This document outlines the vision and plans for integrating technology at ACORN High School for Social Justice Technology. It begins with the goals of preparing students and teachers to use technology, and creating a 21st century classroom environment. An action plan is then described to fix existing technology issues, provide teachers with laptops and training, and establish technology support for teachers and students. Implementation details are provided on software and technologies that have been adopted, and future plans include expanding laptop and Smartboard access, online parent resources, and distance learning opportunities.

1. ACORN High School for Social Justice Technology

17. this program differentiates texts across the curriculum based on students reading levels. provides credit recovery courses for students who have taken and failed their regular high school classes.

18. this software program is used to help students practice for the regent examinations. this program differentiates the curriculum in all subject areas according to students interests and strengths, learning styles and expression modes. It makes the teacher's work to differentiate a particular lesson easier and it helps students maximize their learning of that lesson because they will learn in the way in which they can learn. Also, please be aware that Renzulli is just part of the differentiation puzzle, teachers play the major role. Differentiation involves differentiation of the content (knowledge), instructional styles (pedagogy), the classroom (management/organization) and the products.

19. Tabula Digita: this program is an integrated algebra game. an electronic grading book for all teachers and students/parents. the primary software used in the I-Careers classes. primarily for document creation and presentations by both teachers and students. SCANTRON a diagnostic assessment used to let us know where our students are and what deficits we need to address to bring them up to grade level.

20. is formative and predictive assessment. It gives information about the progress students are making towards success on the ELA and Mathematics Regent's examinations. Both students and teachers can use the information from this assessment as a guide to what they need to learn or teach before the next administration of the regent's examination in order to be successful. is a place where teachers and parents can get information about their students' past and current academic performance in the NYC public school system in addition to biographical and targeted intervention ( ESL,

21. SCIENCE EDU GAME

22. COMPUTER PODS

23. ELMO

24. RENZULLI LEARNING

25. CASTLE LEARNING

27. Curriculum Outline from Ms. Fajardo SCIENCE DEPARTMENT LIVING ENVIRONMENT CURRICULUM MAP AND UNIT AIMS UNIT 1: SCIENTIFIC INQUIRY * 12 days Science Performance Standards: S5 a. Frames questions to distinguish cause and effect; identifies or controls variables S5b. Uses concepts of physical Science, Life Science, Earth and Space Sciences, and Scientific Connections and applications, to explain a variety of observations and phenomena S5d. Proposes, recognizes, analyzes, and critiques alternative explanations and distinguishes between facts and opinions S5e. Identifies problems, proposes and implements solutions and accuracy, design, and outcomes of investigations S5f. Works individually and in teams to collect and share information an ideas S6a. Uses technology and tools to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely, with appropriate consideration of accuracy and precision. S6b. Records and stores data using a variety of formats. S6c. Collects and analyzes data using concepts and techniques in Mathematics

28. Curriculum Outline from Ms. Fajardo How can use the steps in a scientific method in designing and conducting a controlled experiment? 1.8 LAB: Designing Controlled Experiment * 2 sessions How do we relate pulse rate and heart rate to rate of physical activities? How does muscle fatigue affect muscle performance? 1.7 Regents Lab: Making Connections Parts 1-3 * 2 sessions How do we properly use and operate parts of the microscope? 1.6. Lab: Use of the Microscope How do we identify and describe parts of the microscope? 1.5 Parts and Functions of a Microscope How do we work and follow safety rules in the science lab? 1.4 Lab no 1. Lab Safety How do we construct, analyze and interpret graphs? 1.3 Constructing, Analyzing and Interpreting Graphs * 2 sessions How do we use dichotomous key in classifying and identifying organisms? 2.4 Dichotomous Key How are organisms classified? 2.3 Classification System How do we use scientific method in designing and interpreting a controlled experiment? 1.2.The Scientific Method * 2 sessions How does studying biology affect you and the society? 1.1 Introduction to Biology Aim CONTENT

29. Weekly Planner from Ms. Fajardo Answer Renzulli Learning Assignment: Gel Electrophoresis Simulated Lab ASSIGNMENT SHEET: Answer Part B-1 L.E. Regent Questions Answer castle learning assignment # 21: Genetics Married couples should be allowed to choose the genetic traits of their child like eye color, sex etc. Evaluate this statement by agreeing or disagreeing with it. Justify your answer. Answer castle learning assignment # 20: Biotechnology HOMEWORK Pea plants, recessive traits, dominant traits, hybrid, homozygous traits. Enzymes, insulin, asexual. Sexual, genes, DNA, protein synthesis, cloning, hormones, cross over, linkage, mutation. Curol, enzyme M, gel electrophoresis, hypothesis ,banding pattern, protein translation, hypotesis Genetic engineering, recombinant DNA, Genes, cell division, vector, insulin, asexual reproduction, enzymes. Breeding, selective breeding, inbreeding, hybridization, cloning, genotype, phenoype VOCABU LARY WORDS Answer and discuss review questions. Read and analyze test questions Use and apply test taking strategies. Collaborate and discuss review questions and answers. Assign task to each member of the team. Read aloud review questions. Actively participate & follow science edu game rules. Observe and compare structural and molecular characteristics of botana curus to species X,Y & Z. Formulate hypothesis based on the evidences. Analyze evidences and interpret experimental results. Brainstorm genetic engineering using circle map. Illustrate the steps used in modifying genes of organisms. Explain the use of genetic engineering in medicine and agriculture. Define biotechnology Distinguish between inbreeding and out breeding Illustrate the steps in cloning process. Explain the advantages and disadvantages of cloning. OBJECTIVES How do we asses our knowledge on genetics? How do we review on Genetics using the SCIENCE EDU GAME? How do we gather and analyze evidences to prove relationships of Botana curus to species XYZ? How do we describe genetic engineering and it’s used in the field of medicine? How do we identify and describe the techniques used in biotechnology? AIM QUIZ # 1: GENETICS UNIT TEST REVIEW Genetics Relationships and Biodiversity Lab Genetic Engineering Biotechnology LESSON Friday Thursday Wednesday Tuesday Monday Week of May 18, 2009 Unit: GENETICS AND BIOTECHNOLOGY Teacher: Ms. Fajardo LIVING ENVIRONMENT