Algebra21 is a rich, context-based study of patterns, equations, and functions. The major focus of the course is on linear functions, including writing, solving, graphing, and applying linear equations and systems of linear equations. Students finish with studies of exponential and quadratic functions. In Algebra21, students are expected to work collaboratively and individually on hands-on, computer-based, and paper-and-pencil investigations. The emphasis throughout the course is on applying algebraic thinking to solve meaningful, relevant, authentic problems.
The Algebra21 curriculum is adapted with permission from the Connecticut State Department of Education’s Model Algebra 1 Curriculum (2011) and is aligned with the Common Core State Standards.
Geometry21 is an inquiry-based course that explores geometry in the context of fields as diverse as architecture, history, and graphic design. Students investigate the relationships between two dimensional objects in the plane and three dimensional objects in space, in both independent and collaborative lessons. The major concepts of congruence and similarity are developed from a study of transformations, linking geometry and algebra in a meaningful way. Explorations, constructions, and proofs are completed through activities using paper and pencil, compass and straightedge, hands-on materials, computer software, and web-based applets.
The emphasis in Geometry21 is on relevant and interesting applications of important geometric concepts, and the curriculum is aligned with the Common Core State Standards.
Earth and Energy Essentials (E3)
The Earth and Energy Science Essentials (E3) curriculum, aligned to the CT Science Standards, explores the concepts in physical and chemical sciences in the context of critical environmental topics. While maintaining focus on making the connections between the impact of science and technology on the quality of our lives, E3 uses multiple pathways of scientific reasoning to develop global citizens of the future capable of making informed decisions and developing a model for a healthy, sustainable society.
Bio21 covers the most exciting fundamentals of life science, including cell biology, genetics, biotechnology, evolution, and ecology. Students develop understandings of essential scientific concepts as well as biological literacy for making informed personal and social decisions. Inquiry and critical thinking tasks are incorporated throughout the course. In addition, through participation in the course-long challenge, students engage in the engineering design process, as they become part of a research team that designs a biologically inspired product or technology.
The Chem21 lab-intensive science curriculum involves students with cutting-edge technologies, current issues, and future applications. Students gain techniques and knowledge that will prepare them for success in high school, college, and the 21st century workforce. The Chem21 curriculum meets all state-established standards for high school chemistry as defined by the Connecticut Science Frameworks in the context of 21st century applications, including nanotechnology, materials science, and natural resource use.
Physics21 provides students with a basis for understanding the fundamental laws of nature as well as the role of physics in important technological innovations for the future. Central concepts and applications of physics are studied through real world contexts using inquiry and laboratory-based investigations. Students participate on research teams and apply artistic design and science research skills to develop simulations and visualizations of physics applications.
Foundations of Health Science and Technology
The Foundations of Health Science and Technology (FHST) course is an overview of healthcare occupations and the skills required for success in the health service industry. The course includes academics in healthcare, ethics, teamwork, employability skills, health maintenance and safety practices, and information technology and its impact on the quality of healthcare services. The course examines the medical needs of a culturally diverse society and the legal responsibilities of healthcare providers. A basic study of human anatomy and physiology is included.
Students research the many different career paths possible in healthcare. They also create individual digital portfolios in order to share research and to network with peers and potential employers. The project culminates with a presentation of work at the Connecticut Student Innovation Expo in May.
The purpose of Public Health: Disease, Disaster, and Development is to motivate and educate students in the many ways public health affects our lives and to expose students to the diverse career opportunities the field of public health. The course is also designed to raise student health literacy in preparation for developing responsibility for their own health and well-being. Students will have opportunities to learn from public health professionals in fields such as: public health research, epidemiology, health care and management, allied health, health policy and administration, medicine, forensics, health education, global health, and genomics.
Public Health: Disease, Disaster, and Development meets state-established standards for public health-related topics covered in math, science, civics, environmental health, family and consumer science, health education, and medical careers. The course provides classroom and community experiences so that students develop 21st century skills, such as communication, problem solving, cultural understanding, collaboration, and use of technology to access, evaluate, and apply research.
The course will raise student awareness of key public health issues in their lives and in the news: from disaster preparedness to health disparities, from outbreak investigations to obesity prevention, and from genomics to greener environments. They will include evidence-based public health, policy development, advocacy, epidemiology, cultural competency, health informatics, and health communication.
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