Huntington’s Science Program is guided by the New York State core curriculum guides; elementary (K-4), intermediate (5-8), and the secondary biological and physical science courses. The content and skills addressed in the guides are all aligned to The Learning Standards for Mathematics, Science, and Technology. The core curricula are not syllabi but instead identify the key ideas, performance indicators and major understandings that guide our locally developed syllabi.
Kindergarten topics include body parts, characteristics of living things, exploring the senses, pushes and pulls, water play and looking at the sky. Grade one explores properties and magnetism, kinds of living things, Earth’s land and water, and weather and seasons. Second graders investigate interactions of living things, energy and motion, weather and the water cycle, and dinosaurs and change over time. Our third graders examine life cycles, role of living things, forms of energy, buoyancy, solar system, rocks and minerals, and the Earth’s water.
At the intermediate level the syllabi build upon the foundations established in grades K-3. Fourth grade topics include the Earth’s land, properties of matter, classifying living things, magnetism and electricity, and weather and climate. In April of the fourth grade all New York State students sit for a performance and written science assessment. The fifth graders explore living systems, the solar system and beyond, matter and energy, ecosystems, light and sound, and the solid Earth. Topics for the sixth graders include forces in motion, the changing Earth, cells and microbes, continuity of life, the nature of matter, and oceanography. All K-6 students use ESP kits and other hands-on experiments that supplement their Discovery Works textbooks.
In the seventh grade the syllabus focuses on the study of the biological science while the eighth graders concentrate on the physical sciences and prepare for the Intermediate-Level Science Assessment in May. Accelerated eighth grade students take Regents Earth Science and sit for the regents in June. The high school offers Living Environment, Earth Science, Chemistry, and Physics at the Regents and honors level. Many of our students are encouraged to take the more challenging Advanced Placement courses in Biology, Chemistry and Physics. Our elective program includes Forensic Science, Marine Science, Animal Behavior, Astronomy and Advanced Forensics (college credit available). Highly motivated high school students are also encouraged to enroll in our research program for which college credit is also available.
Teresa Grossane has been the district director of science, technology, engineering and mathematics since January 4, 2021.
Dr. Grossane obtained a Bachelor of Science degree in mathematics education at St. John’s University in 1986 and a Master of Science degree in computer technology at Long Island University-CW Post College in 1989. She earned a Doctor of Education degree in educational administration at St. John’s in 2018.
At the time of her appointment in Huntington, Dr. Grossane was serving as chairperson of mathematics, 9-12 in East Meadow. She previously worked as director of secondary curriculum and instruction, coordinator of mathematics and science, K-12 and chairperson of math and science 7-12 in Eastport-South Manor; principal of West Hempstead Middle School; middle school and elementary school assistant principal and director of mathematics in Westbury; director of mathematics, K-12 in Deer Park; supervisor of mathematics, 6-12 in Wantagh; assistant principal of Merrick Avenue Middle School; math teacher at Mepham High School, Lawrence High School, Elmont High School and Holy Trinity High School; permanent sub math teacher at Grand Avenue Middle School and John F. Kennedy High School.
Dr. Grossane maintains memberships in the Association for Supervision and Curriculum Development, LI Council of Administrative Women in Education and the New York State Association of Mathematics Supervisors
Science is part of our everyday lives. If you have ever wondered why a morning is foggy, observed a spider weaving its web, or positioned your beach blanket according to the tides, you have experienced science. Through science classes, we attempt to provide understanding to the science around us. Our courses are aligned with the New York State Standards in the Core areas of Living Environment and the Physical Settings. Freshmen and Sophomores usually take Regents courses in Living Environment and Earth Science. Juniors and Seniors usually take Chemistry and Physics. We encourage talented students to undertake the challenges of AP courses. Science electives are also available for qualified students. Laboratory work is an integral part of all Science courses. Students taking Regents Science courses must meet the New York State requirement of 1200 laboratory minutes followed by satisfactorily submitted lab reports. This is a mandate that must be completed for entrance into each Regents exam.
| Grade 8 | Grade 9 | Grade 10 | Grade 11 | Grade 12 |
|---|---|---|---|---|
Earth Science RGeneral Science 8 |
Living Envi. Regents orBilingual Liv. Envi. R orLiving Envi. HonorsElectivesAnimal BehaviorIntro. to Sci. Research |
Chemistry Regents orChemistry Honors orEarth Science RegentsElectivesAnimal BehaviorIntro. to Sci. Research HAstronomyEnvironmental ScienceForensic ScienceMarine EcologyScience Research H |
Physics Regents orPhysics Honors orChemistry Regents orChemistry Honors orElectivesAnimal BehaviorIntro. to Sci. Research HAstronomyEnvironmental ScienceForensic ScienceMarine EcologyIntro to Science Research HAnimal BehaviorScience Research HAllied Health ScienceEngineering DesignAP BiologyAP ChemistryAP Environ. ScienceAP Physics 1 |
Physics Regents orPhysics Honors orElectivesAnimal BehaviorIntro. to Sci. Research HAstronomyEnvironmental ScienceForensic ScienceMarine EcologyIntro to Science Research HAnimal BehaviorScience Research HAllied Health ScienceEngineering DesignAP BiologyAP ChemistryAP Environ. ScienceAP Physics 1 |
This course is designed to support students in the content and skill areas of Living Environment. Students will work on topics related to scientific procedure, and develop the skills required to report scientific data. Science content topics covered will be those in the Living Environment Core Curriculum. Students meet every other day in concurrence with an on-going Living Environment class.
The content of this course follows guidelines provided in the New York State Core Curriculum Guide of Living Environment, as well as material in the SAT Subject Test in Biology. Students will investigate the content at an in-depth, pre-AP level, and should be able to maintain the pace necessary to provide comprehensive study of core topics. This content will provide the groundwork for more rigorous Advanced Placement work in the field of Biology. Inquiry-based laboratory work is an integral part of the course. Students are required to complete a minimum of 1200 minutes of laboratory assignments, followed by written lab reports, as required by the New York State Education Department. Students will be prepared for the Living Environment Regents and the SAT Subject Test in Biology. The final exam for the class consists of the Living Environment Regents exam as well as an in-class examination.NCAA approved
This course is designed to support English Language learners as they investigate basic geological and environmental principles and the applications of these processes. The content of this course follows guidelines provided in the New York State Core Curriculum Guide of The Physical Setting: Earth Science. Inquiry-based laboratory work is an integral part of the course. Students are required to complete a minimum of 1200 minutes of laboratory assignments, followed by written lab reports, as required by the New York State Education Department. Students will be prepared for, and take the Physical Setting: Earth Science Regents as the final exam of the course. NCAA approved
The content of this course follows guidelines provided in the New York State Core Curriculum Guide of The Physical Setting: Earth Science. Students will investigate basic geological and environmental principles and the applications of these processes. Inquiry-based laboratory work is an integral part of the course. Students are required to complete a minimum of 1200 minutes of laboratory assignments, followed by written lab reports, as required by the New York State Education Department. Students will be prepared for, and take the Physical Setting: Earth Science Regents as the final exam of the course. NCAA approved
This course is offered to 9th graders who have demonstrated the ability to handle the rigorous coursework of Integrated Algebra during 8th grade. Please see course description of Geometry. This course culminates in the NYS Geometry Regents examination. NCAA approved
The purpose of this course is to provide support for motivated students who experience difficulty with Integrated Algebra, but who are interested in meeting the requirements for the Regents Diploma with Advanced Designation. In addition to receiving small group and individual instruction, students will be exposed to geometry concepts before they are taught. Emphasis will be placed on formal and informal reasoning skills and the derivation of important geometric facts. Support will be given using technology such as geometer sketch pad and other techniques assisting students in visualizing geometry concepts. A comprehensive review of all geometry topics will be given to help students prepare for the Geometry Regents examination.
This course is offered to students who have successfully completed both the Living Environment course and The Physical Setting: Earth Science Course. The content of this course follows guidelines provided in the New York State Core Curriculum Guide of the Physical Setting: Chemistry. Students will investigate basic chemical principles and the applications of chemical processes. Inquiry-based laboratory work is an integral part of the course. Students are required to complete a minimum of 1200 minutes of laboratory assignments, followed by written lab reports, as required by the New York State Education Department. Students will be prepared for, and take the Physical Setting: Chemistry Regents as the final exam of the course. NCAA approved
The content of this course follows guidelines provided in the New York State Core Curriculum Guide of The Physical Setting: Chemistry, as well as material in the SAT Subject Test in Chemistry. Students will investigate content at an in-depth, pre-AP level, and should be able to maintain the pace necessary to provide comprehensive study of core topics. This content will provide the groundwork for the more rigorous Advanced Placement Chemistry class. Inquiry-based laboratory work is an integral part of the course. Students are required to complete a minimum of 1200 minutes of laboratory assignments, followed by written lab reports, as required by the New York State Education Department. Students will be prepared for the Physical Setting: Chemistry Regents examination as well as the SAT Subject Test in Chemistry. The final exam for the class consists of the Physical Setting: Chemistry Regents exam as well as an in class exam. NCAA approved
The content of this course follows guidelines provided in the New York State Core Curriculum Guide of The Physical Setting: Physics. Students will investigate basic principles of physics and the applications of physical processes. Inquiry-based laboratory work is an integral part of the course. Students are required to complete a minimum of 1200 minutes of laboratory assignments followed by written lab reports, as required by the New York State Education Department. Students will be prepared for, and take the Physical Setting: Physics Regents as the final exam of the course. NCAA approved
The content of this course follows guidelines provided in the New York State Core Curriculum Guide of The Physical Setting: Physics course and will prepare them to take AP Physics. Students will investigate content at an in-depth, pre-AP level, and should be able to maintain the pace necessary to provide comprehensive study of core topics. This content will provide the groundwork for more rigorous Advanced Placement work in the field of Physics. Inquiry-based laboratory work is an integral part of the course. Students are required to complete a minimum of 1200 minutes of laboratory assignments followed by written lab reports, as required by the New York State Education Department. The final exam for the class consists of the Physical Setting: Physics Regents Exam as well as an in-class examination.NCAA approved
This course is designed to be the equivalent of an introductory level college biology course. Students are expected to have a comprehensive understanding of biological principles, cellular dynamics, chemical structures and chemical processes prior to entry into this course. Students are also expected to be self- motivated and capable of independent study and thus be able to meet rigorous academic demands. The course moves at a challenging pace and includes extensive in-depth study of cells and cell chemistry, animal and plant physiology, genetic applications, evolutionary theory and processes, and ecological principles and dynamics. Under College Board AP guidelines, laboratory investigations are an integral part of this course. NCAA approved
This course is designed to be the equivalent of a college introductory chemistry course offered to chemistry majors during the first academic year. Students are expected to have a comprehensive understanding of chemical structures and processes prior to entry into this course. Students are also expected to be self-motivated and capable of independent study, and thus be able to meet rigorous academic demands. The course moves at a challenging pace and includes extensive in-depth study of reaction chemistry, thermodynamics, stoichiometry, nuclear chemistry, and kinetics. Students develop skills in mathematical interpretations of these processes. Under College Board AP guidelines, laboratory investigations are an integral part of this course. NCAA approved
This course is designed to be the equivalent of a college introductory environmental science course. It is designed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. There is a strong laboratory component to the class. NCAA approved
This course is designed to be the equivalent of a college introductory physics course offered to science majors during the first academic semester. Students are expected to be self-motivated and capable of independent study, and thus be able to meet rigorous academic demands. The course moves at a challenging pace and includes extensive in-depth study of one and two dimensional motion, energy, and momentum. The course also includes a brief unit on electricity and optics for students wishing to take the NYS regents Physics exam. Students develop skills in mathematical interpretations of these processes. Under College Board AP guidelines, laboratory investigations are an integral part of this course.NCAA approved
This course revolves around developing and completing a science project to compete in local, state, or national science competitions. Development of real-world skills, such as oral and written communication, statistical analysis, and technology will be a part of the curriculum. Students will be assessed by a portfolio that includes written work, project proposals, research analysis, and log data entry. Students are encouraged to take this course for successive years.
Students will work with mentors toward completing an Intel project.
The characteristic behavior patterns of various groups of animals will be discussed in terms of their biological components, causes, implications and survival value. Among the topics to be investigated will be: animal rights, ethology, innate and acquired behavior, communication among animals and social behavior. Students will be actively participating in laboratory investigations including setting up and maintaining a habitat for live animals. Other activities include reading assignments, lectures, videos and films on animal behavior. Beginning with the 2015 – 2016 school year, this course is no longer NCAA approved.
This introduction to engineering design course will expose students to the design process, research and analysis, team work, and communication methods. This course will help prepare students for a career in the engineering profession. The course uses the “Project Lead the Way” curriculum, and is focused on design techniques. The students use computer-aided design software, and perform research and analysis, as they work in teams on problems with global and human impact. Students will learn problem-solving skills using a design development process.
Have you ever wondered about the constellations? What makes a star shine? These and many other questions will be answered in this course. Tools of ancient and modern astronomers will be used and viewed. The characteristics of celestial objects will be studied. The names, locations, and histories of constellations will be studied through the use of slides, charts, star finders and other multimedia resources. The course will also cover the farthest reaches of the known universe to the nearest celestial objects in our own solar system. NCAA approved
Crime solving techniques will be studied as well as hands-on laboratory investigations in such areas as fingerprinting, physical evidence, forensic anthropology and forensic serology. NCAA approved
Health Science Technology familiarizes the student with the multitude of careers in the health care system. Students receive instruction in anatomy, physiology, medical terminology, recognition of vital signs, and employability skills culminating in certification in first aid and cardiopulmonary resuscitation with AED.
This course stresses basic principles of environmental science, with a strong focus on inquiry based, collaborative problem solving. Topics of study include ecosystems, energy, land, soil and water, pollution, population, biotechnology, waste and environmental ethics. There is a strong laboratory component to the class. NCAA approved
A “hands-on” approach will be applied to investigate various ecological relationships in the marine environment. Students will actively participate in various laboratory investigations including setting up and maintaining a marine aquarium, observing marine life and measuring physical aspects of the ocean environment. NCAA approved
Science classes are fun! Hands-on activities are an exciting way to practice the methods of science while learning the concepts of life, earth and physical science. Classes use technology and emphasize collaboration, communication and problem solving.
Our science courses are designed to provide all students with a basic foundation of scientific concepts. This foundation will prepare the middle school student for Regents level science courses in high school. All students in Science 8 will take the Intermediate Level Science (ILS) Assessment. This New York State exam tests science concepts learned in grades 5 through 8. It consists of two components: a performance test in May and a written test in June.
This course was created to meet the needs of the ESL students at the beginning English proficiency level. Over two years the ESL science course covers topics normally covered in Science 7 and Science 8. Students are placed in the class with the recommendation of the ESL Director and Chairperson of Science.
This course is required for all 7th grade students. Included in this course are topics found in the NYS Intermediate Science Core Curriculum Guide: The Living Environment. These topics include the scientific method, characteristics of living things, structure and functions of cells, and concepts in genetics and evolutionary theory. Human biology, including systems and interactions, are also studied.
This course is the regular placement for all 8th grade students. Included in this course are topics found in the NYS Intermediate Science Core Curriculum Guide: The Physical Setting. Major concepts in each of the physical sciences: chemistry, physics and earth science are taught.
This course is the placement for 8th grade students who are accelerated in science. Units of study are based on the NYS Core Curriculum Guide: The Physical Setting: Earth Science. Topics include planetary motion, meteorology, geology, and the earth’s environment, among other selected studies in the earth sciences. Under NYS guidelines, laboratory activities are an integral part of this course and include a minimum of 1200 minutes of completed laboratory investigations, with required written lab reports. Students must complete this laboratory requirement in order to take the Regents examination in June, which is the final exam for the course.
The Regents exam consists of two components: a performance test and a written test. The grade earned in Earth Science will be entered on the student’s high school transcript and computed in the high school grade point average. Students who do not wish to have the grade entered this way must drop the course before the end of the first quarter.
| Last Name | First | Position | |
| Grossane | Teresa | Director, K-12 STEM | tgrossane |
| Ciccone | DEBRA | Secretary | dciccone |
| Beck | Deborah | High School | beckd |
| Bilello | Matthew | High School | mbilello |
| Byrnes | Stacey | High School | sbyrnes |
| Cohen | Joseph | High School | cohenj |
| Cooper | Nicole | High School | ncooper |
| Saggese | Amelia | High School | asaggese |
| Fabela | Anna | High School | afabela |
| Florea | Edward | High School | floreae |
| Forbes | Dame | High School | dforbes |
| Goddard | Nancy | High School | ngoddard |
| Kenny | Lori | High School | lkenny |
| Liguori | Matthew | High School | mliguori |
| Lorenzano | Rosario | High School | rlorenzano |
| Raguzin | Danielle | High School | dlusardi |
| Tantillo | Thomas | High School | ttantillo |
| Van Bell | Thomas | High School | tvanbell |
| Aguirre | Michelle | Finley | aguirrem |
| Helmke | Christopher | Finley | Chelmke |
| Miller | Keith | Finley | kmiller |
| Nugent | Christine | Finley | cnugent |
| Williams | Roberta | Finley | rwilliams |
Huntington High School’s science research program is designed to offer students a greater comprehension of research and methodology in the science and mathematics disciplines. It meets the needs of students who wish to pursue areas of original research. Participants will learn the skills required for scientific and statistical research.
Students develop a research topic, connect with scientists to study it and along the way hone the skills necessary to enter local, national and international competitions. In this course students will experience both traditional and non-traditional classroom instruction. This includes, but is not limited to:
Teacher Lori Kenny leads Huntington High School’s science research program. She earned a Bachelor of Science degree in biology at St. Michael’s College in Vermont in 1998 and obtained a Master of Science in biology at Adelphi University 2000. She also studied wildlife and ecology at the School for International Training in Africa and holds graduate teacher’s certification from Long Island University – C.W. Post College.
Mrs. Kenny’s excellence was formally recognized when the National Association of Biology Teachers honored her as New York State’s recipient of the organizations 2014/15 Outstanding Biology Teacher Award.Mrs. Kenny has worked in Huntington as a science teacher since December 2005. She completed her student teaching requirements in the Half Hollow Hills school district. In addition to her responsibilities with the science research program, she also teaches Honors Living Environment.
Prior to coming to Huntington, Mrs. Kenny worked at the Cold Spring Harbor Laboratory as a lab technician in the department of neurobiology from 1998 to 2005. In this position she conducted collaborative and independent behavioral and molecular genetic experiments, identifying and characterizing genes involved in learning and memory; maintained the inventory of lab reagents and materials, gained highly developed behavioral genetic and molecular skills such as genomic prep, PCR, digests, primer development, brain histology, lax Z and other staining techniques; trained visiting scientists to perform behavioral analysis and performed website development.
In late 2001, Mrs. Kenny represented the Cold Spring Harbor Lab as a teacher at Tsinghua University in Beijing, China, lecturing on background material and various techniques, directing the set-up and training of lab technicians on a large-scale forward mutagenesis project and ordering and arranging the shipment of all supplies.
Mrs. Kenny has also worked as a research assistant at St. Michael’s College, in the Adelphi University animal care facility and as a field biology teaching assistant in Colchester, Vermont. As a student in a study abroad program in Tanzania, she developed a project that involved researching giraffes in Arusha National Park. By photo identification and extensive study of behavioral patterns, records were developed for means of protecting endangered animals.
In addition to being proficient in numerous computer software programs, Mrs. Kenny has a working knowledge of Swahili, sign-language and Spanish. She has also contributed to several published scientific papers.
