Woodside High School
Green Academy
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What is the Green Academy?title
WHS ‘Efficient Use of Water and Energy Academy,’ or Green AcademyVision: To build a lasting small-school academy within Woodside High School that will prepare the school’s next generation of leaders for careers in the Green Technology and Environmental Sustainability field. Mission: Students in the Green Academy will be inspired both in and outside the traditional classroom to become stewards of their environment, leaders in their communities, and innovators in the field of green technology. As a 'school within a school' we offer:
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Curious about joining the Green Academy?title
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Green Academy Course Descriptionstitle
All courses are A-G Approved, including CTE Courses
CORE ACADEMIC COURSES-Include emphasis on environmental issues
Social Studies: Modern European History, US History, Economics and American Government
Science: Environmental Biology and Environmental Chemistry
English II, III and IV
CAREER TECHNICAL EDUCATION COURSES
Plant and Soil Science (GA CTE I)
This course serves as the first year elective/CTE course for students enrolled in the Green Academy. It addresses sustainability and the use of natural resources in the context of agriculture, biology and horticulture. It offers a course of study focused on aspects integral to the study of environmental science, including energy and alternative energy sources, use of natural resources, soil science, food production and distribution, plant identification and topics related to climate. As part of the curriculum students maintain a large on-site organic garden, complete with dozens of fruit trees, nine raised bed gardens, two greenhouses, a composting system, bee hives, chickens and an outdoor classroom. Additionally, students travel off site on curriculum-related study trips twice per semester.
Water: California’s Liquid Gold (GA CTE II)
This course serves as the second year elective/CTE course for students enrolled in the Green Academy. This course continues to build on energy and concepts concerning use of natural resources as Environmental Horticulture: GA CTE I. This class provides in-depth exploration of the fundamentals of water resource use, management and conservation, as well as the economic, political, and scientific controversies that surround water use in California and the Western United States. After a foundation of basic concepts (natural systems, watersheds, water rights, and resource use), students examine how local, State and Federal Government projects (LA Aqueduct, Central Valley Project, State Water Project, the Hetch Hetchy System and the Colorado River Aqueduct) have influenced the growth of agribusiness and population within California. The class concludes by examining current events affecting the status-quo of California's water use (drought, San Joaquin River Restoration Project, the Peripheral Canal plan, the environmental health of the Sacramento River and the San Joaquin River Delta). For reference and perspective, students also study water use and scarcity in a variety of other countries. In this way concepts of human geography are studied in relation water consumption, distribution, and management.
As part of this course, students are paired with industry professionals in a yearlong mentorship relationship. Course content supports connection to water-related environmental fields through field trips to the local wastewater treatment plant, creek monitoring and testing labs, and visits by mentors who work in energy and natural resource-related fields. Through this course students have the opportunity to become officially certified with the US Environmental Protection Agency in Watershed Training.
Sustainable Design (GA CTE III)
This course serves as the third year elective/CTE course for students enrolled in the Green Academy. This course continues to build on concepts and controversies covered in GA CTE I and GA CTE II. The core of the first semester is Strategic Energy Innovations' Sustainability Certification Course: Green Building. Students explore the benefits and general concepts behind green building design and features, government programs and initiatives, and the implementation of green building measures to reduce social, environmental, and economic impacts. Topics covered are sustainable living, the science of buildings, the construction process, energy and water conserving residential systems, and sustainable materials.
The second semester implements Project Lead the Way's Introduction to Engineering Design curriculum to provide the students with an understanding of the engineering design process and the basic sketching skills used to communicate their designs. The students are given a working knowledge of Computer Aided Design, with which they design and build a model home.
The focus of instruction is on providing students with a foundation in green building concepts and practices. Through this course, students gain skills directly applicable to the expanding green trades, gaining an ability to identify and evaluate green building sites and features and opportunities for improving the functionality of a building in order to reduce resource consumption and improve indoor air quality. The course addresses areas of workforce growth in California and provides the necessary context for students as they move towards such fields. Career pathways in a variety disciplines are discussed, and are the topic of individual student research. The course also provides them with a theoretical background as they pursue academic studies and careers in environmental and science.
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Green Academy Student Volunteeringtitle
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Green Academy Students Make News!title
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Academy Menor Program, Sponsors and Industry Partnerstitle
WOODSIDE ACADEMY MENTOR PROGRAM
“The Mentor Program was one of the best experiences I had in high school. I really got to see
how things are out in the real world.”
“My mentor and I had so much in common. It was great to know someone who had been
to college and help me think it was something I could do.”
Description:
Each year the Academy Mentor program pairs 11th grade Academy students with a professional adult from the community. Student career interests are widespread, and range from environmental design, business and technology to medicine and law enforcement. The mentor provides guidance and advice in directing students toward a successful academic and professional career. In addition, the mentor serves as a role model for students by demonstrating professionalism so students can understand what attributes are necessary to be successful in a career and in life.
Time commitment: Serving as an effective mentor requires approximately 2-4 hours per month, from October through May. The mentor and student are expected to contact each other every two weeks via e-mail, telephone, or face to face meetings. (The participants decide what communication method is most convenient.) With the guidance of the instructor, the student will initiate the majority of these contacts, and two of the face-to-to face meetings take place on Woodside’s campus at our Mentor Breakfast events. While the mentor-mentee relationship officially ends after 11th grade, most mentors and their students remain in contact through graduation.
Objectives for the Student: Develop an awareness of business and career opportunities, improve self-esteem, increase knowledge of the relationship between school and work, establish relationship with a successful, working adult, develop a deepened understanding of how to make goals and to keep them.
Objectives for the Mentor: Make a difference in the life of a teen who needs your friendship and support, contribute to successful graduation rates, increase the number of responsible community members and employees in California.
To volunteer, or for further information, please contact:
Faith Velschow
Director of Mentoring and Career Services
Current mentors include representatives from: Adobe / Advocates for Athletes / American Express / Business Travel / Apple / Arterra Landscape Architects / American Society of Landscape Architects / Buck’s of Woodside / City Living Expos / Cloudera / County of San Mateo District Attorney /David Thorne, Landscape Architect / Design Work / Environmental General Counsel LLP / Express Global Business Travel /Facebook / Google / Haus / Law Office of Mitri Hanania / Lucille Packard Children's Hospital / Lyngso/ Oak Grove Chiropractic & Wellness / O|CB Studio / Paradigm Design Group / Pentair Electrical / Pon & Associates / Redwood City Parks Department / Sage Cuisine / San Mateo County Office of Sustainability / San Mateo County Sheriff’s Office / San Mateo Credit Union / SAP Software Solutions / Seneca Family of Agencies /Sequoia Union High School District, Board of Trustees / Silicon Valley Clean Water / Stanford University, Civil and Environmental Engineering and Psychology Stanford’s Reinventing the Nation's Urban Water Infrastructure (ReNUWit) / Torani / WL Butler Construction /Woodside Bakery & Café / Woodside Fire Protection District
SPONSORS AND INDUSTRY PARTNERS - The Green Academy's many success are due to the donations and support of generous businesses and organizations: Sequoia Union High School District / / San Mateo County Office of Education / Acterra / Buck's of Woodside / The Foundation for Youth / Investment / Grassroots Ecology / Grousbeck Family Foundation / Hidden Villa Ranch / Lyngso / Oracle / RecycleWorks / Safe Routes to Schools / The San Francisco Water Department / Silicon Valley Clean Water / South System Bayside Authority / The Swain Barber Foundation
- School rules: Students are expected to follow all school rules including the Woodside Tardy Policy, Woodside Dress Code, Cell Phone Policy and Academic Integrity Policy at all times.
- Working together: Our expectation is that you will treat us and your fellow students with respect at all times. This includes never talking when someone else (teacher or student) is addressing the class, as well as cooperating in group work.
- Laptops: All technology must be handled with care. Students may not be on websites or apps unrelated to coursework (social media, shopping, games etc.). Violators will need to do computer-related work outside of class time.
- Garden: The garden is a classroom and students are expected to follow classroom norms while in the garden. Students are expected to adhere to all classroom rules including the electronic device policy. Hats are permissible.
- Bathroom pass: The use of the bathroom pass should be the exception and not the norm. Expect to spend 5 minutes after class helping clean up if you use the pass during class. Some teachers may provide paper passes.
- Classwork: Please do not work on assignments for other classes until you have finished your work in the class you are currently in and your teacher has given you permission.
- Tardies: When the bell rings, we expect you to be in your seat, with all materials necessary for class at hand on your desk, including charged chromebooks. If available (science and CTE) backpacks, other bags and coats should be left in the cubbyholes at the side of the classroom before the bell rings. If you are tardy, please unpack your supplies outside of class to minimize disruption of class. You will be assigned an after school detention for every tardy in excess of three tardies; up to three tardies you may be asked to stay after class and clean up.
- Attendance: Attendance and grades are closely related. If you wish to do well in the Academy you must be in class. Additionally, we work in groups and teams frequently. If one or more members are often absent, this affects the whole group. If you must be absent, discuss this with your teachers in advance whenever possible and let any group members know.
- Detentions: Students must serve detentions in order to be eligible for Academy field trips and other events.
- Homework: Homework is due at the beginning of class. Some late homework may be accepted up until the next class period for reduced credit. Although we will attempt to keep Internet posting up-to-date for absent students, we require that you copy down the homework assignments in your planner in class.
- Make-up Work Following Excused Absences: Make-up work will not be accepted following an unexcused absence (cut). If you have an unexpected excused absence, it is your responsibility to get the assignment and any missed notes. Work is due on the class period following your return to school unless other arrangements are made with your teachers. If you need handouts or other materials from your teacher, it is your responsibility to obtain them. A test must be made up when you return to school. It is your responsibility to arrange this; you will receive a zero if that test is not made up within 2 days of your return. If there are extenuating circumstances, please make sure that your teachers are aware of them.
- Service Learning: This will be worth 5% of your grade. Students are required to complete 6 hours of volunteer service in an organized event related specifically to the foci of the Green Academy (water conservation, energy efficiency) each semester.
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Green Academy Staff Members - Email us!title
| Teacher | Subjects | Extension | |
| Akey, Ann | Environmental Analysis Through Chemistry; AP Environmental Science | x 40602 | aakey@seq.org |
| Budimirovic, Gordan | English III | x 40305 | gbudimirovic@seq.org |
| Taylor, Nicole | English II | ||
| Gruszynski, Greg | World History; US History | x 40514 | ggruszynski@seq.org |
| Macioce, Ramie | US History; American Government/ Economics | x | |
| Lee, Alton | Water: California's Liquid Gold; Green Academy Coordinator | x 40802 | alee@seq.org |
| Ortiz, Davina | Plant and Soil Science | x 40609 | dortiz@seq.org |
| Hopkins, Phil | Physics |