This Algebra 1 curriculum project presents solving quadratics using the flipped classroom instructional model. Four lessons are presented including two on factoring, and one each on completing the square and the quadratic formula. The flipped classroom can be very daunting to set up in the beginning as it takes time to create the videos for the students to be watching. In this curriculum project, you will find four videos created which go directly with the material provided. The flipped classroom model allows students to begin class asking questions and knowing where they need help. This provides teachers with quality instructional time from the beginning of class; making classroom time more beneficial to students

This paper discusses methods to increase the proficiency of English Language Learners (ELLs) and Multi Language Learners (MLLs) in the content area of science. ELLs have faced limited success across a number of graduation measures including the passing of New York State's Regents Examinations in Science. The literature identifies barriers that inhibit ELLs success in science include limitations on teacher preparation, outdated and inappropriate co-teaching models, and lack of second language acquisition informed practices. Research based best practices on theories of learning in language acquisition such as Cummins’ BICS/CALP and Krashen’s i+1. The implementation of specific language acquisition strategies based on these theories of learning can increase the success of ELLs within this content area. This paper presents a two-day professional development to address these barriers by better preparing science content teachers for differentiating instruction to meet the needs of ELLs. During the first day teachers attending this professional development are presented with the tools and supporting pedagogical theory necessary to modify and differentiate units across any science content area. The goal of the second day is for science teachers to use these methods and create lessons that meet the needs of ELLs and will increase their successes in science.

In the 1980s the binational (Canada, U.S.) International Joint Commission (IJC) began the process of creating and implementing remedial action plans (RAPs) in 43 contaminated areas of concern (AOCs) throughout the Great Lakes Basin. The IJC established 14 “use impairments” that could cause a local area to be “listed” as an AOC, including “degradation of fish and wildlife populations” and “bird or animal deformities or reproductive problems.” In 1988, Foley et al. reported that fish in Lake Ontario and the Genesee River had PCB concentrations within the range shown to cause reproductive failure in captive mink. This evidence, coupled with the perceived absence of mink within 2 miles of the lake, led to the inclusion of these two use impairments in the RAP (1993, 1997). This study (Haynes et al. 2002) was designed to determine if populations of mink on the shore of the Rochester Embayment of Lake Ontario (RELO) are negatively impacted by bioaccumulative chemicals of concern (BCCs) and, if so, whether the BCCs are originating in the Embayment watershed or elsewhere. The AOC includes the Embayment, a 35 square mile portion of Lake Ontario south of a line between Bogus Point in the town of Parma and Nine Mile Point in the town of Webster (both in Monroe County, New York); adjacent wetlands and bays; and the six mile reach of the Genesee River, from the Lower Falls to the mouth at Lake Ontario (Figure 1). The RAP also includes the sub-watersheds of Salmon Creek (western sub-basin), the Genesee River, and Irondequoit Creek (central sub-basin).

This curriculum project was designed to increase student engagement and achievement by including movement in mathematics classrooms. This curriculum project presents six sequential lessons for the Real Number System unit in Algebra 1. Each of the six lessons includes at least one movement activity that can also be used for other topics outside the Real Number System. All these lessons are aligned with the Next Generation Standards for Algebra 1 used in New York State.

This curriculum project showcases a collection of lessons designed to promote mathematical literacy by unpacking vocabulary terms that have multiple meanings. The project includes four sequential lesson plans that follow the Exponential Functions unit. The motivation for each lesson is to encourage student discourse by creating a space for exploration and discussion. Each lesson aligns with the New York State Next Generation Learning Standards for Algebra 1.

Widespread throughout the southern and eastern portions of the Mississippi River and Great Lakes drainages, the longear sunfish (Lepomis megalotis) is at the eastern edge of its range in western New York and eastern Quebec. Historically, longear sunfish occurred in three watersheds (Map 1a), Oneida Lake’s outlet to the Oswego River, tributaries and bays of southwestern Lake Ontario (Johnson Creek, Jeddo Creek, Oak Orchard Creek, Marsh Creek, Braddock Bay and West Creek), and a tributary of the Niagara River, Tonawanda Creek. Intensive sampling since 1999 in historical waters shows that longear sunfish now have a sustained population in only one area, a 2.3 mi section of Tonawanda Creek just upstream from its junction with the Erie Canal; therefore, it is threatened in New York State.

Obesity is considered by many to be an epidemic at all age levels. Specifically, adolescents between the ages of 2 to 19 have increased to body fat percentages of 19.7% over the last five years. Obesity can be caused by (but not limited to) low socioeconomic status, poor nutrition, genetics, and/or physical inactivity. Those with obesity demonstrate a decrease in muscular strength, muscular endurance and cardiovascular endurance; and an increase in an fat mass, BMI, waist circumference, Fat Mass percentage, and waist circumference. An important component when it comes to overcoming or preventing obesity is exercise and exercising at the appropriate intensity level. Physical Education is an opportunity in which adolescents can achieve the recommended daily of 60 minutes of moderate to vigorous physical activity (MVPA). The purpose of this synthesis project is to review the literature on the beneficial effects of incorporating higher intensity activities on physical fitness levels in Physical Education. It was concluded that integrating higher intensity activities into Physical Education improves health related fitness and body composition, can be incorporated at the primary and secondary levels, and can be added to current curriculums

This curriculum project contains four lessons aligned with New York State Common Core Geometry Standards designed with the goal to increase student engagement. The lessons were constructed by using the blended learning station rotation model. This consists of four stations: mini-lesson, independent practice, technology, and a hands-on activity. Each station serves a different purpose in student learning and caters to all learning styles.

Many educators rise to the challenge to meet the varied and ever-changing needs of our students. This project was developed with these teachers in mind to provide a possible framework of how gamification and project-based learning can be utilized to support student learning. This purpose of this approach is to engage students and provide opportunities for them to explore topics in the Algebra 2 curriculum in diverse and meaningful ways. Specifically, students will apply their knowledge of exponential functions, sequences, and series in various ways to solve problems situated in a real-life context. When students are given necessary structure and space to grow, we can empower them to reach their potential and cultivate a competence and confidence that transfers to other areas in their life.

This curriculum project integrates grade 8th statistical content with instructional practices that support learning for students with disability (SWD). The instructional strategies included in the lessons can be applied in any mathematical classroom, but they were specifically designed to support SWD learning. The sequential lessons include identifying positive, negative, and no correlation of scatter plots, finding a line of best fit and applying scatter plots to real-world applications. The lessons are aligned to New York State Generation Standards for Grade 8 Mathematics. Keys for each lesson’s activities can be found in the Appendix.