21 in the various areas of their specialty in accordance with the New York State Learning Standards.

In the Elementary School students study Health, Art, Music, Physical Education, Computer Technology, Technology Education, Home and Careers and Spanish and receive introductory lessons in Library Skills.

In the Middle School students participate in mandated courses in Health, Physical Education, Computer Technology, Introduction to Technology, Home and Careers, and Spanish Language. In addition, Middle School students take Art, Music, and Library Skills as a part of the overall well-rounded curriculum offered in the Special Areas Program.

In the Junior/Senior High School students take required Art, Music, Physical Education, Health, and Foreign Language as well as electives. Students in the High School are introduced to the “World of Work” through a series of courses that include careers in: the Food Industry, the Health Field, the Business World, the Arts and Civil Service Employment. Students prepare for the world of work by filling out job applications, developing a resume and practicing how to interview.

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SPECIAL AREASCOURSE DESCRIPTION

COURSE TITLE: Art - Elementary

COURSE LENGTH: One Semester

COURSE DESCRIPTION:

Art plays a vital role in the school curriculum at the Elementary level. The creative process can be applied to all areas of learning and is central to the development and well-being of every child. Art education can make a unique contribution to students’ lives and is vital in building self-expression and self-esteem. The carefully planned art program guides students to an appreciation of art and develops their ability to critique with sensitivity and understanding.

Elementary Art courses introduce students to the concepts of space, structure, movement, color and light, explored through a wide range of art experiences in drawing, painting, ceramics and sculpture. Learning to follow the steps needed to create a painting or a sculpture helps to build logical, sequential thinking and problem-solving skills.

Art is seeing, doing and valuing creative work. In Elementary School courses the students learn to appreciate art as a tool for self-expression and understanding. Students look at art from other times and places, create projects in a variety of mediums and styles and learn to value what they and others have created.

TOPICS / AREAS COVERED IN ART:

• Mixed Media – Explaining different drawing media Oil pastels

Chalk pastels Crayon Marker Applied Techniques • Painting – Cityscapes, Landscapes, Portraits, Color Studies• Drawing – Contour, Sketching• Sculpture – Masks, Wood Sculpture, Box Sculpture• Ceramics – Pottery, Plastercraft• Collage & Montage Design• Print Making – Stamping, Etching

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COURSE TITTLE: Art – Elementary(continued)

PROJECTS AND ACTIVITIES:

Grade 1: Sponge painting, tempera resist painting, color mix design, crayon drawing (technique), nature scene drawing with crayons, paper bag mask, cut paper sculpture, ceramic animals

Grade 2: Soda straw painting, scenic painting, cray-pas drawing (techniques), cray-pas flower drawing, box people, 3d paper strip picture, ceramic pinch pots

Grade 3: Drip painting, sponge painting, self-portrait, pastel drawing (techniques), mobiles, dioramas, plaster masks, clay beads

Grade 4: Create and draw a cartoon character, draw with colored pencils (techniques), draw a shape design with colored pencils, paint with textures, paintwith different found objects, make plaster plaques, create ceramic pendants, construct a popsicle stick container, develop a pop-up paper scene

Grade 5: Engage in negative space/positive space painting, develop a cityscape painting, draw with markers (techniques), draw name in bubble letters in marker, create a clay container, create a clay medallion, construct an abstract cardboard sculpture

Grade 6: Create a three frame comic strip, draw with charcoal (techniques), draw a still life using charcoal, work on a low-relief plaster carving, make paper mache animals, create a painting with different shades of the same color, create a painting showing different levels of value.

CORE MATERIALS UTILIZED: Teacher worksheets and directions Plaster of Paris WatercolorsMuseum reproductions Plaster bandages AcrylicsSlides ClayTeacher made sample projects Scrap wood

PREREQUISITE: None

ASSESSMENT: Projects and teacher developed assessment

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COURSE TITLE: Music - Elementary


COURSE DESCRIPTION:

Students develop skills in singing in order to enjoy and develop a natural and relaxed attitude toward singing. Skills of note and rhythm reading are introduced to the students. Students use various percussion instruments in order to develop rhythm, discipline and social activity. An emphasis on listening skills develops the student’s ability to express himself, both verbally and creatively through related arts such as drawing and coloring to various musical moods. Very basic keyboard melodic skills are developed. A wide range of music is introduced to the students for listening and singing, including blues, jazz, classical, pop, rock, folk and contemporary songs.


• Students perform various vocal and instrumental pieces for each other, both individually and in small groups.

CORE MATERIALS UTILIZED:

Musical recordings, various musical instruments

PREREQUISITE: None

ASSESSMENT: Performance and teacher developed assessment

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COURSE TITLE: Physical Education - Elementary


COURSE DESCRIPTION:

Physical Education is a required course for all Elementary School students. Perceptual motor skills are developed through activities such as batting off a tee, playing freeze tag, kicking a stationary ball, playing Simon Says and Keep Away, and engaging in other age appropriate teacher selected activities. In addition, motor skills are enhanced by playing basic games and sports such as parachute games, Newcombe, standing long jump, partner tag, jumping rope and kickball.

As students mature they are introduced to “team” play. Simple games that develop cooperation increase in sophistication as students get older. By the end of elementary school most students can play several team sports that include the rules of the game and sportsmanship.


• Skill development games and activities are varied throughout the Summer, Fall, Winter and Spring seasons. Physical movement and coordination activities are stressed in grades K-3 and an introduction to basic team sports is provided in grades 4-6.


Teacher developed materialsSports equipmentAthletic fields and gym

PREREQUISITE: None

ASSESSMENT: Teacher developed assessment and student performance

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COURSE TITLE: Computer Studies - Elementary


COURSE DESCRIPTION:

Elementary students taking computer education are provided with their initial exposure to computer technology. Beginning courses take them step by step through the various parts and functions of a computer and include a variety of hands-on activities. Elementary classes provide student interaction with the computer through a combination of discussions, writing and activities using Word Processing and Desktop Publishing. Keyboard and mouse skills are taught to allow full use of the computers currently being used at Greenburgh Eleven. Students learn how to store and retrieve work.

Students become familiar with the use of various computer components and learn keyboarding skills with proper finger placement using drill and practice techniques. Students also learn the proper and safe handling of the computer including hardware, software and peripherals. Students utilize word processing skills to write short reports that include computer graphics. Students learn to do research using electronic encyclopedias and the Internet in order to reinforce and supplement classroom instruction when in the computer room.

Speed and accuracy drills are part of every class and are assessed regularly to modify instruction as needed.

Students will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computers and other technologies.

TOPICS:

Introduction to computerIntroduction to keyboardingUsing menus


Grades K-2

Students will:• Identify the computer as a machine that helps people work• Identify the physical components of a computer system• Demonstrate respect for the work of others• Demonstrate correct care and use of computers• Locate and use letters, numbers and special keys on a keyboard• Place the cursor at a specified location• Identify uses of technology at home and at school

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COURSE TITLE: Computer Studies - Elementary(continued)

• Identify and discuss fundamental computer terms• Identify basic word processing terms• Write key words and/or sentences using word processing• Demonstrate correct finger placement for home row keys• Identify and use electronic drawing tools

Grades 3 – 6

Students will:• Identify the function of common computing devices (e.g., input, output, processing)• Recognize, discuss and use responsible and safe behavior in the use of technology

resources• Identify and use formatting terms/concepts (e.g., font size/style, bold, italics)• Identify, discuss and use terms/concepts (e.g., icon, menu, command, select, window)• Demonstrate correct finger placement for home row keys• Use menu/tool bar functions (e.g., font size/style, color) to format and change the

appearance of word processing documents• Use word processing as a tool to write, edit and publish sentences, paragraphs and

stories• Incorporate writing skills with keyboarding skills in Language Arts by producing basic

stories and/or poems in collaboration with elementary classroom teachers• Locate, select and include graphics in word processing documents


Keyboarding for Computer SuccessSouth Western, 1999Teacher developed handouts

PREREQUISITE: None

ASSESSMENT: Classroom projects and teacher developed assessment

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COURSE TITLE: Health - Elementary


COURSE DESCRIPTION:

Students learn about basic nutrition, substance abuse, fire safety, transportation safety, basic health care and first aid. Classes focus on developing an awareness of the body and how to take care of it. Lessons stress how to care for their bodies through good eating habits, good hygiene, proper dental care and exercise. Students develop an understanding of the harmful effects of drugs, alcohol and tobacco. They also learn how to take an assertive step towards avoiding potentially harmful situations by learning to “say NO!” and reporting dangers to trusted adults.


• Identify body parts and functions• Create collages on various health related topics• Practice calling 911 in emergencies• Demonstrate fire safety skills of STOP, DROP AND ROLL• Create food pyramid charts using photos from magazines• Set personal health goals and track progress• Demonstrate proper hand washing techniques• Demonstrate proper tooth brushing techniques• Make posters of safety rules• Make charts of safety resources in home, school and community settings


Teacher created handouts and materials

PREREQUISITE: None

ASSESSMENT: Projects and teacher-developed assessment

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COURSE TITLE: Technology Education - Elementary


COURSE DESCRIPTION:

Elementary students learn to safely use tools, techniques, devices and materials to explore and understand the world of Technology.

The Technology Education program for Elementary students is intended to enhance their overall education, instill the importance of safety and cooperation and learn the proper use of tools and materials. Basic concepts such as using a ruler, cutting and shaping materials, and sanding and finishing allow students to create simple, useful and decorative projects.

With an emphasis on safety, the program includes various projects, processes, tools, materials and skills depending upon the student's age and abilities.

The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

TOPICS:

• Learn to use a ruler and/or make a ruler• Develop an understanding of the basic properties of wood, and the tools, materials and

skills used in its processing• Manufacture various vehicles and games using small hand and power tools• Learn elements of flight by making, flying and modifying paper aircraft• Use a plastic injection molding machine to fabricate small objects as a way of introducing

students to the world of plastics• Learn the basic elements of structure by designing, building and testing model towers


Grade 3• Develop free form projects, cardboard structures, embossed badges, basketball

hoop, “guitar”, simple cards and wheels

Grade 4• Create 10 uniquely different versions of paper airplanes• Assemble modern and historic wooden toy models of various boats, planes and

trains

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• Build nail dot plaque, marble maze, shaped cars and wheels

COURSE TITLE: Technology Education - Elementary(continued)

Grade 5• Construct a complex balsawood truss tower based on one of several pre-printed

designs using basic model-making techniques• Test individual towers to determine how much weight they will hold before

buckling• Make a wooden 6” ruler with ½”, ¼”, and 1/8” increments

Grade 6• Construct a balsawood bridge based on the student's own design to fit within given

parameters and test their bridge to determine maximum “live load” it can sustain before failure

• Design, construct and test a Mag-Lev vehicle which will levitate and run above a magnetized track

• Create a spoon and fork, nail dot plaque, coat/hat rack, bookends, threaded wooden nut and bolt, wood cars with wheels, CD crate


Teacher developed handouts and projects

PREREQUISITE: None


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COURSE TITLE: Home and Careers - Elementary


COURSE DESCRIPTION:

Elementary students learn to plan and prepare simple meals and understand the basic nutritional requirements needed for a healthy lifestyle.

Students select materials to sew and learn about fabrics and how to care for them.

Students learn to make decisions and solve problems that allow them to live in a modern society of constant change. Students begin to learn about their future responsibilities as parents, members of families, consumers and wage earners.


• Develop a menu for a complete meal (breakfast, lunch, dinner)• Cut out pictures of the basic food groups and create a collage on good nutrition• Sew a basic beanbag, pillow or other simple sewing projects



PREREQUISITE: None


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COURSE TITLE: Library - Elementary


COURSE DESCRIPTION:

Students learn how to select books based on their interests and reading ability. Students develop research skills that support their classroom lessons. Multi-cultural themes are explored through story reading by the library teacher and selected readings by students.

Students take part in author/illustrator studies, which examine different books by the same author/illustrator, and discuss how the author develops character, plot, setting, and theme to create a story. Art techniques, color and style are explored in illustration studies. Read-alouds are used to introduce the students to a wide variety of cultures using age appropriate literature.


• Learn the Dewey Decimal System• Look up words in the Dictionary• Learn about the Thesaurus• Find a topic of interest in encyclopedias


Library Holdings

PREREQUISITE: None

ASSESSMENT: Teacher developed assessment

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COURSE TITLE: Art – Middle School


COURSE DESCRIPTION:

Art instruction in the 7th and 8th grades encourages the student to exercise decision making at a personal level. The key concepts covered in grades 7 and 8 are Space & Structure, Movement and Color & Light.

Space and Structure type learning activities are explored through projects such as:

1. Assemblage – found objects are combined.2. Ceramics – traditional ceramics materials are used to create a structure.3. Drawing – various media are used to depict various images.4. Painting – one or more colors are used to create works of art.

Movement learning activities are explored through projects that produce a particular sensation or experience in the observer that represents a visual change. Movement projects such as the following are created by the students in the class:

1. Design – Students work on various line developments that create eye movement patterns using pen and ink.

2. Assemblage – Students use found objects to create a changing view as the observer moves around the object.

3. Painting – Students combine colors in different patterns to create the visual effect of movement.

Color and Light learning experiences are acquired through the following project activities:

1. Drawing – Students use colored pencils to develop multi-color sketches of still life and personal drawings.

2. Painting – Students learn to mix paint to experiment with color and gain an understanding of the color wheel.

3. Ceramics and its application –Students develop ceramic craftware and use various colors to enhance its appearance.

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COURSE TITLE: Art – Middle School(continued)

TOPICS / AREAS COVERED IN ART:

• Painting – Landscapes, Portraits, Color Experiment• Drawing – Cartoon, Human Sketching, Perspective• Sculpture – Wood, Ceramic, Found Materials• Ceramics – Ceramics, Plastercraft, Masks


Grade 7Create a multi-level sculpture using found objects, build a birdhouse with popsicle sticks, learn pencil drawing techniques, create a series of drawings using different mediums (Cray-pas, colored pencil and drawing pencil), develop an abstract painting that creates the illusion of movement, engage in painting in the Pointillism technique, construct a clay bust, make ceramic casts

Grade 8Create a high relief wood sculpture, balsa foam carving, pen and ink drawing (techniques), create a series of drawings using different mediums (marker, charcoal, pen and ink), paint a landscape that blends primary with secondary colors, design a ceramic tile using under glaze medium along with different color overglaze


Teacher worksheets and directionMuseum ReproductionsSlidesSample Projects

PREREQUISITE: None


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COURSE TITLE: Music - Middle School


COURSE DESCRIPTION:

Students’ listening skills increase progressively in pitch and dynamics, melody, harmony, and expression. The students develop skills that use elements of music to create rhythms and simple melodies compatible with an existing metric/harmonic structure.

Students are given opportunities to play (at a recreational level) keyboard, guitar, and percussion instruments. Singing is emphasized for enjoyment, and for developing a positive attitude towards music. Students also develop skills to communicate ideas and feelings that relate to a piece of music, and to respond to the ideas of others.

Many diverse styles of music are introduced and studied including classical, pop, jazz, blues, rhythm and blues, and contemporary stylings. Historic events that coincide with period music pieces will be connected to the educational content areas.


• Various musical performances which include voice and instruments.


Musical recordingsVarious musical instruments

PREREQUISITE: None


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COURSE TITLE: Physical Education - Middle School


COURSE DESCRIPTION:

This curriculum focuses on the physical activities, skills, knowledge and attitudes that allow students to attain an optimal quality of life and well-being.

At the 7-8th grade level, experiences gained at lower levels are built upon and expanded. In each of the defined areas of games and individual and team sports, the objectives are to develop higher levels of competency in skills and knowledge, nurture positive attitudes toward movement, and foster an on-going desire to maintain physical fitness.

The scope of the curriculum in grades 7-8 is very diversified. The organized activity schedule includes: physical conditioning and body mechanics, aerobics activities, individual and team games and sports, and lifetime sports.


• Skill activities and games in these major areas: football, soccer, track and field, basketball, and softball

• Social development – group, team, individual• Fall activities include: fitness, basketball, volleyball, floor hockey, and indoor track• Spring activities include: track and field, team handball, lacrosse, golf, softball and pickle

ball• Summer activities include: soccer and softball


Sports Equipment

PREREQUISITE: None


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COURSE TITLE: Computer Studies - Middle School


COURSE DESCRIPTION:

Middle School students build on their knowledge of computer technology by learning how to use Microsoft Windows. In addition, they learn the techniques needed to respond appropriately to a menu, how to save, save to diskettes/CDs, edit, cut and paste, retrieve files and obtain a printout.

This course is designed to review and expand the student’s ability as a user of computers and to help students develop good study skills through experiences in outlining, writing, editing, and proofreading assignments. The course emphasizes the importance of the keyboard as a means of entering data into a system. Instruction focuses on keyboarding skills, touch typing activities and intermediate word processing. Students utilize electronic encyclopedias for research projects and to import text and graphics into documents.

Keyboarding instruction is tailored to meet the students’ needs in speed and accuracy. Speed and accuracy drills are part of every class and are assessed regularly to modify instruction as needed.

Students will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies. In addition, students will demonstrate responsible behavior relating to technology in the areas of security, privacy, passwords and personal information and will recognize possible consequences of misuse.

TOPICS:• Demonstrate knowledge of basic to intermediate word processing skills• Integrate Language Arts writing skills with keyboarding by creating letters, memos, poems,

reports (rough draft and final copy) and proofreading finished product• Increase keyboarding speed and accuracy• Create a flyer using text enhancements and graphics• Design simple Power Point slides including text and graphics• Participate in keyboarding and word processing simulations• Create documents from rough copy• Proofread and correct word processing documents

PROJECTS AND ACTIVITES:

Grade 6Students will:

• Identify and discuss technology skills needed in the workplace and how they impact students today as a class/group

• Discuss and explain why computers, networks and information must be protected from viruses, vandalism and intrusion, both malicious and mischievous

• Use proper keyboarding techniques to improve accuracy, speed and general efficiency in computer operation

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COURSE TITLE: Computer Studies - Middle School(continued)

• Use menu/tool bar features to edit/modify/revise projects and documents• Demonstrate saving and retrieving documents• Utilize the font enhancements for changing size, style and color of text• Align text to enhance documents• Use toolbar to access time and date feature• Format a business letter• Identify proofreader’s symbols for delete, paragraph, upper and lower case letters

Grade 7Students will:• Demonstrate knowledge of word processing to develop, publish and present information• Use proper keyboarding techniques to improve accuracy, speed and general efficiency in

computer operation• Use icons to bold, italicize and underline text• Use toolbar commands to cut, copy and paste text and graphics• Use commands to insert symbols and enhance documents• Check documents for accuracy using the spell-check feature• Format short reports and enhance with graphics• Identify proofreader’s symbols for transpose, insert, insert comma, insert period, insert

space, delete space

Grade 8Students will:• Recognize and discuss how copyright laws protect ownership of intellectual property and

identify and discuss consequences of misuse• Format properly a memorandum and business letters• Use proper keyboarding techniques to improve accuracy, speed and general efficiency in

computer operation• Create and format tables to organize and display data• Adjust line spacing for a variety of documents• Utilize bullets and numbering in documents• Identify proofreader’s symbols for capitalize, close up, boldface text, center copy, move right/

left, underline, ignore correction, spell out, and utilize these symbols to correct documents


Keyboarding & information ProcessingSouth Western, 1997

River Oaks CentreSouth Western, 2003

Microsoft Word, Microsoft Power Point, Mavis Beacon Typing ProgramTeacher developed handouts

PREREQUISITE: None


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COURSE TITLE: Health - Middle School


COURSE DESCRIPTION:

Health is a required course that all Middle School students must successfully complete. The aim of the Health course is to develop responsible behaviors in our students as they confront today’s complex health issues. This approach contributes to the students’ physical and psychological wellness. Students taking health at the Middle School level are provided with eleven areas of health education required of all students in New York State. These concepts are broad and enable students to take responsibility for lifetime health maintenance. Course objectives include having the student:

1. Acquire knowledge of the structures and functions of the body.2. Understand the development of emotional health.3. Recognize how nutrition is related to health.4. Recognize how the environment influences the quality of life.5. Appreciate the role of the family in society.6. Understand actions that are needed to prevent illness.7. Understand how to use health information to make decisions.8. Understand substance abuse problems.9. Recognize a safe environment.10. Understand public health strategies.11. Understand the relationship of healthy practices and well-being.

Other areas explored in this course include human development and growth and the application of problem solving skills to negotiate interpersonal conflicts.


• Develop collages on the internal organs demonstrating a knowledge of various internal systems• Cut out newspaper and magazine articles related to topics studied and bring to class for

discussion• Engage in a Dietary study – students write down everything they eat and drink for two weeks• Conduct a Blood Drive• Invite guest speakers: D.A.R.E. Program, Dobbs Ferry Police Department, AIDS lecture


Decisions for HealthHarcourt, Inc., 2005

PREREQUISITE: None


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COURSE TITLE: Introduction to Technology 7


COURSE DESCRIPTION:

Technology Education is a required course for 7th graders. The course is designed to develop an understanding of systems in the fields of production, transportation, construction, communications, and agriculture. This is accomplished by focusing on applied activities. Students work with tools, machines, and devices used in the home and workplace, integrating critical thinking and creative problem solving skills.

The seventh grade Introduction to Technology course enables students to understand the concepts that underlie technological systems and how these systems influence their total lifestyle at home, in school, and in the world of work. Students learn about the social forces that make technology a pervasive part of our lives. The course includes bio-technology, information-communication technology, and physical technology. Students participate in “hands-on” experiences in each of the three course aspects and are assisted by computers and high-tech equipment.

This one semester course provides an overview of manufacturing and construction technology. Students are taught the importance of designing, planning and measuring related to the understanding of a simple technical drawing.

Students have an opportunity to participate in a real life manufacturing experience which enables them to better assess the products they use and buy. In addition, they develop a greater understanding of some basic principles of engineering in planning and evaluating their work.


• Design and build a model bridge out of balsa wood strips. Bridges are tested for strength, followed by the students using a formula to calculate efficiency of the design and construction.

• Construct and fly a model propeller-driven plane.• Build drumsticks, carved boat, nail dot plaque, advanced bookends, tri-square, and

CD crate.


Understanding TechnologyGoodheart-Willcox, 1998

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PREREQUISITE: None


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COURSE TITLE: Introduction to Technology 8


COURSE DESCRIPTION: Technology Education is a New York State Education Department required course for 8th grade students. The course is designed to address aspects of both the visual arts and technology standards focusing on applied activities. Students work with tools, machines, and devices used in the home and workplace, integrating critical thinking and creative problem solving skills.

The eighth grade Introduction to Technology course addresses additional technological concepts, focusing on technical processes, methods used to control them, career opportunities, and other personal and societal implications of technology. Applications of the computer are related to information processing, process control, and communication that are integrated with student activities.

This one semester course concentrates on drawing, design, research and critical analysis, historical reference and the development of skills. The importance of accurate technical drawings and careful design are stressed.

Students are exposed to the fields of manufacturing and engineering as possible careers. Students learn how to integrate math and science in planning and evaluating their projects.

PROJECT AND ACTIVITIES:

• Design and manufacture a pen and pencil holder using a multitude of carefully sequenced operations to make a commercial-quality product.

• Design and build an aerodynamic CO2-powered vehicle and then test designs against others for aerodynamic quality as well as for speed, which they calculate using a three-step process.

• Design, construct, and fly a model solid-fuel rocket. Students track the flight of the rocket and use a formula to calculate maximum altitude.

• Create orthographic and isometric drawings.• Construct snapper puzzle, flowerpot hanger, stirrer/HMG construction, name cutout,

holiday/gift picture frames.• Work on Paper Bridge and Tower Construction Challenge.


Understanding TechnologyGoodheart-Willcox, 1998

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PREREQUISITE: Technology 7

ASSESSMENT: None

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COURSE TITLE: Home and Careers 7 & 8

COURSE LENGTH: Multiple Semesters

COURSE DESCRIPTION:

Home and Careers is a multi-year course to help students live in a society of constant change and to improve their quality of life by preparing them to meet their present and future responsibilities. Decision-making, problem-solving, personal development, personal and resource management, and career planning skills are stressed.

Students learn how to meet their responsibilities as future parents, members of families, consumers, home managers and wage earners.

During this multi-year course the students learn basic home management skills. Sewing, nutrition, baking, cooking and home decorating are learned through various hands-on projects and activities to help prepare the students for life outside of the school environment.


• Develop simple sewing projects - pillows, hats, mittens• Press and sew clothing for attractive appearance• Prepare food for nutritious meals• Prepare ethnic foods for special luncheons• Create a decorative item for one’s living space


Discovering Food & Nutrition Glencoe, 2001

PREREQUISITE: None


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COURSE TITLE: Library – Middle School


COURSE DESCRIPTION:

A love of books, stories and quality literature is stressed in Middle School library courses. Students are exposed to the varied avenues in which books can become educational tools that enhance and enrich their lives. Students continue to develop skills in selecting books and reference materials based on their interests, course demands and their reading ability.

Students are taught research and skills that enable them to use both the card catalog and the computer based catalog. They are taught to use the computer based reference systems on the CD-Rom, the Internet, and the on-line encyclopedias.

Opportunities are provided to listen to stories either read aloud or on tapes. Discussions following these readings focus on developing comprehension skills. These skills include vocabulary development, character development, setting, sequence of events, plot, theme, and drawing conclusions.

Classroom teachers are consulted to provide information on themes or units being studied, so that lessons provided in the library are integrated into the students’ curriculum.


• Work on exercises which build facility with:

1.The Dewey Decimal System2.The Dictionary3.The Thesaurus4.The Encyclopedia5.The computer, Internet, CD Rom

• Research an area of interest on the Internet• Look up a specific topic using an on-line Encyclopedia

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COURSE TITLE: Library – Middle School(continued)

• Create Illustrations and/or Crafts Projects such as:

1.Story Maps2.Story Characters3.Shadow Boxes

• Browse the bookshelves for information


Library HoldingsComputersCD ROMsInternet

PREREQUISITE: None


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COURSE TITLE: Spanish – Middle School (Grades 5-8)

COURSE LENGTH: Multiple Semesters

COURSE DESCRIPTION:

Middle School Spanish begins in grade 5 and emphasizes the Spanish language proficiencies of listening, speaking, reading and writing in contextual settings.

The primary goal of Spanish language instruction in the Middle School is to develop fundamental communication in a second language. The ability to speak a second language increases the students’ chances to interact with other people and cultures. A secondary goal in Spanish Foreign Language is to enable students to develop a greater understanding and appreciation of Hispanic cultures in other countries as well as their own country and community.

The following topics using Spanish language instruction are covered in this course:

1. Personal Identification 9. Shopping2. Description of House and Home 10. Travel3. Family Life and Members 11. Cultural Events4. The Community 12. Numbers5. Climate and Weather 13. Money6. Health and Welfare 14. Food7. School Life 15. Basic Conversation8. Earning a Living


• Write and produce skits involving conversation• Develop reports on the areas listed above• Make collages reflecting the art, architecture and other related Spanish cultural

activities

CORE MATERIALS UTILIZED:Paso A PasoPrentice Hall, 2000

PREREQUISITE: None


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COURSE TITLE: Studio Art – High School

COURSE CODE: STUDIO ART

COURSE DESCRIPTION:

Studio Art is a comprehensive High School course that includes the study of elements and principles of design, the role of art within our global society, and movements and trends in art. Students develop abilities to express themselves through experiences in drawing, painting and sculpture. Major movements in art are introduced through classroom study and visits to museums and galleries.

In addition students learn about various art classifications such as abstract art, abstract expressionism, action painting, cubism, art nouveau, assemblage, Barbizon School, Bauhaus, Camp Pop Art, Collage, Folk Art, Genre Painting, Hudson River School, Impressionism, Primitive, Realism and Surrealism.


Graphic Design 9th grade: Create a travel brochure and ad poster 10th grade: Develop logos and ads for their own company (food, clothing) 11th grade: Create a movie poster and storyboard, printmaking (linoleum

block) 12th grade: Create banners and murals, serigraphy (silk screens) Develop Air Brush Techniques

Jewelry Design 9th grade: Create pendants 10th grade: Create buttons 11th grade: Make Egyptian jewelry 12th grade: Create belts and watchbands

Develop Air Brush Techniques

Sculpture 9th grade: Clay sculpture, origami (make animals) 10th grade: Krimp-art (paper sculpture), mask-making 11th grade: Toy-making (action figures, vehicles) 12th grade: Wire sculpture, paper mache, pinatas

COURSE TITLE: Studio Art – High School(continued)

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Painting 9th grade: Color studies, watercolor painting, make postcards 10th grade: Acrylic/Tempera painting, creating landscapes from nature 11th grade: Painting styles (surrealism, impressionism, abstract), painting

people/animals 12th grade: Oil painting (landscapes, people), painting murals (large scale)

Drawing 9th grade: Create a comic book, contour/figure drawing, shading 10th grade: Use inks, calligraphy, drawings from nature 11th grade: Draw still-life objects with pastels and charcoal 12th grade: Create a self-portrait in medium of choice, Japanese calligraphy


Mixed Media art suppliesMuseum ReproductionsSlidesComputer Software

PREREQUISITE: None


SPECIAL AREAS

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COURSE DESCRIPTION

COURSE TITLE: General Music – High School

COURSE CODE: GEN MUS HS

The student’s musical knowledge, skills, and interests are developed through a concentrated study of the elements of music (rhythm, melody, harmony, tone, timbre etc.), musical forms (theme and variation, overture, fugue, etc.), instruments of the orchestra, and rhythmic dictation. Various styles of music are analyzed and discussed through the study of music from the Baroque Era, Classical Era and the Romantic Era. The growth of the student’s innate musicality is nurtured through extensive keyboard classes, with emphasis on sight reading and harmonic changes in popular songs, along with the analysis of a wide range of styles and historical periods, such as Ragtime, Jazz, Rock, and Rhythm and Blues.


•Students bring in favorite musical selections and examine musical styles• Musical performances are studied including pieces representative of a range of

styles and historical periods• Students have hands on experiences with a variety of musical instruments


Musical recordings

PREREQUISITE: None


139


COURSE TITLE: Chorus

COURSE CODE: CHORUS

COURSE DESCRIPTION:

The chorus is organized to provide elementary training in vocal ensemble performance. Aspects of proper voice production, music reading and diction are approached from a beginner’s point of view. Unison and two-part singing are stressed. The vocal instructor is continually aware of the changing adolescent voice and is prepared to provide the necessary special attention required during this period of physical development.

Students prepare for performances that include selections from a variety of musical genres and time periods. The performances also include some students accompanying the vocal selections with musical instruments.


• Two performances per year.


Musical scores and recordings

PREREQUISITE: General Music

ASSESSMENT: Performance

140


COURSE TITLE: Physical Education 9-12

COURSE CODE: PHYS ED HS

COURSE DESCRIPTION:

Physical Education is a mandated course. All students must successfully complete a four-year program to receive a diploma. The curriculum focuses on the physical activities, skills, knowledge and attitudes that will allow students to attain an optimal quality of life and well being by developing a special awareness of athletics, teamwork, hand-eye coordination and foot-eye coordination. In addition, Physical Education in the High School develops an enjoyment of lifelong skills in the areas of exercise, sports and recreational activities. The anatomy and physiology of all major muscle groups are studied. The components of sports, both group and individual, are practiced. Physical fitness and nutrition are stressed.

The organized activity schedule includes physical conditioning and body mechanics, endurance testing activities, swimming, team and individual games and sports, and lifetime sports.


• Skill activities as well as games in these major areas: football, soccer, track and field, basketball, swimming and softball.

• Social development – group, team, individual

CORE MATERIALS UTILIZED: Teacher developed handoutsSports equipment

PREREQUISITE: None

ASSESSMENT: Teacher developed assessment and student performance

141


COURSE TITLE: Computer Studies – High School

COURSE DESCRIPTION:

High school students practice and refine knowledge and skills in keyboarding/word processing/desktop publishing, spreadsheets, and multimedia, while preparing classroom assignments and projects.

Students use Microsoft Word, Excel and Power Point in completing a variety of assignments designed to strengthen computer skills and provide an overview of the Microsoft Office software package.

Students will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies. In addition, students will demonstrate responsible behavior relating to technology issues (e.g., security, privacy, passwords, personal information) and will recognize possible consequences of misuse.

Students will use technological tools for class assignments, projects, and presentations.

TOPICS:

• The Candidate Word Processing Simulation• Excel Spreadsheets

o Buying a Caro Renting an Apartmento Furnishing an Apartmento Supermarket Shopping Spreeo Family Budget

• PowerPoint Slide Presentationso My Perfect Caro Ten Years from Now

PROJECTS AND ACTIVITES:

Grade 9

Students will:• Participate in a word processing simulation to use word processing skills in a

realistic environment

142

COURSE TITLE: Computer Studies – High School(continued)

• Format and process business documents such as letters, memos, reports, tables, news releases, flyers and minutes

• Use basic word processing commands such as paragraph formatting, applying headers and footers, inserting images and graphics

• Work from a variety of input, including handwritten and rough drafts• Use word processing and/or desktop publishing for a variety of writing

assignments/projects Use electronic resources for research

Grade 10

Students will:• Use word processing commands to format indented text, hanging indents, set

margins and move text• Create and format an outline• Use menu commands to format columns and insert section breaks in word

processing• Create and format simple spreadsheets• Enter labels and make simple corrections in a spreadsheet• Demonstrate correct label alignment in spreadsheet cells• Adjust/change spreadsheet column widths• Create simple PowerPoint slides, including a title slide using templates

Grade 11

Students will:• Demonstrate the formatting of headers and footers and drop caps• Create letters with special notations• Format a table and create a word search puzzle• Improve keyboarding technique, speed and accuracy• Utilize a spreadsheet to perform mathematical calculations• Create graphs within a spreadsheet, including bar graphs and pie charts• Enhance spreadsheets by formatting text and style• Format PowerPoint slides, including bulleted lists and add to a presentation• Import graphics to PowerPoint slides

Grade 12

Students will:• Recognize and discuss how copyright laws protect ownership of intellectual

property and identify and discuss consequences of misuse• Use electronic resources for research needed to complete senior year projects• Create and format a 5 to 7 page report (including cover page and bibliography) to

fulfill senior project requirements

COURSE TITLE: Computer Studies – High School(continued)

143

• Create a properly formatted Works Cited page or Bibliography• Increase keyboarding speed and accuracy with continued practice• Create flyers/brochures, including text and graphics• Create a 7 to 10 slide PowerPoint presentation entitled “My Perfect Car”• Select, align and change the appearance of text and change the color scheme of

slides• Draw graphic objects and use auto-shapes to enhance slideshow presentations• Add transitions, sounds and timing to slides• Animate text and objects and present slide show


Century 21 Computer Applications and Keyboarding, 2006

The Candidate, Word Processing SimulationSouth Western, 2004

Software: Microsoft Word, Microsoft Power Point, Microsoft Excel, Mavis Beacon Typing Program

Newspaper ads and articles, Teacher developed handouts

PREREQUISITE: None

ASSESSMENT: Classroom projects and teacher developed assessments

144


COURSE TITLE: Health - Junior/Senior High School COURSE CODE: HEALTH HS

COURSE DESCRIPTION:

The aim of this health course is to help students achieve proper attitudes toward physical and mental wellness and develop appropriate healthy behaviors for life.

This course addresses many issues that are of particular concern to adolescents.

Topics covered in Health include:

• Human Growth and Development• Emotional Health• Nutrition• Family Life Education• Diseases and Disorders• Consumer Health, Alcohol, Tobacco and Other Drug Substances• Safety, First Aid and Survival• Community Health• Healthful Life-styles.


• Create reports/projects on the issues noted above.


Decisions for HealthHarcourt, Inc., 2005

PREREQUISITE: None


145

SPECIAL AREAS

COURSE DESCRIPTION

COURSE TITLE: 8th Grade - Spanish 1

COURSE CODE: SPANISH 1

COURSE LENGTH: Full year

COURSE DESCRIPTION:

Spanish 1 emphasizes the language proficiencies of listening, speaking, reading and writing in contextual settings. Cultural concepts are integrated into all the curriculum.

Each student develops the ability to understand and respect people who speak a different language.

Each student acquires knowledge, understanding and appreciation of the artistic, cultural and intellectual accomplishments of the Hispanic culture through the learning of a foreign language.

Students practice spoken Spanish with each other and their teacher to develop a working knowledge of Spanish language communication.


• Development of skits to promote fluency and ease with the language.• Research various aspects of the Spanish culture and report to other members of the

class (dance, music, art, architecture, etc.).


Paso A PasoPrentice Hall, 2000

PREREQUISITE: None


146


COURSE TITLE: 9th Grade - Spanish 2

COURSE CODE: SPANISH 2

COURSE LENGTH: One Year

COURSE DESCRIPTION:

This course is designed to develop fundamental communication skills in Spanish. Emphasis is placed on listening, speaking, reading and writing skills. Cultural concepts of the language studied are integrated into all activities. At the end of this course students take the New York State Proficiency Examination in Spanish.

Spanish vocabulary, grammar and conversation cover the following:

1. Personal Identification 9. Education2. Houses and Home 10. Earning a Living3. Public Services 11. Leisure4. Family Life 12. Shopping5. Neighborhood 13. Travel6. Climate and Weather 14. Current Events7. Meals 15. Money8. Health and Welfare 16. Basic conversation


• Development of projects (skits, reports, etc.) that demonstrate skills listed above.


Paso a PasoPrentice Hall, 2000

PREREQUISITE: Spanish I

STATE ASSESSMENT: NYS Proficiency Exam in Spanish

147


COURSE TITLE: High School Research

COURSE CODE: HS RESEARCH

COURSE DESCRIPTION:

High School students expand their knowledge and utilize research skills that enable them to use the Internet, reference books, magazines and technology based research tools provided in the school library to prepare term papers and other required educational projects.

In addition, students explore career education resources available at the High School library to investigate current and post-secondary interests.


• Various written research papers related to classroom work utilizing regular and electronic research sources


District library resourcesInternet

PREREQUISITE: None

ASSESSMENT: Teacher developed research projects

148


COURSE TITLE: Electronic Information Processing 1/Keyboarding

COURSE CODE: EIP 1

COURSE DESCRIPTION:

The Electronic Information Processing 1/Keyboarding course provides students with the opportunity to acquire modern technology concepts and to develop computer skills essential for working in the electronic office. Students receive hands-on training and learn to use Microsoft Office. Students enrolled in this course are required to take an assessment to determine which specific keyboarding skills they need to focus on during the semester. Students are also assessed periodically in the areas of speed and accuracy to ensure mastery of keyboarding skills.

In this course students use WORD and ACCESS. Specific objectives include continued instruction and practice in touch-keyboarding techniques. Drill and practice are part of every class in addition to word processing activities. A variety of skill-building routines are employed to enhance student competency on both the alphabetic and numeric keyboards. Students learn the use of tabulations and work on horizontal/vertical centering projects. They also work on proofreading projects while reviewing language rules governing the use of punctuation, capitalization, plurals and sentence structure.

Students use word processing and database software to produce and display information. This course develops the students’ skills in both advanced word processing and database software.

A final test is administered to all students enrolled in this course in order to determine proficiency. Upon the successful completion of this course, students have acquired the employable skills of origination production, storage, retrieval, reproduction and distribution using Microsoft Office software.

Some of the advanced areas to be covered include:

1. Creating text tables for clarity of reading and communication2. Creating effective communications 3. Merging documents from different sources 4. Creating newspaper columns to develop a newspaper5. Using mail merge

149

COURSE TITLE: Electronic Information Processing 1/Keyboarding (continued)

Some of the advanced areas to be covered by the integration of database software into the course include:

1. Determining what information is useful to the business model to place in the database

2. Creating a database 3. Learning to access specific database information


• Creating and printing documents using Microsoft WORD• Typing projects and reports for speed and accuracy• Opening and editing documents• Formatting and editing documents• Creating multiple page documents• Developing clip art, templates, envelopes, labels• Creating a database form using Microsoft ACCESS• Editing and printing a database• Searching and sorting a database• Making queries and reports

Students will participate in a business/career simulation entitled The Chelsea Bank. As a teller, and later a customer service representative at a bank, students are exposed to the world of banking and topics such as check negotiability, fraud, bribery and credit. They engage in such activities as counting and tallying cash, critically reading workplace documents, evaluating credit card applications and explaining in writing their business decision.


Learning Microsoft Office, DDC Publishing, 1997

The Chelsea Bank (Computer program)Classroom Inc., 2004

Teacher developed handouts

PREREQUISITE: Keyboarding


150


COURSE TITLE: Electronic Information Processing 2

COURSE CODE: EIP 2

COURSE DESCRIPTION:

The Electronic Information Processing 2 course provides students with the opportunity to acquire modern technology concepts and to develop computer skills essential for working in the electronic office. In this second semester course, students utilize EXCEL and PowerPoint, which develop their skill in both spreadsheets and presentation software.

Using a computer simulation, students explore the world of sports entertainment and the cable industry. As managing directors they engage in such activities such as creating algebraic formulas to determine program lineups; reading memos, contracts and other business documents for main ideas and details; plotting points on graphs to analyze trends in viewing; and making written recommendations using supporting facts and details. Students also have opportunities to practice such essential comprehension skills as writing to summarize, inform and persuade; drawing on prior knowledge and making predictions.

Upon the successful completion of this course, students have acquired the employable skills of origination production, storage, retrieval, reproduction, and distribution using Microsoft Office software.


The following Excel topics are taught in this course:

• Creating, saving and editing spreadsheets using Microsoft EXCEL• Using formulas, formatting, copying, printing• Working on formulas and functions, editing, printing operations• Practicing charting and graphing

151

COURSE TITLE: Electronic Information Processing 2 (continued)

The following PowerPoint topics will be taught in this course:

• Creating, saving and printing slide show presentations using Microsoft PowerPoint• Enhancing slides with text and objects

• Formatting & editing text and objects• Drawing graphic objects, using auto shapes


Learning Microsoft Office, DDC Publishing, 1997

The Sports Network (Simulation software & student workbook)Classroom, Inc., 2005


PREREQUISITE: Electronic Information Processing I


152


COURSE TITLE: Business Analysis/Business Computer Applications 1

COURSE CODE: BABCA 1

COURSE DESCRIPTION:

Business Analysis/Business Computer Applications is a one-year course divided into two semesters. (BABCA 1 and BABCA 2). The first semester of this course provides the students with both modern business theory and knowledge of the computer systems used in business. In this course, students develop an understanding of the following business concepts and computer skills:

1. The purpose of business 8. Using computers in business2. Types of business (enterprise, 9. Computer applications manufacturing, service, ideas) 10. Computer software operating systems3. Types of business ownership 11. Word processing (Microsoft Word)4. Evolution of American business 12. Business transactions5. The free enterprise system 13. Financial controls6. Staff organization 14. Business resources / economics7. Understanding computers and 15. Database (Microsoft Access) computer systems

In addition, throughout this course, students will engage in business simulations in which they will develop skill in operating a business, solving real-world problems, and working effectively as part of a team. The simulations place students in positions of responsibility and encourage independent thinking. Students will experience different types of business organizations, understand how staff is organized and utilize computer software and applications.

During the first semester, as the managing director of a sports network, students explore the world of sports entertainment and the cable industry. They engage in activities such as creating algebraic formulas to determine program lineups; reading memos, contracts, and other business documents for main ideas and details; plotting points on graphs to analyze trends in viewing; and making written recommendations using supporting facts and details. Students also have opportunities to practice such essential comprehension skills as writing to summarize, inform and persuade; drawing on prior knowledge and making predictions.

153

COURSE TITLE: Business Analysis/Business Computer Applications (BABCA 1) (continued)


Students: • Create word processing documents• Access databases• Engage in career and business-based simulations• Identify and solve problems• Utilize technology in problem-solving


The Sports Network (Simulation software and student workbook)Classroom, Inc., 2005

PREREQUISITE: None

ASSESSMENT: Comprehensive Simulation Assessment Kit

154


COURSE TITLE: Business Analysis/Business Computer Applications 2

COURSE CODE: BABCA 2

COURSE DESCRIPTION:

This is the second-half of the one year course in Business Analysis/Business Computer Applications. This second course provides additional integration of business theory and computer applications. Simulations are designed to replicate real world business practices. In this course, students develop an understanding of the following business concepts and computer skills:

1. Business trends and organizations2. Business systems3. Business management4. Resource development5. Business motivations6. Interrelated applications7. Spreadsheets (Excel)8. Graphics and presentation (PowerPoint)9. Information Revolution

During the second semester, as lawyers in a small, general practice law firm, students learn about civil and criminal situations and explore American democracy and legal principles. They engage in such activities as examining written evidence, reviewing contracts, evaluating case files, selecting juries, calculating firm expenses and fees, and making written recommendations using supporting facts and details.


Students: • Create Excel spreadsheets• Develop PowerPoint slide shows• Continue problem-solving activities• Integrate technology into their simulations• Computer simulation activities continue to be implemented through the West End

Law program.

COURSE TITLE: Business Analysis/Business Computer Applications (BABCA 2) (continued)


West End Law (Simulation software and student workbook)

155

Classroom, Inc., 2003

PREREQUISITE: None

ASSESSMENT: Comprehensive Simulation Assessment Kit

156


COURSE TITLE: Financial Information Processing

COURSE CODE: FIP

COURSE DESCRIPTION:

Financial Information Processing gives students a thorough background in basic record keeping skills for both personal and business use and provides the opportunity for improving math, calculator, and computer skills. Once students have mastered manual record keeping procedures, computer software will be used to facilitate the processing of data and to help the students understand the use of computers in keeping records. The FIP course enhances math skills by improving the students’ ability to perform and apply basic math processes quickly and accurately.

Students develop entry level proficiency in common financial information processing areas such as inventory, purchasing and accounts payable, sales and accounts receivable, cash and payroll, using computer simulations. In addition, students engage in Career/Business simulations.

Topics covered in this course include:

1. Budgets 5. Petty cash2. Credit records 6. Payroll3. Cash receipts 7. Record keeping for sales clerks,4. Checking accounts AR clerks, stock clerks, charge sales, and small business records


• Daily practice activities to enhance math skills• Building business vocabulary and communication skills to enhance word skills• Practice activities to enhance development of calculator and computer keypad skills• Completion of application problems using business and accounting forms

157

COURSE TITLE: Financial Literacy(continued)


Keeping Financial Records for BusinessSouth Western, 2001

West End Law (Simulation software and student workbook)Classroom, Inc., 2003

PREREQUISITE: BABCA 2


158


COURSE TITLE: Fundamentals of Commercial Art

COURSE CODE: COMM ART 1

COURSE DESCRIPTION: Commercial art includes illustrating books, developing product packaging, laying out a magazine and creating signs, flyers, advertisements, storyboards, cartoons and computer generated graphics.

This course introduces students to the varied world of commercial art as a profession. Students learn the skills to prepare them for further training in the world of commercial art. Students take what they have learned in previous art courses and apply these creative elements to computer graphics and regular graphic designs. Students expand their creative development through the use of computers while learning a highly sought after skill.

The following topics are covered in this course:

1. The safe use of art tools and materials2. Preparation of production and camera-ready art3. Working with the client/printer4. Learning and using fundamentals of type


• Students produce graphic designs for school posters, greeting cards, letterheads, logos, school flyers, book jackets and CD case art


Graphic Design SolutionsDelmar, 1997

Software: Adobe Photoshop, Illustrator, Microsoft Publisher, Print Shop, Microsoft Paint

PREREQUISITE: Studio Art

ASSESSMENT: Projects and teacher developed assessment.

159


COURSE TITLE: Layout and Design

COURSE CODE: DESIGN 1

COURSE DESCRIPTION:

Layout and Design covers the technical layout of printed media such as magazines, books, newspapers, yearbooks, newsletters, etc. Students work on actual school projects as well as their own designs.

This course introduces students to the wide and varied world of commercial art as a profession. Students learn to create many kinds of artwork and work with computer graphic design.

The skills covered in class include a wide range of illustration techniques from using basic light and shadow, perspective and color, to different media (pencil, pastel, pen and ink, airbrush, colored markers) with an emphasis on those used commercially.

An integral part of this class is having the students work with computer programs used in the advertising industry.


1. The safe use of art tools, materials and equipment2. The fundamentals of design3. Advanced design for production4. Production of camera-ready and copy-ready art5. Working with the client


• Students help design and produce play programs, special events posters, flyers, invitations, business cards and magazine formats.

160

COURSE TITLE: Layout and Design (continued)


Graphic Design Solutions, Delmar 1997

Software: Adobe Photoshop, Illustrator, Microsoft Publisher, Printshop



161


COURSE TITLE: Illustration

COURSE CODE: ILLUS ART

COURSE DESCRIPTION:

Illustration is a fundamental “hands on” art course that teaches the student to hand draw using pen and pencil media.

Illustration is designed for the serious art student who plans to make a career in Art. The course goal is to prepare students to be eligible for entry-level work in the art department of an advertising, public relations, design, or publishing company, or to begin to free-lance in the business arena. It also provides hands-on experience for students who are planning to attend college or an art institute.


1. Identifying and illustrating one-point, two-point and multi-point perspective

2. Producing story book, product and technical illustrations3. Creating and producing a cartoon character and cartoon storyboard4. Producing pen calligraphy5. Computer illustration and painting


• Students create original art for newsletters, yearbooks and school events.• Students write and draw a cartoon strip of their own creation.


Software: Adobe Photoshop, Illustrator, Microsoft Paint

Teacher handouts

Art slides



162


COURSE TITLE: Computer Graphics

COURSE CODE: COMP GRAPH 1

COURSE DESCRIPTION:

Computer Graphics covers the growing field of visual graphics used in Television Production, Computer Software, Internet Web Page Development and Multi-Media Programs.

Students learn to use a variety of software graphics programs to prepare computer based projects such as web page design, television production graphics and video production.

Students design personal web sites using software designed for that purpose.


1. Identifying and using different graphic software programs2. Utilizing computer clip-art in computer graphic projects3. Identifying and using different type styles in production4. Designing and developing a short computer animation project5. Identifying and describing different computer hardware systems and applications


• Students create computer animation, web pages for use on the Internet and graphics used in television production programs.


Software: Adobe Photoshop, Illustrator, Microsoft Publisher, Printshop

Teacher handouts

Computer graphic images



163


COURSE TITLE: Commercial Art Production for Employment Preparation

COURSE CODE: COMM ART PR

COURSE DESCRIPTION:

This course is designed to allow students to prepare a senior level portfolio in commercial art that can be presented to employers and post-secondary school program admissions officers. Students are assisted in creating a wide variety of illustrations and designs to showcase their talents and skills.


1. Producing commercial art/advertising design 2. Identifying jobs in graphic production art3. Identifying post-secondary schools that offer graphic production art4. Preparing a personal portfolio consisting of:

a. mixed media b. computer generated art c. pen and ink d. technical illustration e. page layout f. cartooning


• Students develop a mixed variety of portfolio work to show to employers and to admissions officers at post-secondary schools.


Graphic Design Solutions, Delmar, 1997

Software: Adobe Photoshop, Microsoft Publisher, Printshop

PREREQUISITE: Fundamentals of Commercial Art

ASSESSMENT: Student developed portfolio

164


COURSE TITLE: Independent Study in Business or Art

COURSE CODE: INDSTU

COURSE DESCRIPTION:

Students who have completed the Business Marketing Education Sequence or the Commercial Art Sequence may elect to take this project-based course. Students work both independently and with the classroom teacher and/or a small group to develop and implement projects related to their chosen major. Students apply the skills and knowledge they have acquired throughout their major courses to careers beyond the high school experience. Wherever possible, students work with other majors to enhance their programs.

SUGGESTED PROJECTS AND ACTIVITIES (Business Majors):

• Develop a small business and create a budget using MS Excel• Choose or design a product and create a PowerPoint presentation to advertise the

product• Create a web page to advertise the business or product• Use MS Access to track clients and supplies• Explore the five “P’s” of marketing (price, product, placement, promotion, and

packaging)• Create a PowerPoint presentation for clients• Use Internet and other resources to conduct marketing research• Use audio-visual equipment to create a commercial/infomercial

SUGGESTED PROJECTS AND ACTIVITIES (Art Majors):

• Book jacket design• Package design• Logo design• Menu design• Magazine cover design• Newsletter layout and design• Posters for advertisements and/or school events

165

COURSE TITLE: Independent Study in Business or Art (continued)

• Business card/letterhead design• Stationary sets• T-shirt/Sports jersey design• Fashion design (clothes, hats, shoes)• Automobile design• Furniture design


Graphic Design Solutions, Delmar, 1997

Software: Adobe PageMaker, Microsoft Publisher, Print Shop

Learning Microsoft Office, DDC Publishing

Keeping Financial Records for Business, South Western, 2001

Teacher created handouts and materials

PREREQUISITE: Completion of either the Business Marketing Sequence or the Commercial Art Sequence

ASSESSMENT: Student portfolios, projects and teacher developed assessment

166


COURSE TITLE: Food & Nutrition Core

COURSE CODE: FOOD NUTR 1

COURSE DESCRIPTION:

This course is a required part of the Food and Nutrition sequence.

Students learn to relate the concepts of nutrition, diet, and exercise to good health. Students examine the role of nutrients, special diets, diet analysis, nutrition for athletes, lifetime fitness, the relationship of food preparation to health issues and the relationship of dietary choices to physical well-being.

Some of the main topics of study covered in this course are:

1. Kitchen safety and sanitation2. Beginning food preparation - safety, equipment and measurement3. Meal management - menu development and food labels4. Meal services - serving food, table manners and eating out5. Basic food preparation - breads, fruits, vegetables, dairy, meats and meat

alternatives


1. Make gingerbread houses for the holiday luncheons2. Develop a Food Pyramid Study3. Cook and bake for school events 4. Cook nutritious meals as a key component to the food and nutrition curriculum


Exploring Professional CookingMcGraw Hill, 1996

PREREQUISITE: None


167


COURSE TITLE: Food Preparation and Nutrition

COURSE CODE: FOOD PREP 1

COURSE DESCRIPTION:

This course is the second part of the Food and Nutrition Core course for all students enrolled in the Food and Nutrition sequence.

This course expands upon the concepts presented in the first part of the Food and Nutrition Core course. Classroom laboratory experiences reinforce the concepts of a healthy diet and the preparation of nutritious food products.


1. Kitchen safety and sanitation2. The role of food in the body - nutrients, diet guidelines3. Nutrition and physical fitness - food related illness, food selection and control of

fats, salt and sugar4. Foundations of nutritious food preparation - soups, salads, eggs, poultry, fish and

sauces5. The basics of baking - ingredients, equipment, preparation6. Careers in food and nutrition - job exploration


1. Prepare large and small meals for school lunches and activities2. Prepare commercial meals for homeless shelters


Exploring Professional CookingMcGraw Hill, 1996 - Part II

PREREQUISITE: None


168


COURSE TITLE: Commercial Foods 1

COURSE CODE: COMM FOOD 1

COURSE DESCRIPTION:

Commercial Foods I is the first course of three commercial food courses that lead to a sequence in Food and Nutrition.

In this course, students work in a modern, fully equipped kitchen where they learn the arts and sciences needed for quality food preparation and service. Commercial Foods 1 develops cooking skills through actual work experience using standardized recipes. Students are expected to learn all basic and advanced techniques of food preparation, along with the related safety, nutrition and sanitation requirements of New York State restaurants, cafeterias and hospitals. Students perform practical assignments such as planning real catered affairs and preparing food for actual luncheons, conferences and parties. In addition, each student creates a basic meal such as baked stuffed mushrooms, chicken stir-fry with rice and banana pudding.


1. Kitchen safety and sanitation2. Food quality, receiving and storage3. Use and care of tools and equipment4. Standard recipe use5. Salads, fruits, and salad dressings6. Careers in Food & Nutrition 7. Careers in the Food Industry


1. Help prepare the Black History Month and Asian International Luncheons2. Prepare food for the homeless3. Cook for school events

169

COURSE TITLE: Commercial Foods 1(continued)


Food Service Skills Series:

Safety and SanitationGlencoe McGraw Hill / Michael R. Pepper, 2002

PREREQUISITE: Food and Nutrition Core


170




COURSE DESCRIPTION:

Commercial Foods 2 is the second course of three commercial food courses that lead to a sequence in Food and Nutrition.

In this second part of Commercial Foods, students continue to work in a modern, fully equipped kitchen where they learn quality food preparation of meat, poultry, fish, vegetables, fruits, pasta and rice. Students learn dining room procedures and guest/employee relations, along with the related safety, nutrition and sanitation requirements of New York State restaurants, cafeterias and hospitals. Students perform practical assignments such as planning real catered affairs and preparing food for actual luncheons, conferences and parties. In addition, each student creates an intermediate menu consisting of cream of broccoli soup, roast loin of pork with apple stuffing, sautéed baby carrots and chocolate mousse pie.


1. Kitchen safety and sanitation2. Use and care of hand tools and utensils3. Meat identification4. Meat cookery5. Poultry and fish6. Vegetables, fruits, pasta and rice7. Dining room procedures8. Dining room personnel9. Guest/employee relations



171




Starting Your Career in Food ServiceGlencoe McGraw Hill / Michael R. Pepper, 2002

PREREQUISITE: Food & Nutrition Core


172




COURSE DESCRIPTION:

Commercial Foods 3 is the third course of three commercial food courses that lead to a sequence in Food and Nutrition.

In this third part of Commercial Foods, students continue to work in a modern, fully equipped kitchen where they learn quality food preparation of cheese and eggs, breads, desserts, breakfasts, and beverages. Cooking skills are developed through actual work experience using standardized recipes. Students learn menu planning and costing, as well as sales techniques, and are required to follow all safety, nutrition, and sanitation requirements. Students perform practical assignments such as planning real catered affairs and preparing food for actual luncheons, conferences and parties. In addition, each student creates an advanced menu such as California roll sushi, roast marinated cornish hens, rice noodles with garlic and herbs, braised arugula in warm vinaigrette and strawberry napoleons and lemon cream.


1. Kitchen safety and sanitation2. Cheese and eggs3. Quick breads and yeast products4. Deserts5. Breakfast cookery6. Beverages7. Menu planning and costing8. Sales techniques



173




Quality Food TechniquesGlencoe McGraw Hill / Michael R. Pepper, 2002

Selected reading from Kitchen Confidential, Anthony Bourdain, the ECCO Press

PREREQUISITE: Food & Nutrition Core


174


COURSE TITLE: Introduction to Jobs in the Food Industry

COURSE CODE: INFO

COURSE DESCRIPTION:

Students who are working towards an IEP diploma and who are preparing to enter the food industry upon graduation are enrolled in a four-day per week course of study in foods. Four units of study are covered through a hands-on classroom laboratory. Throughout each of the four specific components - delicatessen, bakery, short order cooking and restaurant cooking - emphasis is placed on equipment usage, cooking techniques, safety and sanitation, transferable job skills and customer relations.

In this introductory course of study, students are exposed to career opportunities in the food industry. Basic menus are created and prepared. Nutritional components and daily food group requirements are studied and considered when preparing simple meals.

State of the art kitchen equipment such as deep fryers, slicing machines, griddles, stovetops, ovens and steam tables are utilized to prepare foods related to each of the four unit components. Familiarity with all kitchen equipment use, safety and cleaning is integrated into each unit of study.


• Prepare foods related to each unit of study• Role play customer service skills• Use various cooking equipment to create meals• Plan menus• Prepare foods for school functions• Engage in simulated activities in running a business (creating menus, advertising,

preparing meals, using a cash register, calculating profits, etc.)


Culinary EssentialsGlencoe, 2002

PREREQUISITE: None


175


COURSE TITLE: Delicatessen

COURSE CODE: DELI

COURSE DESCRIPTION:

In this three-year sequence, students who are working towards a career in the food industry begin with a course in the skills needed to work in a delicatessen setting. Students acquire a basic knowledge of how a deli operates as a business within the food industry. Menus are created to include both hot and cold foods, including but not limited to, sandwiches and salads. Customer service skills are taught so that students can both understand and apply communication and language skills to the work environment. Familiarity with equipment found in a delicatessen along with proper usage and maintenance is integrated throughout the course. Safe food handling, kitchen safety and sanitation are incorporated into each lesson.


• Plan and price menus• Run a mock delicatessen• Prepare deli food, both hot and cold, utilizing proper equipment• Role play customer service skills• Clean and maintain kitchen equipment• Prepare foods for school functions



PREREQUISITE: Introduction to Jobs in the Food Industry


176


COURSE TITLE: Short Order Cooking

COURSE CODE: SOCOOK

COURSE DESCRIPTION:

In this course, students who are working towards a career in the food industry learn how to prepare meals comprised of short order cooking. Students learn how to prepare diner and “family oriented” restaurant foods including breakfast, lunch and dinner items. Students learn cooking skills in addition to other career skills such as hosting, bussing tables, washing dishes, waiting tables and taking orders. Math skills are incorporated into the course through the use of cash registers and recipe reading. Language Arts and communication skills are stressed relative to customer relation techniques. Menu planning and dining room décor are also explored. Food safety and sanitation are stressed throughout the course.


• Prepare short order meals (breakfast, lunch and dinner)• Utilize and clean cooking tools• Practice skills in dishwashing, bussing tables, waiting tables and hosting• Practice using a cash register• Role play communication skills• Create menus• Explore dining room décor options• Prepare supply orders





177


COURSE TITLE: Baking Fundamentals

COURSE CODE: BAKE

COURSE DESCRIPTION:

In this three-year sequence, students who are working towards a career in the food industry learn how to prepare a wide variety of baked goods. Skills in measurement, recipe following, and baking tool identification are taught in order to prepare baked goods with precision. Students prepare baked goods such as cakes, muffins, breads and pastries from scratch by following recipes. Students learn cake decorating techniques as well as food presentation. The importance of safe food handling and kitchen cleanliness is integrated throughout the course.


• Use measurement skills to prepare baked goods• Identify and use basic baking tools• Prepare a wide variety of baked goods including cakes, cookies, muffins and breads• Prepare pastries• Learn cake decorating for special occasions• Prepare foods for school functions





SPECIAL AREAS

178

COURSE DESCRIPTION

COURSE TITLE: Restaurant Cooking

COURSE CODE: CULAPP

COURSE DESCRIPTION:

In this three-year sequence, students who are working towards a career in the food industry learn how to prepare a wide variety of entrees. Various cooking techniques are used to prepare meat, poultry and seafood dishes. Food presentation is taught to enhance the overall dining experience. The chemistry of cooking is explored in order to understand how foods work together to create different tastes and textures. Students learn how to combine ingredients so that flavors blend to create complex tastes for every palate. Students in this course are introduced to restaurant cooking. Food safety and kitchen cleanliness are integrated into each lesson to ensure sanitation.


• Identify various cooking techniques• Practice cooking techniques• Identify basic cooking tools and their uses• Prepare entrée meals from scratch• Work with different foods to compare tastes and textures• Prepare garnishes for food presentation





179


COURSE TITLE: Introduction to Dog Care

COURSE CODE: INTRO DC

COURSE DESCRIPTION:

In this introductory course, students learn about the basic needs of the canine. Well animal care is taught. Students work with many dogs learning how to keep a calm and caring presence with the animal while being firm when delivering commands. Students study Canine Learning Theory and begin to develop an understanding about the needs of the disabled citizens that the dogs are being trained to assist.


• Take field trips to public places where students demonstrate the assistance skills that the dogs have learned.

• Help transition the dogs from the training program to the new owner.


East Coast Assistance Dog Training Curriculum

PREREQUISITE: No allergies


180


COURSE TITLE: Basic Dog Training

COURSE CODE: BDT

COURSE DESCRIPTION:

The Assistance Dog Training Program provides the training methods needed to prepare dogs to provide assistance to physically disabled people. Students learn proper dog handling as well as training methods used with service dogs.

Students enrolled in the Basic Dog Training Program are closely supervised as they become involved in all aspects of handling and training service dogs. The dogs are trained to provide assistance to the disabled by following voice commands which the students are taught. Students are assigned one dog to train prior to its delivery to a disabled person.






PREREQUISITE: Introduction to Dog Care


181


COURSE TITLE: Introduction to Dog Grooming

COURSE CODE: INTRO DG

COURSE DESCRIPTION:

In this course, students continue to train service dogs but emphasis is placed on the care and grooming of the canine. Under close supervision, students learn to examine dogs for internal and external parasites as well as provide daily grooming and exercise for their animal.

The grooming skills that are taught in this course could easily support the student to find a position in the field of dog care.






PREREQUISITE: Introduction to Dog Care


182


COURSE TITLE: Advanced Dog Training

COURSE CODE: AD DT

COURSE DESCRIPTION:

Students in this course have already developed an understanding of the needs of the canine, simple grooming techniques and basic commands. Students in this course work more independently to train their dogs to assist a disabled citizen. Students may also choose to spend a more extensive amount of time in training young dogs to adjust to walking on a leash, learning house “manners” and obeying simple commands. Students in this course take a leadership role in guiding new students in the program.






PREREQUISITE: Introduction to Dog Care, Basic Dog Training and Introduction to Dog Grooming


183


COURSE TITLE: Advanced Grooming

COURSE CODE: AD GR

COURSE DESCRIPTION:

Students in this course continue to train service dogs while learning more about grooming animals. Advanced grooming skills such as bathing, clipping nails and trimming hair are taught. Students develop the ability to confidently handle the dog while performing various grooming procedures. Students who master these skills are prepared to find entry-level employment in the field of dog grooming.






PREREQUISITE: Introduction to Dog Care, Basic Dog Training and Introduction to Dog Grooming


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