Academics at Champion

Students will learn the four steps to an art critique. They will learn the elements and principles of art through the, and class discussion. They will participate in oral, written, and group discussions about the elements, principles and interpret art works in a variety of media and time periods. Students will critique their own work as well as those of their peers. Students will be expected to visually and when appropriate tactilely explore works of art to expedite their analysis. Students will make judgments about the aesthetic value of art pieces, professional, peer group, and personal, as part of their art critiques. These will be both oral and written.
Students will apply these same art principles to creation of their own art works. They will be learning basic art techniques which they will be expected to translate into original works of art in a variety of media both in 2 and 3 dimensional projects. These will include, charcoal, colored pencil, pen, water color, acrylics, ceramics, mosaics of paper and tile, glass painting, cartooning, creation of geometric figures, bead work, and textile design. They will be required to include both self study and cultural influences into some of their art, and write about the reasons for these.
Written research will be required on artists from different cultures, time periods, and artistic styles. Research will include biographical sketches, historical time period summaries, and how the culture influenced and/or was influenced by the artist’s work. Students will also be required to participate in class discussions of how culture influences art style and translate these concepts into some of their own works of art using today’s cultural, historical, moral, and religious symbols.
Students will include possible career applications to various art projects and include the skill sets learned in the creation of these works, as part essays and oral discussions. Guest speakers will show connections between art and other disciplines, such as mathematics, by teaching techniques used in the creation of art pieces. Students will evaluate problems and their methodology for solving these problems, when creating independent projects. They will report these both in written and oral formats. Field trips to local art workshops will enhance the students analyzing, judging, problem solving skills as well as experience career connections first hand.

Spring Semester Bible 10 will focus on applying key biblical principles in our personal everyday life and in interacting with the world around us.  We will also complement what the students have been learning in 10th Grade World History and see the development of the nations through the God’s Word.  Bible 10 students will receive opportunities to serve at John McManus Elementary School on “B Schedule” Fridays.

Spring Semester Bible 11 will continue where we left off last semester and apply key Biblical principles in our personal everyday life and in interacting with the world around us.  We will also complement what the students have been learning in 11 Grade United States History and understand the development of America through God’s Word.  Bible 11 students will also have opportunities to serve at John McManus Elementary School on “B Schedule” Fridays. 

Spring Semester Bible 12 will continue where we left off last semester and apply key Biblical principles in everyday life including in our world, nation & government in order to better prepare the students for life beyond high school.  We will focus on understanding of how other faiths/religions, philosophies, world views and cultures view Jesus Christ and learn more regarding how the Bible separates itself with ALL other religious teachings/texts.  Bible 12 students will also have opportunities to serve at John McManus Elementary School on “A Schedule” Fridays. 

Spring Semester Bible 9 will continue where we left off last semester and apply key Biblical principles in everyday life in the 21st Century World.  This semester we will discover greater truths in the Word of God through history and geography.  Bible 9 students will learn about some of the ancient lands and several modern nations, including the United States, and how God of the Scriptures has shaped history, cultures, and individuals.  In addition to the Bible, we will use other texts (such as geography books), maps, charts and graphs.  The main goal will be to discover how “His Story” has always shaped history in the past and today. 

Brief course description
Students will observe, respond, create and critique elements of the theatre.  They will write, act, direct and design sets for both formal and informal productions.  These productions will use both traditional theatre methods and electronic media formats.

Supplemental textbooks:
Introduction to Theatre Arts, by Suzi Zimmerman, Meriwether Publishing Ltd.. Introduction to Theatre Arts 2, by Suzi Zimmerman, Meriwether Publishing Ltd., Acting Up in Church, by M.K. Boyle, Meriwether Publishing Ltd.

Course Description:
Introduction to Theatre Arts will provide students with an overview of the various elements of the theatre.  Students will be introduced to theatrical vocabulary, acting, writing, set design, and directing both formal and informal productions.  This course will have students critique both professional and their own school productions, these will include traditional classic works of theatre, film/video, and other electronic media as well as non-traditional works.  As part of learning to evaluate theatre students will analyze how the theatre has influenced and/or has been influenced by cultures.  Cultural analysis will include historical and contemporary productions.

Students will analyze economic principles that have shaped our world past and present. Students will use the textbook sources along with outside primary and secondary sources to compare the impact of international trade, economic systems, fiscal policy, money and banking in the world. This course will be student-centered providing opportunities for critical thinking and questioning of economic principles. Students will have the opportunity to study economic events and differing perspectives from people who were involved in or affected by these events. The emphasis will be for students to develop an understanding about the events that shaped the world we now live in and what alternatives options were available and not used that may have changed their outcomes.
Students will gain new insights about the economy, our government, and other world economies. Themes will be used as springboard to understanding the elements of economics and how they function. Themes like; entrepreneurs, factors of production, science & technology, cause and effect, government, and conflict,
The semester will cover scarcity, supply, demand, and opportunity cost to understand how these drive our wants. Students will analyze the factors of production along with Capitalism, Mercantilism, Socialism and Communism to better understand these economies, the people responsible for developing these economies and how and why each one was created. Students will compare the Economy of the United States with other countries in the world to discover how international trade and global economics influences the United States Government and Economy. Students will compare several entrepreneurs in order to see what they have in common and why they were successful. Each student will research an entrepreneur and report about how they have impacted our world and economics.
Students will follow several stocks in the Stock Exchange for several weeks to better understand how the Stock Exchange operates. They will create charts to show the progression of their stock picks and present to the class their success or lack of success. They will speculate on what created their stocks success or lack of success.
The major research project will be creating a brochure describing one of the alternative forms of energy available to the government and people to use. The brochure will include the history of the form of energy, how this energy is produced and how it works, the costs of producing this form of energy and the cost per kilowatt to operate, the negative impact on the environment and people, the positive impact of this form of energy, and their opinion about the form of energy. Student will orally present their brochures to a panel of people who will grade the presentation using the school’s rubric for oral presentations. The panel will ask questions of the students to gain further knowledge about the student’s knowledge of the form of energy.

Economics in action – each student will prepare an income tax return, prepare a financial aid packet for college, prepare to rent an apartment, analyze the drawbacks to borrowing money, and prepare a resume. Each student will research a Fortune 500 Company and present the research in a paper, and orally to the class.
The class will emphasize critical thinking skills like reading charts and graphs and analyzing economic cartoons. The class will also focus on reading, writing, and vocabulary. Current events will be part of the classroom experience.

The purpose of this course is to help motivate students to become lifelong learners as they develop a deeper and more diverse appreciation for good literature. Students improve their vocabulary, grammar, spelling, writing, speaking, reading, and teamwork skills. They are exposed to a variety of writers and writing styles from different time periods and areas of the world. Throughout the course, students are expected to apply their critical thinking skills toward literature of the world, their own culture, and literature as relevant to their world view.
Written and oral communication are a focus of this course, which involves debating, discussion, research, defending one’s opinions and/or beliefs, critically evaluating through use of oral presentations, PowerPoint presentations, written assignments, editing manuscripts, peer editing, questioning, answering, substitutions drills, role playing, dramatic presentations and/or readings, videos, creating “lost chapters or deleted scenes.” Students also hone their listening skills as audience members and/or teammates in the above activities.

The purpose of this course is to help motivate students to become lifelong learners as they develop a deeper and more diverse appreciation for good literature. Students improve their vocabulary, grammar, spelling, writing, speaking, reading, and teamwork skills. They are exposed to a variety of writers and writing styles from different time periods and areas of the world. Throughout the course, students are expected to apply their critical thinking skills toward literature of the world, their own culture, and literature as relevant to their world view.
Written and oral communication are a focus of this course, which involves debating, discussion, research, defending one’s opinions and/or beliefs, critically evaluating through use of oral presentations, PowerPoint presentations, written assignments, editing manuscripts, peer editing, questioning, answering, substitutions drills, role playing, dramatic presentations and/or readings, videos, creating “lost chapters or deleted scenes.” Students also hone their listening skills as audience members and/or teammates in the above activities.

The purpose of this course is to help motivate students to become lifelong learners as they develop a deeper and more diverse appreciation for good literature, specifically English literature. Students improve their vocabulary, grammar, spelling, writing, speaking, reading, and teamwork skills. They are exposed to a variety of writers and writing styles from different time periods and areas of the world. Throughout the course, students are expected to apply their critical thinking skills toward literature of the world, their own culture, and literature as relevant to their world view.
Written and oral communication are a focus of this course, which involves debating, discussion, research, defending one’s opinions and/or beliefs, critically evaluating through use of oral presentations, PowerPoint presentations, written assignments, editing manuscripts, peer editing, questioning, answering, substitutions drills, role playing, dramatic presentations and/or readings, videos, creating “lost chapters or deleted scenes.” Students also hone their listening skills as audience members and/or teammates in the above activities.

The purpose of this course is to help motivate students to become lifelong learners as they develop a deeper and more diverse appreciation for good literature. Students improve their vocabulary, grammar, spelling, writing, speaking, reading, and teamwork skills. They are exposed to a variety of writers and writing styles from different time periods and areas of the world. Throughout the course, students are expected to apply their critical thinking skills toward literature of the world, their own culture, and literature as relevant to their world view.
Written and oral communication are a focus of this course, which involves debating, discussion, research, defending one’s opinions and/or beliefs, critically evaluating through use of oral presentations, PowerPoint presentations, written assignments, editing manuscripts, peer editing, questioning, answering, substitutions drills, role playing, dramatic presentations and/or readings, videos, creating “lost chapters or deleted scenes.” Students also hone their listening skills as audience members and/or teammates in the above activities.

To provide students with the knowledge of how physical geography affects the political and economic features of countries and the way of life of their peoples. To teach students how physical features affect climate, vegetation, history, economics and human lifestyle. To help students produce a clear mental map of the main countries and regions of the world. To equip students for further learning in other areas.

COURSE OBJECTIVES:
Students will be able to:
1.  Identify the five oceans and seven continents and their major physical features.
2.  Explain the primary characteristics of the eight world culture regions.
3.  Identify the regions within the eight world regions, such as Western Europe’s four parts (British Isles, Scandinavia, Continental Europe, and Mediterranean Europe).
4.  Identify the major countries in the world.
5.  Identify every major city and capital in the world.
6.  Identify Regions within each major country, especially the United States, Canada, the United Kingdom, and Australia.
7.  Associate with each major country Major land and water features, Famous buildings, Famous people, and World changing events.
8.  Interpret basic types of maps; physical relief, climate, land use, and population.
9.  Define and use basic geographic terms.
10.  Interpret common geographic tools, (topographic maps, flow charts)
11.  Describe the limits of maps in representing reality.
12.  Compare and contrast different regions using maps and facts from the geography course.
13.  Show the relationship between physical geography and human activity in any region.
14.  Explain the motivations behind modern conflicts, such as wars and tariffs.
15.  List special challenges to mission work in any region.
16.  Evaluate news reports.

MAJOR ACTIVITIES:
1.  Map studies
2.  Discussion
3.  Topical lectures
4.  Reports
5.  News items
6.  Written Assignments
7.  Geography fair

MAJOR RESOURCE MATERIALS:
1.  Selected text
2.  Maps
3.  Atlas
4.  Almanac
5.  Library materials
6.  Various periodicals
7.  Videos

MEANS OF STUDENT EVALUATION:
1.  Coursework
2.  Quizzes and tests
3.  Participation
4.  Reports
5.  Projects

The focus in the Health course is to teach the skills that enable students to make healthy choices and avoid high-risk behaviors. The course is organized so that the students increase in knowledge, attitudes, and skills about: nutrition and physical activity, growth, development, sexual health, injury prevention and safety, alcohol, tobacco and other drugs, mental, emotional, social health, and personal and community health. Students are encouraged to compare and contrast their beliefs and perceptions about health issues, and have the opportunity to practice essential skills to maintain healthy lifestyles.

This course fulfills the California state requirements for high school graduation. It is a one semester course, offered during the freshman year of high school. Topics included are Body Systems, Nutrition, Infectios Diseases, Life Managment,Physical Fitness, Drugs & Alcohol, and Adolescent Maturity, Relationships and Responsibility. 

Junior High Bible class is focused on three areas, Bible knowledge, personal growth and ministering to our world. Through out the year we will look at the parts of Bible, the books and the tools we can use to find specific scripture.  We will also study Old Testament kings Saul, David and Solomon.  We will spend time looking at our world, our community, our school, our family, and ourselves to gain a better understanding of what God wants from us as individuals and how we can be better used to spread the word of God. We will also look at some of the organizations that are actively being the hands and feet of God. 

The purpose of this course is to develop thinking and reasoning skills, provide general knowledge of basic mathematical concepts including number systems, operations, geometry, and functions, to develop problem-solving abilities as well as speed and accuracy in computation and to promote an interest in and an enjoyment of mathematics.
The importance of this course is the development of the reasoning and problem-solving skills essential throughout life. Also important is the general knowledge and computational skills necessary for placement and aptitude testing. Such general goals require both content and process. Certain content topics must be covered to prepare students for standardized tests but all the goals require teachers to employ appropriate processes. Skill development requires the process of regular review. Developing reasoning ability requires regular challenges to students’ thinking processes.
It is the purpose of this course to meet the needs of various teachers and students. Since every class is unique and students have varying abilities, the course will adapt the materials to the students. The teacher is the key to the students’ learning with an attitude that will set the tone for the class. This fact will be considered when assigning homework with three alternatives available: (1) minimum, (2) standard, and (3) extended. Efforts to improve student attitudes will bring greater success. A sense of success in solving challenging problems, a recognition of the power of mathematics, and an interest in further development of mathematical skills will impart students with attitudes for success.
Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations. Students begin by classifying real numbers, using the order of operations, finding absolute value, and performing the basic operations on real numbers. Properties are introduced to simplify numerical expressions and solving one-step, two-step, and literal equations. Students graph on a coordinate plane, analyze and compare statistical graphs, and graph functions after differentiating between relations and functions.
Students use rates, ratios, and proportions, probability of independent and dependent events, arithmetic sequencing, scientific notation, and deductive and inductive reasoning. Students find rates of change and slope using slope formula. Students solve percent problems and analyze measures of central tendency. Students determine the theoretical probability of an event, create and display data by tables, bar graphs, box-and-whisker plots, stem-and-leaf plots, and histograms.
Students graph linear functions and inequalities as well as systems of linear equations and absolute value functions. Students understand the concepts of parallel and perpendicular lines and how their slopes are related. Students solve a system of two linear equations in two variables graphically, by substitution, addition, and elimination.
Students add, subtract, multiply, and divide monomials and polynomials using multistep problems, including word problems. They apply basic factoring techniques to second- and simple third-degree polynomials including finding a common factor for all terms, recognizing the difference of two squares and perfect squares of binomials.
Students know the quadratic formula and are familiar with its proof, use it to find the roots of second-degree polynomials, solve quadratic equations, graph quadratic functions, and use the quadratic formula or factoring techniques to determine whether the graph will intersect the x-axis in zero, one, or two points.
These algebraic principles are applied to physical problems, such as motion or distance, and work, rate, interest, and mixture problems. Students use and know aspects of a logical argument explaining the difference between inductive and deductive reasoning and use counterexamples to show that an assertion is false and sufficient to refute an assertion. They will use properties of numbers to construct valid arguments in claiming assertions and whether these properties and the order of operations have been applied correctly at each step.

The purpose of this course is to develop thinking and reasoning skills, provide general knowledge of basic mathematical concepts including number systems, operations, geometry, and functions, to develop problem-solving abilities as well as speed and accuracy in computation and to promote an interest in and an enjoyment of mathematics.
The importance of this course is the development of the reasoning and problem-solving skills essential throughout life. Also important is the general knowledge and computational skills necessary for placement and aptitude testing. Such general goals require both content and process. Certain content topics must be covered to prepare students for standardized tests but all the goals require teachers to employ appropriate processes. Skill development requires the process of regular review. Developing reasoning ability requires regular challenges to students’ thinking processes.
It is the purpose of this course to meet the needs of various teachers and students. Since every class is unique and students have varying abilities, the course will adapt the materials to the students. The teacher is the key to the students’ learning with an attitude that will set the tone for the class. This fact will be considered when assigning homework with three alternatives available: (1) minimum, (2) standard, and (3) extended. Efforts to improve student attitudes will bring greater success. A sense of success in solving challenging problems, a recognition of the power of mathematics, and an interest in further development of mathematical skills will impart students with attitudes for success.
This discipline complements and expands the mathematical content and concepts of algebra I and geometry. Students who master algebra II will gain experience with algebraic solutions of problems in various content areas. Students will solve problems in these areas which include: operations of number systems (real and complex), linear equations and inequalities, (functions and graphing), solving quadratic equations by factoring, completing the square, and by use of the Quadratic Formula. Students add, subtract, multiply, divide, and evaluate radical and exponential expressions, graph functions, and solve equations. Students solve systems of equations and inequalities using various methods and simplify rational expressions and equations.
Trigonometry is introduced by right, special, and reciprocal triangular ratios along with functions, radian measure, amplitude, and period. Students prove simple laws of logarithms and understand and use the properties of logarithms to simplify logarithmic expressions. Students use fundamental counting principles to compute combinations and permutations and use these principles to compute probabilities. They know the binomial theorem and demonstrate and explain how geometry of the graph of a conic section depends on the coefficients of the quadratic equation representing it.

This course deals with personal records, banking transactions, purchasing for both personal and household needs, various types of insurance, personal financing, and credit. This course offers insight into savings and investing, home ownership, travel and transportation expenses, taxes and social security and determining income.
1) The student will keep personal records, do basic banking transactions, figure travel and transportation expenses, file income tax forms, determine wages due and use various tax and insurance tables.
2) The student will learn strategies for critical thinking and problem solving.
3) Student will provide general knowledge of basic mathematical concepts including percentages, fractions, geometry, algebra, and economics.
4) Student will develop speed and accuracy in computation.
5) Student will promote an interest in and an enjoyment of mathematics.

The purpose of this class is to enable students to become proficient in introductory analytic geometry, the theory of limits, differential calculus of algebraic and trigonometric functions, applications of differentiation, anti-derivatives, and the definite integral. This course provides an excellent opportunity for the student to experience a college level mathematics course in a high school setting. Students who are interested in math and who desire to enter the math or science field will find this course challenging and very helpful in their further studies.

Geometry emphasizes reasoning and logical thinking. This course connects geometry to algebra, data analysis, probability, and trigonometry. Specific topics include transformations, polygons, Cartesian coordinate system, area of plane figures, surface area and volume of solids and a review of Algebra I skills. This is a course for students who expect to continue their study of mathematics in high school, technical school or college. While mathematical skills will be developed, teaching will focus on understanding of the concepts in-depth, enabling students to apply mathematical skills and make meaningful connection to life experiences.

Covers state standards for pre-algebra.

ADVANCED MATH:  This is a 11th/12th grade preparatory course for students intending to take college level Calculus.
This year long course is based primarily on the California State Standards for Trigonometry and Mathematical Analyses. This class includes further study of trigonometry, logarithms, and graphs of rational functions, matrices, probability, and statistics. It also includes an introduction to basic topics in calculus such as sequences, limits, and derivatives.

The purpose of this course is to have students do practical statistical data analysis and to think statistically. The course exposes students to the use and need for statistics in a broad range of careers such as allied health fields, business, economics, engineering, physical sciences, journalism, communications, humanities and liberal arts. Students will learn that mathematics makes discussions of statistical information, concepts, probabilities, and inference clear and concise. Since much of modern day statistical computations are calculated by technology the course concentrates on understanding the concepts, methods, and the proving of the theorems of statistics. Students will receive a strong grounding in statistical thought which will prepare them for college level statistics in what ever field of study the student chooses to pursue. 

Champion Christian School has a vibrant science program.  Each class is designed to meet the state and national science standards, in addition to completing a percentage of hands-on laboratory work that far exceeds the state requirements.  It is the science department’s goal to meet all of the state standard benchmarks while also giving our students a love of science.  The word science comes from the Greek word scientia which translates to “the pursuit of knowledge.” Our students are asked to become scientists by doing what scientist do: pursuing knowledge through inquiry, problem solving, decision-making, and real-life application.  CCS students learn how God, the Great Creator, designed everything from miniscule subatomic particles to enormous galaxies. 

PURPOSE: Human Anatomy and Physiology
The purpose of this course is to provide students with the basic building blocks needed for a clear understanding of the structure and location of every organ and system in the human body. It will give students an opportunity to investigate the function of every cell, tissue, organ and system in the human body, and provide application for much of what they learned in their pre-requisite course work in Biology and Chemistry.
With the introduction of scientific inquiry early in the course, students are given the opportunity to analyze the connections between science and the real world. For example, an introductory unit in Forensic Science provides students with a glimpse into the world of crime scene investigation and the use of science in analyzing evidence to solve a murder. In addition, a plethora of careers are defined with a variety of guest speakers invited to educate students on real-world application of science.
Each subsequent unit provides students with the foundation they need to understand the total organism—the human body. With the use of interactive tools like the internet and programs provided by publishing companies, students are able to see each organ and system at work within the body and to witness the interconnection of all systems. Course content is presented according to body systems, and focuses on the body working together to promote homeostasis.
In the units on the connective tissues of the human body, students learn about the structure and function of skin, the organization of the human skeleton, and the types and locations of all joints. In addition, students learn about the major muscle groups and the physiology of muscle tissue.
In the units on nervous, sensory and endocrine systems, students learn about the function of nervous tissue and the differentiation of nervous tissue in the sensory organs. In addition, students see the connection between the function of every system and how it is governed by the nervous system and the chemical balance of the endocrine system.
In the units on the blood, cardiovascular and respiratory systems, students are able to witness the different blood cells, their suspension in plasma, and how their gas and nutrient exchange truly make blood “a river of life.” The integration of the lymphatic system provides students with foundational knowledge about balance, immunity, and global consequences.
In the units on the digestive and urinary systems, students are given information on each organ in the systems and also a general knowledge about bio-chemicals, nutrition, and obesity.
And finally, in the units on human reproduction and genetics, students are given information on the structure and function of the male and female sex organs, that genetic code determines physical attributes of an organism, and that abstinence is the only method of birth-control and avoidance of STDs that has been proven to be one-hundred percent effective.
Integrated into each unit is real-world application, career information, and clinical studies. Every unit is presented using an integration of science and technology with an emphasis on laboratory investigation as a tool for discovery and understanding. In addition, personal and community health is emphasized and the impact on society of personal and societal choices is investigated. By the completion of this course, students are able to: differentiate each cell type, the tissues that comprise each organ, the structure and function of every system, and to show an understanding of the chemical reactions that enable each organ and system to function.

Senior—12th grade (Pre-requisites:  Chemistry and Advanced Mathematics)
AP Chemistry is offered as a one year course that meets four days a week for 65 minute periods. Labs are held two periods a week for a total of 22 labs. Students will keep a laboratory notebook to be given to the college further placement in science courses. AP practice questions and quizzes are given with every unit subsection. Practice AP Exams will be given as the test approaches. A schedule of readings, homework problems, quizzes and test will be given to each student in AP Chemistry.

The purpose of Biology is to provide students with knowledge of organisms, or living things. The students will us the scientific method to careful investigate the various concepts and principles of following major subject areas of Biology: (1) Cell Biology; (2) Genetics; (3) Ecology; (4) Evolution; and (5) Physiology. These topics will be integrated with one another to demonstrate their inter-relationship and how they are connected to other science courses such as Integrated Science, Environmental Science, Chemistry and Physics. The students will also apply the major subject areas in everyday life and the constant changing world that is need of solutions to numerous issues. In order to promote greater understanding of biological concepts, the students will be engaged in various learning modalities such as note taking, partner/group activities, classroom discussions/debates, Internet/library research, and presentations. Through these and other activities, expressions of wide range of multiple intelligences will be encouraged. Lessons and research will be modified for those with special needs.

Champion Christian School teaches the California State Science Standards. The following Biology standards will be assessed:

Cell Biology

The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the cells. The students will know: (1) That cells are enclosed in semipermeable membrane and how they interact with their surroundings; (2) The roles of proteins called enzymes as catalysts in biochemical reactions while maintaining equilibrium; (3) How prokaryotic cells, eukaryotic cells and viruses differ in both complexity and structure; (4) The central dogma of molecular biology (i.e., protein synthesis) involving ribonucleic acid (RNA) in the nucleus and ribosomes in the cytoplasm; (5) The role of endoplasmic reticulum and Golgi apparatus in the secretion of proteins; (6) The process of photosynthesis that involves chloroplast capturing usable light energy that is stored in glucose (a form of sugar); (7) The process of cellular respiration that involves mitochondria releasing energy from chemical bonds of glucose; and (8) The types, functions and synthesis of macromolecules such as proteins, polysaccharides, lipids and nucleic.

Genetics

The nucleus of a cell contains chromosomes that are largely made of deoxyribonucleic acid, or DNA. DNA is a macromolecule that carries specific codes/messages, or genetic instructions, for various traits. The students will know: (1) Mutation and sexual reproduction allow for genetic variation among a given species; (2) Meiosis is the process of cell division which chromosome pairs separate and randomly segregate in production of gametes; (3) The fusion of male and female gametes, or fertilization, produces zygotes with new combination of alleles; (4) How to predict possible combinations of alleles, or genotypes, in a zygote from the genes received from parents; (5) How to predict the phenotypes, or the expression of genes, from a set of given genotypes; (6) Mendel’s laws of segregation and independent assortment; (7) The role of tRNA in translating genetic information in mRNA; (8) How to decode codons in RNA in predicting the sequence of amino acids which is the key in assembling specific proteins; (9) Mutation is the altering of DNA sequence thus altering or terminating the production of specific proteins; and (10) The concept of genetic engineering and how it is used for biomedical and agricultural purposes.

Ecology

Stability in an ecosystem is a balance between competing effects. The students will know: (1) Biodiversity of life is the sum total of different kinds of organisms and is affected by alterations of habitats; (2) How to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size; (3) How to analyze changes in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death; (4) How water, carbon and nitrogen cycle between abiotic and biotic factors and how oxygen and cycles through photosynthesis and respiration; (5) The vital role of producers and decomposers in the stability of an ecosystem; and (6) The concepts of food web and energy pyramid and the transfer of nutrient and energy among organisms.

Evolution

The frequency of an allele in a gene pool of a population depends on many factors and its stability may change over time. Evolution is the result of changes that occur in constantly changing environment. The students will know: (1) Why natural selection acts on the phenotype rather than the genotype; (2) Why alleles that are lethal in a homozygous individual may be carried in a heterozygote and remain in a gene pool; (3) New mutations are constantly being generated in a gene pool; (3) Variations within a species increases the probability that some of the members will survive in a changing environment; (4) Natural selection determines the differential survival of groups of organisms; (5) A great diversity of species increases the chance of its survival in major changes in the environment; (6) The effects of genetic drift on the diversity of organisms in a population; (7) Reproductive or geographic isolation affects speciation; and (8) How to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

Physiology

As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively homeostatic despite changes outside. This includes utilizing a variety of mechanisms of the immune system to combat disease. The students will know: (1) How complementary activity of major body systems allows cells with oxygen and nutrients and removes wastes such as carbon dioxide; (2) How the nervous system mediates communication within the body and body’s interactions with the environment; (3) How feedback loops in the nervous and endocrine systems regulate body’s conditions; (4) The role of neurons in transmitting electrochemical impulses and roles of sensory neurons, interneurons, and motor neurons; (5) The roles of skin in nonspecific defense against infection, antibodies in the body’s response to infection, and vaccination in providing protection from infectious diseases; (6) There are important differences between bacteria and viruses with respect to their growth and replication, the body’s primary defense against infections, and effective treatments of these infections; and (7) Why an individual with a compromised immune system may be unable to resist and survive infections by microorganisms that are usually benign.

This chemistry course will examine how the periodic chart displays elements. How the elements are placed into groups and families based on their physical and chemical properties, and what facts can be learned about an element given the display on the table. The course will examine how where en element is placed tells us of its quantum electron configuration. The historical experimentation that led to our current atomic model will also be explored.
Students will learn how all matter is made of atoms, and it is the electrostatic forces between electrons and protons of different atoms and molecules that allow different forms of matter to exist and interact. How these interactions create the biological, chemical and physical properties of matter will be explored. Students will learn how to diagram via Lewis dot structures and predict the shape and polarity of molecules.
The theory of Conservation of Matter will be developed as students calculate molar mass, learn what moles are, calculate the mass of products and reactants, and balance chemical equations using stoichiometry.
Students will explore the unique properties of gases as prescribed in the Kinetic Molecular Theory. STP, ideal gas laws, Dalton’s law of partial pressure, Graham’s law and the ideal gas law will be discussed and used to solve problems and make predictions about a gases behavior.
Three classes of compounds that form ions in water, acids, bases, and salts will be investigated. The various definitions of acids and bases and how these compounds react will be shown. Presentation of how to calculate pH and how buffers stabilize pH in acid-base reactions will be accomplished and applied by the students during titrations.
Solutions and the terms that describe their components will be defined as a base for the exploration of how temperature, pressure and surface area affects the formation of a solution. Once students understand what a solution is, and how it is made the will calculate concentrations of solutions in a variety of units.
How temperature and heat flow are described by the motion of molecules will be used to explore energy in Chemical Thermodynamics. Energy released or absorbed by various chemical and physical changes will aid in the study of this concept. Calculations involving heat flow, enthalpy and free energy will be demonstrated, taught and practiced as students proceed through the unit.
The various factors that influence reaction rates will be presented, such as concentration changes, temperature, and pressure. The use of catalyst to speed reaction rates; and an understanding of equilibrium within reactions and how to calculate an equilibrium expression will be accomplished. Students will define activation energy and learn how to use LeChatelier’s principle to make predictions about chemical reactions.
Carbon’s bonding properties allow for molecules of many sizes, shapes and chemical properties. These will be detailed as students study basic organic molecules and how some of these are the basic building blocks of life. Definitions of polymers, and monomers will be used as students model both large and small organic molecules. The unique interactive features of these molecules as part of our daily lives and bodily functions will be shown.
In our final unit students will examine nuclear processes such as radioactive decay, nuclear fission, and nuclear fusion. The man-made isotopes and their uses, interactions, and dangers will be discussed and defined. Half-life of a material will be used for students to calculate the amount of a radio-active substance remains in an area as part of these discussions. Students will discuss the energy potential of these materials, the related dangers of alpha, beta, and gamma radiation from the decay of nuclear material.

Freshman—9th grade
Integrated Science is a course that provides students with a basic knowledge of the fundamental building blocks and the connections between all fields of science. It is a course that provides students with a comprehensive overview of Earth’s place in the universe, with an introduction to historical and current astronomical study and planetary exploration.
In addition, students are provided with a basic understanding of the ecology of our planet and the human impact on our world. Students review earth dynamics, the life forms that exist on our planet and how energy is provided to our world. Topics also include:understanding of the differences between the universe, galaxies, and solar systems, nuclear reactions as it pertains to solar fusion, basic chemical make-up of the terrestrial and aseous planets, components of the geo-sphere, the atmosphere, the hydrosphere, and the biosphere, biomes of our planet, how healthy ecosystems function using biogeochemical cycles, understanding of the chemical composition of soil—comparing healthy soil /unhealthy soil—terrestrial/extra-terrestrial soil, economic importance of mineral mining techniques—past, present, future—and the environmental ramifications and laws regulating mining, how choice of fuels and dependence on them has economic, environmental and political consequences. By analyzing the point/counter-point method of decision-making and problem solving, students will be equipped with the means necessary to make informed decisions about our world. The use of experimental method is instrumental in the extensive laboratory work aligned to this curriculum. Students are required to ask meaningful questions, use interactive technology as tools for research and conduct careful investigations to help answer these questions.

This course provides students with a basic understanding of the fundamental building blocks of science as well as the knowledge of the integration of all fields of science.  It is a course that provides students with a comprehensive overview of Earth’s place in the universe, with an introduction to historical and current astronomical study and planetary exploration. In addition, students are provided with a basic understanding of the ecology of our planet and the human impact on our world.  Students review earth dynamics, the life forms that exist on our planet and how energy is provided to our world.  Current local and global environmental issues are reviewed and discussed and potential solutions are addressed.  By analyzing the point/counter-point method of decision-making and problem solving, students will be equipped with the means necessary to make informed decisions about our world.  The use of experimental method is instrumental in the extensive laboratory work aligned to this curriculum. 

Grow and dissect things!

Physical Science is divided into two components, introductory chemistry and physics for 9th grade students.

Junior/Senior—11th/12th grade (Prerequisites:  Advanced Math (can be taken concurrently)
Physics is a college-preparatory course designed to explore the amazing design of the physical universe.  Topics covered in this course include mathematical application, mechanics, thermodynamics, electricity and magnetism, the electromagnetic spectrum, and a review of nuclear science.  Application of mathematics is emphasized in this course and extensive laboratory work is required.  In addition, students are required to complete a variety of pre-engineering projects and conduct teacher-guided scientific research.

Students will learn about several components of the physical sciences through conceptual physics. Units learned encompass mechanics, properties of matter, heat, sound and light, electricity and magnetism, and atomic and nuclear physics. Each unit includes hands-on activities to enlighten students about everyday physics. The physics programs provides comprehensive content, builds on conceptual understanding, and offers computational reinforcement through problem solving and skill building activities. When students leave the program they will have a greater understanding of the physical world and how it functions as well as be prepared for college-level physics.
Physics begins with the basics of the scientific method. A quick review of how physics was developed into a science and what part it plays in science history, art, technology, religion, and society. Time lines will be created to show the progression of physics as a field of science and scientific discoveries.
Students will study the mechanics of motion, forces, energy, gravity, and Newton’s Laws.
Students will learn the physical properties of matter by observing solids, liquids, and gases. They will enhance their understanding of how the chemical structure and atoms affect the phases of matter.
Students study thermodynamics based on energy, heat, and phases of matter.
Students understand the structure of and differences between sound and light by looking at wave motion and vibration.
Students will enhance their appreciation for color, reflection and refraction, use of lenses, diffraction and interference and sound.
Students will gain a better understanding of electrostatics, electric fields, currents, circuitry, and magnetism.
Students will study the atom’s structure and position in nuclear physics.
Students will learn about nuclear fission and fusion.
Every aspect of physics uses experimentation to reinforce the material studied. Guest speakers and visits to colleges, local and abroad will allow students to see the advancement of technology based on physics. Field trips to local amusement parks, carnivals, and physics laboratories happen periodically to expose the students to a variety of physics concepts. Videos, DVDs, and u-tube will be used to show concepts not obtainable in a high school setting. Projects will be assigned in which students will build rockets, kites, pendulums, circuit boards, and electromagnets. Internet and lab simulations will be conducted in nuclear physics, thermodynamics, waves and motion. Demonstrations will be conducted by local professors and teachers to demonstrate concepts in physics. Experiments are done by the students in groups at least twenty percent of the class time. Tests on every chapter, several quizzes are given throughout the year, and worksheets are used to check for understanding on concepts. Tests and quizzes are done subjectively as well as formatively. Students will work on independent projects as well as group projects by gathering information from the textbook, supplemental resources, and independent research. Students are assigned a typed formal paper that follows the APA format on a physics topic of their choice.

The purpose of Spanish 1 is to introduce students to a foreign language, and build skills both orally and written. They will learn communication skills, and gain knowledge as well as understanding of other cultures through their exposure to Spanish 1. This class also connects with other disciplines, such as Art, Geography, History, etc. as we teach students about these topics within the Hispano-American culture. Proficiency in listening, reading and speaking is gained. The ability to write in another language and learning how to put phrases together is introduced so that a basic skill level is aquired. Spanish I has a strong emphasis on vocabulary. Cultural emphasis is on cultural products, holidays, institutions and family life.1, Champion students generally are promoted into the Spanish 2 class for the following year. 

The purpose of Spanish 2 is to continue to build skills learned in Spanish I, both oral and written. They will improve their communication skills, and gain additional knowledge and understanding of other cultures through their exposure to Spanish 2. This class also connects with other disciplines, such as Art, Geography, History, etc. as we teach students about these topics within the Hispano-American culture. A progression in terms of gradually increasing vocabulary acquisition, fluency, aural and reading comprehension, and sophistication in written and oral expression is accomplished during the second year

The purpose of Spanish III is to continue to build skills learned in Spanish I and II, both oral and written. Students will improve their communication skills, and gain additional knowledge and understanding of other cultures through their exposure to Spanish III. This class also connects with other disciplines, such as Art, Geography, History, etc. as we teach students about these topics within Hispano-America. A highlight of the Spanish III class is a field trip to Costa Rica during the second semester which gives the students an opportunity to use their hard-earned Spanish language skills while they provide volunteer services at a variety of human service agencies. The emphasis is on reading and understanding the language and obtaining more accuracy in their pronunciation of Spanish. Cultural connections will include the society’s production of art, music and literature; and the social conventions of that society’s members.

The purpose of Spanish IV is to continue to build skills learned in earlier Spanish classes, both oral and written. Students will improve their communication skills, and gain additional knowledge and understanding of other cultures through their exposure to Spanish IV. This class also connects with other disciplines, such as Art, Geography, History, etc. as we teach students about these topics within the Hispano-American culture. A highlight of the Spanish IV class is a field trip to Costa Rica during the second semester which gives the students an opportunity to use their hard-earned Spanish language skills while they provide volunteer services at a variety of human service agencies. In addition, students may be assigned research projects that provide cultural information not only from countries outside the United States but also from the ethnic communities here at home.

Champion’s Technology Program currently provides an introductory computer course for 7th and 8th grades, a one semester Computer Literacy course to meet high school graduation requirements, a year-long Video Production & Web Design course and another year-long Yearbook Production class. Wi-Fi internet access is available campus-wide.  Students and teachers can utilize digital projectors in the classroom, laptops/printers in the library and computers/printers in the computer lab.  Internet filtering software is required (Acceptable Use Policy) for all student and school computers. School/Home communication is optimized by the use of an integrated Student Information Service.  RenWeb allows students and parents to view missing assignments and grades online from any web-connected computer.  Teachers and parents can easily communicate via email and parents can even take care of school office issues via RenWeb (e.g. - Account Balance - Attendance - Discipline Events - Weekly Grades- Progress Reports - Report Cards- Transcripts- Homework - Lesson Plans- Teacher Websites- Family Demographics- Staff & School Directory - Newsletters & Documents- Online Re-enrollment.

Please click here for more information on the Online Computer Curriculum, Technology Help For Parents, Computer Literacy Requirements, Advanced Applications, Acceptable Use Policy, Network Use Application and the school Technology Plan.

Click Here to view some work by past year’s Multimedia Students.

Students will analyze the principles government that have shaped our world past and present. Students will use the textbook sources along with outside primary and secondary sources to compare the different forms of government, how the executive, legislative and judicial branches operate, how political parties and lobbyists impact legislature and the role of citizens in government. This course will be student-centered providing opportunities for critical thinking and questioning of the principles of government. The emphasis will be for students to develop an understanding about the events that shaped governments in the world and what alternative options were available and not used that may have changed their outcomes.

Students will gain new insights about government, and other world government systems. Themes will be used as springboard to understanding the elements of economics and how they function. Themes like; forms of government, revolutionary ideas, separation of powers, checks and balances, branches of government, and Supreme Court cases that changed our lives. Ideas of Locke, Rousseau, Montesquieu and Voltaire will be analyzed in light of democratic ideals they helped to set down along with how to protect the rights of citizens.

Each student will research a form of government and report about how these have impacted our world. The major research project will be researching a Supreme Court case that has influenced American life. Student will also research a Supreme Court Justice past or present and create a PowerPoint presentation about their life, what decisions they impacted, the positive and negative decisions they have made, how they changed history, and the president who appointed them to the bench. Student will orally present their PowerPoint presentation to the class who will grade the presentation using the school’s rubric for oral presentations. The class will ask questions of the students to gain further knowledge about the student’s knowledge about the Supreme Court Justice.
Critical thinking skills like reading charts and graphs, analyzing political cartoons, and recognizing points of view will be developed. Current events will be part of the classroom experience.

Students will analyze historical events and movements that helped to develop American society; including war, diplomacy, international relations, gender, racial and ethnic groups. Students will examine historical events and movements from the Age of Exploration where Europeans came to North America to colonize the continent to present day in order to understand how events in the United States along with world events and movements affected people in the United States. Students will become witnesses to history using the textbook sources along with outside primary and secondary sources to compare the impact of migration, immigration, isolation, art, music, literature, religion, civil war, world war, industrialization, economics, and geography had on the United States. This course will be student-centered providing opportunities for critical thinking and questioning of historical events and differing perspectives from people who were involved in or affected by these historical events. The emphasis will be for students to develop an understanding about the events that shaped the United States and what alternatives options were available and not used that may have changed their outcomes.

Students will travel through United States History to discover new insights, uncover mysteries and themes that will be used as passports, to understanding the time period being studied. Themes like; culture, foreign relations, science & technology, economics, cause and effect, geography, government, conflict, and cultural identity.

Students will reviews the age of exploration, the nation’s beginning, the American Revolution, manifest destiny, the Civil War and reconstruction. Students will analyze the impact of settlers on Native American cultures, the rise of big business, and the industrialization of America. Students will examine the Spanish American War, the Progressive Movement World War I, World War II, The Cold War, the decades of the 1920’s, 30’s, 40’s, 50’s, 60’s, 70’s, 80’s and 90’s. Students will analyze turning points in U.S. History like the Fourteenth Amendment, The Civil Rights Act of 1964, The elections of 1960, 1980 & 2000, the Apollo Moon missions. These topics will be analyzed, evaluated and discussed both orally and in written format by the students.

Current events will be an essential part of the classroom experience providing students an opportunity to gauge world affairs and their impact on the global community.

Written research assignments will be required on various movements, people, and a country brochure will culminate in a mock United Nations starting in the second semester. Mock Senate: Each student will research a state and become a senator for their state during the senate sessions held monthly in class starting in January. Sessions will cover subjects being debated in the United States Senate.

Students will analyze historical events and movements from the early modern times, A.D. 1300, to present day in order to understand how world events and various regional and world movements affected people in different geographic areas of the world. Students will become witnesses to history using the textbook sources along with outside primary and secondary sources to compare the impact of migration, immigration, isolation, art, music, literature, religion, war, regional conflicts, economics, and geography had on different regions in the world. This course will be student-centered providing opportunities for critical thinking and questioning of historical events and differing perspectives from people who were involved in or affected by these historical events. The emphasis will be for students to develop an understanding about the events that shaped the world we now live in and what alternatives options were available and not used that may have changed their outcomes.

Students will travel through World History to discover new insights, uncover mysteries and themes that will be used as passports, to understanding the time period being studied. Themes like; culture, foreign relations, science & technology, economics, cause and effect, geography, government, conflict, and cultural identity.

Students will examine; the Scientific Revolution, the Enlightenment and the Renaissance to discover their impact on the world. They will investigate the revolutions and movements that have occurred in Europe, Africa, Asia, and South America. The causes and effects of World War I, along with the Mexican and Russian Revolutions and their impact during World War I and relate to the world at large.

Students will evaluate totalitarian governments of Germany and Italy and Spanish Civil War and their impact on World War II. Analysis of what led to World War II and its effects on the rise of China and Russia leading to the Cold War with the United States along with atomic, hydrogen, and nuclear weapons and their impact of the Cold War will be completed. The creation of the nation of Israel and how this impacted the Middle East; the impact of the wars in both Korea and Vietnam and how they have impacted the world today. Revolutions that have changed the boundaries and countries of Africa, Central America and South America, along with the rise of dictators and how they have affected the people in these areas of the world; India’s separation from Great Britain and the conflict between India and Pakistan over Waziristan and Kashmir; what ultimately caused the break-up of the Soviet Union; ending with the examine the work of the United Nations in world affairs past and present. These topics will be analyzed, evaluated and discussed both orally and in written format by the students.

Current events will be an essential part of the classroom experience providing students an opportunity to gauge world affairs and their impact on the global community.

Written research assignments will be required on various movements, people, and a country brochure will culminate in a mock United Nations starting in the second semester. Mock United Nations sessions will be held monthly. The sessions will cover subjects being debated in the United Nations currently and providing students an arena for debating and solving the problems facing the world today.