2264 lines
329 KiB
HTML
2264 lines
329 KiB
HTML
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<title>CourseInformation - Google Fusion Tables</title>
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<body><table cellpadding="0" cellspacing="0"><tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> Cadet Teaching<br>
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<b>CInfo1:</b> Cadet Teaching is now Education Professions listed in the Family and Consumer Science section.<br>
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<b>CInfo2:</b> <br>
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<b>CInfo3:</b> <br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b>
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> Career Exploration Internship 0530<br>
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<b>CInfo1:</b> Grade 12<br>
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<b>CInfo2:</b> ADH450, ADH451<br>
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<b>CInfo3:</b> Approval of the principal<br>
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<b>CInfo4:</b> 2 semesters, 2 credits<br>
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<b>CInfo5:</b> The Career Exploration Internship course is a paid or unpaid work experience in the public or private sector that provides for workplace learning in an area of student career interest. Unlike a cooperative education program where students gain expertise in a specific occupation, the career exploration internship is intended to expose students to broad aspects of a particular industry of career cluster area by rotating through various departments. In addition to their workplace learning activities, students participate in 1) regularly scheduled meetings with their classroom teacher, or 2) a regularly scheduled seminar with the teacher, for the purpose of helping the student make the connection between academic learning and their work-related experiences. Specific instructional objectives for the internship must be written to clarify the expectations of all parties – the student, the parent, employer, and instructor.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> Career Start<br>
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<b>CInfo1:</b> Grade 11<br>
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<b>CInfo2:</b> ADH350, ADH351<br>
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<b>CInfo3:</b> <br>
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<b>CInfo4:</b> 1 credit each semester<br>
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<b>CInfo5:</b> Career Start is an opportunity for students to learn employment skills through both classroom and on-the-job training. Work ethics, including promptness, attendance, team skills, loyalty, etc. will be emphasized. Students will be permitted to leave school to go to work for two blocks every other day. Students will meet with the career start teacher once every two weeks for discussion and skill building. Employers must be pre-approved. To qualify, a student must be eligible for a work permit and must have a satisfactory attendance and discipline record. Employers must agree to regular evaluation of students and constant communication with the school. This program is not to be confused with Interdisciplinary Cooperative Education (ICE) which is a selective vocationally approved senior level class. Career Start is a stepping stone to the ICE Program.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> College Entrance Preparation 0532<br>
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<b>CInfo1:</b> Grades 10-11<br>
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<b>CInfo2:</b> ADH250<br>
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<b>CInfo3:</b> 1 semester, 1 credit<br>
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<b>CInfo4:</b> Recommended Prerequisite: Algebra II or concurrent enrollment in Algebra II<br>
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<b>CInfo5:</b> College-Entrance Preparation utilizes individual student score reports from the PSAT and/or the PLAN to prepare students for the SAT, ACT, the Accuplacer and Compass assessments. Based on these score reports, students will receive targeted instruction to strengthen their foundations in critical reading, writing, mathematics, and science (all sections of college admission and placement exams). As appropriate, the course will also encompass test taking strategies to prepare students for success on a high-stakes assessment. Teachers are encouraged to use a curriculum with longitudinal, successful results. Course may also include college selection and application units, to best prepare students for overall college-readiness. Being “college ready” means being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential (i.e., a certificate, license, Associate’s or Bachelor’s degree). Being ready for college means that a high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> Community Service 0524<br>
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<b>CInfo1:</b> Grades 11-12<br>
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<b>CInfo2:</b> ADH300<br>
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<b>CInfo3:</b> Students may earn no more than 2 credits<br>
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<b>CInfo4:</b> Must have 75 hours of documented service hours per credit<br>
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<b>CInfo5:</b> Presentation at the end of the program explaining experience as a volunteer
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Community Service is a course created by public law IC 20-30-14 allowing juniors and seniors the opportunity of earning up to two high school credits for completion of approved community service projects or volunteer service that “relates to a course in which the student is enrolled or intends to enroll”.
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For each student who wishes to earn credit for community service or volunteer service organization must submit an application to the high school principal including:
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1. The name of the community service organization the student intends to assist.
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2. The name, address, and telephone number of the director or the supervisor of the community service organization or volunteer service organization and, if different from the director or supervisor, the name, address, and telephone number of the individual assigned by the community or volunteer service organization to supervise the student at the activity site.
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3. The nature of the community service or volunteer service performed by the student with a certification that the service performed by the student is voluntary.
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4. The total number of hours the students intends to serve the community service organization or volunteer service organization during the school year.
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5. A written statement by the director or the supervisor of the community service organization or volunteer service organization certifying that the information included in the application is an accurate reflection of:
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a. the student’s expectations with service contemplated to be performed; and
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b. the community service organization’s or the volunteer service organization’s need to acquire the student’s service.
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6. A description of:
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a. the educational or career exploration benefits the student and the school should expect to gain from the student’s community or
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volunteer service participation; and
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b. the service and benefit the community or volunteer service organization expects to gain from the student’s participation.
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7. A description of how the community or volunteer service activity relates to a course in which the student is enrolled or intends to enroll.
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8. The manner and frequency in which the student and the community or volunteer service activity will be evaluated.
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9. The name of the certificated school employee who will be responsible for monitoring and evaluating the student’s activity and performance, including assigning to the student a grade for participation under this section.
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10. Any other information required by the principal.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> Driver’s Education 3520<br>
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<b>CInfo1:</b> ADH500/ADH501<br>
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<b>CInfo2:</b> 0 credits<br>
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<b>CInfo3:</b> Summer only/$365.00 subject to change<br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b> Driver Education provides students with the knowledge needed to assist them in developing the skills, habits, and attitudes necessary to interact safely and effectively with other highway users in a wide variety of environments, situations, and conditions. This course should always provide a combination of classroom instruction and behind-the-wheel experiences in on-street environments. Whenever possible, the on-street observations and behind-the-wheel experiences should be supplemented with off street, multiple-car driving range and simulation experiences as listed in IAC 5116-6-7. The Driver Education course also provides for, but is not necessarily limited to, student learning related to: (1) driving skills, (2) traffic laws, (3) the laws of nature, (4) driving attitudes, (5) occupant protection, (6) the effect of physical and mental conditions of the driver, (7) vehicle purchase, (8) insurance and maintenance, (9) the ecology and energy efficiency of various transportation modes, (10) energy efficient driving techniques, and (11) sharing the roadway with other users, including motorcyclists and pedestrians.
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For any approved program, the student must complete both phases (classroom and laboratory)
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> Junior Reserve Officer Training Corps 1 – 4 (JRROTC) 0516<br>
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<b>CInfo1:</b> Grades 9-12<br>
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<b>CInfo2:</b> ADH130/ADH131, ADH230/ADH231,
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ADH 330/ADH331, ADH430/ADH431<br>
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<b>CInfo3:</b> 1 credit per semester<br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b> A one to eight credit course
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The nature of this course allows for successive semesters of study at an advanced level, provided that defined proficiencies and content standards are utilized.
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Dependent on receiving permission to start the program.
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Counts as an Elective for all diplomas
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This course is designed to develop: (1) citizenship and patriotism, (2) self-discipline, (3) physical fitness, (4) reliance and leadership, and (5) the skills used in decision making, communications, and problem-solving. The course content and experiences enable the students to understand the role of the military in support of national objectives and to become familiar with basic military knowledge, gender equity issues, benefits, and requirements. Topics to be included in the course are: (1) military history, (2) ROTC in the military, (3) substance abuse, (4) map reading, (5) marksmanship and firearm safety, (6) military drill, (7) field activities, (8) reserve components, and (9) first aid and hygiene. Opportunities are provided to explore the qualities and traits of courage, self-sacrifice, and integrity. Junior Reserve Officer Training Corps programs must be approved by and meet the requirements of the appropriate military organization.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> Peer Tutoring 0520<br>
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<b>CInfo1:</b> ADH100, ADH101<br>
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<b>CInfo2:</b> Grades 10-12<br>
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<b>CInfo3:</b> 1 or 2 semesters/1 credit per semester<br>
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<b>CInfo4:</b> Application/interview process<br>
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<b>CInfo5:</b> GPA 2.5 or higher
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Must be passing all classes
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Peer Tutoring provides high school students with an organized exploratory experience to assist students in High School classes for special needs, through a helping relationship, with their studies and personal growth and development. The course provides opportunities for the students taking the course to develop a basic understanding of individual differences and to explore career options in related fields.
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Peer tutors work with Special Needs students in a variety of settings and activities. A peer tutor must be a good role model, a responsible student, and have a positive attitude. Responsibilities may include assisting students with academics, social skills, regular elective classes, or vocational training. Training will be provided.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> INTERDEPARTMENTAL COURSES<br>
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<b>CourseName:</b> School Service Program<br>
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<b>CInfo1:</b> Grades 10-12<br>
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<b>CInfo2:</b> ADH400, ADH401<br>
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<b>CInfo3:</b> 0 credits<br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b> School Service will provide an opportunity for service both inside and outside of school. Students will serve as office assistants during school. They will also serve as student ambassadors outside of school and will assist with Freshmen Mentoring as well as one other activity during the semester such as Meet the Teacher Night, Awards Ceremonies, Banquets, Concerts, Competitions or Contests, the Art Fair, or any other school function. The minimum GPA for students enrolling will be 2.5 and this will be a non-credited and non-graded course. Students will take this course in place of an enrichment block.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Advanced Life Science, Animals 5070<br>
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<b>CInfo1:</b> AGH340/AGH341<br>
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<b>CInfo2:</b> Offered in 2013-2014 Grades 11-12<br>
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<b>CInfo3:</b> Prerequisite: Biology and Chemistry due to course content standards<br>
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<b>CInfo4:</b> 2 semesters, 2 credits (weighted)<br>
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<b>CInfo5:</b> Dual credit and .5 added value
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Course fulfills a Core 40 Life Science requirement for all diplomas or counts as an elective for any diploma.
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Advanced Life Science: Animals is a two semester course that provides students with opportunities to participate in a variety of activities including laboratory work. Students investigate concepts that enable them to understand animal life and animal science as it pertains to agriculture. Through instruction, including laboratory, fieldwork, leadership development, supervised agricultural experience and the exploration of career opportunities, they will recognize concepts associated with animal taxonomy, life at the cellular level, organ systems, genetics, evolution, ecology, historical and current issues in animal agriculture in the area of advanced life science in animals.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Advanced Life Science, Foods 5072<br>
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<b>CInfo1:</b> AGH350, AGH351<br>
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<b>CInfo2:</b> Offered in 2014-2015 Grades 11-12<br>
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<b>CInfo3:</b> Recommended Prerequisites: Biology and Chemistry due to course content standards<br>
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<b>CInfo4:</b> 2 semesters, 2 credits (weighted)<br>
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<b>CInfo5:</b> Dual credit and .5 added value
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Fulfills a Life Science or Physical Science requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas or counts as an Elective or Directed Elective for any diploma
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Advanced Life Science: Foods is a two semester course that provides students with opportunities to participate in a variety of activities which includes laboratory work, leadership development, supervised agricultural experience and exploration of career opportunities. This is a standards-based, interdisciplinary science course that integrates biology, chemistry, and microbiology in the context of foods and the global food industry. Students enrolled in this course formulate, design, and carry out food- based laboratory and field investigations as an essential course component. Students understand how biology, chemistry, and physics principles apply to the composition of foods, nutrition of foods, food and food product development, food processing, food processing, food safety and sanitation, food packaging and food storage. Students completing this course will be able to apply the principles of scientific inquiry to solve problems related to biology, physics and chemistry the context of highly advanced industry applications of foods in the area of advanced life science in foods. Participation in FFA or FCCLS encourages development of leadership, communication, community service and career related skills.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Agribusiness Management 5002<br>
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<b>CInfo1:</b> AGH 300, AGH 301<br>
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<b>CInfo2:</b> CIP CODE 01.0102<br>
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<b>CInfo3:</b> 2 semesters, 2 credits<br>
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<b>CInfo4:</b> 2 semesters, 2 credits<br>
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<b>CInfo5:</b> Agribusiness Management provides foundational concepts in agricultural business. It is a 2 semester course that introduces students to the principles of business organization and management from a local and global perspective while incorporating technology. Concepts covered in the course include: food and fiber, forms of business, finance, marketing, management, sales, leadership development, supervised agricultural experience career opportunities in the area of agribusiness management.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Agricultural Power, Structure and Technology 5088<br>
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<b>CInfo1:</b> AGH322 AGH323<br>
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<b>CInfo2:</b> CIP Code 01.0201<br>
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<b>CInfo3:</b> Instructor approval is required<br>
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<b>CInfo4:</b> 2 semesters, 2 credits<br>
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<b>CInfo5:</b> Agricultural Power, Structure and Technology is a two semester, lab intensive course in which students develop an understanding of basic principles of selection, operation, maintenance, and management of agricultural equipment in concert while incorporating technology. Topics covered include: safety, electrical, plumbing, concrete, carpentry, metal technology, engines, emerging technologies, leadership development, supervised agricultural experience and career opportunities in the areas of agriculture power, structure and technology. A large portion of the lab time will be spent practicing stick welding, MIG welding, plasma cutting and use of the Oxyacetylene cutting torch. Students are expected to spend the lab time practicing. Repetitive practice leads to success in a welding career. Welding is a hand eye coordination exercise and involves hot and dirty work in preparing the metal and the actual welding.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Animal Science 5008<br>
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<b>CInfo1:</b> AGH 220 AGH221<br>
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<b>CInfo2:</b> CIP Code: 02.0201<br>
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<b>CInfo3:</b> 2 semesters, 2 credits<br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b> Animal Science is a 2 semester program that provides students with an overview of the field of animal science. Students participate in a large variety of activities and laboratory work including real and simulated animal science experiences and projects. All areas that the students study can be applied to both large and small animals. Topics to be addressed include: anatomy and physiology, genetics, reproduction, nutrition, common diseases and parasites, social and political issues related to the industry, and management practices for the care and maintenance of animals while incorporating leadership development, supervised agricultural experience and learning about career opportunities in the area of animal science.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Food Science 5102<br>
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<b>CInfo1:</b> AGH330 AGH331<br>
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<b>CInfo2:</b> CIP CODE 01.0901<br>
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<b>CInfo3:</b> 2 semesters, 2 credits<br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b> Food Science is a 2 semester course that provides students with an overview of food science and its importance. Introduction to principles of food processing, food chemistry and physics, nutrition, food microbiology, preservation, packaging and labeling, food commodities, food regulations, issues and careers in the food science industry help students understand the role that food science plays in the securing of a safe, nutritious, and adequate food supply. A project-based approach is utilized along with laboratory, team building, and problem solving activities to enhance student learning, leadership development, supervised agriculture experience and career opportunities in the area of food science.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Introduction to Agriculture, Food and Natural Resources 5056<br>
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<b>CInfo1:</b> AGH102 AGH103<br>
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<b>CInfo2:</b> CIP CODE 01.0101<br>
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<b>CInfo3:</b> 2 semesters, 2 credits<br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b> Introduction to Agriculture, Food and Natural Resources is a 2 semester course that is highly recommended as a prerequisite and foundation for all other agricultural classes. The nature of this course is to provide students with an introduction to the fundamentals of agricultural science and business. Topics to be covered include: animal science, plant and soil science, food science, horticultural science, agricultural business management, landscape management, natural resources management, agricultural power, structures and technology, leadership development, supervised agricultural experience and career opportunities in the area of agriculture, food, and natural resources.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Horticultural Science 5132<br>
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<b>CInfo1:</b> AGH 211, AGH 212<br>
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<b>CInfo2:</b> CIP Code 5132<br>
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<b>CInfo3:</b> 2 semesters, 2 credits<br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b> Horticulture Science is a 2 semester course designed to give students a background in the field of horticulture and its many career opportunities. It addresses the biology and technology involved in the production, processing, and marketing of horticultural plants and products. Topics covered include: reproduction and propagation of plants, plant growth, growth media, management practices for field and greenhouse production, marketing concepts, production of plants of local interest and pest management. Students participate in a variety of activities to include extensive laboratory work usually in a school greenhouse, leadership development, supervised agricultural experience and learning about career opportunities in the area of horticulture science.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> AGRISCIENCE DEPARTMENT<br>
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<b>CourseName:</b> Landscape Management 5136<br>
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<b>CInfo1:</b> AGH 310 AGH311<br>
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<b>CInfo2:</b> CIP Code 01.0605<br>
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<b>CInfo3:</b> 2 semesters, 2 credits<br>
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<b>CInfo4:</b> <br>
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<b>CInfo5:</b> Landscape Management is a 2 semester course that provides the student with an overview of the many career opportunities in the diverse field of landscape management. Students are introduced to the procedures used in the planning and design of a landscape using current technology practices, the principles and procedures of landscape construction, the determination of maintenance schedules, communications and management skills necessary in landscaping operations, and the care and use of equipment utilized by landscapers. Students will also participate in leadership development, supervised agricultural experience and career exploration activities in the area of Landscape management. Upon completion of the program, students have the opportunity to become Indiana Landscape Industry Certified through a state approved program.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
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<b>CourseName:</b> Accounting 4524<br>
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<b>CInfo1:</b> CIP Code 52.0304<br>
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<b>CInfo2:</b> Grades 11-12<br>
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<b>CInfo3:</b> BUH 222, BUH 223<br>
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<b>CInfo4:</b> 2 semesters, 2 credits<br>
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<b>CInfo5:</b> Recommended prerequisites: Algebra I,
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Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
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Accounting introduces the language of business using Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using double-entry accounting. Emphasis is placed on accounting principles as they relate to both manual and automated financial systems. This course involves understanding, analyzing, and recording business transactions and preparing, analyzing, and interpreting financial reports as a basis for decision making.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
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||
<b>CourseName:</b> Business Law and Ethics 4560<br>
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<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> BUH 314, BUH 315<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b> A core 40, Academic Honors and Technical Honors elective
|
||
Recommended prerequisites: Digital Citizenship (formerly Computer Applications)
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Business Law and Ethics provides an overview of the legal system in the business setting. Topics covered include: basics of the judicial system, contract, personal, employment and property law. Application of legal principles and ethical decision-making techniques are presented through problem-solving methods and situation analyses.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
|
||
<b>CourseName:</b> Business Math 4512<br>
|
||
<b>CInfo1:</b> Grades 9-11<br>
|
||
<b>CInfo2:</b> BUH200, BUH201<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b> Fulfills a Mathematics requirement for the General Diploma only or counts as an Elective or Directed Elective for the Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Business Math is a business course designed to prepare students for roles as entrepreneurs, producers, and business leaders by developing abilities and skills that are part of any business environment. A solid understanding of math including algebra, basic geometry, statistics and probability provides the necessary foundation for students interested in careers in business and skilled trade areas. The content includes mathematical operations related to accounting, banking and finance, marketing, and management. Instructional strategies should include simulations, guest speakers, tours, Internet research, and business experiences.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
|
||
<b>CourseName:</b> Digital Citizenship (formerly Computer Applications) 4530<br>
|
||
<b>CInfo1:</b> Grade 9<br>
|
||
<b>CInfo2:</b> BUH 141<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Digital Citizenship prepares students to use computer technology in an effective and appropriate manner. Students develop knowledge of word processing, spreadsheets, presentation and communications software. Students establish what it means to be a good digital citizen and how to use technology appropriately.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
|
||
<b>CourseName:</b> Information Communications and Technology (formerly Computer Apps, Advanced) 4528<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> BUH151<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended prerequisites: Digital Citizenship (formerly Computer Applications)
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Information Communications and Technology introduces students to the physical components and operation of computers. Technology is used to build students decision-making and problem-solving skills. Students should be given the opportunity to seek an industry-recognized digital literacy certification.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
|
||
<b>CourseName:</b> Entrepreneurship and New Ventures 5966<br>
|
||
<b>CInfo1:</b> Grade Level 12<br>
|
||
<b>CInfo2:</b> BUH316<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended prerequisites: Digital Citizenship (formerly Computer Applications)
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Entrepreneurship and New Ventures introduces entrepreneurship, and develop skills and tools critical for starting and succeeding in a new venture. The entrepreneurial process of opportunity recognition, innovation, value proposition, competitive advantage, venture concept, feasibility analysis, and “go to” market strategies will be explored through mini case studies of successful and unsuccessful entrepreneurial start-ups. Additionally, topics of government and legal restrictions, intellectual property, franchising location, basic business accounting, raising startup funding, sales and revenue forecasting and business plan development will be presented through extensive use of word processing, spreadsheet and presentation software.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Business 4518<br>
|
||
<b>CInfo1:</b> Grades 9-10<br>
|
||
<b>CInfo2:</b> BUH 132<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended prerequisites: Digital Citizenship (formerly Computer Applications)
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Introduction to Business introduces students to the world of business, including the concepts, functions, and skills required for meeting the challenges of operating a business in the twenty-first century on a local, national, and/or international scale. The course covers business management, entrepreneurship, marketing fundamentals, and business ethics and law. The course further develops business vocabulary and provides an overview of business and the role that business plays in economic, social, and political environments.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
|
||
<b>CourseName:</b> Personal Financial Responsibility 4540<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> CIP Code 52.0804<br>
|
||
<b>CInfo3:</b> BUH402<br>
|
||
<b>CInfo4:</b> 1semester, 1 credit
|
||
Recommended prerequisites: Digital Citizenship (formerly Computer Applications)
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Personal Financial Responsibility addresses the identification and management of personal financial resources to meet the financial needs and wants of individuals and families, considering a broad range of economic, social, cultural, technological, environmental, and maintenance factors. This course helps students build skills in financial responsibility and decision making; analyze personal standards, needs, wants, and goals; identify sources of income, saving and investing; understand banking, budgeting, record-keeping and managing risk, insurance and credit card debt. A project based approach and applications through authentic settings such as work based observations and service learning experiences are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> BUSINESS TECHNOLOGY & FINANCIAL SERVICES DEPARTMENT<br>
|
||
<b>CourseName:</b> Sports and Entertainment Marketing 5984<br>
|
||
<b>CInfo1:</b> CIP Code 52.1910<br>
|
||
<b>CInfo2:</b> Grades 11-12<br>
|
||
<b>CInfo3:</b> BUH343<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit
|
||
Recommended prerequisites: Digital Citizenship (formerly Computer Applications)
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Sports and Entertainment Marketing is a specialized marketing course that develops student understanding of the sport/event industries, their economic impact, and products; distribution systems and strategies; pricing considerations; product/service management, and promotion. Students acquire an understanding and appreciation for planning. Throughout the course, students are presented problem-solving situations for which they must apply academic and critical-thinking skills. Participation in cooperative education is an optional instructional method, giving students the opportunity to apply newly acquired marketing skills in the workplace.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Engineering Design 4812<br>
|
||
<b>CInfo1:</b> Project Lead The Way Course<br>
|
||
<b>CInfo2:</b> Grades 9-12<br>
|
||
<b>CInfo3:</b> TEH160 TEH161<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo5:</b> Dual credit and .5 added value
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Introduction to Engineering Design is an introductory course which develops student problem solving skills using the design process. Students document their progress of solutions as they move through the design process. Students develop solutions using elements of design and manufacturability concepts. They develop hand sketches using 2D and 3D drawing techniques. Computer Aided Design (CAD).
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Principles of Engineering 4814<br>
|
||
<b>CInfo1:</b> Project Lead The Way Course<br>
|
||
<b>CInfo2:</b> Grades 9-12<br>
|
||
<b>CInfo3:</b> TEH260 TEH261<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo5:</b> Dual credit and .5 added value
|
||
Recommended Prerequisite: Introduction to Engineering Design, minimum of at least a C+ average in all previously taken PLTW courses or permission of the instructor
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Principles of Engineering is a course that focuses on the process of applying engineering, technological, scientific and mathematical principles in the design, production, and operation of products, structures, and systems. This is a hands-on course designed to provide students interested in engineering careers to explore experiences related to specialized fields such as civil, mechanical, and materials engineering. Students will engage in research, development, planning, design, production, and project management to simulate a career in engineering. The topics of ethics and the impacts of engineering decisions are also addressed. Classroom activities are organized to allow students to work in teams and use modern technological processes, computers, CAD software, and production systems in developing and presenting solutions to engineering problems.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Aerospace Engineering 4816<br>
|
||
<b>CInfo1:</b> Project Lead The Way Course<br>
|
||
<b>CInfo2:</b> Grades 9-12<br>
|
||
<b>CInfo3:</b> TEH460 TEH461<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo5:</b> Dual credit and .5 added value
|
||
Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering, minimum of at least a C+ average in all previously taken PLTW courses or permission of the instructor
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Aerospace Engineering should provide students with the fundamental knowledge and experience to apply mathematical, scientific, and engineering principles to the design, development, and evolution of aircraft, space vehicles and their operating systems. Emphasis should include investigation and research on flight characteristics, analysis of aerodynamic design, and impact of this technology on the environment. Classroom instruction should provide creative thinking and problem-solving activities using software that allows students to design, test, and evaluate a variety of air and space vehicles, their systems, and launching, guidance and control procedures.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Biotechnical Engineering 4818<br>
|
||
<b>CInfo1:</b> Project Lead The Way Course<br>
|
||
<b>CInfo2:</b> Grades 11-12<br>
|
||
<b>CInfo3:</b> SCH360, SCH361<br>
|
||
<b>CInfo4:</b> CIP Code 14.0501<br>
|
||
<b>CInfo5:</b> 2 semesters, 2 credits (weighted)
|
||
Dual credit and .5 added value
|
||
Recommended Prerequisites: Introduction to Engineering Design and Principles of Engineering
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Biotechnical Engineering should introduce students to the fundamental aspects of biotechnology and the engineering technologies related to this emerging field. Instruction will emphasize how engineering and technology processes can be used to create new products. Engineering principles will be used in conjunction with scientific knowledge to explore and investigate such areas as: development of biomedical devices; pharmaceutical and medical therapies; and agricultural research and development. Students will learn how new products are developed and produced and will have opportunities to discuss the impact of these technological advances on society. Only those schools having a signed agreement with the national Project Lead The Way organization can use this course title.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Civil Engineering and Architecture 4820<br>
|
||
<b>CInfo1:</b> Project Lead The Way Course<br>
|
||
<b>CInfo2:</b> Grades 10-12<br>
|
||
<b>CInfo3:</b> TEH500, TEH501<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo5:</b> Dual credit and .5 added value
|
||
Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering, minimum of at least a C+ average in all previously taken PLTW courses or permission of the instructor
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Civil Engineering and Architecture introduces students to the fundamental design and development aspects of civil engineering and architectural planning activities. Application and design principles will be used in conjunction with mathematical and scientific knowledge. Computer software programs should allow students opportunities to design, simulate, and evaluate the construction of buildings and communities. During the planning and design phases, instructional emphasis should be placed on related transportation, water resource, and environmental issues. Activities should include the preparation of cost estimates as well as a review of regulatory procedures that would affect the project design.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Digital Electronics 4826<br>
|
||
<b>CInfo1:</b> Project Lead The Way Course<br>
|
||
<b>CInfo2:</b> Grades 10-12<br>
|
||
<b>CInfo3:</b> TEH350, TEH351<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo5:</b> Dual credit and .5 added value
|
||
Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering, minimum of at least a C+ average in all previously taken PLTW courses or permission of the instructor
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Digital Electronics is a course of study in applied digital logic that encompasses the design and application of electronic circuits and devices found in video games, watches, calculators, digital cameras, and thousands of other devices. Instruction includes the application of engineering and scientific principles as well as the use of Boolean algebra to solve design problems. Using computer software that reflects current industry standards, activities should provide opportunities for students to design, construct, test, and analyze simple and complex digital circuitry software will be used to develop and evaluate the product design. This course engages students in critical thinking and problem-solving skills, time management and teamwork skills.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Engineering Design & Development 4828<br>
|
||
<b>CInfo1:</b> Project Lead The Way Course<br>
|
||
<b>CInfo2:</b> Grade 12<br>
|
||
<b>CInfo3:</b> TEH660 TEH661<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo5:</b> Dual credit and .5 added value
|
||
Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering Design, and one specialty course, minimum of at least a C+ average in all previously taken PLTW courses or permission of the instructor
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Engineering Design and Development is an engineering research course in which students work in teams to research, design, test, and construct a solution to an open-ended engineering problem. The product development life cycle and a design process are used to guide the team to reach a solution to the problem. The team presents and defends their solution to a panel of outside reviewers at the conclusion of the course. The EDD course allows students to apply all the skills and knowledge learned in previous pre-engineering courses. The use of 3D design software helps students design solutions to the problem their team has chosen. This course also engages students in critical thinking and problem-solving skills, time management and teamwork skills, a valuable set for students' future careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Design Processes 4794<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grade Levels: 9 –12<br>
|
||
<b>CInfo3:</b> TEH 332, TEH 333<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Introduction to Design Processes is a course that specializes in modern design and engineering processes with a focus on creative problem solving in developing, testing, communicating, and presenting post-evaluation of products. Students use the design process to analyze research, develop ideas, and produce products solutions. This process gives a framework through which they design, manufacture tests present their ideas. Students will demonstrate and utilize design principles and elements for visual presentation. Designing aspects will also cover aesthetics, ergonomics, the environment, safety, and production. The design process is a core-learning tool for many courses enabling the student to solve problems in a systematic, logical and creative manner. Students develop a good understanding of the way the process helps them think creatively and developing aesthetic ideas.
|
||
The design process encourages the students to engage in higher level thinking to create solutions for many types of problems.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Computers in Design and Production (CADD) 4800<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grade Level 9-10<br>
|
||
<b>CInfo3:</b> TEH 430, TEH 431<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
One of the courses specified in the sequence of courses for all Career Clusters and all of Indiana’s College and Career Pathway Plans
|
||
|
||
Computers in Design and Production is a course that specializes in using modern technological processes, computers, design, and production systems in the production of products and structures through the use of automated production systems. Emphasis is placed on using modern technologies and on developing career related skills for electronics, manufacturing, precision machining, welding, and architecture career pathways. Students apply ingenuity using tools, materials, processes, and resources to create solutions as it applies in the electronics, manufacturing, precision machining, welding, and architecture. The content and activities should be developed locally in accordance with available advanced technologies in the school. Course content should address major technological content related to topics such as: Architectural drawing and print design, design documentation using CAD systems; assignments involving the interface of CAD, CNC, CAM, and CIM technologies; computer simulation of products and systems; publishing of various media; animation and related multimedia applications; 3-D modeling of products or structures; digital creation and editing of graphics and audio files;
|
||
control technologies; and automation in the modern workplace.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Communications 4790<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grade Levels 9 –12<br>
|
||
<b>CInfo3:</b> TEH111, TEH112<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Introduction to Communications is a course that specializes in identifying and using modern communication to exchange messages and information. This course explores the application of the tools, materials, and techniques used to design, produce, use, and asses systems of communication. Students will produce graphic and electronic media as they apply communication technologies. This course will also explore the various technical processes used to link ideas and people through the use of electronic and graphic media. Major goals of this course include an overview of communication technology; the way it has evolved, how messages are designed and produced, and how people may profit from creating information services and products. Students will explore mass media communication processes including radio and television broadcasting, publishing and printing activities, telecommunication networks, recording services, computer and data processing networks, and other related systems. Using the base knowledge student will use the design process to solve design projects in each communication area.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Construction 4792<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grade Levels 9-12<br>
|
||
<b>CInfo3:</b> TEH131, TEH132<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Introduction to Construction is a course that will offer hands-on activities and real world experiences related to the skills essential in residential, commercial and civil building construction. During the course students will be introduced to the history and traditions of construction trades. The student will also learn and apply knowledge of the care and safe use of hand and power tools as related to each trade. In addition, students are introduced to blueprint reading, applied math, basic tools and equipment, and safety. Students will demonstrate building construction techniques, including concrete and masonry, framing, electrical, plumbing, dry walling, HVAC, and painting as developed locally in accordance with available space and technologies. Students learn how architectural ideas are converted into projects and how projects are managed during a construction project in this course. Students study construction technology topics such as preparing a site, doing earthwork, setting footings and foundations, building the superstructure, enclosing the structure, installing systems, finishing the structure, and completing the site. Students also investigate topics related to the purchasing and maintenance of structures, special purpose facilities, green construction and construction careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Manufacturing 4784<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grade Levels 9–12<br>
|
||
<b>CInfo3:</b> TEH 101, TEH 102<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Introduction to Manufacturing is a course that specializes in how people use modern manufacturing systems with an introduction to manufacturing technology and its relationship to society, individuals, and the environment. An understanding of manufacturing provides a background toward developing engineering & technological literacy. This understanding is developed through the study of the two major technologies, material processing and management technology, used by all manufacturing enterprises. Students will apply the skills and knowledge of using modern manufacturing processes to obtain resources and change them into industrial materials, industrial products and consumer products Students will investigate the properties of engineered materials such as: metallics; polymers; ceramics; and composites. After gaining a working knowledge of these materials, students will study six major types of material processes: casting and molding; forming; separating; conditioning; finishing; and assembling.
|
||
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|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Transportation 4798<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grade Levels 9 –12<br>
|
||
<b>CInfo3:</b> TEH121, TEH122<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Introduction to Transportation is an introductory course designed to help students become familiar with fundamental principles in modes of land, sea, air, and space transportation, including basic mechanical skills and processes involved in transportation of people, cargo and goods. Students will gain and apply knowledge and skills in the safe application, design, production, and assessment of products, services, and systems as it relates to the transportation industries. Content of this course includes the study of how transportation impacts individuals, society, and the environment. This course allows students to reinforce, apply, and transfer their academic knowledge and skills to a variety of interesting and relevant transportation related activities, problems, and settings.
|
||
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|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Advanced Manufacturing and Logistics 4796<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grades 9-12<br>
|
||
<b>CInfo3:</b> TEH604, TEH605<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Introduction to Advanced Manufacturing and Logistics is a course that specializes in how people use modern manufacturing systems with an introduction to advanced manufacturing and logistics and their relationship to society, individuals, and the environment. Students apply the skills and knowledge of using modern manufacturing processes to obtain resources and change them into industrial materials, industrial products and consumer products Students investigate the properties of engineered materials such as: metallics; polymers; ceramics; and composites. Students study six major types of material processes: casting and molding; forming; separating; conditioning; finishing; and assembling. After gaining a working knowledge of these materials, students are introduced to advanced manufacturing, logistics, and business principles that are utilized in today’s advanced manufacturing industry. Students gain a basic understanding of tooling, electrical skills, operation skills, inventory principles, MSDS’s, chart and graph reading and MSSC concepts. There is also an emphasis placed on the flow process principles, material movement, safety, and related business operations. Students have the opportunity to develop the characteristics employers seek as well as skills that will help them in future endeavors.
|
||
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|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Manufacturing I 5608<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grades 11 -12<br>
|
||
<b>CInfo3:</b> TEH600, TEH601<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Recommended Prerequisite: Introduction to Advanced Manufacturing
|
||
Dual credit – Ivy Tech
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Advanced Manufacturing I, is a course that includes classroom and laboratory experiences in two broad areas: Industrial Technology/Software Controls and Manufacturing Trends. Industrial Technology and Software Controls covers wiring and schematic diagrams used to design, install, and repair electrical/electronic equipment such as wireless communication devices, programmable controllers. Course content will include basic theories of electricity, electronics, digital technology, and basic circuit analysis. Activities include experiences in: soldering; use of an oscilloscope, meters, signal generators and tracers; bread boarding; circuit simulation software; and troubleshooting. Understanding and using the underlying scientific principles related to electricity, electronics, circuits, sine waves, and Ohm’s Law are integral to this course. Manufacturing Trends covers basic concepts in manufacturing operations and plant floor layout in the production environment. Applications of Computer Numerical Control (CNC), and lathe and turning operations are developed as a foundation for machining operations. Coordinate system concepts are introduced as relevant to machining processes, as well as fluid and mechanical power, welding, and lean manufacturing. Fluid power concepts will include hydraulic components and circuits, laws and principles, fluid power controllers, and the construction of systems. In the mechanical power portion of the course, students will learn about machine specifications, basic forces, friction, simple machines, motors, and motor controls. Students will also be introduced to lean manufacturing where they will study concepts including: lean goals, product quality, eliminating waste, cost effectiveness, lean concepts, resource planning, continuous improvement, and the various advantages of lean manufacturing. This course includes MSSC concepts required to earn MSSC certification.
|
||
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|
||
<b>Dept:</b> ENGINEERING AND TECHNOLOGY EDUCATION DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Manufacturing II 5606<br>
|
||
<b>CInfo1:</b> Technology Education Courses<br>
|
||
<b>CInfo2:</b> Grade 12<br>
|
||
<b>CInfo3:</b> TEH602, TEH603<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Recommended Prerequisite: Advanced Manufacturing 1
|
||
Dual credit – Ivy Tech
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Advanced Manufacturing II, Introduces basic blueprint reading, Computer Numerical Control (CNC) operation and the skills commonly used in the manufacturing industry. Areas of study will include: interpretation of drawing dimensions and notes to ANSI standards for machining including; Geometric Dimensioning and Tolerancing (GDT), welding, fabrication applications and inspection techniques. Students will be able to use Computer Aided Design software (CAD) to create 3D models and working drawings. Skills in the setup and operation of a CNC mill and lathe will also be acquired using multiple machine tool controllers. Other more general topics will include coordinate systems, dimensioning, line precedence, multi-view drawings, safe dress, tool paths, speed and feed calculations, and tool selection. The course also introduces robotics, automation, and Computer Integrated Manufacturing Technology (CIMT). Common types of factory automation will be identified. The course will focus on three main types of manufacturing automation including; Programmable Logic Controllers (PLC), Computer Numerically Controlled Machines (CNC), and Robotics. Topics cover robotic principles including basic theory, robot safety, robotic classifications, applications, socioeconomic impact, work cell design, robot programming (Pendant and Software Language), and sensor and actuator interfacing. Students will be required to design, program and troubleshoot computer controlled machine logic and production processes in a project oriented learning environment.
|
||
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|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Composition (W131) 1098<br>
|
||
<b>CInfo1:</b> Grade 11-12<br>
|
||
<b>CInfo2:</b> ENH 420<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit (weighted)<br>
|
||
<b>CInfo4:</b> Dual credit and .5 added value<br>
|
||
<b>CInfo5:</b> Prerequisite: English 9, 10, 11
|
||
Must have a minimum 2.7 GPA to take this course for college credit
|
||
Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
A Career Academic Sequence or Flex Credit course
|
||
|
||
Advanced Composition, a course based on Indiana's Academic Standards and the Common Core State Standards for English/Language Arts, is a study and application of the rhetorical (effective) writing strategies of exposition and persuasion. Students write expository critiques of nonfiction selections, literary criticism of fiction selections, persuasive compositions, and research reports. ADVANCED COMPOSITION PROJECT: Students write job applications, resumes, and other informational documents that may include the development of flyers, posters, brochures, program agendas, or reports incorporating visual information in the form of pictures, graphs, or tables. W131 is a course in critical reading, writing, and thinking with sources in which students will experience the varied range of academic writing. Students will master the skills of summary, critique, analysis, synthesis, research, and documentation. Students will also learn to adapt the writing process and apply various organization strategies to match the purpose of the individual assignment. Topics for writing will be developed from reading about and discussing in depth issues under debate in different disciplinary fields and among the general public. Students are asked not only to discuss and write about these issues but also to examine the different analytical frameworks and assumptions that various authors and we ourselves bring to such conversations. (Students enrolled in W131 can earn 3 hours of credit from Indiana University.)
|
||
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|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced English/Language Arts/Literary Interpretation, College Credit (L202) 1124<br>
|
||
<b>CInfo1:</b> Grade 11-12<br>
|
||
<b>CInfo2:</b> ENH540<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit (weighted)<br>
|
||
<b>CInfo4:</b> Dual credit and .5 added value<br>
|
||
<b>CInfo5:</b> Prerequisite: Advanced Composition (W131)
|
||
Must have at least a 2.7 GPA are eligible to take this course for college credit:
|
||
Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
A Career Academic Sequence or Flex Credit course
|
||
|
||
Advanced English/Language Arts, College Credit, is an advanced course based on Indiana's Academic Standards for English/Language Arts in Grade 12. This course title covers any English language and composition advanced course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Creative Writing 1092<br>
|
||
<b>CInfo1:</b> Grade 11 and 12<br>
|
||
<b>CInfo2:</b> ENH440<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> A Career Academic Sequence or Flex Credit course
|
||
|
||
Composition, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study and application of the rhetorical (effective) writing strategies for prose and poetry. Using the writing process, students demonstrate a command of vocabulary, the nuances of language and vocabulary, English language conventions, an awareness of the audience, the purposes for writing, and the style of their own writing. CREATIVE WRITING PROJECT: Students complete a project, such as a short story, a narrative or epic poem, a persuasive speech or letter, a book review, a script or short play, or other creative compositions, which demonstrates knowledge, application, and writing progress in the Creative Writing course content.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> English 9 1002<br>
|
||
<b>CInfo1:</b> ENH110, ENH 111<br>
|
||
<b>CInfo2:</b> <br>
|
||
<b>CInfo3:</b> <br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b>
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Honors English 9<br>
|
||
<b>CInfo1:</b> ENG120, ENG121<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo4:</b> A Career Academic Sequence or Flex Credit course<br>
|
||
<b>CInfo5:</b> English 9, an integrated English course based on Indiana’s Academic Standards for English/Language Arts in Grade 9 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication with a focus on exploring a wide-variety of genres and their elements. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate for Grade 9 in classic and contemporary literature balanced with nonfiction. Students write short stories, responses to literature, expository and persuasive compositions, research reports, business letters, and technical documents. Students deliver grade-appropriate oral presentations and access, analyze, and evaluate online information.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> English 9 Gifted 1002<br>
|
||
<b>CInfo1:</b> ENH 620, ENH 621<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> A Core 40 and Academic Honors course<br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b> This course is designed for the verbally gifted. Students will explore significant literary works by world authors. The emphasis at this level is on creative writing of various types. Self-directed learning in vocabulary and grammar will ensure verbal development for speaking competency and expository writing. Working individually or as part of the group process, students will develop problem-solving and critical-thinking skills by completing projects related to the curriculum. In addition to the Honors English 9 curriculum, the gifted students are expected to do the following. Students will do a Shakespearean research project, a storytelling project, and read two or three additional novels. Students compete in a Shakespearean monologue competition and do another research project on the future of books which culminates in a persuasive, documented essay.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> English 10 1004<br>
|
||
<b>CInfo1:</b> ENH 210, ENH 211<br>
|
||
<b>CInfo2:</b> <br>
|
||
<b>CInfo3:</b> <br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b>
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Honors English 10<br>
|
||
<b>CInfo1:</b> ENH 220, ENH 221<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Prerequisite: 9th grade English<br>
|
||
<b>CInfo4:</b> Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
A Career Academic Sequence or Flex Credit course<br>
|
||
<b>CInfo5:</b> English 10, an integrated English course based on Indiana’s Academic Standards for English/Language Arts in Grade 10 and the Common Core State Standards for English/Language Arts, in Grade 10, is a study of language, literature, composition, and oral communication with a focus on exploring universal themes across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate for Grade 10 in classic and contemporary literature balanced with nonfiction. Students write short stories, responses to literature, expository and persuasive compositions, research reports, business letters, and technical documents. Students deliver grade-appropriate oral presentations and access, analyze, and evaluate online information.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> English 10 Gifted 1004<br>
|
||
<b>CInfo1:</b> ENH 622, ENH623<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Prerequisite: Gifted English 9 and/or approval of instructor/department chair<br>
|
||
<b>CInfo4:</b> A Core 40 and Academic Honors course<br>
|
||
<b>CInfo5:</b> English 10 Gifted is designed for the verbally gifted. Writing is the main focus in English 10 Gifted. Students must master the fine points of a good prose style that will enable them to communicate clearly and effectively whether expressing personal ideas or writing to investigate and propose solutions to social problems. Two research papers assigned during the year will improve the students’ grasp of research skills. In addition to a good prose style, student writing must exemplify critical thinking and a logical synthesis of ideas and literary concepts.
|
||
In addition to the Honors English 10 curriculum, the gifted students are expected to complete the following. Students will identify “found” poetry and create a poetry notebook. Students will put poems to music. Students will complete a group project on the presentation of a novel. Students will complete an activity on the explication of passages.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> English 11 1006<br>
|
||
<b>CInfo1:</b> ENH 312, ENH 313<br>
|
||
<b>CInfo2:</b> <br>
|
||
<b>CInfo3:</b> <br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b>
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Honors English 11<br>
|
||
<b>CInfo1:</b> ENH 322, ENH 323<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Prerequisite: 10th grade English<br>
|
||
<b>CInfo4:</b> Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> A Career Academic Sequence or Flex Credit course
|
||
|
||
English 11, an integrated English course based on Indiana’s Academic Standards for English/Language Arts in Grade 11 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication with a focus on exploring characterization across universal themes and a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate for Grade 11 in classic and contemporary literature balanced with nonfiction. Students write fictional narratives, short stories, responses to literature, reflective compositions, historical investigation reports, resumes, and technical documents incorporating visual information in the form of pictures, graphs, and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> English 12 1008<br>
|
||
<b>CInfo1:</b> ENH 412, ENH 413<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Prerequisite: English 11<br>
|
||
<b>CInfo4:</b> Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> A Career Academic Sequence or Flex Credit course
|
||
|
||
English 12, an integrated English course based on Indiana’s Academic Standards for English/Language Arts in Grade 12 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication focusing on an exploration of point of view or perspective across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance for Grade 12 in classic and contemporary literature balanced with nonfiction. Students write fictional narratives, short stories, responses to literature, reflective compositions, historical investigation reports, resumes and technical documents incorporating visual information in the form of pictures, graphs, and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> English Language and Composition Advanced Placement 1056<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> ENH 660, ENH661<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo4:</b> Prerequisite: Gifted/Honors English 9 and Gifted/Honors English 10 or other literature, language, composition, and speech courses or teacher recommendation<br>
|
||
<b>CInfo5:</b> Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
A Career Academic Sequence or Flex Credit course
|
||
|
||
English Language and Composition, Advanced Placement, is an advanced placement course based on content established by the College Board. An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at:
|
||
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> English Literature & Composition Advanced Placement 1058<br>
|
||
<b>CInfo1:</b> Grade 11-12<br>
|
||
<b>CInfo2:</b> ENH670, ENH671<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo4:</b> Prerequisites: Gifted/Honors English 9 and Gifted/Honors English 10 or other literature, language, composition, and speech courses or teacher recommendation Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> English Literature and Composition, Advanced Placement, is an advanced placement course based on content established by the College Board. An AP English course in Literature and Composition engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Etymology 1060<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> ENH 230<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> A Career Academic Sequence or Flex Credit course
|
||
|
||
Etymology, a language studies course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is the study and application of the derivation of English words and word families from their roots in ancient and modern languages (Latin, Greek, Germanic, and Romance Languages). Students analyze meanings of English words by examining roots, prefixes, suffixes. Students analyze the connotative and denotative meaning of words in a variety of contexts and the reasons for language change. Students write about word history and semantics in texts that require etymological sensitivity, such as Renaissance poetry or works in translation. ETYMOLOGY PROJECT: Students complete a project, such as doing a case study on specific words or creating an historical timeline of the development of specific words, which demonstrates knowledge, application, and progress in Etymology course content.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Film Literature 1034<br>
|
||
<b>CInfo1:</b> Grade 11 and 12<br>
|
||
<b>CInfo2:</b> ENH430<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> A Career Academic Sequence or Flex Credit course
|
||
|
||
Film Literature, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of how literature is adapted for film or media and includes role playing as film directors for selected screen scenes. Students read about the history of film, the reflection or influence of film on the culture, and issues of interpretation, production and adaptation. Students examine the visual interpretation of literary techniques and auditory language in film and the limitations or special capacities of film versus text to present a literary work. Students analyze how films portray the human condition and the roles of men and women and the various ethnic or cultural minorities in the past and present. FILM LITERATURE PROJECT: Students complete a project, such as doing an historical timeline and bibliography on the development of film or the creation of a short- subject film, which demonstrates knowledge, application, and progress in the Film Literature course content.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Humanities I, II, III, and IV 0514<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> ENH 630, 631, 632, 633<br>
|
||
<b>CInfo3:</b> 4 semesters, 1 credit per semester<br>
|
||
<b>CInfo4:</b> Prerequisite: A grade of C or better in both English 9 and 10
|
||
A Core 40 and Academic Honors course<br>
|
||
<b>CInfo5:</b> A course in humanities provides for the study of content drawn from history, philosophy, literature, languages, and the arts. This course also includes an in-depth study of specific disciplines in these and related subject areas that could include: linguistics, archeology, jurisprudence, the history, theory, and criticism of the arts, the history and philosophy of science, ethics, comparative religions, and other aspects of the social sciences which relate to understanding life and the world. The emphasis of the course work is on developing an understanding of the content of the course and how to actually apply it to the human environment. Particular attention is given to the relevance of these applications in regard to the current conditions of life.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Journalism I 1080<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> ENH 130<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma<br>
|
||
<b>CInfo5:</b> Journalism, a course based on Indiana’s Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of communications history including the legal boundaries and the ethical principles that guide journalistic writing. It includes a comparison study of journalistic writing to other types of writing. Students prepare for a career path in journalism by working on high school publications or media staffs. JOURNALISM PROJECT for the second credit: Students complete a project, such as a special feature magazine or mini-documentary on a topic of interest or concern. The project demonstrates knowledge, application, and progress in Journalism course content.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Mass Media 1084<br>
|
||
<b>CInfo1:</b> ENH400<br>
|
||
<b>CInfo2:</b> Grades 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma<br>
|
||
<b>CInfo5:</b> Mass Media, a course based on the High School Journalism Standards and the Mass Media and Media Literacy Standards, is the study of the importance of mass media as pervasive in modern life at the local, national, and global levels. It includes a study of the impact of constant and immediate news, entertainment, and persuasive messages on everyday life. Students use course content to become knowledgeable consumers of mass media in preparation for their roles as informed citizens in a democratic society. MASS MEDIA PROJECT for the second credit: Students complete a project, such as a media convergence special report using multiple formats that compare different aspects of a topic of interest or concern. The project demonstrates knowledge, application, and progress in Mass Media course content.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Speech (S121) 1078<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> ENH300<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit (weighted)<br>
|
||
<b>CInfo4:</b> Dual credit and .5 added value
|
||
Have a minimum GPA of 2.7 to take this course for college credit
|
||
Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma<br>
|
||
<b>CInfo5:</b> Speech, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts Standards, is the study and application of the basic principles and techniques of effective oral communication. Students deliver focused and coherent speeches that convey clear messages, using gestures, tone, and vocabulary appropriate to the audience and purpose. Students deliver different types of oral and multi-media presentations, including viewpoint, instructional, demonstration, informative, persuasive, and impromptu. Students use the same Standard English conventions for oral speech that they use in their writing.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Student Publications Newspaper 1086<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> ENH330, ENH331<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Prerequisite: “B” average or above in Journalism I or permission of the instructor<br>
|
||
<b>CInfo5:</b> Student Publications, a course based on the High School Journalism Standards and the Student Publications Standards, is the continuation of the study of journalism. Students demonstrate their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of media formats. Students follow the ethical principles and legal boundaries that guide scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading. Students work on high school publications or media staffs so that they may prepare themselves for career paths in journalism, communications, writing, or related fields.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Student Publications Yearbook 1086<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> ENH 340, ENH 341<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Prerequisite: “B” average or above in Journalism I or permission of the instructor<br>
|
||
<b>CInfo5:</b> Student Publications, a course based on the High School Journalism Standards and the Student Publications Standards, is the continuation of the study of journalism. Students demonstrate their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of media formats. Students follow the ethical principles and legal boundaries that guide scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading. Students work on high school publications or media staffs so that they may prepare themselves for career paths in journalism, communications, writing, or related fields.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Technical Communication 1096<br>
|
||
<b>CInfo1:</b> Grade 11-12<br>
|
||
<b>CInfo2:</b> ENH 450<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma<br>
|
||
<b>CInfo5:</b> Technical Communication, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Literacy Standards for Technical Subjects, is the study and application of the processes and conventions needed for effective technical writing-communication. Using the writing process, students demonstrate a command of vocabulary, English language conventions, research and organizational skills, an awareness of the audience, the purpose for writing, and style. TECHNICAL WRITING PROJECT: Students complete a project, such as a multi-media advertising campaign for a generic product or idea or a multi-media proposal of an action plan to implement a project or service, which demonstrates knowledge, application, and writing progress in the Technical Communication course content.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> ENGLISH DEPARTMENT<br>
|
||
<b>CourseName:</b> Themes in Literature 1048<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> ENH431<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit, Spring semester<br>
|
||
<b>CInfo4:</b> Prerequisite: Film Literature<br>
|
||
<b>CInfo5:</b> Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma
|
||
|
||
Themes in Literature, a course based on Indiana's Academic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of universal themes, such as the journey of the hero, the trials of youth, the search for identity, and other themes appropriate to the level and interests of students. The course may be limited to a few important related themes. Students examine representative works in various genres by authors of diverse eras and nationalities and the way themes may be treated differently in the works because of the cultural context. Students analyze how themes illuminate humanity's struggle to understand the human condition.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Adult Roles and Responsibilities 5330<br>
|
||
<b>CInfo1:</b> CIP 19.0401<br>
|
||
<b>CInfo2:</b> Grades 10- 12<br>
|
||
<b>CInfo3:</b> FCH 330<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> One of the FACS courses from which students may choose three to fulfill the required Health and Wellness credit - see State Rule 511 IAC 6-7-6 (6)
|
||
Not offered 2013-2014
|
||
|
||
Adult Roles and Responsibilities is recommended for all students as life foundations and academic enrichment, and as a career sequence course for students with interest in family and community services, personal and family finance, and similar areas. This course builds knowledge, skills, attitudes, and behaviors that students will need as they complete high school and prepare to take the next steps toward adulthood in today’s society. The course includes the study of interpersonal standards, lifespan roles and responsibilities, individual and family resource management, and financial responsibility and resources. A project-based approach that utilizes higher order thinking, communication, leadership, management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of adult roles and responsibilities. Direct, concrete mathematics and language arts proficiencies will be applied. Service learning and other authentic applications are strongly recommended. This course provides the foundation for continuing and post-secondary education in all career areas related to individual and family life.
|
||
Projects/ Experiences: Living on own simulation, housing, cooking, cars and bill payment.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Child Development 5360<br>
|
||
<b>CInfo1:</b> CIP 19.0701<br>
|
||
<b>CInfo2:</b> Grades 10-12<br>
|
||
<b>CInfo3:</b> FCH 225<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> Recommended Prerequisite: Child Development
|
||
Offered in Spring
|
||
|
||
Advanced Child Development is for those students interested in life foundations, academic enrichment, and/or careers related to knowledge of children, child development, and nurturing of children. This course addresses issues of child development from age 4 through age 8 (grade 3). It builds on the Child Development course, which is a prerequisite. Advanced Child Development includes the study of professional and ethical issues in child development; child growth and development; child development theories, research, and best practices; child health and wellness; teaching and guiding children; special conditions affecting children; and career exploration in child development and nurturing. A project-based approach that utilizes higher order thinking, communication, leadership, management, and fundamentals to college and career success is recommended in order to integrate these topics into the study of child development. Direct, concrete mathematics and language arts proficiencies will be applied. Service learning, introductory laboratory/field experiences with children in preschool and early elementary school settings, and other authentic applications are strongly recommended. This course provides a foundation for continuing and post-secondary education in all career areas related to children, child development, and nurturing of children.
|
||
Projects/experiences: FCCLA childcare learning pack, field experience at a local daycare
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Child Development and Parenting 5360<br>
|
||
<b>CInfo1:</b> CIP 19.0701<br>
|
||
<b>CInfo2:</b> Grades 10- 12<br>
|
||
<b>CInfo3:</b> FCH 226<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> Offered in Fall
|
||
|
||
The more advanced course addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. The focus is on research-based nurturing and parenting practices and skills that support positive development of children. Topics include consideration of the roles, responsibilities and challenges of parent-hood; human sexuality; adolescent pregnancy; prenatal development; preparation for birth; the birth process; meeting the physical, social, emotional, intellectual, moral, and cultural growth and developmental needs of infants and children; impacts of heredity, environment, and family and societal crisis on development of the child; meeting children's needs for food, clothing, shelter, and care giving; caring for children with special needs; parental resources, services, and agencies; and career awareness. Applications through authentic settings such as volunteer experiences, internships, and service learning are encouraged.
|
||
Projects/experiences: Real Care baby project, FCCLA Family First
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Nutrition and Wellness 5340<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> CIP 19.0504<br>
|
||
<b>CInfo3:</b> FCH 201<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> Recommended Prerequisite: Nutrition and Wellness
|
||
|
||
Advanced Nutrition and Wellness is a course which provides an extensive study of nutrition. This course is recommended for all students wanting to improve their nutrition and learn how nutrition affects the body across the lifespan. Advanced Nutrition and Wellness is an especially appropriate course for students interested in careers in the medical field, athletic training and dietetics. This course builds on the foundation established in Nutrition and Wellness, which is a required prerequisite. This is a project-based course; utilizing higher-order thinking, communication, leadership and management processes. Topics include extensive study of major nutrients, nutritional standards across the lifespan, influences on nutrition/food choices, technological and scientific influences, and career exploration in this field. Laboratory experiences will be utilized to develop food handling and preparation skills; attention will be given to nutrition, food safety and sanitation. This course is the second in a sequence of courses that provide a foundation for continuing and post-secondary education in all career areas related to nutrition, food, and wellness.
|
||
Projects/experiences: Herb and Spice investigation, special nutrition concerns research, various food lab experiences
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Nutrition International 5340<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> FCH 300<br>
|
||
<b>CInfo3:</b> CIP 19.0504<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> Recommended Prerequisite: Nutrition and Wellness & Advanced Nutrition and Wellness
|
||
Offered in Fall
|
||
|
||
Is a sequential course that addresses more complex concepts in nutrition and foods, with emphasis on contemporary economic, social, psychological, cultural, and global issues. Topics include nutrition and wellness for individuals and families across the life span; community and world food concerns, including hunger; impacts of technology on nutrition, foods, and related tools and equipment; management of food-related resources; acquiring, organizing, and evaluating information about foods and nutrition; and exploration of careers in all aspects of the food industry. Laboratory experiences which emphasize advanced applications are required with their global influences.
|
||
Projects/experiences: Work with world language classes on some units, various food lab experiences
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Child Development 5362<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> CIP 19.0706<br>
|
||
<b>CInfo3:</b> FCH 224<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> One of the FACS courses from which students may choose three to fulfill the required Health and Wellness credit - see State Rule 511 IAC 6-7-6 (6)
|
||
|
||
Child Development is an introductory course that is especially relevant for students interested in careers that draw on knowledge of children, child development, and nurturing of children. This course addresses issues of child development from conception/prenatal through age 3. It includes the study of prenatal development and birth; growth and development of children; child care giving and nurturing; and support systems for parents and caregivers. A project-based approach that utilizes higher order thinking, communication, leadership, management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of child development. Direct, concrete mathematics and language arts proficiencies will be applied. Authentic applications such as introductory laboratory/field experiences with young children and/or service learning that build knowledge of children, child development, and nurturing of children are strongly recommended. This course provides the foundation for continuing and post-secondary education in all career areas related to children, child development, and nurturing of children.
|
||
Projects/experiences: Birth defects research, empathy belly experience
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Consumer Economics 5334<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> CIP 19.0402<br>
|
||
<b>CInfo3:</b> FCH120<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> Not offered in 2013-2014
|
||
|
||
Consumer Economics enables students to achieve high standards and competencies in economic principles in contexts of high relevancy and applicability to their individual, family, workplace, and community lives. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of consumer economics issues. The course focuses on interrelationships among economic principles and individual and family roles of exchanger, consumer, producer, saver, investor, and citizen. Economic principles to be studied include scarcity, supply and demand, market structure, the role of government, money and the role of financial institutions, labor productivity, economic stabilization, and trade. Depending on needs and resources, this course may be taught in a local program. In schools where it is taught, it is recommended for all students regardless of their career pathway, in order to build basic economics proficiencies.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Culinary Arts and Hospitality Management 5440<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> CIP<br>
|
||
<b>CInfo3:</b> FCH341<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> Recommended Prerequisites: Nutrition and Wellness, Introduction to Culinary Arts and Hospitality
|
||
Offered in Spring
|
||
|
||
Culinary Arts and Hospitality Management prepares students for occupations and higher education programs of study related to the entire spectrum of careers in the hospitality industry. This course builds a foundation that prepares students to enter the Advanced Culinary Arts or Advanced Hospitality courses. Major topics include: introduction to the hospitality industry; food safety and personal hygiene; sanitation and safety; regulations, procedures, and emergencies; basic culinary skills; culinary math; and food preparation techniques and applications; principles of purchasing, storage, preparation, and service of food and food products; application of sanitation and safety principles to maintain safe and healthy food service and hospitality environments; use and maintenance of related tools and equipment; and application of management principles. Intensive, teacher monitored standards-based laboratory experiences with commercial applications are required and may be either school-based or "on-the-job" or a combination of the two. Work-based experiences in the food industry are strongly encouraged. Articulation with postsecondary programs is encouraged. Students would participate in many catering events in addition to classroom nutrition lab experiences. Potential labs include: canapés, hors d’oeuvres, breakfast meats, fruits & vegetables, meats, seafood & poultry, and sandwiches. Projects included: dressing investigations, hospitality research, and a culinary math project.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Education Professions 1 (Cadet Teaching) 5408<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> FCH350, FCH351<br>
|
||
<b>CInfo3:</b> CIP 13.1206<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Recommended Prerequisites: Child Development, Advanced Child Development, and Nutrition and Wellness
|
||
|
||
Education Professions prepares students for employment in education and related careers and provides the foundation for study in higher education that leads to teaching and other education-related careers. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of education professions. The course of study includes but is not limited to: developmentally appropriate practices of guidance and discipline; application of basic health and safety principles when working with children; overview of management and operation or requirements related to school-age children; and employability skills. Intensive laboratory or field experiences in one or more classroom settings, resumes, and career portfolios are required experiences. Students are monitored in their laboratory/field experiences by the Education professions teacher. Articulation with postsecondary programs is encouraged. This course is recommended for students with interests in education and training career paths and provides the foundation for study in higher education that leads to careers in education.
|
||
Projects/Experiences: Cadet teaching at elementary schools
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Education Professions 2 5404<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> FCH352, FCH353<br>
|
||
<b>CInfo3:</b> CIP 13.1210<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Recommended Prerequisite: Education Professions I
|
||
|
||
Education Professions II builds on the content knowledge and skills of Education Professions I and prepares students for employment in education and related careers and provides the foundation for study in higher education in these career areas. An active learning approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of education and related careers. The course of study includes, but is not limited to: the teaching profession, the learner and the learning process, planning instruction, learning environment, and instructional and assessment strategies. Field experiences in one or more classroom settings, resumes, and career portfolios are required components. A standards-based plan guides the students’ field experiences. Students are monitored in their field experiences by the Education Professions teacher. Articulation with postsecondary programs is encouraged.
|
||
Projects/Experiences: Cadet teaching at elementary schools
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Human Development and Family Wellness 5366<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> CIP 19.0799<br>
|
||
<b>CInfo3:</b> FCH 310, FCH 311<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> One of the FACS courses from which students may choose three to fulfill the required Health and Wellness credit - see State Rule 511 IAC 6-7-6 (6)
|
||
|
||
Human Development and Wellness is valuable for all students as a life foundation and academic enrichment; it is especially relevant for students interested in careers impacted by individuals’ physical, social, emotional, and moral development and wellness across the lifespan. Major topics include principles of human development and wellness; impacts of family on human development and wellness; factors that affect human development and wellness; practices that promote human development and wellness; managing resources and services related to human development and wellness; and career exploration in human development and wellness. Life events and contemporary issues addressed in this course include (but are not limited to) change; stress; abuse; personal safety; and relationships among lifestyle choices, health and wellness conditions, and diseases. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate the study of these topics. Authentic applications through service learning are encouraged. This course provides the foundation for continuing and post-secondary education in all career areas.
|
||
Projects/Experiences: Aging unit, human services career investigations
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Interpersonal Relationships 5364<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> CIP 19.0704<br>
|
||
<b>CInfo3:</b> FCH 130<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> One of the FACS courses from which students may choose three to fulfill the required Health and Wellness credit - see State Rule 511 IAC 6-7-6 (6)
|
||
|
||
Interpersonal Relationships is an introductory course that is especially relevant for students interested in careers that involve interacting with people. It is also valuable for all students as a life foundation and academic enrichment. This course addresses knowledge and skills needed for positive and productive relationships in career, community, and family settings. Major course topics include communication skills; leadership, teamwork, and collaboration; conflict prevention, resolution, and management; building and maintaining relationships; and individual needs and characteristics and their impacts on relationships. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of interpersonal relationships. Direct, concrete language arts proficiencies will be applied. Service learning and other authentic applications are strongly recommended. This course provides a foundation for continuing and post-secondary education for all career areas that involve interacting with people both inside and outside of a business/organization, including team members, clients, patients, customers, and the general public.
|
||
Projects/Experiences: Personality research, FCCLA dynamic dating
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Culinary Arts and Hospitality 5438<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> FCH340<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Nutrition and Wellness and Advanced Nutrition and Wellness<br>
|
||
<b>CInfo5:</b> Offered in Fall
|
||
|
||
Introduction to Culinary Arts and Hospitality is recommended for all students regardless of their career cluster or pathway, in order to build basic culinary arts knowledge and skills. It is especially appropriate for students with an interest in careers related to Hospitality, Tourism, and Culinary Arts. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended. Topics include basic culinary skills in the foodservice industry, safety and sanitation, nutrition, customer relations and career investigation. Students are able to explore this industry and examine their own career goals in light of their findings. Laboratory experiences that emphasize industry practices and develop basic skills are required components of this course. The course would include catering events as well as nutrition lab experiences. Potential labs include: stocks, sauces, soups, breakfast meals, sandwiches, cheese tasting, appetizers, and meat and seafood. Other projects include preparation of dinner entrees to be sold, ServSafe certification, planning a menu, making garnishes, and career research.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Fashion & Textiles I & II 5380<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> CIP 19.0910<br>
|
||
<b>CInfo3:</b> FCH152/FCH153<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Introduction to Fashion and Textiles is an introductory course for those students interested in academic enrichment or a career in the fashion, textile, and apparel industry. This course addresses knowledge and skills related to design, production, acquisition, and distribution in the fashion, textile, and apparel arena. The course includes the study of personal, academic, and career success; careers in the fashion, textile, and apparel industry; factors influencing the merchandising and selection of fashion, textile, and apparel goods and their properties, design, and production; and consumer skills. A project-based approach integrates instruction and laboratory experiences including application of the elements and principles of design; selection, production, alteration, repair, and maintenance of apparel and textile products; product research, development, and testing; and application of technical tools and equipment utilized in the industry. Visual arts concepts will be addressed. Direct, concrete mathematics proficiencies will be applied. Service learning and other authentic applications are strongly recommended. This course provides the foundation for continuing and post-secondary education in fashion, textile, and apparel-related careers.
|
||
Projects/Experiences: Sewing construction projects
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Introduction to Housing and Interiors Design I & II 5350<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> CIP 19.0601<br>
|
||
<b>CInfo3:</b> FCH 252, FCH253<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo5:</b> Offered 2014-2015 school year
|
||
|
||
Introduction to Housing and Interior Design is an introductory course essential for those students interested in academic enrichment or a career within the housing, interior design, or furnishings industry. This course addresses the selection and planning of designed spaces to meet the needs, wants, values and lifestyles of individuals, families, clients, and communities. Housing decisions, resources and options will be explored including factors affecting housing choices and the types of housing available. Developmental influences on housing and interior environments will also be considered. Basic historical architectural styling and basic furniture styles will be explored as well as basic identification of the elements and principles of design. Design and space planning involves evaluating floor plans and reading construction documents while learning to create safe, functional, and aesthetic spaces. Presentation techniques will be practiced to thoroughly communicate design ideas. Visual arts concepts will be addressed. Direct, concrete mathematics proficiencies will be applied. A project based approach will be utilized requiring higher-order thinking, communication, leadership and management processes as housing and interior design content is integrated into the design of interior spaces while meeting specific project criteria. This course provides the foundation for further study and careers in the architecture, construction, housing, interior design, and furnishings industries. Projects/Experiences: create design boards
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FAMILY AND CONSUMER SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Nutrition and Wellness 5342<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> CIP 19.0501<br>
|
||
<b>CInfo3:</b> FCH 100<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> One of the FACS courses from which students may choose three to fulfill the required Health and Wellness credit - see State Rule 511 IAC 6-7-6 (6)
|
||
|
||
Nutrition and Wellness is an introductory course valuable for all students as a life foundation and academic enrichment; it is especially relevant for students interested in careers related to nutrition, food, and wellness. This is a nutrition class that introduces students to only the basics of food preparation so they can become self-sufficient in accessing healthy and nutritious foods. Major course topics include nutrition principles and applications; influences on nutrition and wellness; food preparation, safety, and sanitation; and science, technology, and careers in nutrition and wellness. A project-based approach that utilizes higher order thinking, communication, leadership, management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of nutrition, food, and wellness. Food preparation experiences are a required component. Direct, concrete mathematics and language arts proficiencies will be applied. This course is the first in a sequence of courses that provide a foundation for continuing and post-secondary education in all career areas related to nutrition, food, and wellness.
|
||
Projects/Experiences: MyPlate research, Food Borne Illness research, various food lab experiences
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Introduction to Two-Dimensional Art (L) 4000<br>
|
||
<b>CInfo1:</b> ARH100<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 9- 12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Introduction to Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Advanced Two-Dimensional Art (L) 4004<br>
|
||
<b>CInfo1:</b> ARH101<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 9-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite:<br>
|
||
<b>CInfo5:</b> Introduction Two-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Advanced Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Introduction to Three-Dimensional Art (L) 4002<br>
|
||
<b>CInfo1:</b> ARH 110<br>
|
||
<b>CInfo2:</b> 1 semester, 1<br>
|
||
<b>CInfo3:</b> Recommended Grade Level: 9- 12<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Introduction to Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Advanced Three-Dimensional Art (L) 4006<br>
|
||
<b>CInfo1:</b> ARH 111<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 9- 12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion of Introduction to Three-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma<br>
|
||
<b>CInfo5:</b> Advanced Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Three-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Art History 4024<br>
|
||
<b>CInfo1:</b> ARH 350<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 9-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Art History is a course based on the Indiana Academic Standards for Visual Art. Students taking Art History engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production. Students study works of art and artifacts from world cultures, engage in historically relevant studio activities; utilize research skills to discover social, political, economic, technological, environmental, and historical trends and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Ceramics I (L) 4040<br>
|
||
<b>CInfo1:</b> ARH 212<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion of Introduction to Three-Dimensional Art and Advanced Three-dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Ceramics I is a course based on the Indiana Academic Standards for Visual Art. Students in ceramics engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create works of art in clay utilizing the processes of hand building, molds, wheel throwing, slip and glaze techniques, and the firing processes. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Ceramics II (L) 4040<br>
|
||
<b>CInfo1:</b> ARH 214<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion of Introduction to Three-Dimensional Art, Advanced Three-Dimensional Art, and Ceramics I
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Ceramics II is a course based on the Indiana Academic Standards for Visual Art. Students in ceramics engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create works of art in clay utilizing the processes of hand building, molds, wheel throwing, slip and glaze techniques, and the firing processes. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Ceramics III (L) 4040<br>
|
||
<b>CInfo1:</b> ARH 312<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion of Introduction to Three-Dimensional Art, Advanced Three-Dimensional Art, Ceramics I, and
|
||
Ceramics II
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Ceramics III is a course based on the Indiana Academic Standards for Visual Art. Students in ceramics engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create works of art in clay utilizing the processes of hand building, molds, wheel throwing, slip and glaze techniques, and the firing processes. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Digital Design I Illustration (L) 4082<br>
|
||
<b>CInfo1:</b> ARH210<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Dual Credit Course (Ivy Tech)
|
||
Recommended Prerequisites: Introduction to Two-Dimensional Art, Introduction to Three-Dimensional Art or permission of instructor
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Digital Design I Illustration is a course based on the Indiana Academic Standards for Visual Art. Students in digital design engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. They incorporate desktop publishing, multi-media, digitized imagery, computer animation, and web design. Students reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Digital Design II Digital Imaging (L) 4082<br>
|
||
<b>CInfo1:</b> ARH211<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Introduction to Two-Dimensional Art, Introduction to Three-Dimensional Art or permission of instructor
|
||
Dual Credit Course (Ivy Tech)
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Digital Design is a course based on the Indiana Academic Standards for Visual Art. Students in digital design engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. They incorporate desktop publishing, multi-media, digitized imagery, computer animation, and web design. Students reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Drawing I (L) 4060<br>
|
||
<b>CInfo1:</b> ARH 202<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art
|
||
Dual Credit Course (Ivy Tech)
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Drawing I is a course based on the Indiana Academic Standards for Visual Art. Students in drawing engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing and use a variety of media such as pencil, chalk, pastels, charcoal, and pen and ink. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Drawing II 4060<br>
|
||
<b>CInfo1:</b> ARH 206<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12 semester, 1 credit
|
||
Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art<br>
|
||
<b>CInfo3:</b> Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Drawing II is a course based on the Indiana Academic Standards for Visual Art. Students in drawing engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing and use a variety of media such as pencil, chalk, pastels, charcoal, and pen and ink. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Drawing III (L) 4060<br>
|
||
<b>CInfo1:</b> ARH 314<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Drawing III Cartooning is a course based on the Indiana Academic Standards for Visual Art. Students in drawing engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing and use a variety of media such as pencil, chalk, pastels, charcoal, and pen and ink. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Drawing IV Cartooning 2 (L) 4060<br>
|
||
<b>CInfo1:</b> ARH316<br>
|
||
<b>CInfo2:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo3:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit
|
||
Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Drawing IV Cartooning is a course based on the Indiana Academic Standards for Visual Art. Students in drawing engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing and use a variety of media such as pencil, chalk, pastels, charcoal, and pen and ink. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Jewelry (L) 4042<br>
|
||
<b>CInfo1:</b> ARH220<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion of Introduction to Three-Dimensional Art and Advanced Three-dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Jewelry is a course based on the Indiana Academic Standards for Visual Art. Students in Jewelry engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create works of jewelry design and fabrication techniques including, sawing, piercing, filing, and soldering. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Painting (L) 4064<br>
|
||
<b>CInfo1:</b> ARH 315<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Painting I is a course based on the Indiana Academic Standards for Visual Art. Students taking painting engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production that lead to the creation of portfolio quality works. Students create abstract and realistic paintings, using a variety of materials such as mixed media, watercolor, oil, and acrylics as well as techniques such as stippling, gouache, wash, and impasto. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Painting II (L) 4064<br>
|
||
<b>CInfo1:</b> ARH317<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Painting II is a course based on the Indiana Academic Standards for Visual Art. Students taking painting engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production that lead to the creation of portfolio quality works. Students create abstract and realistic paintings, using a variety of materials such as mixed media, watercolor, oil, and acrylics as well as techniques such as stippling, gouache, wash, and impasto. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Photography (L) 4062<br>
|
||
<b>CInfo1:</b> ARH 200<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
This course will require additional supplies that students must provide<br>
|
||
<b>CInfo5:</b> Photography is a course based on the Indiana Academic Standards for Visual Art. Students in photography engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works, creating photographs, films, and videos utilizing a variety of digital tools and dark room processes. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Printmaking (L) 4066<br>
|
||
<b>CInfo1:</b> ARH 203<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Printmaking is a course based on the Indiana Academic Standards for Visual Art. Students in printmaking engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production that lead to the creation of portfolio quality works. Students apply media, techniques, and processes with sufficient skill to communicate intended meaning. They create abstract and realistic prints using a variety of materials such as linocut, woodcut, stencil, silkscreen, photo silkscreen, and monoprint. They utilize processes such as etching, relief, and lithography to explore a variety of ideas and problems. Students reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Sculpture I (L) 4044<br>
|
||
<b>CInfo1:</b> ARH 213<br>
|
||
<b>CInfo2:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo3:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo4:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo5:</b> Recommended Prerequisites: Successful completion of Introduction to Three-Dimensional Art, and Advanced Three-Dimensional Art
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Sculpture I is a course based on the Indiana Academic Standards for Visual Art. Students in sculpture engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production. Using materials such as plaster, clay, metal, paper, wax, and plastic, students create portfolio quality works. Students at this level produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems. They create realistic and abstract sculptures utilizing subtractive and additive processes of carving, modeling, construction, and assembling. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Sculpture II (L) 4044<br>
|
||
<b>CInfo1:</b> ARH 215<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10- 12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Successful completion of Introduction to Three-Dimensional Art, Advanced Three-Dimensional Art, and Sculpture I
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Sculpture II is a course based on the Indiana Academic Standards for Visual Art. Students in sculpture engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production. Using materials such as plaster, clay, metal, paper, wax, and plastic, students create portfolio quality works. Students at this level produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems. They create realistic and abstract sculptures utilizing subtractive and additive processes of carving, modeling, construction, and assembling. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Studio Art (Drawing Portfolio)
|
||
Advanced Placement 4048<br>
|
||
<b>CInfo1:</b> ARH 600/ARH601<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 11 or 12<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (must take both fall and spring semester) (weighted grade)
|
||
Recommended Prerequisites: Successful completion of Introduction to Two-Dimensional Art, Advanced Two-Dimensional Art, and Drawing I<br>
|
||
<b>CInfo4:</b> Interview and portfolio review by instructor required
|
||
Fulfills requirement for 2 Fine Arts credits for the Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Studio Art, Advanced Placement – Drawing Portfolio is designed to address a very broad interpretation of drawing issues and media. Light and shade, line quality, rendering of form, composition, surface manipulation, and illusion of depth are drawing issues that can be addressed through a variety of means, which could include painting, printmaking, mixed media, etc. Abstract, observational, and inventive works may demonstrate drawing competence. Any work that makes use of (appropriate) other artists’ works (including photographs) and/or published images must show substantial and significant development beyond duplication. This is demonstrated through manipulation of the formal qualities, design, and/or concept of the source. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Studio Art (2D Design Portfolio)
|
||
Advanced Placement 4050<br>
|
||
<b>CInfo1:</b> ARH 602/ARH603<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 11 or 12<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (must take both Fall and Spring semesters) (weighted grade)
|
||
Recommended Prerequisites: Successful completion of Introduction to Two-Dimensional Art, Advanced Two-Dimensional Art, and Drawing 1<br>
|
||
<b>CInfo4:</b> Interview and portfolio review by instructor required
|
||
Fulfills requirement for 2 Fine Arts credits for the Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> This portfolio is intended to address two-dimensional (2-D) design issues. Design involves purposeful decision making about how to use the elements and principles of art in an integrative way. The principles of design articulated through the visual elements help guide artists in making decisions about how to organize the elements on a picture plane in order to communicate content. For this portfolio, students are asked to demonstrate proficiency in 2-D design through any two-dimensional medium or process, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting, and printmaking. Any work that makes use of (appropriates) other artists’ works (including photographs) and/or published images must show substantial and significant development beyond duplication. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at:
|
||
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Studio Art (3D Design Portfolio)
|
||
Advanced Placement 4052<br>
|
||
<b>CInfo1:</b> ARH604/ARH605<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 11 or 12<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (must take both Fall and Spring semesters) (weighted grade)
|
||
Recommended Prerequisites: Introduction to Three-Dimensional Art, Advanced Three-Dimensional Art, Ceramics, and Sculpture
|
||
Interview and portfolio review by instructor required<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 2 Fine Arts credits for the Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> This portfolio is intended to address sculptural issues as related to depth and space. Design involves purposeful decision making about how to use the elements and principles of art in an integrative way. For this portfolio, students are asked to demonstrate proficiency of 3-D design through any three-dimensional approach, including, but not limited to, figurative or nonfigurative sculpture, architectural models, metal work, ceramics, and three-dimensional fiber arts. Any work that makes use of (appropriates) other artists’ works (including photographs) and/or published images must show substantial and significant development beyond duplication.
|
||
A comprehensive description of this course can be found on the College Board AP Central Course Description web page at:
|
||
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> FINE ARTS DEPARTMENT/VISUAL ARTS<br>
|
||
<b>CourseName:</b> Visual Communication 4086<br>
|
||
<b>CInfo1:</b> ARH 300<br>
|
||
<b>CInfo2:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit
|
||
Recommended Prerequisites: Successful completion to Introduction Two-Dimensional Art and Advanced Two-Dimensional Art<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Visual Communication is a course based on the Indiana Academic Standards for Visual Art. Students in visual communication engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. They create print media utilizing graphic design, typography, illustration, and image creation with digital tools and computer technology. Students reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Algebra Enrichment 2510<br>
|
||
<b>CInfo1:</b> MAH 150, MAH151<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Counts as a Mathematics Course for the General Diploma only or as an Elective for the Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo4:</b> Algebra Enrichment is designed as a support course for Algebra I. As such, a student taking Algebra Enrichment must also be enrolled in Algebra I during the same academic year.<br>
|
||
<b>CInfo5:</b> Algebra Enrichment is a mathematics support course for Algebra I. The course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas of Algebra Enrichment align with the critical areas of Algebra I: Relationships between Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Modeling. However, whereas Algebra I contains exclusively grade-level content, Algebra Enrichment combines standards from high school courses with foundational standards from the middle grades.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Algebra I 2520<br>
|
||
<b>CInfo1:</b> MAH 200, MAH 201<br>
|
||
<b>CInfo2:</b> 2 semesters. 2 credits<br>
|
||
<b>CInfo3:</b> A core 40, AHD, and technology honors course with standards defined.<br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b> Algebra I formalizes and extends the mathematics that students learned in the middle grades. Five critical areas comprise Algebra I: Relations and Functions; Linear Equations and Inequalities; Quadratic and Nonlinear Equations; Systems of Equations and Inequalities; and Polynomial Expressions. The critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Algebra II 2522<br>
|
||
<b>CInfo1:</b> MAH 300, MAH 301<br>
|
||
<b>CInfo2:</b> 2 semesters. 2 credits<br>
|
||
<b>CInfo3:</b> Prerequisite: Geometry. This class may be taken during the same year as Geometry for students in grades 10-12 and with proper approval.<br>
|
||
<b>CInfo4:</b> A core 40, AHD, and technology honors course with standards defined.<br>
|
||
<b>CInfo5:</b> Algebra II builds on work with linear, quadratic, and exponential functions and allows for students to extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Calculus Advanced Placement AB 2562<br>
|
||
<b>CInfo1:</b> MAH 630, MAH 631<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo3:</b> Prerequisite: Pre-Calculus<br>
|
||
<b>CInfo4:</b> A core 40, AHD, and technology honors course with standards defined.<br>
|
||
<b>CInfo5:</b> Calculus AB, Advanced Placement is a course based on content established by the College Board. Calculus AB is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multirepresentational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Topics include: (1) functions, graphs, and limits; (2) derivatives; and (3) integrals. Technology should be used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at:
|
||
http://apcentral.collegeboard.com/apc/public/repository/ap-calculus-course-description.pdf
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Calculus Advanced Placement BC 2572<br>
|
||
<b>CInfo1:</b> MAH632 MAH633<br>
|
||
<b>CInfo2:</b> Grade 12 only<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo4:</b> Prerequisite: Calculus AB
|
||
A core 40, AHD, and technology honors course with standards defined.<br>
|
||
<b>CInfo5:</b> Calculus BC, Advanced Placement is a course based on content established by the College Board. Calculus BC is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multirepresentational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Topics include: (1) functions, graphs, and limits; (2) derivatives; (3) integrals; and (4) polynomial approximations and series. Technology should be used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/repository/ap-calculus-course-description.pdf.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Discrete Mathematics 2530<br>
|
||
<b>CInfo1:</b> MAH 420<br>
|
||
<b>CInfo2:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo3:</b> Prerequisite: Algebra II<br>
|
||
<b>CInfo4:</b> A core 40, AHD, and technology honors course with standards defined.<br>
|
||
<b>CInfo5:</b> Discrete Mathematics is an umbrella of mathematical topics. It is a course designed for students who will undertake higher-level mathematics in college that may not include calculus. Topics include: (1) counting techniques, (2) matrices, (3) recursion, (4) graph theory, (5) social choice, (6) linear programming, and (7) game theory. Technology, such as computers and graphing calculators, should be used frequently.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Geometry 2532<br>
|
||
<b>CInfo1:</b> MAH 210, MAH 211, grades 10-12<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Prerequisite: Algebra I<br>
|
||
<b>CInfo4:</b> A core 40, AHD, and technology honors course with standards defined.<br>
|
||
<b>CInfo5:</b> Geometry formalizes and extends students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Six critical areas comprise the Geometry course: Congruency and Similarity; Measurement; Analytic Geometry; Circles; and Polyhedra. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Mathematics Lab 2560<br>
|
||
<b>CInfo1:</b> MAH100, MAH101<br>
|
||
<b>CInfo2:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo3:</b> Counts as an elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b> Mathematics Lab provides students with individualized instruction designed to support success in completing mathematics coursework aligned with Indiana’s Academic Standards for Mathematics. It is recommended that Mathematics Lab is taken in conjunction with a Core 40 mathematics course, and the content of mathematics Lab should be tightly aligned to the content of its corresponding course. Mathematics lab should not be offered in conjunction with Algebra I or Integrated Mathematics I; instead, schools should offer Algebra Enrichment or Integrated Mathematics Enrichment to provide students with rigorous support for these courses.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Pre-Calculus/Trigonometry 2564<br>
|
||
<b>CInfo1:</b> MAH 402, MAH 403<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Prerequisite: Algebra II<br>
|
||
<b>CInfo4:</b> A core 40, AHD, and technology honors course with standards defined.<br>
|
||
<b>CInfo5:</b> Pre-Calculus/Trigonometry is a two-credit course that combines the material from Trigonometry and Pre-Calculus into one course. The foundations of algebra and functions developed in previous courses will be extended to new functions, including exponential and logarithmic functions, and to higher-level sequences and series. The course provides students with the skills and understandings that are necessary for advanced manipulation of angles and measurement. Students will also advance their understanding of imaginary numbers through an investigation of complex numbers and polar coordinates. The course is designed for students who expect math to be a major component of their future college and career experiences, and as such it is designed to provide students with strong foundations for calculus and other higher-level math courses.
|
||
The first semester may be taken in summer school.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Probability and Statistics 2546<br>
|
||
<b>CInfo1:</b> MAH310<br>
|
||
<b>CInfo2:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo3:</b> Prerequisite: Algebra II<br>
|
||
<b>CInfo4:</b> A core 40, AHD, and technology honors course with standards defined.<br>
|
||
<b>CInfo5:</b> Probability and Statistics includes the concepts and skills needed to apply statistical techniques in the decision-making process. Topics include: (1) descriptive statistics, (2) probability, and (3) statistical inference. Practical examples based on real experimental data are used throughout. Students plan and conduct experiments or surveys and analyze the resulting data. The use of graphing calculators and computer programs is encouraged.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> MATHEMATICS DEPARTMENT<br>
|
||
<b>CourseName:</b> Statistics, Advanced Placement 2570<br>
|
||
<b>CInfo1:</b> MAH530, MAH531<br>
|
||
<b>CInfo2:</b> Grades 11-12<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Algebra II
|
||
Counts as a Mathematics Course for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas.<br>
|
||
<b>CInfo5:</b> Statistics, Advanced Placement is a course based on content established by the College Board. The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Topics include: (1) exploring data: describing patterns and departures from patterns (2) sampling and experimentation: planning and conducting a study, (3) anticipating patterns: exploring random phenomena using probability and simulation, and (4) statistical inference: estimating population parameters and testing hypotheses. The use of graphing calculators and computer software is required. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/repository/ap-statistics-course-description.pdf.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Chorus (L) Madrigal 4188<br>
|
||
<b>CInfo1:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo2:</b> MUH 320 and MUH 321<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Recommended Prerequisites: Teacher Recommendation
|
||
Laboratory course<br>
|
||
<b>CInfo4:</b> The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.<br>
|
||
<b>CInfo5:</b> Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Advanced Chorus is based on the Indiana Academic Standards for High School Choral Music. Students taking Advanced Chorus develop musicianship and specific performance skills through ensemble and solo singing. This class includes the study of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Chorus classes provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Beginning Concert Band 4160<br>
|
||
<b>CInfo1:</b> Grades 9 – 12<br>
|
||
<b>CInfo2:</b> MUH050<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit
|
||
Laboratory course<br>
|
||
<b>CInfo4:</b> The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Beginning Concert Band is based on the Indiana Academic Standards for High School Instrumental Music. Students taking this course are provided with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo activities are designed to develop elements of musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other applicable disciplines. Experiences include improvising, conducting, playing by ear, and sight-reading. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Dance Choreography (Guard): Ballet, Modern, Jazz or Ethnic-Folk (L) 4142<br>
|
||
<b>CInfo1:</b> Recommended Grade Level: 9- 12<br>
|
||
<b>CInfo2:</b> MUH 230, MUH231<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Laboratory course
|
||
Prerequisite: Teacher approval through audition.<br>
|
||
<b>CInfo4:</b> The nature of this course allows for successive semesters of instruction at an advanced level provided defined proficiencies and content standards are utilized.
|
||
Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
A non-licensed dance instructor may be contracted with a licensed Fine Arts teacher serving as the teacher of record.<br>
|
||
<b>CInfo5:</b> Dance Choreography is based on the Indiana Academic Standards for Dance. Learning activities in choreography are sequential and systematic and allow students to express themselves. A wide variety of materials and experiences are used in order to provide students with the knowledge, skills, and appreciation of the multi-styled and multicultural dance expressions. Choreographic activities provide students opportunities to participate in roles as a soloist, a choreographer or leader, and in a subject role. Students also explore a wide variety of choreographic philosophies as well as administrative and media skills necessary for the promotion and documentation of works to be performed. Students experience and learn to use appropriate terminology to describe, analyze, interpret, and critique dance compositions by professional individuals or companies.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Dance Performance (Dance): Ballet, Modern, Jazz, or Ethnic-Folk (L) 4146<br>
|
||
<b>CInfo1:</b> Blue Fusion Dance Team<br>
|
||
<b>CInfo2:</b> MUH 402, MUH 403<br>
|
||
<b>CInfo3:</b> Recommended Grade Level: 9-12
|
||
2 semesters, 2 credits
|
||
Laboratory course<br>
|
||
<b>CInfo4:</b> Prerequisite: Teacher approval through audition
|
||
The nature of this course allows for successive semesters of instruction at an advanced level provided defined proficiencies and content standards are utilized.
|
||
Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> A non-licensed dance instructor may be contracted with a licensed Fine Arts teacher serving as the teacher of record.
|
||
Dance Performance is based on the Indiana Academic Standards for Dance. Sequential and systematic learning experiences are provided in the specific genre offered, whether it is Ballet, Modern, Jazz, or Ethnic-Folk. Activities utilize a wide variety of materials and experiences and are designed to develop techniques appropriate within the genre, including individual and group instruction in performance repertoire and skills. Students develop the ability to express their thoughts, perceptions, feelings, and images through movement. The performance class provides opportunities for students to experience degrees of physical prowess, technique, flexibility, and the study of dance performance as an artistic discipline and as a form of artistic communication. Students describe, analyze, interpret, and judge live and recorded dance performances of professional dancers and companies in the genre. They also become aware of the vocational and avocational opportunities in dance.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Intermediate Chorus (L) 4186<br>
|
||
<b>CInfo1:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits
|
||
Recommended Prerequisites: Teacher Recommendation<br>
|
||
<b>CInfo3:</b> The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Intermediate Chorus is based on the Indiana Academic Standards for High School Choral Music. Students taking Intermediate Chorus develop musicianship and specific performance skills through ensemble and solo singing. . These choirs will be a mixed (male & female), an all-female or all-male ensemble. This class includes the study of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Chorus classes provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Bella Voce:<br>
|
||
<b>CInfo1:</b> MUH 220, MUH 221 (Women’s Choir)<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits
|
||
Recommended Prerequisites: Teacher Recommendation<br>
|
||
<b>CInfo3:</b> The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Intermediate Chorus is based on the Indiana Academic Standards for High School Choral Music. Students taking Intermediate Chorus develop musicianship and specific performance skills through ensemble and solo singing. . These choirs will be a mixed (male & female), an all-female or all-male ensemble. This class includes the study of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Chorus classes provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Chamber Choir:<br>
|
||
<b>CInfo1:</b> MUH312, MUH313 (Mixed Choir)<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits
|
||
Recommended Prerequisites: Teacher Recommendation<br>
|
||
<b>CInfo3:</b> The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Intermediate Chorus is based on the Indiana Academic Standards for High School Choral Music. Students taking Intermediate Chorus develop musicianship and specific performance skills through ensemble and solo singing. . These choirs will be a mixed (male & female), an all-female or all-male ensemble. This class includes the study of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Chorus classes provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Concert Band (L) 4170<br>
|
||
<b>CInfo1:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo2:</b> MUH200, MUH201<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Teacher Recommendation
|
||
Laboratory course
|
||
The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Advanced Concert Band is based on the Indiana Academic Standards for High School Instrumental Music. This course provides students with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo activities are designed to develop elements of musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other applicable disciplines.
|
||
Experiences include improvising, conducting, playing by ear, and sight-reading. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Intermediate Concert Band 4168<br>
|
||
<b>CInfo1:</b> Recommended Grade Level: 10, 11, or 12<br>
|
||
<b>CInfo2:</b> MUH100, MUH 101<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Recommended Prerequisites: Teacher Recommendation
|
||
The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Intermediate Concert Band is based on the Indiana Academic Standards for High School Instrumental Music. This course includes a balanced comprehensive study of music that develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo activities are designed to develop elements of musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other applicable disciplines. Students study a varied repertoire of developmentally appropriate concert band literature and develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Jazz Ensemble 4164<br>
|
||
<b>CInfo1:</b> Recommended Grade Level: 9-12<br>
|
||
<b>CInfo2:</b> MUH 110, MUH 111<br>
|
||
<b>CInfo3:</b> 2 semesters. 2 credits
|
||
Prerequisite: Member of Marching and Concert bands or permission of band director by audition.
|
||
The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 2 of 2 Fine Arts credits for the Core 40 with Academic Honors diploma if students are enrolled in another band or orchestra course
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Jazz Ensemble is based on the Indiana Academic Standards for High School Instrumental Music. Students taking this course develop musicianship and specific performance skills through group and individual settings for the study and performance of varied styles of instrumental jazz. These choirs will be a mixed (male & female)or an all-female. Instruction includes the study of the history, formative, and stylistic elements of jazz. Students develop their creative skills through improvisation, composition, arranging, performing, listening, and analyzing. A limited amount of time outside of the school day may be scheduled for rehearsals and performances. In addition, a limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students must participate in performance opportunities outside of the school day that support and extend the learning in the classroom. Student participants must also be receiving instruction in another band or orchestra class offering at the discretion of the director.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Music Theory and Composition 4208<br>
|
||
<b>CInfo1:</b> Recommended Grade Level: 10-12<br>
|
||
<b>CInfo2:</b> MUH 210, MUH 211<br>
|
||
<b>CInfo3:</b> 1 or 2 semesters, 1 credit each semester
|
||
The nature of this course allows for two successive semesters of instruction, provided that defined standards are utilized.<br>
|
||
<b>CInfo4:</b> Fulfills requirement for two Fine Arts credits (if taken for 2 semesters) for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Music Theory and Composition is based on the Indiana Academic Standards for Music and standards for this specific course. Students develop skills in the analysis of music and theoretical concepts. They develop ear training and dictation skills, compose works that illustrate mastered concepts, understand harmonic structures and analysis, understand modes and scales, study a wide variety of musical styles, study traditional and nontraditional music notation and sound sources as tools for musical composition, and receive detailed instruction in other basic elements of music.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Technical Theatre (L) 4244<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> MUH420<br>
|
||
<b>CInfo3:</b> Spring semester, 1 credit
|
||
Prerequisite: Theatre Arts<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Technical Theatre is based on the Indiana Academic Standards for Theatre. Students enrolled in Technical Theatre actively engage in the process of designing, building, managing, and implementing the technical aspects of a production. These activities should incorporate elements of theatre history, culture, analysis, response, creative process, and integrated studies. Additionally, students explore career opportunities in the theatre, attend and critique theatrical productions, and recognize the responsibilities and the importance of individual theatre patrons in their community. Additionally, students explore career opportunities in the theatre, attend and critique theatrical productions and recognize the responsibilities and the importance of individual theatre patrons in their community. Students will attend a maximum of four outside performances for which they pay above and beyond the lab fee.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Theatre Arts (L) 4242<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> MUH410<br>
|
||
<b>CInfo3:</b> 1 credit
|
||
This course is the prerequisite for all other theatre classes<br>
|
||
<b>CInfo4:</b> Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Theatre Arts is based on the Indiana Academic Standards for Theatre. Students enrolled in Theatre Arts read and analyze plays, create scripts and theatre pieces, conceive scenic designs, and develop acting skills. These activities incorporate elements of theatre history, culture, analysis, response, creative process, and integrated studies. Additionally, students explore career opportunities in the theatre, attend and critique theatrical productions, and recognize the responsibilities and the importance of individual theatre patrons in their community. Students will attend a maximum of four outside performances for which they pay above and beyond the lab fee for the course. These performances are combinations of during-school performances and some after-school performances.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Advanced Theatre Arts 4240<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> MUH411<br>
|
||
<b>CInfo3:</b> Spring semester, 1 credit
|
||
Prerequisite: Theatre Arts<br>
|
||
<b>CInfo4:</b> Prerequisite: Theatre Arts (L)
|
||
Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Advanced Theatre Arts is based on the Indiana Academic Standards for Theatre. Students enrolled in Advanced Theatre Arts read and analyze plays and apply criteria to make informed judgments. They draw on events and experiences to create scripted monologues and scenes, create scenic designs for existing plays, and build characters through observation, improvisation and script analysis. These activities should incorporate elements of theatre history, culture, analysis, response, creative process, and integrated studies. Additionally, students explore careers in theatre arts and begin to develop a portfolio of their work. They also attend and critique theatre productions and identify ways to support the theatre in their community. Students will attend a maximum of four outside performances for which they pay above and beyond the lab fee.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Vocal Jazz (L) 4184<br>
|
||
<b>CInfo1:</b> Pop Swing<br>
|
||
<b>CInfo2:</b> MUH 300, MUH 301<br>
|
||
<b>CInfo3:</b> Recommended Grade Level: 10, 11, 12
|
||
2 semesters, 2 credits
|
||
Recommended Prerequisites: Teacher recommendation<br>
|
||
<b>CInfo4:</b> The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.
|
||
Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma<br>
|
||
<b>CInfo5:</b> Vocal Jazz is based on the Indiana Academic Standards for High School Choral Music. Students in this course develop musicianship and specific performance skills through group and individual settings for the study and performance of varied styles of vocal jazz. Instruction includes the study of the history and formative and stylistic elements of jazz. Students develop their creative skills through improvisation, composition, arranging, performing, listening, and analyzing. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PERFORMING ARTS DEPARTMENT<br>
|
||
<b>CourseName:</b> Vocal Jazz (L) 4184<br>
|
||
<b>CInfo1:</b> Pop Swing Women’s<br>
|
||
<b>CInfo2:</b> MUH302, MUH303<br>
|
||
<b>CInfo3:</b> Recommended Grade Level: 10, 11, 12
|
||
2 semesters, 2 credits
|
||
Recommended Prerequisites: Teacher recommendation<br>
|
||
<b>CInfo4:</b> The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.
|
||
Fulfills requirement for 2 of 2 Fine Arts credits for Core 40 with Academic Honors diploma<br>
|
||
<b>CInfo5:</b> Vocal Jazz is based on the Indiana Academic Standards for High School Choral Music. Students in this course develop musicianship and specific performance skills through group and individual settings for the study and performance of varied styles of vocal jazz. Instruction includes the study of the history and formative and stylistic elements of jazz. Students develop their creative skills through improvisation, composition, arranging, performing, listening, and analyzing. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Adaptive Physical Education I/II 0500<br>
|
||
<b>CInfo1:</b> PHH200/201<br>
|
||
<b>CInfo2:</b> 1 credit each semester<br>
|
||
<b>CInfo3:</b> Adaptive physical education provides an alternative to the secondary physical education classes for students with medical exemptions and/or spiritual objections. The course will provide a variety of developmental activities, games, sports and rhythms appropriate for the interests, capabilities and limitations of students. Students will be graded on attainment of individual goals and will be screened for eligibility in the course on an individual basis by the counseling and physical education department chairperson.<br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b>
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Current Health Issues 3508<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> PHH 300<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Prerequisite: Must have passed health<br>
|
||
<b>CInfo5:</b> Current Health Issues is an elective course which focuses on emerging trends in health including but not limited to: (1) medical technology; (2) local, state, and national health policy; (3) health care issues; (4) health careers; and (5) chronic and communicable diseases. This course is driven by student selection of topics and emphasizes individual learning techniques.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Elective Physical Education – Strength & Fitness 3560<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> PHH600, PHH601 (men)<br>
|
||
<b>CInfo3:</b> PHH700, PHH701 (women)<br>
|
||
<b>CInfo4:</b> All students enrolling in Strength and Fitness must have a current physical on file in the athletic office prior to the first day of school. The physical must be given after May 1 of the year of enrollment. (May 1, 2013) Any student who does not have a physical on file by the beginning of the school year will be placed in a PE II class.<br>
|
||
<b>CInfo5:</b> Elective Physical Education promotes lifetime sport and recreational activities and provides an opportunity for an in-depth study in specific areas. The following activities should be included: health related fitness activities (cardio respiratory endurance, muscular strength and endurance, flexibility and body composition). It includes the study of physical development concepts and principles of sport and exercise as well as opportunities to develop or refine skills and attitudes that promote lifelong fitness. Students have the opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes both written and performance-based skill evaluation. This course will also include a discussion of related careers. Strength & Fitness involves a physically demanding program of weight training and fitness activities designed to enhance speed, agility, flexibility, jumping and coordination for student athletes. Advanced understanding of proper lifting techniques, substance abuse, nutrition, and fitness terminology will also be included in this class.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Health and Wellness Education 3506<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> PHH 110<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> High school health education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors, and attitudes related to student health and well-being. This course includes the major content areas in a planned, sequential, comprehensive health education curriculum as expressed in the Indiana Health Education Standards Guide: (1) Growth and Development; (2) Mental and Emotional Health; (3) Community and Environmental Health; (4) Nutrition; (5) Family Life; (6) Consumer Health; (7) Personal Health; (8) Alcohol, Tobacco, and Other Drugs; (9) Intentional and Unintentional Injury; and (10) Health Promotion and disease Prevention.<br>
|
||
<b>CInfo5:</b> Students are provided with opportunities to explore the effect of health behaviors on an individual’s quality of life. This course assists students in understanding that health is a lifetime commitment by analyzing individual risk factors and health decisions that promote health and prevent disease. Students are also encouraged to assume individual responsibility for becoming competent health consumers. A variety of instructional strategies, including technology, are used to further develop health literacy.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Physical Education I 3542<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> PHH100<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Physical Education I continues the emphasis on health-related fitness and developing the skills and habits necessary for a lifetime of activity. This program includes skill development and the application of rules and strategies of complex difficulty in the following different movement forms: health-related fitness activities (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition), aerobic exercise, team sports, individual and dual sports, outdoor pursuits, aquatics, dance, and recreational games. Ongoing assessment includes both written and performance-based skill evaluations.<br>
|
||
<b>CInfo5:</b>
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Physical Education II 3544<br>
|
||
<b>CInfo1:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo2:</b> Prerequisite: Complete PEI<br>
|
||
<b>CInfo3:</b> Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment, challenge, self-expression, and social interaction. This course provides students with opportunities to achieve and maintain a health-enhancing level of physical fitness and increase their knowledge of fitness concepts. It includes at least three different movement forms without repeating those offered in Physical Education I. Movement forms may include: (1) health-related fitness activities (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition), (2) aerobic exercise, (3) team sports, (4) individual and dual sports, (5) outdoor pursuits, (6) self-defense, (7) aquatics, (8) dance, and (9) recreational games. Ongoing assessment includes both written and performance-based skill evaluations. This course will also include a discussion of related careers.<br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b>
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Physical Education II Aquatics (A) 3544<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo3:</b> Pre-requisite: Complete PEI and must be 15 years old, be able to swim 500 yards with 4 strokes, tread water for 5 minutes, and dive & retrieve a 10 lb. weight from the bottom of the deep end of the pool.<br>
|
||
<b>CInfo4:</b> Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment, challenge, self-expression, and social interaction. This course provides students with opportunities to achieve and maintain a health-enhancing level of physical fitness and increase their knowledge of fitness concepts. It includes different movement forms without repeating those offered in Physical Education I. Movement forms may include: health-related fitness activities (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition), aerobic exercise, team sports, aquatics, and recreational games. Ongoing assessment includes both written and performance-based skill evaluations. This course will also include a discussion of related careers. This specific course focuses on water skills including stroke performance, endurance and water safety. Although the focus is on individual participation, team games are included. Students may seek Red Cross First Aid, CPR, and Life Guarding certification. Students should have a basic knowledge and mastery of swim strokes to enroll in this class.<br>
|
||
<b>CInfo5:</b>
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Physical Education II Individual Sports (I) 3544<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> PHH103<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Prerequisite: Complete PEI<br>
|
||
<b>CInfo5:</b> Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment, challenge, self-expression, and social interaction. This course provides students with opportunities to achieve and maintain a health-enhancing level of physical fitness and increase their knowledge of fitness concepts. It includes different movement forms without repeating those offered in Physical Education I. Movement forms may include: health-related fitness activities (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition), aerobic exercise, individual and dual sports, outdoor pursuits, aquatics, dance, and recreational games. Ongoing assessment includes both written and performance-based skill evaluations. This course will also include a discussion of related careers.
|
||
This particular course focuses on individual and lifetime sports such as tennis, badminton, racquetball, golf, archery, aquatics, pickleball and frisbee. Water polo and outdoor pursuits are also components of this course.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Physical Education II Recreation (R) 3544<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> PHH104<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Prerequisite: Complete PEI<br>
|
||
<b>CInfo5:</b> Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment, challenge, self-expression, and social interaction. This course provides students with opportunities to achieve and maintain a health-enhancing level of physical fitness and increase their knowledge of fitness concepts. It includes different movement forms without repeating those offered in Physical Education I. Movement forms may include: health-related fitness activities (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition), aerobic exercise, team sports, individual and dual sports, outdoor pursuits, aquatics, dance, and recreational games. Ongoing assessment includes both written and performance-based skill evaluations. This course will also include a discussion of related careers. In this course students will participate in nontraditional activities in a less competitive environment. The emphasis of this course is participation in a variety of new games, cooperative games, team and individual sports, outdoor pursuits and recreational activities.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Physical Education II Team Sports (T) 3544<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> PHH105<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Prerequisite: Complete PEI<br>
|
||
<b>CInfo5:</b> Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment, challenge, self-expression, and social interaction. This course provides students with opportunities to achieve and maintain a health-enhancing level of physical fitness and increase their knowledge of fitness concepts. It includes different movement forms without repeating those offered in Physical Education I. Movement forms may include: health-related fitness activities (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition), aerobic exercise, team sports, dual sports, outdoor pursuits, aquatics, dance, and recreational games. Ongoing assessment includes both written and performance-based skill evaluations. This course will also include a discussion of related careers. In this course the focus is on team and dual activities. Students will develop intermediate and advanced skills in activities such as volleyball, basketball, soccer, flag football, ultimate frisbee, softball, tennis doubles, hockey and team handball.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> PHYSICAL EDUCATION AND HEALTH DEPARTMENT<br>
|
||
<b>CourseName:</b> Physical Management 3506<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> PHH108<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> Fulfills the PE II requirement for the General, Core 40, Core 40 with Academic Honors, Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Health & Wellness Physical Management, a course based on Indiana’s Academic Standards for Health & Wellness, provides the basis to help students adopt and maintain healthy behaviors. Health education should contribute directly to a student’s ability to successfully practice behaviors that protect and promote health and avoid or reduce health risks. Through a variety of instructional strategies, students practice the development of functional health information (essential concepts); determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. This course includes the application of priority areas in a planned, sequential, comprehensive health education curriculum. Priority areas include: promoting personal health and wellness, physical activity, healthy eating, promoting safety and preventing unintentional injury and violence, promoting mental and emotional health, a tobacco-free lifestyle and an alcohol- and other drug-free lifestyle and promoting human development and family health. This course provides students with the knowledge and skills of health and wellness core concepts, analyzing influences, accessing information, inter-personal communication, decision-making and goal-setting skills, health-enhancing behaviors, and health and wellness advocacy skills. Physical Management is a class offered that emphasizes health-related fitness and physical skill development. This course includes weight management, aerobic activity, aquatics, team sports, individual sports, recreational games, weight training and power walking. Assessments include both written and performance based skill evaluation.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> ACP Biology - Advanced Science, College Credit (Living) – 3090<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> SCH630, SCH631<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo4:</b> Dual credit and .5 added value..Prerequisites: Biology I and Chemistry I with at least a “B” average or approval of the science department head.
|
||
A Core 40 and AHD course (Advanced Biology)
|
||
Have a GPA of 2.7 or higher on a 4.00-point scale (as evidenced by a college preparatory curriculum and advanced coursework)<br>
|
||
<b>CInfo5:</b> ACP Biology is a course offered in conjunction with Indiana University. It is a college course designed to examine the fundamental principles of Biology. ACP Biology expands the information presented in Biology I, and reinforces and builds on the principles of biological organization from molecules through cells and organisms. The emphasis is on processes common to all organisms, with special reference to humans. This course may be taken for college credit as well as high school credit (see Guidance Department for details). If taken for college credit, it counts as a 5-credit hour lab course for non-science majors, or as a 5-credit hour elective to prepare science majors for more advanced courses. The official I.U. course title is L100 – Humans and the Biological World. This course is different from AP Biology. AP Biology is a course based on the curriculum created by the Advanced Placement division of the College Board. This curriculum is a very strict and complete overview of biological concepts. It is much more wide-ranged and in-depth than even an actual college course. This course will, however, help to prepare you to take the AP Exam. Students who take the AP Exam in May, and who pass with a 4 or 5 on a 5 point scale, can be eligible to skip the first year required course of Biology in many colleges. The required score (or even if the program is accepted) varies from university to university. Each student should check with the specific colleges they wish to apply for. If your chosen college accepts IU transfer credit, it is much more beneficial for you to take the course for ACP credit (which is offered at a significant discount). Students taking the course for ACP credit, and students who are applying to colleges that do not recognize the AP program, should not take the AP Exam in May. All other students are encouraged to take the AP Exam, but it is not required.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Anatomy and Physiology (Living) 5276<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo3:</b> Required Prerequisite: First-Year course of same discipline (Biology) with at least a “B” average
|
||
Recommended Prerequisite: Chemistry, Introduction to Health Care Systems<br>
|
||
<b>CInfo4:</b> Counts as a Life Science Course for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas
|
||
A Core 40 and AHD course (Advanced Biology)<br>
|
||
<b>CInfo5:</b> Anatomy & Physiology is a course in which students investigate and apply concepts associated with human anatomy and physiology. Concepts covered include the process of homeostasis and the essentials of human function at the level of genes, cells, tissues, and organ systems. Students will understand the structure, organization, and function of the various components of the healthy human body in order to apply this knowledge in all health-related fields. The course should include ample laboratory experiences that illustrate the application of the standards to the appropriate cells, tissues, organs, and organ systems. Dissection is both appropriate and necessary. Students should be able to use basic laboratory equipment such as microscopes, balances, and pipettes.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Biology I (Living) 3024<br>
|
||
<b>CInfo1:</b> Grade 9-10<br>
|
||
<b>CInfo2:</b> SCH100, SCH 101<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course (Biology) with competencies defined
|
||
Prerequisite: 8th grade science ‘C’ or better<br>
|
||
<b>CInfo5:</b> Biology I provides, through regular laboratory and field investigations, a study of the structures and functions of living organisms and their interactions with their environment. At a minimum, this study explores the functions and processes of cells, tissues, organs, and systems within various species of living organisms and the roles and interdependencies of organisms within populations, communities, eco-systems, and the biosphere. Students have opportunities to: (1) gain an understanding of the history of the development of biological knowledge, (2) explore the uses of biology in various careers, and (3) cope with biological questions and problems related to personal needs and social issues.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Biology, Advanced Placement (Living) 3020<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> SCH 640, SCH 641<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Biology I and Chemistry I with at least a “B” average. Counts as a Science Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Biology, Advanced Placement is a course based on the content established by the College Board. The major themes of the course include: The process of evolution drives the diversity and unity of life, Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis, Living systems store, retrieve, transmit and respond to information essential to life processes, Biological systems interact, and these systems and their interactions possess complex properties. A comprehensive description of this course
|
||
can be found on the College Board AP Central Course Description web page at:
|
||
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Biology II (Living) 3026<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> SCH 200, SCH 201<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Prerequisite: Students must have completed First Year Biology with a grade of “C” or above for both semesters. Students completing First Year Biology in the eighth grade must have received a grade of “B” or above each semester, or by permission of the science department head.
|
||
Counts as a Science Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Biology II is an advanced laboratory, field, and literature investigations-based course. Students enrolled in Biology II examine in greater depth the structures, functions, and processes of living organisms. Students also analyze and describe the relationship of Earth’s living organisms to each other and to the environment in which they live. In this course, students refine their scientific inquiry skills as they collaboratively and independently apply their knowledge of the unifying themes of biology to biological questions and problems related to personal and community issues in the life sciences.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Biomedical Innovation 5219<br>
|
||
<b>CInfo1:</b> Grade Level: 12th grade or permission of the instructor<br>
|
||
<b>CInfo2:</b> SCH450, SCH451. CIP Code: 14.0501<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)
|
||
Dual credit and .5 added value<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Principles of the Biomedical Sciences, Human Body Systems and Medical Intervention
|
||
Fulfills the requirements of a Life Science course for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Biomedical Innovations is a capstone course designed to give student teams the opportunity to work with one or more mentors from the scientific and/or medical community. Teams will identify a research topic, conduct research, write a scientific paper, and defend team conclusions and recommendations to a panel of outside reviewers. Students taking this course may consider working with peers enrolled in a PLTW: Pre-Engineering capstone course to jointly engineer a product that could impact healthcare.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Biotechnical Engineering 4818<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> SCH360, SCH361
|
||
CIP Code 14.0501<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)
|
||
Dual credit and .5 added value<br>
|
||
<b>CInfo4:</b> Recommended Prerequisites: Introduction to Engineering Design and Principles of Engineering
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Biotechnical Engineering should introduce students to the fundamental aspects of biotechnology and the engineering technologies related to this emerging field. Instruction will emphasize how engineering and technology processes can be used to create new products. Engineering principles will be used in conjunction with scientific knowledge to explore and investigate such areas as: development of biomedical devices; pharmaceutical and medical therapies; and agricultural research and development. Students will learn how new products are developed and produced and will have opportunities to discuss the impact of these technological advances on society. Only those schools having a signed agreement with the national Project Lead The Way organization can use this course title.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Chemistry I (Non-Living) 3064<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> SCH 300, SCH 301<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Algebra II (can be taken concurrently) and Algebra I with at least a ‘C’ average
|
||
Fulfills the 2 credit requirement for Chemistry I for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Chemistry I is a course based on the following core topics: properties and states of matter; atomic structure; bonding; chemical reactions; solution chemistry; behavior of gases, and organic chemistry. Students enrolled in Chemistry I compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Chemistry II (Non-Living) 3066<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> SCH320, SCH321<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Chemistry I, Algebra II. Counts as a Science Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Chemistry II is an extended laboratory, field, and literature investigations-based course. Students enrolled in Chemistry II examine the chemical reactions of matter in living and nonliving materials. Based on the unifying themes of chemistry and the application of physical and mathematical models of the interactions of matter, students use the methods of scientific inquiry to answer chemical questions and solve problems concerning personal needs and community issues related to chemistry.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Chemistry, Advanced Placement (non-living) 3060<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> SCH 650, SCH 651<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)
|
||
Recommended Prerequisite: Chemistry I, Algebra II, Pre-calculus/Trigonometry<br>
|
||
<b>CInfo4:</b> Counts as a Science Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Chemistry, Advanced Placement is a course based on the content established by the College Board. The content includes: (1) structure of matter: atomic theory and structure, chemical bonding, molecular models, nuclear chemistry; (2) states of matter: gases, liquids and solids, solutions; and (3) reactions: reaction types, stoichiometry, equilibrium, kinetics and thermodynamics. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at:
|
||
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Earth and Space Science (Non-Living) 3044<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> SCH 350, SCH351<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Counts as a Science Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Earth and Space Science I is a course focused on the following core topics: study of the earth’s layers; atmosphere and hydrosphere; structure and scale of the universe; the solar system and earth processes. Students analyze and describe earth’s interconnected systems and examine how earth’s materials, landforms, and continents are modified across geological time. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Human Body Systems 5216<br>
|
||
<b>CInfo1:</b> Grade 10-12<br>
|
||
<b>CInfo2:</b> SCH310, SCH311
|
||
CIP Code 26.0101<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)
|
||
Dual credit and .5 added value
|
||
Recommended Prerequisite: Principles of the Biomedical Sciences<br>
|
||
<b>CInfo4:</b> Fulfills the requirements of a Life Science course for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Human Body Systems is a course designed to engage students in the study of basic human physiology and the care and maintenance required to support the complex systems. Using a focus on human health, students will employ a variety of monitors to examine body systems (respiratory, circulatory, and nervous) at rest and under stress, and observe the interactions between the various body systems. Students will use appropriate software to design and build systems to monitor body functions. Schools must agree to be part of the Project Lead the Way network and follow all training and data collection requirements.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Integrated Chemistry-Physics 3108<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> SCH 230, SCH231<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Algebra I (may be taken concurrently with this course)
|
||
Fulfills the 2 credit requirement for Chemistry I, Physics I, or Integrated Chemistry and Physics towards the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Integrated Chemistry-Physics is a course focused on the following core topics: motion and energy of macroscopic objects; chemical, electrical, mechanical and nuclear energy; properties of matter; transport of energy; magnetism; energy production and its relationship to the environment and economy. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Medical Intervention 5217<br>
|
||
<b>CInfo1:</b> SCH430/SCH431
|
||
CIP Code 14.0501<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits (weighted)
|
||
Dual credit and .5 added value<br>
|
||
<b>CInfo3:</b> Recommended Prerequisites: Principles of the Biomedical Sciences and Human Body Systems<br>
|
||
<b>CInfo4:</b> Fulfills the requirements of a Life Science course for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Medical Intervention is a course that studies medical practices including interventions to support humans in treating disease and maintaining health. Using a project-based learning approach, students will investigate various medical interventions that extend and improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care. Students will also study the design and development of various interventions including vascular stents, cochlear implants, and prosthetic limbs. Lessons will cover the history of organ transplants and gene therapy with additional readings from current scientific literature addressing cutting edge developments. Using 3-D imaging software, students will design and build a model of a therapeutic protein. Schools must agree to be part of the Project Lead the Way network and follow all training and data collection requirements.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Physics I (Non-Living) 3084<br>
|
||
<b>CInfo1:</b> Grades 10-12<br>
|
||
<b>CInfo2:</b> SCH 420, SCH 421<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Fulfills the 2 credit requirement for Chemistry I, Physics I, or Integrated Chemistry and Physics towards the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas
|
||
This is a college prep class for students that do not intend to enroll in engineering or a physical science related career.<br>
|
||
<b>CInfo5:</b> Physics I is a course focused on the following core topics: motion and forces; energy and momentum; temperature and thermal energy transfer; electricity and magnetism; vibrations and waves; light and optics. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Physics I, Honors (Non-Living) 3084<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> SCH 410, SCH 411<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Prerequisite: Algebra I, Algebra II, Geometry (Pre-Calculus I is recommended and may be taken at the same time)
|
||
A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> Physics I aids students in synthesizing the fundamental concepts and principles concerning matter and energy through the laboratory study of mechanics, wave motion, heat, light, electricity, magnetism, electromagnetism, and atomic and nuclear physics. Students have opportunities to: (1) acquire an awareness of the history of physics and its role in the birth of technology, (2) explore the uses of its models, theories, and laws in various careers, and (3) cope with physics questions and problems related to personal needs and social issues. The course is recommended for those students considering engineering or physical science related careers. The course is designed for those students with strong mathematical backgrounds. The course is an investigative study of the fundamental concepts of mechanics, wave motion, heat, light, electricity, electromagnetism, and atomic/nuclear physics. Emphasis will be placed on developing and application of problem solving skills and is highly mathematically oriented. The course will provide an opportunity for extended laboratory investigations of many physics concepts.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Physics, Advanced Placement, (non-living) 3080<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> SCH 660, SCH 661<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Physics I, Pre-Calculus/Trigonometry
|
||
Counts as a Science Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Physics B, Advanced Placement is a course based on content established by the College Board that is the equivalent of a terminal, one year college physics course. AP Physics B should provide instruction in each of the content areas (1) Newtonian Mechanics (35%); (2) Fluid Mechanics and Thermal Physics (15%); (3) Electricity and Magnetism (25%); (4) Waves and Optics (15%); and (5) Atomic and Nuclear Physics (10%). A comprehensive description of this course can be found on the College Board AP Central Course Description web page at:
|
||
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SCIENCE DEPARTMENT<br>
|
||
<b>CourseName:</b> Principles of the Biomedical Sciences 5218<br>
|
||
<b>CInfo1:</b> Grade: 9-12<br>
|
||
<b>CInfo2:</b> SCH250, SCH251 CIP Code 14.0501<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)
|
||
Dual credit and .5 added value<br>
|
||
<b>CInfo4:</b> Prerequisite: Biology I or concurrent enrollment in Biology I is required
|
||
Fulfills the requirements of a Life Science course for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Principles of the Biomedical Sciences provides an introduction to this field through “hands-on” projects and problems. Student work involves the study of human medicine, research processes and an introduction to bioinformatics. Students investigate the human body systems and various health conditions including heart disease, diabetes, hypercholesterolemia, and infectious diseases. A theme through the course is to determine the factors that led to the death of a fictional person. After determining the factors responsible for the death, the students investigate lifestyle choices and medical treatments that might have prolonged the person’s life. Key biological concepts included in the curriculum are: homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease. Engineering principles such as the design process, feedback loops, fluid dynamics, and the relationship of structure to function will be included where appropriate. The course is designed to provide an overview of all courses in the Biomedical Sciences program and to lay the scientific foundation necessary for student success in the subsequent courses. Schools must agree to be part of the Project Lead the Way network and follow all training and data collection requirements.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> ACP US History 1574<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> SOH640/SOH641<br>
|
||
<b>CInfo3:</b> Strongly recommended to take Topics in History as a sophomore because of the strenuous reading and writing expectations.
|
||
Recommended Pre-requisites: World History and Civilization<br>
|
||
<b>CInfo4:</b> 2 semesters, 2 credits (weighted)
|
||
Dual credit and .5 added value<br>
|
||
<b>CInfo5:</b> Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
This course may be used for multiple dual credit college courses in social sciences
|
||
Should be on track toward fulfilling the basic academic preparation for admission to a four-year college or university;
|
||
Have a GPA of 2.7 or higher on a 4.00-point scale (as evidenced by a college preparatory curriculum and advanced coursework);
|
||
Have appropriate high school endorsements from teachers and guidance counselors.
|
||
|
||
Advanced Social Sciences, College Credit is a title covering (1) any advanced social sciences course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school or (2) any other postsecondary social sciences course offered for dual credit under the provisions of 511 IAC 6-10.
|
||
This two-semester course covers the evolution of American society: political, economic, social structure, racial and ethnic groups, world diplomacy of the United States, territorial expansion, industrialization, urbanization, international events and their impact on American history. H105 covers from English colonization through the Civil War. H106 covers 1865 to the present. A school may offer one or both semesters. Further, these semester-long courses can be offered within the required American history course in either the junior or senior year if the high school section being offered for college credit is designated as advanced or honors.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> Applied Economics 1504<br>
|
||
<b>CInfo1:</b> Grade 11<br>
|
||
<b>CInfo2:</b> SOH320<br>
|
||
<b>CInfo3:</b> 1 credit, spring semester<br>
|
||
<b>CInfo4:</b> Applied Economics investigates the specific economic effect of market forces and government policies on individuals and the major institutional groups, such as business and labor, in the economy. Special attention is given to economic concepts and principles used by consumers, producers, and voters. Learning experiences, such as projects, field trips, and computer applications, are strongly encouraged as ways to demonstrate practical applications of economic concepts.<br>
|
||
<b>CInfo5:</b>
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> Current Problems, Issues, and Events 1512<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> SOH 110<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> A core 40 course<br>
|
||
<b>CInfo5:</b> Current Problems, Issues, and Events gives students the opportunity to apply investigative and inquiry techniques to the study of significant problems or issues. Students develop competence in (1) recognizing cause and effect relationships, (2) recognizing fallacies in reasoning and propaganda devices, (3) synthesizing knowledge into useful patterns, (4) stating and testing hypotheses, and (5) generalizing based on evidence. Problems or issues selected will have contemporary historical significance and will be studies from the viewpoint of the social science disciplines. Community service programs and internships within the community may be included.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> Economics 1514<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> SOH 420<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> Economics examines the allocation of resources and their uses for satisfying human needs and wants. The course analyzes economic reasoning used by consumers, producers, savers, investors, workers, voters, and government in making decisions. Key elements of the course include study of scarcity and economic reasoning, supply and demand, market structures, role of government, national income determination, the role of financial institutions, economic stabilization, and trade. Students will explain that because resources are limited, people must make choices and understand the role that supply, demand, prices, and profits play in a market economy. The functions of government in a market economy and market structures will be examined. Students will understand economic performance, money, stabilization policies, and trade of the United States. The behavior of people, societies and institutions and economic thinking is integral to this course.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> European History, Advanced Placement 1556<br>
|
||
<b>CInfo1:</b> SOH 650, SOH 651<br>
|
||
<b>CInfo2:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo3:</b> Strongly recommended to take Topics in History as a sophomore because of the strenuous reading and writing expectations. . Any Sophomore considering this class should consult with instructor prior to registration.<br>
|
||
<b>CInfo4:</b> Prerequisite: World Civilization or approval of instructor<br>
|
||
<b>CInfo5:</b> European History, Advanced Placement is a course based on content established by the College Board. Topics include: (1) intellectual and cultural history, (2) political and diplomatic history, and (3) social and economic history. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at:
|
||
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> Geography & History of the World 1570<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> SOH 220 SOH221<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> Geography and History of the World is designed to enable students to use geographical skills and historical concepts to deepen their understanding of major global themes including the origin and spread of world religions; exploration; conquest, and imperialism; urbanization; and innovations and revolutions. Geographical and historical skills include forming research questions, acquiring information by investigating a variety of primary and secondary sources, organizing information by creating graphic representations, analyzing information to determine and explain patterns and trends, and presenting and documenting findings orally and/or in writing. The historical geography concepts used to explore the global themes include change over time, origin, diffusion, physical systems, cultural landscapes, and spatial distribution and interaction. Using these skills, concepts and the processes associated with them, students are able to analyze, evaluate, and make predictions about major global developments. This course is designed to nurture perceptive, responsible citizenship, encourage and support the development of critical thinking skills and lifelong learning, and to help prepare Indiana students for the 21st Century.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> Psychology 1532<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> SOH430<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> Psychology is the scientific study of mental processes and behavior. The course is divided into six content areas and uses the scientific methods to explore research methods and ethical consideration. Developmental psychology takes a life span approach to physical, cognitive, language, emotional, social, and moral development. Cognitive aspects of the course focus on learning, memory, information processing, and language. Personality, Assessment, and Mental Health topics include psychological disorders, treatment, personality, and assessment. Socio-cultural dimensions of behavior deal with topics such as conformity, obedience, perceptions, attitudes, and influence of the group on the individual. The Biological Basis focuses on the way the brain and nervous system function, including sensation, perception, motivation, and emotion.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> Psychology, Advanced Placement 1558<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> SOH 670, SOH671<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)<br>
|
||
<b>CInfo4:</b> Psychology 1 and strong academic background recommended
|
||
A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> Psychology, Advanced Placement is a course based on content established by the College Board. This course is designed to introduce students to the systematic and scientific study of the behavior and mental processes. Topics include: (1) history and approaches, (2) research methods, (3) biological bases of behavior, (4) sensation and perception, (5) states of consciousness, (6) learning, (7) cognition, (8) motivation and emotion, (9) developmental psychology, (10) personality, (11) testing and individual differences, (12) abnormal psychology, (13) treatment of psychological disorders, and (14) social psychology A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> Sociology 1534<br>
|
||
<b>CInfo1:</b> Grade 11-12<br>
|
||
<b>CInfo2:</b> SOH 410<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD elective<br>
|
||
<b>CInfo5:</b> Sociology allows students to study human social behavior from a group perspective. The sociological perspective is a method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across time, cultures, and in social settings and groups. Students will describe the development of sociology as a social science and identify methods of research. Through research methods such as scientific inquiry students will examine society, group behavior, and social structures. The influence of culture on group behavior is addressed through institutions such as the family, religion, education, economics, community organizations, government, and political and social groups. The impact of social groups and institutions on group and individual behavior and the changing nature of society will be examined. Influences on group behavior and social problems are included in the course. Students will also analyze the role of individuals in the community and social problems in today’s world.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> Topics in History 1538<br>
|
||
<b>CInfo1:</b> Grade 10<br>
|
||
<b>CInfo2:</b> SOH210, SOH211<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course
|
||
To be taken during Sophomore year and strongly recommended if a student is considering AP U.S. History, ACP U.S. History, or AP European History.<br>
|
||
<b>CInfo5:</b> Topics in History provides students the opportunity to study specific historical eras, events, or concepts. Development of historical research skills using primary and secondary sources is emphasized. The course focuses on one or more topics or themes related to United States or world history. Examples of topics might include: (1) twentieth- century conflict, (2) the American West, (3) the history of the United States Constitution, and (4) democracy in history.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> United States Government 1540<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> SOH 400<br>
|
||
<b>CInfo3:</b> 1 semester, 1 credit<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States. Responsible and effective participation of citizens is stressed. Students will understand the nature of citizenship, politics, and governments and understand the rights and responsibilities of citizens and how these are part of local, state, and national government. Students will examine how the United States Constitution protects rights and provides the structure and functions of various levels of government. How the United States interacts with other nations and the government’s role in world affairs will be examined. Using primary and secondary resources, students will articulate, evaluate, and defend positions on political issues. As a result, they will be able to explain the role of individuals and groups in government, politic, and civic activities and the need for civic and political engagement of citizens in the United States.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> United States History 1542<br>
|
||
<b>CInfo1:</b> Grade 11<br>
|
||
<b>CInfo2:</b> SOH300, SOH 301<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Two semesters are required for graduation.<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> United States History builds upon concepts developed in previous studies of U.S. History. Students are expected to identify and review significant events, persons, and movements in the early development of the nation. The course then gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the late nineteenth century through the present. Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U.S. History. They will develop historical thinking and research skills and use primary and secondary sources to explore topical issues and to understand the cause for changes in the nation over time.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> United States History, Advanced Placement 1562<br>
|
||
<b>CInfo1:</b> Grade 11<br>
|
||
<b>CInfo2:</b> SOH 660, SOH661<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits (weighted)
|
||
A Core 40 and AHD course<br>
|
||
<b>CInfo4:</b> Strongly recommended to take Topics in History as a sophomore because of the strenuous reading and writing expectations.<br>
|
||
<b>CInfo5:</b> United States History, Advanced Placement is a course based on the content established by the College Board. The course has a chronological frame from 1492 to the present and focuses on multiple causation and change in United States history over time. A variety of historical themes are examined in order to place the history of the United States into larger analytical contexts. Students are expected to analyze and interpret primary sources and develop awareness of multiple interpretations of historical issues in secondary sources. Historical events and issues in U.S. history are to be examined from multiple perspectives. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> SOCIAL STUDIES DEPARTMENT<br>
|
||
<b>CourseName:</b> World History and Civilization 1548<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> SOH 200, SOH 201<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> World History and Civilization emphasizes events and developments in the past that greatly affected large numbers of people across broad areas and that significantly influenced peoples and places in subsequent eras. Key events related to people and places as well as transcultural interaction and exchanges are examined in this course. Students are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. They will examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Students are also expected to practice skills and process of historical thinking and research and apply content knowledge to the practice of thinking and inquiry skills and processes. There will be continuous and pervasive interactions of processes and content, skills and substance, in the teaching and learning of history.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WORLD LANGUAGE DEPARTMENT<br>
|
||
<b>CourseName:</b> Chinese, French, German, Japanese, Spanish I
|
||
2000, 2020, 2040, 2060, 2120
|
||
Japanese and Chinese not offered in 2013-2014<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> FLH100, FLH101
|
||
FFH 100, FFH101
|
||
FGH 100, FGH101
|
||
FJH100, FJH101
|
||
FSH100, FSH 101<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Prerequisite: It is recommended that 8th graders have a “C” or better in Language Arts before taking World Language as a freshman.<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> Level I world language introduces students to effective strategies for beginning language learning, and to various aspects of culture. This course encourages interpersonal communication through: speaking and writing, providing opportunities to make and respond to basic requests and questions, understand and use appropriate greetings and forms of address, participate in brief guided conversations on familiar topics, write short passages with guidance. This course also emphasizes the development of reading and listening comprehension skills, such as reading isolated words and phrases in a situational context and comprehending brief written or oral directions. Additionally, students will examine the practices, products and perspectives of the culture; recognize basic routine practices of the target culture; and recognize and use situation-appropriate non-verbal communication. This course further emphasizes making connections across content areas and the application of understanding the language and culture outside of the classroom.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WORLD LANGUAGE DEPARTMENT<br>
|
||
<b>CourseName:</b> Chinese, French, German, Japanese, Spanish II
|
||
2002, 2022, 2042, 2062, 2122
|
||
Japanese and Chinese not offered in 2013-2014<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> FLH200, FLH201
|
||
FFH 200, FFH201
|
||
FGH200, FGH201
|
||
FJH200, FJH201
|
||
FSH200, FSH201<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits<br>
|
||
<b>CInfo4:</b> Prerequisite: World Language I in the language studied with a passing grade
|
||
A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> Level II world language course builds upon effective strategies for language learning by encouraging the use of the language and cultural understanding for self-directed purposes. This course encourages interpersonal communication through: speaking and writing, providing opportunities to make and respond to requests and questions in expanded contexts, participating independently in brief conversations on familiar topics, writing cohesive passages with greater independence and using appropriate formats. This course also emphasizes the development of reading and listening comprehension skills, such as using contextual clues to guess meaning and comprehending longer written or oral directions. Students will address the presentational mode by presenting prepared material on a variety of topics, as well as reading aloud to practice appropriate pronunciation and intonation. Additionally, students will describe the practices, products and perspectives of the culture; report on basic family and social practices of the target culture; and describe contributions from the target culture. This course further emphasizes making connections across content areas and the application of understanding language and culture outside of the classroom.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WORLD LANGUAGE DEPARTMENT<br>
|
||
<b>CourseName:</b> Spanish II Honors 2122<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> FSH210, FSH211<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
A Core 40 and AHD course<br>
|
||
<b>CInfo4:</b> Prerequisite: World Language I in the language studied with a passing grade
|
||
Teacher recommendation is required.<br>
|
||
<b>CInfo5:</b> Level 2 Honors world language course enables students to participate in conversations dealing with daily activities and personal interests. Students are able to participate in conversations on a variety of topics, relate a simple narrative about a personal experience or event, interact in a variety of situations to meet personal needs, such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life, understand main ideas and facts from simple texts over familiar topics, read aloud with appropriate intonation and pronunciation, and write briefly in response to given situations. Students will communicate through listening and speaking in various cultural contexts within a foreign culture and within the student’s own culture. Students will apply effective strategies in order to comprehend developmentally appropriate reading materials and utilize writing strategies for different purposes. Additionally, students become familiar with geographical areas and with different aspects of the culture, including literature and music, using the world language where appropriate. They are able to extend and respond to hospitality as a host or a guest. Students will demonstrate behaviors appropriate in the cultures of the languages being studied. The honors program in Spanish level 2 maintains the same objectives as the regular Spanish 2 classes, but the students study the language on a deeper level with more challenging assignments and through more instruction and communication done in the target language. This class includes a culminating honors project that reflects understanding of the Honors course content.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WORLD LANGUAGE DEPARTMENT<br>
|
||
<b>CourseName:</b> French, German, Japanese, Spanish III
|
||
2024, 2044, 2064, 2124
|
||
Japanese not offered in 2013-2014<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> FFH 300, FFH 301
|
||
FGH 300, FGH 301
|
||
FJH300, FJH301
|
||
FSH 300, FSH 301<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Prerequisite: World Language I & II in the language studied<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course<br>
|
||
<b>CInfo5:</b> Level III world language builds upon effective strategies for language learning by facilitating the use of the language and cultural understanding for self-directed purposes. This course encourages: interpersonal communication through speaking and writing, providing opportunities to initiate, sustain and close conversations, exchange detailed information in oral and written form, and write cohesive information with greater detail. This course also emphasizes the continued development of reading and listening comprehension skills, such as using cognates, synonyms and antonyms to derive meaning from written and oral information, as well as comprehending detailed written or oral directions. Students will address the presentational mode by presenting student-created material on a variety of topics as well as reading aloud to practice appropriate pronunciation and intonation. Additionally, students will continue to develop understanding of the culture through recognition of the interrelations among the practices, products and perspectives of the target culture; discussion of significant events in the target culture; and investigation of elements that shape cultural identity in the target culture. This course further emphasizes making connections across content areas as well the application of understanding the language and culture outside of the classroom.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WORLD LANGUAGE DEPARTMENT<br>
|
||
<b>CourseName:</b> Spanish III Honors 2124<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> FSH310, FSH311<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
A Core 40 and AHD course<br>
|
||
<b>CInfo4:</b> Prerequisite: World Language I & II in the language studied.
|
||
Teacher recommendation is required.<br>
|
||
<b>CInfo5:</b> Level III world language courses provide instruction enabling students to understand and appreciate other cultures by comparing social behaviors and values of people using the languages being learned. Students are willing to initiate and participate in discussions concerning these cultures. In addition, students are able to: respond to factual and interpretive questions and interact in a variety of social situations; read for comprehension from a variety of authentic materials; write paraphrases, summaries, and brief compositions; apply effective strategies in order to comprehend develop-mentally appropriate reading materials; apply developmentally appropriate writing strategies for different purposes; recognize the interrelatedness of languages, literatures, and cultures through a knowledge of the artifacts, expressions, and traditions of the foreign cultures; demonstrate behaviors appropriate in the cultures of the languages being studied. The Honors program in Spanish level 3 maintains the same objectives, course materials, and teaching strategies as the regular program materials. They use additional vocabulary and information to research and prepare presentations on various areas where the world language is spoken. Students are asked to give impromptu oral presentations on identified themes. Students write and speak in response to given situations, using compound and complex sentences. They are given opportunities to use the language creatively in writing poetry and prose. Honors-level courses must include a culminating honors project that reflects understanding of the Honors course content.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WORLD LANGUAGE DEPARTMENT<br>
|
||
<b>CourseName:</b> French, German, Japanese, Spanish IV 2026, 2046, 2066, 2126
|
||
Japanese not offered in 2013-2014<br>
|
||
<b>CInfo1:</b> Grades 9-12<br>
|
||
<b>CInfo2:</b> FFH 400, FFH 401
|
||
FGH 400, FGH 401
|
||
FJH400, FJH401
|
||
FSH 400, FSH 401<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Prerequisite: World language I, II & III in the language studied<br>
|
||
<b>CInfo4:</b> A Core 40 and AHD course
|
||
Spanish IV is Dual Credit (Ivy Tech)<br>
|
||
<b>CInfo5:</b> Level IV, a course based on Indiana’s Academic Standards for World Languages, provides a context for integration of the continued development of language skills and cultural understanding with other content areas and the community beyond the classroom. The skill sets that apply to the exchange of written and oral information are expanded through emphasis on practicing speaking and listening strategies that facilitate communication, such as the use of circumlocution, guessing meaning in familiar and unfamiliar contexts, and using elements of word formation to expand vocabulary and derive meaning. Additionally, students will continue to develop understanding of the language speaking culture through explaining factors that influence the practices, products, and perspectives of the target culture; reflecting on cultural practices of the target culture; and comparing systems of the target culture and the students’ own culture. This course further emphasizes making connections across content areas through the design of activities and materials that integrate the target language and culture with concepts and skills from other content areas. The use and influence of the world language and culture in the community beyond the classroom is explored through the identification and evaluation of resources intended for native language speakers.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Architectural Drafting and Design I 5640<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> VOH332, VOH333<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Computers in Design and Production<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Architectural Drafting and Design I will provide students with a basic understanding of the detailing skills commonly used by a drafting technician. Areas of study include: lettering, sketching, proper use of equipment, geometric constructions with emphasis on orthographic (multi-view) drawings that are dimensioned and noted to ANSI standards. This course includes the creation and interpretation of construction documents. Methods of geometric construction, three dimensional drawing techniques, and sketching will be presented as well as elementary aspects of residential design and site work. Areas of emphasis will include print reading and drawing. Another purpose of this introductory course is to provide students with a basic understanding of the features and considerations associated with the operation of a computer-aided design (CAD) system. Students will gain valuable hands-on experience with Auto CAD. They will be expected to complete several projects relating to command topics. Topics include: 2D drawing commands, coordinate systems, editing commands, paper and model space, inquiry commands, layers, plotting, text, and basic dimensioning. This course will also include Basic Architectural AutoCAD practices.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Architectural Drafting and Design II 5652<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH432, VOH433<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Architectural Drafting and Design I<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Architectural Drafting and Design II presents a history and survey of architecture and focuses on creative design of buildings in a studio environment. Covers problems of site analysis, facilities programming, space planning, conceptual design, proper use of materials, selection of structure and construction techniques. Develops presentation drawings, and requires oral presentations and critiques. Generation of form and space is addressed through basic architectural theory, related architectural styles, design strategies, and a visual representation of the student's design process. This course will focus on advanced CAD features, including fundamentals of three-dimensional modeling for design. Includes overview of modeling, graphical manipulation, part structuring, coordinate system, and developing strategy of modeling. Advanced CAD will enable the student to make the transition from 2D drafting to 3D modeling. Various Architectural software packages and applications may be used.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Automotive Collision Repair Technology I 5514<br>
|
||
<b>CInfo1:</b> Grades 11 and 12<br>
|
||
<b>CInfo2:</b> VOH 303 VOH304<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Introduction to Transportation<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Automotive Collision Repair Technology I includes classroom and laboratory experiences concerned with all phases of the repair of damaged vehicle bodies and frames, including metal straightening; smoothing areas by filing, grinding, or sanding; concealment of imperfections; painting; and replacement of body components including trim. Students examine the characteristics of body metals including the installation of moldings, ornaments, and fasteners with emphasis on sheet metal analysis and safety. Course coverage also includes instruction in personal and environmental safety practices as related to OSHA and other agencies that affect individuals working in the ground transportation technology areas. Additional instruction is given in the course on measurement principles and automotive fasteners. Instruction should also emphasize computerized frame diagnosis, computerized color-mixing, and computerized estimating of repair costs. Additional academic skills taught in this course include precision measurement and mathematical calibrations as well as scientific principles related to adhesive compounds, color-mixing, abrasive materials, metallurgy, and composite materials.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Automotive Collision Repair Technology II 5544<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH 403, VOH404<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester<br>
|
||
<b>CInfo4:</b> Recommended Prerequisite: Automotive Collision Repair Technology I<br>
|
||
<b>CInfo5:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas
|
||
|
||
Automotive Collision Repair Technology II Introduces concepts in auto paint considerations with emphasis on the handling of materials and equipment in modern automotive technologies. Instruction should build on concepts learned in Automotive Collision Repair Technology I such as computerized frame diagnosis, computerized color-mixing, and computerized estimating of repair costs. Additional academic skills taught in this course include precision measurement and mathematical calibrations as well as scientific principles related to adhesive compounds, color-mixing, abrasive materials, metallurgy, and composite materials.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Automotive Service Technology I 5510<br>
|
||
<b>CInfo1:</b> Grades 11 and 12<br>
|
||
<b>CInfo2:</b> VOH 312 VOH313<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Automotive Services Technology I is a one year course that encompasses the sub topics of the NATEF/ ASE identified areas of Steering & Suspension and Braking Systems. This one year course offering may be structured in a series of two topics per year offered in any combination of instructional strategies of semester based or yearlong instruction. Additional areas of manual transmissions and differentials, automatic transmissions, air conditioning, and engine repair should be covered as time permits. This one year offering must meet the NATEF program certifications for the two primary areas offered in this course. This course provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. Mathematical skills will be reinforced through precision measuring activities and cost estimation/ calculation activities. Scientific principles taught and reinforced in this course include the study of viscosity, friction, thermal expansion, and compound solutions. Written and oral skills will also be emphasized to help students communicate with customers, colleagues, and supervisors.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Automotive Service Technology II 5546<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH 412 VOH413<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Automotive Services Technology II is a one year course that encompasses the sub topics of the NATEF/ASE identified areas of Electrical Systems and Engine Performance. This one year course offering may be structured in a series of two topics per year offered in any combination of instructional strategies of semester based or yearlong instruction. Additional areas of manual transmissions /differentials, automatic transmissions, air conditioning, and engine repair should be covered as time permits. This one-year offering must meet the NATEF program certifications for the two primary areas offered in this course. Mathematical skills will be reinforced through precision measuring activities and cost estimation/calculation activities. Scientific principles taught and reinforced in this course include the study of viscosity, friction, thermal expansion, and compound solutions. Written and oral skills will also be emphasized to help students communicate with customers, colleagues, and supervisors.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Computer Illustrations and Graphics<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> VOH356, VOH357<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester
|
||
Recommended Prerequisites: Information Communications and Technology or Introduction to Communications<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Computer Illustration and Graphics introduces students to the computer’s use in visual communication. The focus of the course is on basic computer terminology and use, mastering fundamental skills, and developing efficient working styles. These skills are then developed by creating work with imaging, drawing, interactive, and page layout software. The course includes organized learning experiences that incorporate a variety of visual art techniques as they relate to the design and execution of layouts and illustrations for advertising, displays, promotional materials, and instructional manuals. Instruction also covers advertising theory and preparation of copy, lettering, posters, produce vector illustrations, graphics and logos, and artwork in addition to incorporation of photographic images. Communication skills will be emphasized through the study of effective methods used to design products that impart information and ideas. Advanced instruction might also include experiences in silk screening and air brush techniques as well as activities in designing product packaging and commercial displays or exhibits.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Construction Technology I 5578<br>
|
||
<b>CInfo1:</b> Grades 11 and 12<br>
|
||
<b>CInfo2:</b> VOH 322 VOH323<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester
|
||
Recommended Prerequisites: Introduction to Construction<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Construction Technology I includes classroom and laboratory experiences covering the formation, installation, maintenance, and repair of buildings, homes, and other structures. This course also covers the use of working drawings and applications from the print to the work. Students will explore the relationship of views and details, interpretation of dimension, transposing scale, tolerance, electrical symbols, sections, materials list, architectural plans, geometric construction, three dimensional drawing techniques, and sketching. Elementary aspects of residential design and site work will also be covered. Areas of emphasis will include print reading and drawing, room schedules and plot plans. Students will examine the design and construction of floor and wall systems and develop the skills needed for layout and construction processes of floor and wall systems from blueprints and professional planning documents. Instruction will be given in the following areas, administrative requirements, definitions, building planning, foundations, wall coverings, roof and ceiling construction, and roof assemblies. Students will develop an understanding and interpretation of the Indiana Residential Code for one and two-family dwellings and safety practices including Occupational Safety and Health Administration’s Safety & Health Standards for the construction industry.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Construction Technology II 5580<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH422, VOH423<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester
|
||
Recommended Prerequisite: Construction Technology I<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Construction Technology II builds on the topics covered in Construction Technology I and includes: formation, installation, maintenance, and repair of buildings, homes, and other structures including recent trends in the residential construction industry. Information is presented concerning materials, occupations, and professional organizations within the industry. Students will develop basic knowledge, skills, and awareness of interior trim. This course provides training in installation of drywall, moldings, interior doors, kitchen cabinets, and baseboard moldings. Students will also develop skills in the finishing of building exteriors. They will also explore skills in the installation of cornices, windows, doors and various types of sidings used in today’s market place. Additionally, the course covers design and construction of roof systems and using framing squares for traditional rafter and truss roofing
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Cosmetology I 5802<br>
|
||
<b>CInfo1:</b> Grade 11<br>
|
||
<b>CInfo2:</b> VOH342 VOH343<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester<br>
|
||
<b>CInfo4:</b> Counts as Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Cosmetology I offers an introduction to cosmetology with emphasis on basic practical skills and theories including roller control, quick styling, shampooing, hair coloring, permanent waving, facials, manicuring business and personal ethics, and bacteriology and sanitation. In the second semester greater emphasis is placed on the application and development of these skills. State of Indiana requires a total of 1500 hours of instruction for licensure.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Cosmetology II 5806<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH442, VOH443<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester<br>
|
||
<b>CInfo4:</b> Counts as Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Cosmetology II emphasis will cover the development of advanced skills in styling, hair coloring, permanent waving, facials and manicuring. Students will also study anatomy and physiology, professionalism, and salon management in relation to cosmetology.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Culinary Arts and Hospitality Management 5440<br>
|
||
<b>CInfo1:</b> Grade 11<br>
|
||
<b>CInfo2:</b> VOH 388 VOH389 2 credits per semester<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester
|
||
Recommended Prerequisites: Nutrition and Wellness, Introduction to Culinary Arts & Hospitality<br>
|
||
<b>CInfo4:</b> Counts as Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Culinary Arts and Hospitality Management prepares students for occupations and higher education programs of study related to the entire spectrum of careers in the hospitality industry. This course builds a foundation that prepares students to enter the Advanced Culinary Arts or Advanced Hospitality courses. Major topics include: introduction to the hospitality industry; food safety and personal hygiene; sanitation and safety; regulations, procedures, and emergencies; basic culinary skills; culinary math; and food preparation techniques and applications; principles of purchasing, storage, preparation, and service of food and food products; application of sanitation and safety principles to maintain safe and healthy food service and hospitality environments; use and maintenance of related tools and equipment; and application of management principles. Intensive, teacher monitored standards-based laboratory experiences with commercial applications are required and may be either school-based or "on-the-job" or a combination of the two. Work-based experiences in the food industry are strongly encouraged. Articulation with postsecondary programs is encouraged.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Advanced Culinary Arts 5346<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH488, VOH489<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester Recommended Prerequisites: Culinary Arts and Hospitality Management<br>
|
||
<b>CInfo4:</b> Counts as Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Advanced Culinary Arts prepares students for occupations and higher education programs of study related to the entire spectrum of careers in the food industry, including (but not limited to) food production and services; food science, dietetics, and nutrition; and baking and pastry arts. Major topics for this advanced course include: basic baking theory and skills, introduction to breads, introduction to pastry arts, nutrition, nutrition accommodations and adaptations, cost control and purchasing, and current marketing and trends. Instruction and intensive laboratory experiences include commercial applications of principles of nutrition, aesthetic, and sanitary selection; purchasing, storage, preparation, and service of food and food products; using and maintaining related tools and equipment; baking and pastry arts skills; managing operations in food service, food science, or hospitality establishments; providing for the dietary needs of persons with special requirements; and related research, development, and testing. Intensive laboratory experiences with commercial applications are a required component of this course of study. Student laboratory experiences may be either school-based or "on-the-job" or a combination of the two. Advanced Culinary Arts builds upon skills and techniques learned in Culinary Arts and Hospitality Management, which must be successfully completed before enrolling in this advanced course. Work-based experiences in the food industry are strongly encouraged. A standards-based plan guides the students’ laboratory and work-based experiences. Students are monitored in these experiences by the Advanced Culinary Arts teacher. Articulation with postsecondary programs is encouraged.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Dental Careers 5203<br>
|
||
<b>CInfo1:</b> Grades 11 and 12<br>
|
||
<b>CInfo2:</b> VOH396, VOH397<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester
|
||
Recommended Prerequisite: Nutrition and Wellness<br>
|
||
<b>CInfo4:</b> Counts as Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Dental Careers I prepares the student for an entry level dental assisting position. Emphasis is placed on the clinical environment, chair-side assisting, equipment/instrument identification, tray set-ups, sterilization, and characteristics of microorganisms and disease control. In addition, oral, head and neck anatomy, basic embryology, histology, tooth morphology, charting dental surfaces, and illness are all introduced. Simulated in-school laboratories and/or extended laboratory experiences are also included to provide opportunities for students to further develop clinical skills and the appropriate ethical behavior. Leadership skills are developed and community service provided through HOSA. Students have the opportunity to compete in a number of competitive events at both the state and national level.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Dental Careers II 5204<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH496, VOH497<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits
|
||
Recommended Prerequisites: Dental Careers I<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Dental Careers II is a course designed to provide the dental assisting student with specific knowledge of the administrative planning, book-keeping, recall programs, banking, tax records, computer software, insurance, office practice and management as related to the dental office. In addition, students will practice Oral and Maxillofacial Surgery, Periodontics, Endodontics, Prosthodontics, Pediatric Dentistry, and Orthodontics. Opportunity for increased skill development in clinical support and business office procedures is routinely provided. The importance of the clinical behavior of materials and biological factors are also stressed. Leadership skills are developed and community service provided through HOSA. Students have the opportunity to compete in a number of competitive events at both the state and national level.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Early Childhood Education 5412<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> VOH316, VOH317<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Recommended Prerequisites: Child Development and Advanced Child Development<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Early Childhood Education prepares students for employment in early childhood education and related careers that involve working with children from birth to 8 years (3rd grade) and provides the foundations for study in higher education that leads to early childhood education and other child-related careers. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate the study of suggested topics. Major course topics include: career paths in early childhood education; promoting child development and learning; building family and community relationships; observing, documenting, and assessing to support young children and families; using developmentally effective approaches; using content knowledge to build meaningful curriculum, and becoming an early childhood education professional. The course provides an overview of the history, theory, and foundations of early childhood education as well as exposure to types of programs, curricula, and services available to young children. Students examine basic principles of child development, importance of family, licensing, and elements of quality care of young children. The course addresses planning and guiding developmentally appropriate activities for young children in various childcare settings; developmentally appropriate practices of guidance and discipline; application of basic health, safety, and nutrition principles when working with children; overview of management and operation of licensed child care facilities or educational settings; child care regulations and licensing requirements; and employability skills. Intensive experiences in one or more early childhood settings, resumes, and career portfolios are required components. A standards-based plan for each student guides the laboratory/field experiences. Students are monitored in their laboratory/field experiences by the Early Childhood Education teacher. Student laboratory/field experiences may be either school-based or "on-the-job" in community-based early childhood education centers or in a combination of the two.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Education Professions 5408<br>
|
||
<b>CInfo1:</b> Grade 11<br>
|
||
<b>CInfo2:</b> VOH416, VOH417<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits
|
||
Recommended Prerequisites: Child Development and Advanced Child Development or Human Development and Wellness, Nutrition and<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Education Professions I prepares students for employment in education and related careers and provides the foundation for study in higher education in these career areas. An active learning approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of education and related careers. The course of study includes, but is not limited to: the teaching profession, the learner and the learning process, planning instruction, learning environment, and instructional and assessment strategies. Field experiences in one or more classroom settings, resumes, and career portfolios are required components. A standards-based plan guides the students’ field experiences. Students are monitored in their field experiences by the Education Professions teacher.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Electronics and Computer Technology 5684<br>
|
||
<b>CInfo1:</b> Grades 11 and 12<br>
|
||
<b>CInfo2:</b> VOH 337 VOH338<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester
|
||
Recommended Prerequisites: Introduction to Advanced Manufacturing<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Electronics and Computer Technology I introduces students to the fundamental electronic concepts necessary for entry into an electronic and computer systems career pathway, which will culminate with industry certifications or additional post-secondary education. Classroom and laboratory experiences will allow students begin their career preparation in the fundamental electronics concepts of Jobsite Skills, DC Basics, AC Basics, and Personal Computer Design, and will incorporate safety, technical writing, mathematical concepts, and customer service.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Electronics and Computer Technology II 5694<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH437, VOH438<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester
|
||
Recommended Prerequisites: Electronics and Computer Technology I<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Electronics and Computer Technology II provides the opportunity for students to continue with foundational electronic concepts including circuit analysis and digital electronics modules. After completing the two additional foundational modules, student may choose to focus on one of the optional modules that can include more intense instruction, research, specialized projects, and internships. The optional modules include industrial technology, emerging electronic technologies, residential and commercial electronic communication, and automation. The content of this class is designed to provide the State of Indiana with a trained workforce in emerging technologies career pathways that will make a significant contribution to the Indiana economy. Industry certifications and additional post-secondary education are critical components of this pathway. Classroom, laboratory, and work-based experiences in the fundamental electronics concepts of circuit analysis and digital electronics as well as one of the optional modules will incorporate safety, technical writing, mathematics, and customer service.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Graphic Design and Layout 5550<br>
|
||
<b>CInfo1:</b> Grades 11 and 12<br>
|
||
<b>CInfo2:</b> VOH372, VOH373<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester
|
||
Recommended Prerequisites: Computer Illustration and Graphics<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Graphic Design and Layout includes organized learning experiences that incorporate a variety of visual art techniques as they relate to the design and execution of layouts and illustrations for advertising, displays, promotional materials, and instructional manuals. Instruction also covers advertising theory and preparation of copy, lettering, posters, and artwork in addition to incorporation of photographic images. Communication skills will be emphasized through the study of effective methods used to design commercial products that impart information and ideas. Advanced instruction might also include experiences in various printing processes as well as activities in designing product packaging and commercial displays or exhibits.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Health Science Education 1 5282<br>
|
||
<b>CInfo1:</b> Grade 11<br>
|
||
<b>CInfo2:</b> VOH 354 VOH355<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Health Science Education I content includes skills common to specific health career topics such as patient nursing care, dental care, animal care, medical laboratory, public health, an introduction to health care systems, anatomy, physiology, and medical terminology. Leadership skills developed through HOSA participation are also included. Lab experiences are organized and planned around the activities associated with the student's career objectives. Job seeking and job maintenance skills, personal management skills, self analysis to aid in career selection and completion of the application process for admission into a post secondary program of their choice are also included in this course.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Health Science Education II –Special Topics 5286<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH454, VOH455<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester
|
||
Recommended Prerequisites: Health Science Education I<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Health Science Education II: Special Topics is an extended laboratory experience designed to address the advancement and specialization of health care careers allowing schools to provide a specialized course for a specific healthcare workforce need in the school’s region. Practicum is at the student's choice of clinical site designed to provide students the opportunity to assume the role of a health care provider and practice technical skills previously learned in the classroom, including information on the health care system and employment opportunities at a variety of entry levels, an overview of the health care delivery systems, health care teams and legal and ethical considerations. It prepares students with the knowledge, skills and attitudes essential for providing basic care in extended care facilities, hospitals and home health agencies under the direction of licensed health practitioners. This course also provides students with the knowledge, attitudes, and skills needed to make the transition from school to work in health science careers, including self-analysis to aid in career selection, job seeking and job maintenance skills, personal management skills, and completion of the application process for admission into a post-secondary program. Course standards and curriculum must be tailored to the specific healthcare profession preparing students to advance in this career field and should also provide students with opportunities for certification or dual credit. HOSA, the health science student organization, encourages development of leadership, communication, community service and health care related skills
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Network Fundamentals 5234<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH444, VOH445<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester
|
||
Recommended Prerequisites: Computer Tech Support<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Networking Fundamentals introduces students to concepts of local and wide area networks, home networking, networking standards using the IEEE/OSI Model, network protocols, transmission media and network architecture/topologies. Security and data integrity will be introduced and emphasized throughout this course. The purpose of this course is to offer students the critical information needed to successfully move into a role as an IT professional supporting networked computers. Concepts covered will include TCP/IP client administration, planning a network topology, configuring the TCP/IP protocol, managing network clients, configuring routers and hubs as well as creating a wireless LAN.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Computer Tech Support 5230<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> VOH344, VOH345<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester
|
||
Recommended Prerequisites: Information Communications and Technology<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Computer Tech Support allows students to explore how computers work. Students learn the functionality of hardware and software components as well as suggested best practices in maintenance and safety issues. Through hands on activities and labs, students learn how to assemble and configure a computer, install operating systems and software, and troubleshoot hardware and software problems.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Precision Machine I 5782<br>
|
||
<b>CInfo1:</b> Grades 11 and 12<br>
|
||
<b>CInfo2:</b> VOH 362 VOH363<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Precision Machining I is designed to provide students with a basic understanding of the precision machining processes used in industry, manufacturing, maintenance, and repair. The course instructs the student in industrial safety, terminology, tools and machine tools, measurement and layout. Students will become familiar with the setup and operation of power saws, drill presses, lathes, milling machines, grinders and an introduction to CNC (computer controlled) machines.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Precision Machine II 5784<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH462, VOH463<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester
|
||
Recommended Prerequisites: Precision Machining I<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Precision Machining II is a more in-depth study of skills learned in Precision Machining I with a stronger focus in CNC setup/operation/programming. Classroom activities will concentrate on precision set-up and inspection work as well as machine shop calculations. Students will develop skills in advanced machining and measuring parts involving tighter tolerances and more complex geometry. A continued focus on safety will also be included.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Radio and Television I 5986<br>
|
||
<b>CInfo1:</b> Grades 11-12<br>
|
||
<b>CInfo2:</b> VOH394, VOH395<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester
|
||
Recommended Prerequisites: Introduction to Communications<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Radio and Television I focuses on communication, media and production. Emphasis is placed on career opportunities, production, programming, promotion, sales, performance, and equipment operation. Students will also study the history of communication systems as well as communication ethics and law. Students will develop oral and written communication skills, acquire software and equipment operation abilities, and integrate teamwork skills. Instructional strategies may include a hands-on school-based enterprise, real and/or simulated occupational experiences, job shadowing, field trips, and internships.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Radio and Television II 5992<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH498, VOH499<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester
|
||
Recommended Prerequisites: Radio and Television I<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Radio and Television II prepares students for admission to television production programs at institutions of higher learning. Students train on professional equipment creating a variety of video projects. Students enrolling in this program should have successfully completed Radio and Television I. During this second-year program students integrate and build on first-year curriculum while mastering advanced concepts in production, lighting and audio.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Welding Technology I 5776<br>
|
||
<b>CInfo1:</b> Grades 11 and 12<br>
|
||
<b>CInfo2:</b> VOH 386 VOH387<br>
|
||
<b>CInfo3:</b> 2 semesters, 2 credits per semester<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Welding Technology I includes classroom and laboratory experiences that develop a variety of skills in oxy-fuel cutting and Shielded Metal Arc welding. This course is designed for individuals who intend to make a career as a Welder, Technician, Sales, Designer, Researcher or Engineer. Emphasis is placed on safety at all times. OSHA standards and guide lines endorsed by the American Welding Society (AWS) are used. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing through projects and exercises that teach students how to weld and be prepared for college and career success.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> WALKER<br>
|
||
<b>CourseName:</b> Welding Technology II 5778<br>
|
||
<b>CInfo1:</b> Grade 12<br>
|
||
<b>CInfo2:</b> VOH 486 VOH487<br>
|
||
<b>CInfo3:</b> 2 semesters, 3 credits per semester
|
||
Recommended Prerequisites: Welding Technology I<br>
|
||
<b>CInfo4:</b> Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo5:</b> Welding Technology II builds on the Gas Metal Arc welding, Flux Cored Arc Welding, Gas Tungsten Arc welding, Plasma Cutting and Carbon Arc skills covered in Welding Technology I. Emphasis is placed on safety at all times. OSHA standards and guide lines endorsed by the American Welding Society (AWS) are used. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing through projects and exercises that teach students how to weld and be prepared for college and career success.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCGCHS<br>
|
||
<b>CourseName:</b> Radio and Television I 5986<br>
|
||
<b>CInfo1:</b> Greenfield-Central High School<br>
|
||
<b>CInfo2:</b> Grades 9-12<br>
|
||
<b>CInfo3:</b> GCH410, GCH411:
|
||
Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas<br>
|
||
<b>CInfo4:</b> 1 credit per block taken, maximum of 6 credits: Recommended Prerequisites: Introduction to Communications
|
||
This course is taught at Greenfield-Central High School.<br>
|
||
<b>CInfo5:</b> Radio and Television I will focus on communication, media and production. Emphasis is placed on career opportunities, production, programming, promotion, sales, performance, and equipment operation. Students will also study the history of communication systems as well as communication ethics and law. Students will develop oral and written communication skills, acquire software and equipment operation abilities, and integrate teamwork skills. Instructional strategies may include a hands-on school-based enterprise, real and/or simulated occupational experiences, job shadowing, field trips, and internships. The purpose of this course is to serve as a staff member in Greenfield-Central’s television production studio (GCTV Channels 19 & 95) and/or the 2000-watt stereo radio station WRGF 89.7 FM. Students may be required to perform before, during and after school as air personalities, sportscasters, newscasters, technicians, production assistants, audio/video editors as well as public service, promotional, programming and management duties. Upon completion of the course the students will be well versed in a variety of television production and radio broadcasting skills. These skills will prepare students for a career in video production, radio broadcasting, or further education in communications. Units studied: Radio Programming, Public Service, Station Promotions, News, Sports-casting, Air Personality; Video Camera Operation, Videotape, Scripts, Graphics, Master Control, Lighting, Set Design, Radio & Video Production, Editing, Broadcast Careers, Job Search, Cover Letter, Demo Tape, Resume.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Information Support and Services 5230<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH 305<br>
|
||
<b>CInfo3:</b> 4 credits: 1 semester – 4 blocks<br>
|
||
<b>CInfo4:</b> Prerequisites: Computer Applications and a strong math background<br>
|
||
<b>CInfo5:</b> Presents an in-depth exposure to computer hardware and operating systems. Students learn the functionality of hardware and software components as well as suggested best practices in maintenance, and safety issues. Through hands on activities and labs, students learn how to assemble and configure a computer, install operating systems and software, and troubleshoot hardware and software problems. In addition, an introduction to networking is included. Characteristics of the Linux, Windows 2000, NT, XP, and Vista network operating systems will also be discussed. Students will explore a variety of topics including installation procedures, security issues, back-up procedures and remote access. This course helps students prepare for CompTIA's A+ certification.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Network Systems 5234<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH306<br>
|
||
<b>CInfo3:</b> 2 credits: 1 semester – 2 blocks<br>
|
||
<b>CInfo4:</b> Prerequisite: IT Essentials I or CISCO Networking<br>
|
||
<b>CInfo5:</b> IT Essentials II is a lab-based course designed to be an overview of Network Operating Systems and specifically cover the Linux Network Operating System. This course introduces and covers how to use the Linux operating system and the Windows Network Operating System. This course covers concepts in TCP/IP processes and network administration. The student will learn the configuration of network services, including basic network security and troubleshooting. The class is for new users of the Linux and Windows environment. You will learn fundamental concepts of networking, hardware placement and cabling standards. This course leads to the Network+ certification.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Network Systems CISCO Networking Academy I-II 5234<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH332<br>
|
||
<b>CInfo3:</b> 4 credits: 1 semester – 4 blocks<br>
|
||
<b>CInfo4:</b> Prerequisites: Digital Communications or Keyboard/Computer Applications.<br>
|
||
<b>CInfo5:</b> CISCO is a program which will give students the ability to design, build and maintain computer networks. The curriculum covers a broad range of topics, from basic networking skills such as pulling cable to more complex concepts such as applying advanced troubleshooting tools. Upon completion of this course, students will have the opportunity to take the certification test.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Network Systems
|
||
Microsoft Networking 5234<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH 302<br>
|
||
<b>CInfo3:</b> 4 credits: 1 semester – 4 blocks<br>
|
||
<b>CInfo4:</b> Prerequisite: Computer Applications<br>
|
||
<b>CInfo5:</b> Windows Networking Training gives students the skills to configure network server products, manage server resources, monitor and analyze performance, plan security and troubleshoot problems. Upon completion of this course, students will have the opportunity to take the Microsoft test. Students may also have the opportunity of an unpaid short-term internship available to them, if the time of the class allows.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Digital Forensics 5236<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH340<br>
|
||
<b>CInfo3:</b> 2 credits: 1 semester 2 blocks<br>
|
||
<b>CInfo4:</b> Prerequisites: CCNA, Microsoft, or Network+<br>
|
||
<b>CInfo5:</b> This course addresses real-world business challenges with hands-on exercises to ease students into the CompTIA's Security+ exam. This is an introductory network security course that covers the latest topics on the Network+ exam. Labs will provide extensive practice for the students to work with cryptography, common attackers, and business communications in a real-world situation.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Interactive Media
|
||
Internet Applications (Web Page Design) 5232<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH320<br>
|
||
<b>CInfo3:</b> 2 credits: 1 semester<br>
|
||
<b>CInfo4:</b> Prerequisites: Computer Applications<br>
|
||
<b>CInfo5:</b> An integration of computing concepts and multimedia development tools. Use of authoring tools to create compositions of images, sounds, and video. Digital images are produced using a variety of computer technologies. This course introduces the knowledge base on which digital animation and spatial graphics are founded and developed. A variety of digital tools are used to construct, extract, and render pictorial views using vector and raster tools. Special emphasis will be given to using the Web as a multimedia presentation environment.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Interactive Media
|
||
Web Design (with Virtual Reality) 5232<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH350<br>
|
||
<b>CInfo3:</b> 2 credits: 1 semester - 2 blocks<br>
|
||
<b>CInfo4:</b> Prerequisites: Internet Applications (Web Page Design)<br>
|
||
<b>CInfo5:</b> This course focuses on the development of multimedia, hypermedia and writing content for the Internet and World Wide Web for information distribution. The course stresses development strategies for managing the brief and rapidly changing information of corporations and organizations for just-in-time distribution. Topics include intranets, extranets, networks, the World Wide Web, development languages, and other newly developed technologies.
|
||
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|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Internet Core Computing 5236<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH360<br>
|
||
<b>CInfo3:</b> 2 credits: 1 semester – 2 blocks<br>
|
||
<b>CInfo4:</b> Prerequisite: Computer Applications<br>
|
||
<b>CInfo5:</b> This course further develops the skills learned in Computer Applications and introduces students to Microsoft Access and FrontPage. The Information Support and Services program will prepare students for careers dealing with information technology. Students will gain the necessary skills to implement computer systems and software, provide technical assistance, and manage information systems. Skills needed to acquire certifications will be an integral part of this program. (i.e. Microsoft MOS certification)
|
||
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|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> Fundamentals of Voice and Data Cabling 5232<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH330<br>
|
||
<b>CInfo3:</b> 2 credits: 1 semester<br>
|
||
<b>CInfo4:</b> Prerequisite: Computer Applications<br>
|
||
<b>CInfo5:</b> The Fundamentals of Voice and Data Cabling Course is designed for students interested in the physical aspects of voice and data network cabling and installation. The course focuses on cabling issues related to date and voice connections and provides an understanding of the industry and its worldwide standards, types of media and cabling, physical and logical networks, as well as signal transmissions.
|
||
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|
||
<b>Dept:</b> VOCMTVERNON<br>
|
||
<b>CourseName:</b> IT: Network Systems
|
||
Advanced Operating Systems 5234<br>
|
||
<b>CInfo1:</b> Mt. Vernon High School<br>
|
||
<b>CInfo2:</b> MVH365<br>
|
||
<b>CInfo3:</b> 4 credits: 1 semester- 4 blocks 2 quarters, 4 credits<br>
|
||
<b>CInfo4:</b> Prerequisites: Cisco, Microsoft or Network+<br>
|
||
<b>CInfo5:</b> This course teaches the Linux open source operating system. The student will learn the configuration of network services, including basic network security and troubleshooting. The command-line, file system navigation and file permissions, printing and mail features will also be covered.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCEH<br>
|
||
<b>CourseName:</b> The Life Science Academy is offered at Eastern Hancock High School through the Lilly Cape Grant
|
||
Traditional Life Science Careers:
|
||
Healthcare Industry(including nursing, physical therapy, sports medicine, pharmaceuticals, Veterinary Science, Agricultural Science, Forestry, Environmental Science, Research, Education)
|
||
|
||
New Directions in Life Science Careers:
|
||
Biotechnology, Forensic Science, Bioinformatics, Bioeconomics, Politics and Policy, and Science Writing<br>
|
||
<b>CInfo1:</b> Eastern Hancock High School<br>
|
||
<b>CInfo2:</b> <br>
|
||
<b>CInfo3:</b> <br>
|
||
<b>CInfo4:</b> <br>
|
||
<b>CInfo5:</b>
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCEH<br>
|
||
<b>CourseName:</b> Advanced Life Science, Animals (L) 5070<br>
|
||
<b>CInfo1:</b> Eastern Hancock High School<br>
|
||
<b>CInfo2:</b> EHH330, EHH331
|
||
CIP CODE: 26.0701
|
||
Grade Levels: 11-12<br>
|
||
<b>CInfo3:</b> Highly Recommended Prerequisite: Biology and Chemistry due to course content standards
|
||
A two semester course, one credit per semester, 2 blocks<br>
|
||
<b>CInfo4:</b> A Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma elective<br>
|
||
<b>CInfo5:</b> Advanced Life Science, Animals, is a standards-based, interdisciplinary science course that integrates biology, chemistry, and microbiology in an agricultural context. Students enrolled in this course formulate, design, and carry out animal-based laboratory and field investigations as an essential course component. Students investigate key concepts that enable them to understand animal growth, development and physiology as it pertains to agricultural science. This course stresses the unifying themes of both biology and chemistry as students work with concepts associated with animal taxonomy, life at the cellular level, organ systems, genetics, evolution, ecology, and historical and current issues in animal agriculture. Students completing this course will be able to apply the principles of scientific inquiry to solve problems related to biology and chemistry in highly advanced agricultural applications of animal development.
|
||
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCEH<br>
|
||
<b>CourseName:</b> Advanced Life Science, Plant and Soil (L) 5074<br>
|
||
<b>CInfo1:</b> Eastern Hancock High School<br>
|
||
<b>CInfo2:</b> EHH320, EHH321
|
||
CIP: 26.0301
|
||
Grade Levels: 11-12<br>
|
||
<b>CInfo3:</b> Highly Recommended Prerequisite: Biology and Chemistry due to course content standards
|
||
A two semester course, one credit per semester, 2 blocks<br>
|
||
<b>CInfo4:</b> A Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma elective<br>
|
||
<b>CInfo5:</b> Advanced Life Science, Plant and Soil, is a standards-based, interdisciplinary science course that integrates the study of advanced biology, chemistry, and earth science in an agricultural context. Students enrolled in this course formulate, design, and implement agriculturally-based laboratory and field investigations as an essential course component. These extended laboratory and literature investigations focus on the chemical reactions of matter in living and nonliving materials while stressing the unifying themes of chemistry and the development of physical and mathematical models of matter and its interactions. Using the principles of scientific inquiry, students examine the internal structures, functions, genetics and processes of living plant organisms and their interaction with the environmental. Students completing this course will be able to apply the principles of scientific inquiry to solve problems related to both biology and chemistry in the context of highly advanced agricultural applications of plants and soils.
|
||
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
||
<b>Dept:</b> VOCEH<br>
|
||
<b>CourseName:</b> Advanced Life Science, Foods (L) 5072<br>
|
||
<b>CInfo1:</b> Eastern Hancock High School<br>
|
||
<b>CInfo2:</b> EHH310, ENH311
|
||
CIP CODE: 01.1001
|
||
Grade Levels: 11-12<br>
|
||
<b>CInfo3:</b> Highly Recommended Prerequisite: Biology and Chemistry due to course content standards
|
||
A two semester course, one credit per semester, 2 blocks<br>
|
||
<b>CInfo4:</b> A Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma elective<br>
|
||
<b>CInfo5:</b> Advanced Life Science, Foods, is a standards-based, interdisciplinary science course that integrates biology, chemistry, and microbiology in an agricultural context. Students enrolled in this course formulate, design, and carry out food based laboratory and field investigations as an essential course component. Students understand how biology, chemistry, and physics principles apply to the composition of foods, food nutrition and development, food processing, and storage. Students completing this course will be able to apply the principles of scientific inquiry to solve problems related to biology, physics and chemistry the context of highly advanced agricultural applications of food.
|
||
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