DOCSLIB.ORG

Tenth Grade Science Program Is Chemistry Taught from a Creationist Perspective

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tenth Grade Science Program Is Chemistry Taught from a Creationist Perspective To avoid possible academic doldrums of the sophomore year, Covenant Home encourages a true sense of excellence by o!ering grammar review and further advances in vocabulary. At this level students are expected to write and speak intel- ligently and interestingly. Thus, our etymology and composition studies continue in language arts. SAT- type analogies are provided to prepare the student for college entrance tests. Two unabridged works of classical literature with study guides are provided. In Bible, Part II continues with the study of one of the most important books ever written … Reformer John Calvin’s Institutes . This sensibly abridged edition is very readable and "tting for today’s serious student. Assigned readings are supplemented with practical discussion topics, writing assignments and a comprehensive test set. Answer keys help with penetrating insights. Memory verses are assigned. (Alternate Bible studies are available.) Western Civilization presents a compelling survey of the nations that experienced the greatest blessing and guidance from the 14th century to the present, from the reawakening of the Reformation in Europe to the trials and tests of the modern age. The study includes the CHC History Overlay which introduces the student to overarching themes and perspectives. Students will write a research paper in conjunction with this study. The tenth grade science program is chemistry taught from a creationist perspective. Math studied the Covenant Home sophomore year is Saxon Algebra 2, which is included in the full curriculum. Families also have the option of using Jacobs Geometry . This thorough program gives a classical approach to reasoning, geometric proofs and basic geometry skills. ¯ Tenth Grade Full Curriculum Includes ° Covenant Home Preceptor CD-Rom CHC Full Curriculum Day-by-Day Scheduling Guide Covenant Home Grading Masters Covenant Home Tenth Grade Course Blueprint packet The Institutes of Christian Religion - Part II, (abridged) if needed CHC The Institutes of Christian Religion - Part II study guide with answer key CHC The Institutes of Christian Religion - Part II test set with answer key CHC Scripture memory program Western Civilization, Vol. II, 7 th ed., textbook Western Civilization, Vol. II, 7 th ed., study guide CHC Western Civilization test set with answer key CHC History Overlay , 3 rd ed. English Workshop - Fourth Course, student work- text, teacher’s manual/key and mastery tests Joy of Vocabulary , worktext with answer key Great Expectations, ( unabridged) with CHC Reader’s Guide Jane Eyre, (unabridged) with CHC Reader’s Guide CHC Guide to Writing Book Reports Saxon Algebra 2, 3rd ed., text with home study packet and test forms Exploring Creation with Chemistry , 2nd ed., student textbook (hardcover) Solutions and test booklet for Exploring Creation with Chemistry, 2nd ed. WK *UDGH)8//&855,&8/80 &RYHQDQW+RPH&XUULFXOXP&RXUVH&DWDORJZZZFRYHQDQWKRPHFRP 7(17+*5$'(68%-(&702'8/(6 7HQWK*UDGH,167,787(62)&+5,67,$15(/,*,21 7HQWK*UDGH:(67(51&,9,/,=$7,219RO,, 3DUW,,0RGXOHLQFOXGHV 0RGXOHLQFOXGHV The Institutes of Christian Religion - Part II, (abridged) if needed Western Civilization, Vol. II, 7 th ed., textbook and blueprint CHC study guide with answer key Western Civilization, Vol. II, 7 th ed., study guide CHC test set with answer key CHC Western Civilization test set with answer key CHC Scripture memory program and blueprint CHC History Overlay , 3 rd ed. Day-by-Day Scheduling Guide for the module Day-by-Day Scheduling Guide for the module WK *UDGH,1672)&+5,67,$15(/3W,,0RGXOH WK *UDGH:(67(51&,9,/,=$7,210RGXOH 4 7HQWK*UDGH$SRORJLD&+(0,675< Module 7HQWK*UDGH/$1*8$*($5760RGXOHLQFOXGHV LQFOXGHV English Workshop - Fourth Course, student worktext, teacher’s manual/key, Exploring Creation with Chemistry , 2nd ed., student textbook (hardcover) mastery tests and blueprint Solutions and test booklet for Exploring Creation with Chemistry, 2nd ed. Joy of Vocabulary , worktext with answer key and blueprint Day-by-Day Scheduling Guide for the module Great Expectations, ( unabridged) with CHC Reader’s Guide Jane Eyre, (unabridged) with CHC Reader’s Guide WK *UDGH$SRORJLD&+(0,675<0RGXOH CHC Guide to Writing Book Reports 7HQWK*UDGH6D[RQ$/*(%5$0RGXOHLQFOXGHV Day-by-Day Scheduling Guide for the module Saxon Algebra 2, 3rd ed., text with blueprint WK *UDGH/$1*8$*($5760RGXOH Saxon Algebra 2, 3rd ed., home study packet and test forms WK Day-by-Day Scheduling Guide for the module *5$'(35(5(48,6,7(6± 4 WK *UDGH6D[RQ$/*(%5$0RGXOH Chemistry: Algebra I NOTE: The Covenant Home Preceptor CD-Rom and/or Grading Masters may be purchased with any module order. Please see price list on page 25. 7(17+*5$'($/7(51$7(6 (15,&+0(17 $/7(51$7( The Ministry of Christ - Part II Module $/7(51$7(%-3UHVV World History , 3 rd HG0RGXOH This optional study program may be substituted for The Institutes of LQFOXGHV Christian Religion module. (Second of a two-year study) World History, 3 rd ed., textbook with student activities manual (in two volumes) World History, 3 rd ed., student activities teacher’s edition 0,1,675<2)&+5,673DUW,,0RGXOH World History, 3 rd ed., teacher’s edition to the textbook BJP test set and answer key Day-by-Day Scheduling Guide for the module $/7(51$7( Westminster Shorter Catechism Module %-3UHVV World History 0RGXOH This optional study program may be substituted for The Institutes of Christian Religion module. (Two-year study) &203/(7(6+257(5&$7(&+,600RGXOH $/7(51$7(-DFREV Geometry 0RGXOHLQFOXGHV Jacobs Geometry, 3 rd ed., student textbook (hardcover) Jacobs Geometry, 3 rd ed., teacher’s edition and key Writers Inc +DQGERRN Jacobs Geometry, 3 rd ed., test masters Day-by-Day Scheduling Guide for the module $FOHDUFRQFLVHDQGHDV\WRXVHZULWHU·VPDQXDOIRU theses, reports and other forms of academic writing. -DFREV*(20(75<0RGXOH Includes up-to-date MLA and APA guidelines for docu- mentation. Every student should have his own copy. Writers Inc 6D[RQ Algebra 2 6ROXWLRQV0DQXDO Shows how the answer was derived Algebra 2 ([SORULQJ&UHDWLRQZLWK&KHPLVWU\&RPSDQLRQ&'5RP 6D[RQ 6ROXWLRQV0DQXDO Adds videos and animations to the Apologia Chemistry Module! &KHPLVWU\&RPSDQLRQ&'5RP ZZZFRYHQDQWKRPHFRP&RYHQDQW+RPH&XUULFXOXP&RXUVH&DWDORJ .
Load more

Recommended publications
  • Middle Grade Indicators of Readiness in Chicago Public Schools
    RESEARCH REPORT NOVEMBER 2014 Looking Forward to High School and College Middle Grade Indicators of Readiness in Chicago Public Schools Elaine M. Allensworth, Julia A. Gwynne, Paul Moore, and Marisa de la Torre TABLE OF CONTENTS 1 Executive Summary Chapter 5 55 Who Is at Risk of Earning Less 7 Introduction Than As or Bs in High School? Chapter 1 Chapter 6 17 Issues in Developing and Indicators of Whether Students Evaluating Indicators 63 Will Meet Test Benchmarks Chapter 2 Chapter 7 23 Changes in Academic Performance Who Is at Risk of Not Reaching from Eighth to Ninth Grade 75 the PLAN and ACT Benchmarks? Chapter 3 Chapter 8 29 Middle Grade Indicators of How Grades, Attendance, and High School Course Performance 81 Test Scores Change Chapter 4 Chapter 9 47 Who Is at Risk of Being Off-Track Interpretive Summary at the End of Ninth Grade? 93 99 References 104 Appendices A-E ACKNOWLEDGEMENTS The authors would like to acknowledge the many people who contributed to this work. We thank Robert Balfanz and Julian Betts for providing us with very thoughtful review and feedback which were used to revise this report. We also thank Mary Ann Pitcher and Sarah Duncan, at the Network for College Success, and members of our Steering Committee, especially Karen Lewis, for their valuable feedback. Our colleagues at UChicago CCSR and UChicago UEI, including Shayne Evans, David Johnson, Thomas Kelley-Kemple, and Jenny Nagaoka, were instrumental in helping us think about the ways in which this research would be most useful to practitioners and policy makers.
    [Show full text]
  • Academic Expectations and Guide to Success at MSA Grade 10
    Academic Expectations and Guide to Success at MSA Grade 10 Welcome to tenth grade at the Math and Science Academy! Please read the following academic information and sign the agreement. Math and Science Academy has accelerated curricula, small class sizes, and is a rigorous, college-prep school. Regardless of a child’s previous academic scores on tests or grades in school, ALL tenth grade students will be placed in the following classes: Tenth Grade Courses All tenth grade students are registered for the following courses: British World Literature Modern World History Chemistry or AP Chemistry (see information below) Spanish class (see information below) Math class (see information below) Electives – two periods of electives; a combination of year-long and/or semester classes (2 full year classes = two electives/two periods; four semester-long classes = two periods) MATH New students: All incoming tenth grade students will be given a math placement exam. The math placement exam will determine if the student will be placed in Integrated Math II, Integrated Math III, Integrated Pre-calculus, or Pre-calculus. Please see the math information included in this guide for tenth grade. There are other options available to advance and graduate from MSA if the student is beginning in Integrated Math II. MSA’s math courses are advanced compared to other schools. Returning students: Returning students will follow the math progression courses and be placed accordingly. For example, if a student successfully completed Integrated Math III, the next course the student will take is Pre-calculus. SPANISH New students: All incoming tenth grade students with previous Spanish experience will take a placement test to determine a starting level and follow the flow chart from there.
    [Show full text]
  • History Curriculum
    History Curriculum Humanities (Grade Nine) Humanities History 9 is a full-year required course comprising the history portion of the ninth grade humanities curriculum. Curriculum Goals: • Developing the skills of critical thinking, close reading, and analytical writing, and mastering the importance of additional skills like note-taking and organization. • Exploring a global variety of past cultures and events and examining the connections among those cultures and the present. • Making connections between our own experiences and those of people from the past. Themes and Content: Our focus is directed at a number of historical attempts to create an “ideal” society which balances the needs of the individual with the needs of the community. We will investigate Confucianism in China, Democracy in Athens, Republicanism in Rome, and the Christian theocracy of the late Roman Empire. In each case, we will examine not only the ideas and origins of these social experiments, but also how well they met the challenges of their times. In our study, we will explore essential questions such as: • What is the purpose of government? • What do people expect from their governments? • How do different governments balance the needs of society against individual ambition and the desire for self-fulfillment? • What role do ethical systems (like religions) play in government? • How do societies based on an ideal form adapt to practical problems and challenges? Textbook: A variety of primary and secondary sources is distributed in class or accessed online. No textbook. World History (Grade Ten) This year-long course is designed to explore the people, events and trends that have shaped modern world history, from approximately 1300 AD to the present.
    [Show full text]
  • PARENTS ATTEND PRESCHOOL ORIENTATION Child’S Teacher and Were Able and Skill Development
    EYE ON EDUCATION A Publication of the Paramount Unified School District 15110 CALIFORNIA AVE., PARAMOUNT, CA 90723 • TEL: 562-602-6000 • FAX: 562-634-6029 SEPTEMBER 2008 Paramount High School Welcomes the Class of 2011 The event was assisted Ms. Talamantes mentions with the incorporation of that “the event allowed for various student leaders from students to not only connect various campus clubs and with other students, it allowed organizations. Eleventh-grade for them to feel a sense of be- student-leader Lizbet Ordaz longing to our school culture.” mentions that “the Pirate She further explained that Orientation showed the stu- it gave students an opportu- dents that we are here to sup- nity to team build within their Paramount High School students to the senior campus counselors. Students submit- port them through their high own grade level. When asked held it’s first annual Sophomore in a way that showcased our ted all necessary school forms school journey. The students how she felt about the Pirate Pirate Orientation on August Pirate Pride!” during the registration process, will know where to go when Orientation, incoming tenth 13th and 14th. Paramount High A total of 826 incoming committed to personal goals they need help or assistance.” grade student Adriana Herrera School Counselors Patty Ja- tenth-grade students actively during the Path to Graduation Lizbet further explains that mentioned that “it was fun; it cobo and Maria Talamantes participated in the event and session, and interacted in nu- the Sophomore Pirate Orien- was a good way for us to get coordinated the event as a kick- were involved in three main merous team-building exercises tation experience will help the to know one another and com- off in implementing systematic sessions.
    [Show full text]
  • The Calhoun School
    THE CALHOUN SCHOOL TABLE OF CONTENTS Important Information 3 ❏ Course Registration Process ❏ Independent Study ❏ Adding or Dropping Classes ❏ External Academic Work ❏ Accelerating Mathematics Coursework Academic Planning Advice 6 ❏ For All Upper Schoolers ❏ For Rising Ninth Graders ❏ For Rising Tenth Graders ❏ For Rising Eleventh Graders ❏ For Rising Twelfth Graders 2019-2020 US Course Offerings & Descriptions ❏ New Courses for 2019-2020 9 ❏ English 10 ❏ Social Studies 18 ❏ Mathematics 26 ❏ World Languages 32 ❏ Science 39 ❏ Computer & Information Science 45 ❏ Music 46 ❏ Theater Arts 51 ❏ Visual Arts 55 ❏ Community Service 62 ❏ Physical Education 63 ❏ Special Courses 64 Other Academic Policies 66 ❏ Language Waiver Criteria ❏ Incompletes ❏ Academic/Social Probation ​COVER ILLUSTRATION: ​Oliver Rauch, Calhoun Class of 2019 2 IMPORTANT INFORMATION COURSE REGISTRATION PROCESS Each year during Mod 5, there will be a ten-day registration period during which students in grades 9-11 will select courses for the following school year. The registration process will begin at a special Town Meeting, which will be devoted to the introduction of the online Course Catalogue (including a preview of new courses) and an overview of the course registration process. Following the Town Meeting, cluster advisers will share a Course Registration Packet with each of their advisees. The packet will include the student’s current academic transcript, a Transcript Audit Review Form, and a Course Selection Form. Although it is ultimately the student’s responsibility to complete his/her Course Selection Form, this process works best when students consult with teachers, cluster advisors, and parents/guardians to make informed decisions. It is advised that each student utilize the Transcript Review Audit Form to ensure that adequate progress is being made toward all Calhoun graduation requirements.
    [Show full text]
  • Connecting Through Projects
    Student Roundtable Digital Portfolios Home Connecting through projects Projects are everywhere at High Tech High, and a look around the school on any given day will find students of every subject actively making things, trying things out, making them better. Teachers are learning, too, as they work in collegial teams to develop and share curriculum and to assess how students have gained. — from High Tech High’s Annual Curriculum Yearbook (2002) High Tech High is a project-based school. It means that my school does big, exciting, yet complicating assignments that require a lot of research, software and Internet usage, and ideas. This school isn’t just little textbook assignments and worksheets... — Quan Ton, HTH student t High Tech High, interdisciplinary study, links to the real world, and teamwork Ainvigorate teaching and learning at every step. And it is through projects that these three strands most often connect. Below we examine projects at HTH from the viewpoint of both faculty and students. The faculty commentaries, drawn from the school’s annual curriculum yearbook (which can be ordered through High Tech High Learning), reveal the multiple ways HTH teachers reach across disciplines and make learning relevant. The student project descriptions are but a small sample of the hundreds of summaries posted in the digital portfolios kept by each student. The examples we share here reflect the extraordinary range of projects that students pursue. As one student said simply, “I never would have thought to do a project like that!” Teacher interviews Student project descriptions Real world research “In science there’s a view that you have to have a Ph.D.
    [Show full text]
  • Greece--Selected Problems
    REPORT RESUMES ED 013 992 24 AA 000 260 GREECE -- SELECTED PROBLEMS. BY- MARTONFFY, ANDREA PONTECORVO AND OTHERS CHICAGO UNIV., ILL. REPORT NUMBER BR-62445...1 EDRS PRICE MF-$0.50HC-$4.60 113F. DESCRIPTORS- *CURRICULUM GUIDES, *GREEK CIVILIZATION, *CULTURE, CULTURAL INTERRELATIONSHIPS,*PROBLEM SETS, *SOCIAL STUDIES, ANCIENT HISTORY, HIGH SCHOOL CURRICULUM A CURRICULUM GUIDE IS PRESENTED FOR A 10-WEEK STUDYOF ANCIENT GREEK CIVILIZATION AT THE 10TH -GRADE LEVEL.TEACHING MATERIALS FOR THE UNIT INCLUDE (1) PRIMARY ANDSECONDARY SOURCES DEALING WITH THE PERIOD FROM THE BRONZE AGETHROUGH THE HELLENISTIC PERIOD,(2) GEOGRAPHY PROBLEMS, AND (3) CULTURAL MODEL PROBLEM EXERCISES. THOSE CONCEPTSWITH WHICH THE STUDENT SHOULD GAIN MOST FAMILIARITY INCLUDETHE EXISTENCE OF THE UNIVERSAL CATEGORIES OF CULTURE(ECONOMICS, SOCIAL ORGANIZATION, POLITICAL ORGANIZATION,RELIGION, KNOWLEDGE, AND ARTS), THE INTERRELATEDNESS OF THESE CATEGORIES AT ANY GIVEN POINT IN TIME, AND THEINFLUENCE WHICH CHANGES IN ONE OF THESE MAY FLAY INPRECIPITATING LARGE -SCALE SOCIAL AND CULTURAL CHANGE. ANINTRODUCTION TO THE BIOLOGICAL DETERMINANTS (INDIVIDUAL GENETICCOMPOSITIONS) AND GEOGRAPHICAL DETERMINANTS (TOPOGRAPHY, CLIMATE,LOCATION, AND RESOURCES) OF GREEK CIVILIZATION IS PROVIDED.THE STUDENT IS ALSO INTRODUCED TO THE IDEA OF CULTURALDIFFUSION OR CULTURE BORROWING. (TC) .....Siiiir.i.......0.161,...4iliaalla.lilliW116,6".."`""_ GREECE:, SELEcT DPRO-BLES . Andrea POcorvoMartonffy& JOISApt, I. g ... EdgarBerwein, Geral Edi rs 4 CHICAGO SOCIALSTU i OJECT TRIAL EDITION Materials
    [Show full text]
  • Improving Educational Practices for Karen Newcomers By
    Hamline University DigitalCommons@Hamline School of Education Student Capstone Theses and School of Education Dissertations Summer 8-15-2016 Improving Educational Practices for Karen Newcomers by Understanding the Schooling Experiences of Karen Refugee Students Alice Ramona Vang Hamline University, [email protected] Follow this and additional works at: https://digitalcommons.hamline.edu/hse_all Part of the Education Commons Recommended Citation Vang, Alice Ramona, "Improving Educational Practices for Karen Newcomers by Understanding the Schooling Experiences of Karen Refugee Students" (2016). School of Education Student Capstone Theses and Dissertations. 4205. https://digitalcommons.hamline.edu/hse_all/4205 This Thesis is brought to you for free and open access by the School of Education at DigitalCommons@Hamline. It has been accepted for inclusion in School of Education Student Capstone Theses and Dissertations by an authorized administrator of DigitalCommons@Hamline. For more information, please contact [email protected], [email protected]. IMPROVING EDUCATIONAL PRACTICES FOR KAREN NEWCOMERS BY UNDERSTANDING THE SCHOOLING EXPERIENCES OF KAREN REFUGEE STUDENTS By Alice Vang A capstone submitted in partial fulfillment of the requirement for the degree of Master of Arts in English as a Second Language Hamline University St. Paul, Minnesota August 2016 Committee: Laura Halldin, Primary Advisor Anne DeMuth, Secondary Advisor Chrissy Her, Peer Reviewer Copyright by Alice R. Vang 2016 All Rights Reserved 2 To God, thank you for being the Author of my life. To my parents, thank you for your unwavering love and for the sacrifices you made along the way so that I could have the opportunity to live and dream. To Matthew, I am grateful for your love, prayers and support.
    [Show full text]
  • Including Family Child Care in State and City-Funded Pre-K Systems: Opportunities and Challenges
    Including Family Child Care in State and City-funded Pre-K Systems: Opportunities and Challenges AUTHORS: SUGGESTED CITATION: GG Weisenfeld and Ellen Frede, National Institute for Weisenfeld, G., & Frede, E. (2021). Including Early Education Research (NIEER) family child care in state and city-funded pre-k system: Opportunities and challenges. National Institute for Early Education Research. Home Grown is a national collaborative of philanthropic The National Institute for Early Education Research leaders committed to improving the quality of and (NIEER) conducts academic research to inform policy access to home-based child care. We use numerous supporting high-quality early education for all young strategies to better understand and support various children. NIEER provides independent research-based forms of home-based child care including regulated analysis and technical assistance to policymakers, family child care, regulation-exempt care, and family, journalists, researchers, and educators. friend and neighbor care. Learn more on our website. Introduction The COVID-19-pandemic has impacted the early childhood sector in several ways, including reducing achieve the impact and outcomes for children found in enrollment and participation in public and private high-quality center-based programs4, certain conditions preschools across the United States.1 Parents and need to be met that require significant planning and children have begun returning to work, school, resources including pilot-testing before going to scale. and other activities amidst continuing uncertainties This lens of evidence-based quality is what we are using regarding the pandemic and with a diverse array of to evaluate impact for this report. federal funding to assist with reopening.
    [Show full text]
  • Introduction Tenth Grade Courses
    INTRODUCTION TENTH GRADE COURSES The Rhetoric School: Tenth Grade Overview American History Students in grades 9-12 continue to hone their dialectic skills while The six general goals of American History are: focusing on developing the rhetorical art of persuasive speech and Students will writing with the goal of displaying the glory of God. Through their 1. Understand a Christian (or providential) view of history, and learn application of rhetoric in all subjects, students learn how to speak and how God sovereignly guides history. write with eloquence, imagination, beauty and persuasion. Lab reports, 2. Interact frequently with primary sources, especially those from literature papers, exam essays, and oral presentations all make use of the canon of Western Civilization. rhetorical skill. In this culminating stage of their Veritas education, 3. Practice close reading and critically evaluating reading material. students apply the lens of reading and writing rhetorically across all 4. Identify distinct movements and patterns in history, and subject disciplines, with the aim of becoming articulate and winsome understand how worldviews, ideas, and cultures, shape one Christians. another. 5. Know a general timeline of historical events from the birth of Required and Recommended Events for Our Parent Community America to the present. 6. Students will identify and emulate great qualities of historical ● Peacemakers Seminar (required for new parents) figures, and incorporate Biblical precept and historical example ​ ​ Learning the importance of how Veritas deals with issues of conflict in pursuit of godliness. in its classrooms and community. ● Faith & Culture Seminars (required) In the Rhetoric stage (9-12th), students build on their understanding of Once in the Fall and once in the Spring, the seminar addresses an the who, what, when, where, how, and why of history, and express, orally important topic related to parenting or classical education, usually and in written form, their understanding and evaluation of history.
    [Show full text]
  • A Study of the Impact of Data-Informed Instruction on the Reading Comprehension of Tenth-Grade Students
    St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 11-2008 A Study of the Impact of Data-informed Instruction on the Reading Comprehension of Tenth-Grade Students Norma Vetter St. John Fisher College Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Vetter, Norma, "A Study of the Impact of Data-informed Instruction on the Reading Comprehension of Tenth-Grade Students" (2008). Education Doctoral. Paper 78. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/78 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. A Study of the Impact of Data-informed Instruction on the Reading Comprehension of Tenth-Grade Students Abstract Abstract Current literature on data-driven decision-making is centered on the use of summative data from state and district tests for informing decisions regarding teaching and learning. Although annual data have provided schools valid evidence for making decisions for school improvement plans and curriculum changes, they have proven to be less effective in making a direct impact on .the daily instructional decisions that teachers make for improving student achievement (Stiggins, 2000; Reeves, 2006).
    [Show full text]
  • Tenth Grade Homeschool Curriculum
    CURRICULUM BY GRADE Tenth Grade Below are the standard courses and curriculum topics for Tenth Grade. Reading/Literature 10 History/Social Studies 10 • Daily reading of classic literature from our • Turning points after the 1800s that shaped library or yours the modern world • Log and track your progress • Ancient Greek and Roman philosophy that Language Arts 10 shaped western ideas • Strengthen, edit, and revise grammar and • Comparing the Glorious Revolution to the writing American Revolution • Argumentative essays • World War I • Narrative essays • World War II • Creative writing • Global advances in economy, information, • Digital presentations and technology • Improve writing using research, dictionary, Science 10 (Chemistry) and thesaurus • Atomic and molecular structure • Cite bibliographic references and sources • Chemical bonds • Increase vocabulary and spelling • Conservation of matter and stoichiometry Math 10 (Geometry) • Gases and their properties • Points, lines, and planes • Acids and bases • Radius, area, circumference and other • Solutions properties of circles • Chemical thermodynamics • Transformations of shapes on the • Reaction rates coordinate plane • Chemical equilibrium • Transformations and rigid motion • Organic and biochemistry • Translating circles • Nuclear processes • Parallel lines and corresponding angles • Improve investigative and research skills • Geometric constructions Visual/Performing Arts 10 • Similar and congruent triangles • Dance, music, art • Right triangles and right triangle equations • Drawing (traditional and digital) • Sine, cosine, and tangent • Art projects • Similarity of circles • Museum tours • Inscribed and central angles Physical Education 10 • Constructing a tangent to a circle • Calisthenics • Write equations given the center and radius • Build stamina and flexibility of a circle • Stretching and calisthenics techniques • The directrix, focus, & vertex of a parabola • Log and track your progress • Use slope to determine if lines are parallel or perpendicular © Copyright Discovery K12, Inc., Sheri Wells.
    [Show full text]