Proposed New Courses Available for
?
Middle Schools
?
(These must be approved by the State Board of Education prior to student enrollment.)
Page 1
Florida Department of Education
COURSE DESCRIPTION - GRADES 6-8
Subject Area:
Social Studies
Course Number:
2103015
Course Title:
M/J World Geography
Course Length:
1 semester
A.
?
Major Concepts/Content
. The purpose of this course is to enable students to
develop understanding of other cultures and use geography concepts and skills to
actively seek information and systematically apply decision-making processes to
real-life situations.
The content should include, but not be limited to, the following:
?
world political regions in terms of location, physical characteristics, population and
?
culture, historical change, economic activity, and land use.
?
This course shall integrate the Goal 3 Student Performance Standards of the Florida
?
system of School Improvement and Accountability as appropriate to the content and
?
processes of the subject matter.
?
B.
?
Special Note.
This course is intended to be taught during a semester. This course may
be combined with a semester-long civics course to provide students with one semester
of the study of state and federal government and civics education.
C.
?
Course Requirements.
These requirements include, but are not limited to, the
benchmarks from the Sunshine State Standards that are most relevant to this course.
Benchmarks correlated with a specific course requirement may also be addressed by
other course requirements as appropriate.
After successfully completing this course, the student will:
1.
?
Use maps, globes, charts, graphs, and other tools of geography to gather
and interpret data and to draw conclusions about physical and human
patterns.
SS.B.1.3.1
?
use various map forms (including thematic maps) and other
geographic representations, tools, and technologies to acquire,
process, and report geographic information including patterns of
land use, connections between places, and patterns and processes
of migration and diffusion.
SS.B.1.3.2 use mental maps to organize information about people,
places, and environments.
SS.B.1.3.5 know ways in which the spatial organization of a society
changes over time.
Page 2
2.
?
Locate and describe the physical and cultural features of political
regions.
SS.B.1.3.3 know the social, political, and economic divisions on Earth’s
surface.
SS.B.2.3.2 know the human and physical characteristics of different places in
the world and how these characteristics change over time.
3.
?
Demonstrate understanding of the relationships between physical and
cultural environments.
SS.A.2.3.4 understand the impact of geographical factors on the
historical development of civilizations.
SS.B.1.3.6 understand ways in which regional systems are
interconnected.
SS.B.2.3.5 understand the geographical factors that affect the
cohesiveness and integration of countries.
SS.B.2.3.7 know how various human systems throughout the world have
developed in response to conditions in the physical environment.
SS.B.2.3.9 understand how the interaction between physical and cultural
systems affects current conditions on Earth.
4.
?
Demonstrate understanding of the relationship between economic
development and the use and conservation of natural resources.
SS.B.2.3.3
?
understand how cultures differ in their use of similar
environments and resources.
SS.B.2.3.6
?
understand the environmental
benefits and/or consequences
of people changing the physical environment in various
world locations.
SS.B.2.3.8
?
know world patterns of resource distribution and utilization.
5.
?
Analyze the interaction of humans and the physical environment as
influenced by culture, technology, migration, and skills.
SS.A.3.3.3 know how physical and human geographic factors have
influenced major historical events and movements.
SS.B.1.3.4 understand how factors such as culture and technology
influence the perception of places and regions.
SS.B.1.3.7 understand the spatial
aspects of communication and
transportation systems.
SS.B.2.3.1 understand the patterns and processes of migration and
diffusion throughout the world.
SS.B.2.3.4
?
understand how the landscape and society change as a
consequence of shifting from a dispersed to a concentrated
settlement form.
6.
?
Apply research, study, critical thinking, and decision-making skills and
demonstrate the use of new and emerging technology in problem-solving
.
(
Note:
In this course, students will have opportunities to apply skills described in language
arts and mathematics benchmarks that pertain to this requirement.)
Page 3
Florida Department of Education
COURSE DESCRIPTION - GRADES 6-8
Subject Area:
Social Studies
Course Number:
2103025
Course Title:
M/J World Geography, Advanced
Course Length:
1 semester
A.
?
Major Concepts/Content.
The purpose of this course is to enable students to
develop understanding of other cultures and use geography concepts and skills to
actively seek information and systematically apply decision-making processes to
real-life situations.
The content should include, but not be limited to, the following:
?
world political regions in terms of location, physical characteristics, population and
?
culture, historical change, economic activity, and land use.
?
This course shall integrate the Goal 3 Student Performance Standards of the Florida
?
system of School Improvement and Accountability as appropriate to the content and
?
processes of the subject matter.
?
Course student performance standards must be adopted by the district, and they must
?
reflect appropriate Sunshine State Standards benchmarks.
?
B.
?
Special Note.
This course is intended to be taught during a semester. This course may
be combined with a semester-long civics course to provide students with one semester
of the study of state and federal government and civics education.
The course requirements for this advanced course are consistent with M/J World
Geography (2103015). The district shall develop a description of additional
requirements to provide for in-depth or enriched study of the course requirements.
C.
?
Course Requirements.
These requirements include, but are not limited to, the
benchmarks from the Sunshine State Standards that are most relevant to this course.
Benchmarks correlated with a specific course requirement may also be addressed by
other course requirements as appropriate.
Page 4
After successfully completing this course, the student will:
1.
?
Use maps, globes, charts, graphs, and other tools of geography to gather
and interpret data and to draw conclusions about physical and human
patterns.
SS.B.1.3.1
?
use various map forms (including thematic maps) and other
geographic representations, tools, and technologies to acquire,
process, and report geographic information including patterns of
land use, connections between places, and patterns and processes
of migration and diffusion.
SS.B.1.3.2
?
use mental maps to organize information about people,
places, and environments.
SS.B.1.3.5
?
know ways in which the spatial organization of a society
changes over time.
2.
?
Locate and describe the physical and cultural features of political
regions.
SS.B.1.3.3
?
know the social, political, and economic divisions on Earth’s
surface.
SS.B.2.3.2
?
know the human and physical characteristics of different places in
the world and how these characteristics change over time.
3.
?
Demonstrate understanding of the relationships between physical and
cultural environments.
SS.A.2.3.4 understand the impact of geographical factors on the
historical development of civilizations.
SS.B.1.3.6
?
understand ways in which regional systems are
interconnected.
SS.B.2.3.5
?
understand the geographical factors that affect the
cohesiveness and integration of countries.
SS.B.2.3.7
?
know how various human systems throughout the world have
developed in response to conditions in the physical environment.
SS.B.2.3.9
?
understand how the interaction between physical and human
systems affects current conditions on Earth.
4.
?
Demonstrate understanding of the relationship between economic
development and the use and conservation of natural resources.
SS.B.2.3.3
?
understand how cultures differ in their use of similar
environments and resources.
SS.B.2.3.6
?
understand the environmental
benefits and/or consequences
of people changing the physical environment in various
world locations.
SS.B.2.3.8
?
know world patterns of resource distribution and utilization.
Page 5
5.
?
Analyze the interaction of humans and the physical environment as
influenced by culture, technology, migration, and skills.
SS.A.3.3.3 know how physical and human geographic factors have
influenced major historical events and movements.
SS.B.1.3.4 understand how factors such as culture and technology
influence the perception of places and regions.
SS.B.1.3.7 understand the spatial
aspects of communication and
transportation systems.
SS.B.2.3.1 understand the patterns and processes of migration and
diffusion throughout the world.
SS.B.2.3.4
?
understand how the landscape and society change as a
consequence of shifting from a dispersed to a concentrated
settlement form.
6.
?
Apply research, study, critical thinking, and decision-making skills and
demonstrate the use of new and emerging technology in problem-solving.
(
Note:
In this course, students will have opportunities to apply skills described in language
arts and mathematics benchmarks that pertain to this requirement.)
Page 6
Florida Department of Education
COURSE DESCRIPTION - GRADES 6-8
Subject Area:
Social Studies
Course Number:
2106015
Course Title:
M/J Civics
Course Length:
1 semester
A.
?
Major Concepts/Content.
The purpose of this course is to enable students to develop
the knowledge and skills necessary for active participation in a constitutional republic
and democratic society. Students will become informed citizens in regard to their local,
state, and federal government.
The content should include, but not be limited to, the following:
- United States constitutional government
- development, structures, and functions of local, state, and national governments within
constitutional and economic frameworks
- contemporary social issues
- role of the individual in a democratic system
- foundations of the American political, social, and economic systems and institutions
- history and contemporary problems of Florida
- rights, responsibilities, and obligations of citizens
This course shall integrate the Goal 3 Student Performance Standards of the Florida
System of School Improvement and Accountability as appropriate to the content and
processes of the subject matter.
B.
?
Special Note.
This course is intended to be taught during a semester. This course may be combined
with one semester of geography or other middle school or higher semester course in
social studies.
C.
?
Course Requirements.
These requirements include, but are not limited to, the
benchmarks from the Sunshine State Standards that are most relevant to this course.
Benchmarks correlated with a specific course requirement may also be addressed by
other course requirements as appropriate.
After successfully completing this course, the student will:
1.
?
Demonstrate understanding of the legal, political, economic, and social
systems and traditions of the United States.
SS.A.4.3.3 understand the impact of significant people and ideas on the
development of values and traditions in the United States prior to
1880.
Page 7
SS.C.1.3.6
?
understand the importance of the rule of law in establishing limits
on both those who govern and the governed, protecting individual
rights, and promoting the common good.
SS.D.2.3.1
?
understand how production and distribution decisions are
determined in the United States economy and how these decisions
compare to those made in market, tradition-based, command, and
mixed economic systems.
SS.D.2.3.3
?
know the various kinds of specialized institutions that exist in
market economies (e.g., corporations, labor unions, banks, and the
stock market).
2.
?
Demonstrate understanding of how major ideas and events have
influenced the development of local, state, and federal governments.
SS.A.5.3.2
?
understand ways that significant individuals and events influenced
economic, social, and political systems in the United States after
1880.
SS.A.5.3.3
?
know the causes and consequences of urbanization that occurred in
the United States after 1880 (e.g., causes such as industrialization;
consequences such as poor living conditions in cities and
employment conditions).
SS.C.1.3.1
?
know the essential ideas of American constitutional government
that are expressed in the Declaration of Independence, the
Constitution, the Federalist Papers, and other writings.
SS.C.1.3.2
?
understand major ideas about why government is necessary and the
purposes government should serve.
3.
?
Identify the structures and functions of local, state, and federal
governments under the frameworks of the Constitution of the United
States and the Constitution of Florida.
SS.C.1.3.1
?
know the essential ideas of American constitutional government
that are expressed in the Declaration of Independence, the
Constitution, the Federalist Papers, and other writings.
SS.C.1.3.3 understand how the legislative, executive, and judicial branches
share power and responsibilities (e.g., each branch has varying
degrees of legislative, executive, and judicial powers and
responsibilities).
SS.C.1.3.4
?
know the major parts of the federal system including the national
government, state governments, and other governmental units (e.g.,
District of Columbia, American tribal governments, and the Virgin
Islands).
SS.C.1.3.5
?
know the major responsibilities of state and local governments and
understand the organization of state and local governments.
Page 8
4.
Demonstrate understanding of the impact of significant people, ideas, and
events on the development of values, traditions, and social, economic, and
political institutions in Florida.
SS.A.6.3.1 understand how immigration and settlement patterns have shaped
the history of Florida.
SS.A.6.3.2 know the unique geographic and demographic characteristics that
define Florida as a region.
SS.A.6.3.3 know how the environment of Florida has been modified by the
values, traditions, and actions of various groups who have inhabited
the state.
SS.A.6.3.4 understand how the interactions of societies and cultures have
influenced Florida’s history.
SS.A.6.3.5 understand how Florida has allocated and used resources and the
consequences of those economic decisions.
Page 9
Florida Department of Education
COURSE DESCRIPTION - GRADES 6-8
Subject Area:
Social Studies
Course Number:
2106025
Course Title:
M/J Civics, Advanced
Course Length:
1 semester
A.
?
Major Concepts/Content.
The purpose of this course is to enable students to
develop the knowledge and skills necessary for active participation in a
constitutional republic and democratic society. Students will become informed
citizens in regard to their local, state, and federal government.
The content should include, but not be limited to, the following:
- United States constitutional government
- development, structures, and functions of local, state, and national governments
within constitutional and economic frameworks
- contemporary social issues
- role of the individual in a democratic system
- foundations of the American political, social, and economic systems and institutions
- history and contemporary problems of Florida
- rights, responsibilities, and obligations of citizens
This course shall integrate the Goal 3 Student Performance Standards of the Florida
System of School Improvement and Accountability as appropriate to the content and
processes of the subject matter.
Course student performance standards must be adopted by the district, and they
must reflect appropriate Sunshine State Standards benchmarks.
B.
?
Special Note.
This course is intended to be taught during a semester. This course may be
combined with one semester of geography or other middle school or higher
semester course in social studies.
The course requirements for this advanced course are consistent with M/J Civics
(2106015). The district shall develop a description of additional requirements to
provide for in-depth or enriched study of the course requirements.
C.
?
Course Requirements.
These requirements include, but are not limited to, the
benchmarks from the Sunshine State Standards that are most relevant to this course.
Benchmarks correlated with a specific course requirement may also be addressed by
other course requirements as appropriate.
Page 10
After successfully completing this course, the student will:
1.
?
Demonstrate understanding of the legal, political, economic, and social
systems and traditions of the United States.
SS.A.4.3.3
?
understand the impact of significant people and ideas on the
development of values and traditions in the United States prior to
1880.
SS.C.1.3.6
?
understand the importance of the rule of law in establishing limits
on both those who govern and the governed, protecting individual
rights, and promoting the common good.
SS.D.2.3.1
?
understand how production and distribution decisions are
determined in the United States economy and how these
decisions compare to those made in market, tradition-based,
command, and mixed economic systems.
SS.D.2.3.3
?
know the various kinds of specialized institutions that exist in
market economies (e.g., corporations, labor unions, banks, and the
stock market).
2.
?
Demonstrate understanding of how major ideas and events have influenced
the development of local, state, and federal governments.
SS.A.5.3.2
?
understand ways that significant individuals and events
influenced economic, social, and political systems in the
United States after 1880.
SS.A.5.3.3
?
know the causes and consequences of urbanization that occurred
in the United States after 1880 (e.g., causes such as
industrialization; consequences such as poor living conditions in
cities and employment conditions).
SS.C.1.3.1
?
know the essential ideas of American constitutional
government that are expressed in the Declaration of
Independence, the Constitution, the Federalist Papers, and
other writings.
SS.C.1.3.2
?
understand major ideas about why government is necessary and
the purposes government should serve.
3.
?
Identify the structures and functions of local, state, and federal
?
governments under the frameworks of the Constitution of the United
?
States and the Constitution of Florida.
?
SS.C.1.3.1
?
know the essential ideas of American constitutional
government that are expressed in the Declaration of
Independence, the Constitution, the Federalist Papers, and
other writings.
SS.C.1.3.3
?
understand how the legislative, executive, and judicial branches
share power and responsibilities (e.g., each branch has varying
degrees of legislative, executive, and judicial powers and
responsibilities).
Page 11
SS.C.1.3.4
?
know the major parts of the federal system including the
national government, state governments, and other
governmental units (e.g., District of Columbia, American
tribal governments, and the Virgin Islands).
SS.C.1.3.5
?
know the major responsibilities of state and local governments
and understand the organization of state and local governments.
4.
?
Demonstrate understanding of the impact of significant people, ideas,
and events on the development of values, traditions, and social,
economic, and political institutions in Florida.
SS.A.6.3.1
?
understand how immigration
and settlement patterns have
shaped the history of Florida.
SS.A.6.3.2
?
know the unique geographic and demographic characteristics that
define Florida as a region.
SS.A.6.3.3
?
know how the environment of Florida has been modified by the
values, traditions, and actions of various groups who have
inhabited the state.
SS.A.6.3.4
?
understand how the interactions of societies and cultures have
influenced Florida’s history.
SS.A.6.3.5
?
understand how Florida has allocated and used resources and the
consequences of those economic decisions.
Page 12
Florida Department of Education
COURSE DESCRIPTION - GRADES 6-8
Subject Area:
Career and Technical Basic
Course Number:
2305000
Course Title
: M/J Career Education
Course Length:
One Semester or the equivalent of one-half a school year
A. Major concepts/content.
The purpose of this course is to provide a student with an
understanding of the world of work and the knowledge needed to make some tentative
decisions about his or her career plan for their future.
The content should include, but not be limited to the following:
careers and career opportunities in the occupational cluster areas of agribusiness and
natural resources, homemaking, construction, environment, fine arts and humanities,
health, hospitality and recreation, manufacturing, marine science, marketing and
distribution, technology, public and personal service, and transportation
B. Special note.
For semester and exploratory-wheel courses, all content and intended
outcomes should be included. However, depth may vary based on time and
circumstances.
The Career Exploration and Decision Making course required by Section 1003.4156,
Florida Statutes, may be integrated into this course. This course must include career
exploration using CHOICES or a comparable cost-effective program and educational
planning using the online student advising system known as Florida Academic
Counseling and Tracking for Students (FACTS) at the Internet website FACTS.org; and
shall result in the completion of a personalized academic and career plan.
*The information underlined and highlighted in blue is new to this course and allows
districts to integrate the middle school Career Exploration and Decision Making course as
required by Section 1003.4156, Florida Statutes.
C. Course Requirements.
After successfully completing this course, the student will:
Identify occupations and occupational titles within the occupational cluster areas.
01.0
Describe activities performed in selected occupations.
02.0
Discuss the educational requirements and preparation needed for employment in selected
occupations, including salary scales.
03.0
Express concepts relating to how jobs are created.
04.0
Describe the importance and need for selecting careers as an individual in a free society.
05.0
Explain techniques for career planning.
06.0
Discuss the need for career planning, changing careers, and the concept of lifelong
learning.
Listed below are the competencies that must be met to satisfy the requirements of (Section
Page 13
1003.4156, Florida Statutes):
?
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
?
personal fulfillment.
?
02.0
?
Describe the influences that societal, economic, and technological changes have on
?
employment trends and future training.
?
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
?
learning and how they relate to personal fulfillment.
?
04.0
?
Appraise how legislation such as the Americans with Disabilities Act and Child Labor
?
Laws regulates employee rights.
?
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
?
careers/career clusters.
?
06.0
?
Identify five values that they consider important in making a career choice.
?
07.0
?
Identify skills needed for career choices and match to personal abilities and interest.
?
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
?
throughout the career planning process.
?
09.0
?
Identify strengths and areas in which assistance is needed at school.
?
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
?
choices.
?
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
?
12.0
?
Use the Internet to access career and education planning information.
?
13.0
?
Identify skills that are transferable from one occupation to another.
?
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
?
opportunities within each cluster, employment outlook, and education/ training
?
requirements.
?
15.0
?
Explain the relationship between educational achievement and career success.
?
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
?
17.0
?
Identify and demonstrate processes for making short and long term goals.
?
Page 14
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
getting along with others) that are needed to be successful in the workplace.
19.0
?
Demonstrate skills to interact positively with others.
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
organizational skills.
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major areas of interest that
meet tentative career plans.
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
programs for the attainment of career goals.
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
for postsecondary education.
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
workplace.
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/work goals.
26.0
?
Describe how extracurricular programs can be incorporated in career and education
planning.
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
completion, special diploma, GED, etc.) and impact on post-school opportunities.
28.0
?
Describe high school credits and explain how GPAs are calculated.
Job Search
29.0
?
Demonstrate skills to complete a job application.
30.0
?
Demonstrate skills essential for a job interview.
Page 15
Florida Department of Education
CURRICULUM FRAMEWORK - GRADES 6-8
Subject Area:
Exploratory and Experimental Education
Course Number:
0600010
Course Title:
M/J Exploratory Wheel 2
Course Length:
One Semester or the equiva
lent of one-half a school year
A.
?
Major concepts/content.
The purpose of this course is to provide opportunities for
improvement in student self-development through the study of specific subject areas.
The content should include, but not be limited to the following:
•
?
exploration of basic principles, concepts, processes, and knowledge of subject areas
to which the student is exposed
•
?
specific content based on selected intended outcomes from existing courses
B.
?
Special note.
Curriculum Frameworks are identical for all Exploratory Wheel courses.
Districts may combine courses as desired to compose the exploratory wheel. Regardless
of the length of the wheel, outcomes 1-4 must be addressed along with the selected
outcomes from the subject area. If the wheel is at least 18 weeks in length, all outcomes
of this framework must be addressed along with the selected outcomes from the subject
areas included.
The career and exploration planning course required by Section 1003.4156, Florida
Statutes, may be integrated into this course. This course must include career exploration
using CHOICES or a comparable cost-effective program and educational planning using
the online student advising system known as Florida Academic Counseling and Tracking
for Students (FACTS) at the Internet website FACTS.org; and shall result in the
completion of a personalized academic and career plan.
*The information underlined and highlighted in blue is new to this course and allows
districts to integrate the middle school Career Exploration and Decision Making course as
required by Section 1003.4156, Florida Statutes.
Page 16
C.
?
Intended outcomes.
After successfully completing this course, the student will:
01.0
?
Demonstrate competencies and skills from the subject area.
?
02.0
?
List career or further study opportunities in the subject area.
?
03.0
?
Demonstrate problem-solving skills related to, or use techniques in the subject area.
?
04.0
?
Locate and use data related to the subject area.
?
05.0
?
Exercise creativity related to the subject area.
?
06.0
?
Communicate personal reactions to the subject area.
?
07.0
?
Describe community resources related to the subject area.
?
Listed below are the course outcomes that must be met to satisfy the requirements of
Section 1003.4156, Florida Statutes.
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
?
personal fulfillment.
?
02.0
?
Describe the influences that societal, economic, and technological changes have on
?
employment trends and future training.
?
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
?
learning and how they relate to personal fulfillment.
?
04.0
?
Describe how legislation such as the Americans with Disabilities Act and Child Labor
?
Laws regulates employee rights.
?
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
?
careers/career clusters.
?
06.0
?
Identify five values that they consider important in making a career choice.
?
07.0
?
Identify skills needed for career choices and match to personal abilities and interest.
?
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
?
throughout the career planning process.
?
09.0
?
Identify strengths and areas in which assistance is needed at school.
?
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
?
choices.
?
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
?
12.0
?
Use the Internet to access career and education planning information.
?
13.0
?
Identify skills that are transferable from one occupation to another.
?
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
?
opportunities within each cluster, employment outlook, and education/ training
?
requirements.
?
15.0
?
Explain the relationship between educational achievement and career success.
?
Page 17
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
17.0
?
Identify and demonstrate processes for making short and long term goals.
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
getting along with others) that are needed to be successful in the workplace.
19.0
?
Demonstrate skills to interact positively with others.
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
organizational skills.
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major area of interests that
meet tentative career plans.
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
programs for the attainment of career goals.
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
for postsecondary education.
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
workplace.
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/work goals.
26.0
?
Describe how extracurricular programs can be incorporated in career and education
planning.
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
completion, special diploma, GED, etc.) and impact on post-school opportunities.
28.0
?
Describe high school credits and explain how GPAs are calculated.
Job Search
29.0
?
Demonstrate skills to complete a job application.
30.0
?
Demonstrate skills essential for a job interview.
Page 18
July 2006
Florida Department of Education
CURRICULUM FRAMEWORK
Program Title:
Occupational Area:
Program Numbers:
CIP Number:
Grade Level:
M/J Exploratory Career Wheel 1
Exploratory Wheel
8000200
1498.999901
Secondary
6-8
Course Length:
One Semester or the equivalent of one-half a school year
Certification
:
ANY CAREER & TECHNICAL FIELD
I.
?
MAJOR CONCEPTS/CONTENT:
The purpose of this course is to give students
initial exposure to the skills associated with occupations in a diverse range of careers and
to provide opportunities for improvement in student self-development through the study
of specific subject areas.
The content should include, but not be limited to the following:
-
?
exploration of basic principles, concepts, processes, and knowledge of subject areas to
which the student is exposed
-
?
specific content based on selected intended outcomes from existing courses
-
?
instruction in ma
king career choices
-
?
basic employability skills
II.
?
LABORATORY ACTIVITIES:
When practical, instruction and learning activities are
provided in a laboratory or classroom setting using hands-on experiences with the
materials and equipment appropriate to the course content and in accordance with current
practices in employment.
III.
?
SPECIAL NOTE:
Curriculum Frameworks are identical for all M/J Exploratory Wheel
courses. Districts may combine courses as desired to compose the exploratory wheel.
Regardless of the length of the wheel, outcomes 1-4 must be addressed along with the
selected outcomes from the subject area. If the wheel is at least 18 weeks in length, all
outcomes of this framework must be addressed along with the selected outcomes from
the subject areas included.
Federal and state legislation requires the provision of accommodations for students with
disabilities to meet individual needs and ensure equal access. Students with disabilities
may need accommodations in such areas as instructional methods and materials,
assignments and assessments, time demands and schedules, learning environment,
assistive technology and special communication systems. Documentation of the
accommodations requested and provided should be maintained in a confidential file.
Page 19
The career and exploration planning course required by Section 1003.4156, Florida
Statutes, may be integrated into this course. This course must include career exploration
using CHOICES or a comparable cost-effective program and educational planning using
the online student advising system known as Florida Academic Counseling and Tracking
for Students (FACTS) at the Internet website FACTS.org; and shall result in the
completion of a personalized academic and career plan.
*The information underlined and highlighted in blue is new to this course and allows
districts to integrate the middle school Career Exploration and Decision Making course as
required by Section 1003.4156, Florida Statutes.
IV.
?
INTENDED OUTCOMES:
After successfully completing this course, the student will
be able to:
01.0
?
Demonstrate competencies and skills from the subject area.
02.0
?
List career or further study opportunities in the subject area.
03.0
?
Demonstrate problem-solving skills related to, or use techniques in the subject area.
04.0
?
Locate and use data related to the subject area.
05.0
?
Exercise creativity related to the subject area.
06.0
?
Communicate personal reactions to the subject area.
07.0
?
Describe community resources
related to the subject area.
Listed below are the course outcomes that must be met to satisfy the requirements of
Section 1003.4156, Florida Statutes.
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
personal fulfillment.
02.0
?
Describe the influences that societal, economic, and technological changes have on
employment trends and future training.
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
learning and how they relate to personal fulfillment.
04.0
?
Describe how legislation such as the Americans with Disabilities Act and Child Labor
Laws regulates employee rights.
Page 20
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
?
careers/career clusters.
?
06.0
?
Identify five values that they consider important in making a career choice.
?
07.0
?
Identify skills needed for career choices and match to personal abilities and interests.
?
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
?
throughout the career planning process.
?
09.0
?
Identify strengths and areas in which assistance is needed at school.
?
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
?
choices.
?
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
?
12.0
?
Use the Internet to access career and education planning information.
?
13.0
?
Identify skills that are transferable from one occupation to another.
?
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
?
opportunities within each cluster, employment outlook, and education/ training
?
requirements.
?
15.0
?
Explain the relationship between educational achievement and career success.
?
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
?
17.0
?
Identify and demonstrate processes for making short and long term goals.
?
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
?
getting along with others) that are needed to be successful in the workplace.
?
19.0
?
Demonstrate skills to interact positively with others.
?
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
?
organizational skills.
?
Page 21
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major area of interests that
meet tentative career plans.
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
programs for the attainment of career goals.
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
for postsecondary education.
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
workplace.
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/work goals.
26.0
?
Describe how extracurricular programs can be incorporated in career and education
planning.
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
completion, special diploma, GED, etc.) and impact on post-school opportunities.
28.0
?
Describe high school credits and explain how GPAs are calculated.
Job Search
29.0
Demonstrate skills to complete a job application.
30.0
Demonstrate skills essential for a job interview.
Page 22
Florida Department of Education
COURSE DESCRIPTION - GRADES 7-8
Subject Area:
Career Planning
Course Number:
1700060
Course Title:
Career Exploration and Decision Making
Course Length:
One Semester or the equivalent of one-half a school year
A.
?
Major Concepts/Content.
The purpose of this course is to enable students to explore
careers/career clusters and make informed career choices. Activities enable students to
increase self-awareness and develop the skills needed to successfully plan for
postsecondary education and the workplace. Career assessment should include
interests, aptitudes, and basic skills. Work-based learning strategies appropriate for this
course include job shadowing, field trips, and mentors. Work-based activities allow
students to evaluate their career choices as they relate to actual careers at the worksite.
The content should include, but not be limited to, the following:
•
?
Self-awareness to include interests, values, skills, learning styles, etc.
•
?
Goal-setting and decision-making processes
•
?
Exploring careers/career clusters and educational requirements
•
?
Postsecondary education and training opportunities
•
?
Workplace skills such as communication, teamwork, problem-solving, time
management, computer, etc.
•
?
Career and education planning
B.
?
Special Note.
This course must include career exploration using CHOICES or a
comparable cost-effective program and educational planning using the online student
advising system known as Florida Academic Counseling and Tracking for Students at the
Internet website FACTS.org; and shall result in the completion of a personalized
academic and career plan. (Section 1003.4156, Florida Statutes).
C.
?
Intended Outcomes:
Listed below are the course outcomes that must be met to satisfy the requirements of
Section 1003.4156, Florida Statutes.
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
personal fulfillment.
Page 23
02.0
?
Describe the influences that societal, economic, and technological changes have on
?
employment trends and future training.
?
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
?
learning and how they relate to personal fulfillment.
?
04.0
?
Describe how legislation such as the Americans with Disabilities Act and Child Labor
?
Laws regulates employee rights.
?
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
?
careers/career clusters.
?
06.0
?
Identify five values that they consider important in making a career choice.
?
07.0
?
Identify skills needed for career choices and match to personal abilities and interests.
?
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
?
throughout the career planning process.
?
09.0
?
Identify strengths and areas in which assistance is needed at school.
?
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
?
choices.
?
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
?
12.0
?
Use the Internet to access career and education planning information.
?
13.0
?
Identify skills that are transferable from one occupation to another.
?
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
?
opportunities within each cluster, employment outlook, and education/ training
?
requirements.
?
15.0
?
Explain the relationship between educational achievement and career success.
?
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
?
17.0
?
Identify and demonstrate processes for making short and long term goals.
?
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
?
getting along with others) that are needed to be successful in the workplace.
?
19.0
?
Demonstrate skills to interact positively with others.
?
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
?
organizational skills.
?
Page 24
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major areas of interest that
meet tentative career plans.
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
programs for the attainment of career goals.
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
for postsecondary education.
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
workplace.
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/work goals.
26.0
?
Describe how extracurricular programs can be incorporated in career and education
planning.
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
completion, special diploma, GED, etc.) and impact on post-school opportunities.
28.0
?
Describe high school credits and explain how GPAs are calculated.
Job Search
29.0
?
Demonstrate skills to complete a job application.
30.0
?
Demonstrate skills essential for a job interview.
Page 25
July 2006
Florida Department of Education
STUDENT PERFORMANCE STANDARDS
Subject Area:
Integrated Technology Studies, Technology Education
Course Number:
8600020
Course Title:
Exploring Technology
Course Length:
One Semester or the equivalent of one-half a school year
COURSE DESCRIPTION:
The purpose of this course is to give students an opportunity to
explore the areas of technology and associated careers available in technical fields. Students will
be given the opportunity to solve technological problems while gaining an understanding of the
effects of technology on our everyday lives.
SPECIAL NOTES:
The career and exploration planning course required by Section 1003.4156, Florida
Statutes, may be integrated into this course. This course must include career exploration
using CHOICES or a comparable cost-effective program and educational planning using
the online student advising system known as Florida Academic Counseling and Tracking
for Students (FACTS) at the Internet website FACTS.org; and shall result in the
completion of a personalized academic and career plan.
*The information underlined and highlighted in blue is new to this course and allows
districts to integrate the middle school Career Exploration and Decision Making course as
required by Section 1003.4156, Florida Statutes.
STUDENT PERFORMANCE STANDARDS:
01.0
?
Demonstrate an understanding of the characteristics and scope of technology.--The
student will be able to:
01.01
?
Develop new products and systems to solve problems or to help do things that
could not be done without the help of technology. STL.1.F, LA.C.3.3, MA.B.3.3,
SS.D.2.3
01.02
?
Describe the development of technology as a human activity that is the result of
individual or collective needs and the ability to be creative. STL.1.G, LA.B.2.3,
LA.D.2.3, SC.H.3.3
01.03
?
Explain how technology is closely linked with creativity, which has resulted in
innovation. STL.1.H, LA.D.2.3, MA.D.1.3
01.04
?
Demonstrate how corporations can often create demand for a product by bringing
it into the market and advertising it. STL.1.I, LA.C.2.3, LA.D.2.3, SS.D.2.3
Page 26
02.0
?
Demonstrate an understanding of the core concepts of technology.--The
student will be able to:
02.01
?
Describe technological systems including input, processes, output, and, at times,
feedback. STL.2.M, MA.E.1.3
02.02
?
Apply systems thinking, involving considering how every part relates to others.
STL.2.N, LA.A.2.3, LA.D.1.3, MA.D.1.3, MA.E.1.3, SC.H.1.3, SS.B.1.3,
SS.B.2.3
02.03
?
Identify control systems having no feedback path and requiring human
intervention, and control systems using feedback. STL.2.O
02.04
?
Explain how technological systems can be connected to one another. STL.2.P,
MA.D.1.3
02.05
?
Repair malfunctions of any part of a system that may affect the function and
quality of the system. STL.2.Q, SC.H.1.3, SC.H.2.3
02.06
?
Compare and contrast requirements or parameters placed on the development of a
product or system. STL.2.R, MA.A.4.3, MA.B.1.3, MA.B.3.3, MA.B.4.3,
MA.C.1.3, MA.D.1.3, MA.E.2.3, MA.E.3.3, SC.H.3.3, SS.D.1.3, SS.D.2.3
02.07
?
Compare and contrast trade-offs as a decision process recognizing the need for
careful compromises among competing factors. STL.2.S, LA.A.2.3, MA.E.2.3,
MA.E.3.3
02.08
?
Describe different technologies that involve different sets of processes. STL.2.T,
LA.A.2.3
02.09
?
Perform basic maintenance as the process of inspecting and servicing a product or
system on a regular basis in order for it to continue functioning properly, to
extend its life, or to upgrade its capability. STL.2.U
02.10
?
Utilize controls and mechanisms or particular steps that people perform using
information about the system that causes systems to change. STL.2.V, LA.B.2.3
03.0
?
Demonstrate an understanding of the relationships among technologies and the
connection between technology and other fields of study. --The student will be able
to:
03.01
?
Modify the way technological systems interact with one another. STL.3.D,
MA.D.1.3, SS.B.2.3
03.02
?
Apply a product, system, or environment developed for one setting in another
setting. STL.3.E, MA.A.1.3, SS.B.1.3, SS.B.2.3
03.03
?
Explain how knowledge gained from other fields of study has a direct effect on
the development of technological products and systems. STL.3.F, LA.A.1.3,
SC.H.3.3, SS.B.2.3
Page 27
04.0
?
Demonstrate an understanding of the cultural, social, economic, and political effects
of technology.--The student will be able to:
04.01
?
Describe ethical issues associated with the development and use of technology.
STL.4.F, SC.H.3.3
04.02
?
Describe the economic, political, and cultural issues that are influenced by the
development and use of technology. STL.4.G, SC.H.3.3
05.0
?
Demonstrate an understanding of the effects of technology on the environment.--
The student will be able to:
05.01
Describe the management of waste produced by technological systems as an
important issue. STL.5.D, SC.D.2.3, SC.G.1.3, SC.G.2.3, SS.B.2.3
05.02
?
Describe how technologies can be used to repair damage caused by natural
disasters and to break down waste from the use of various products and systems.
STL.5.E, SC.D.1.3, SC.G.1.3
05.03
?
Make decisions about the development and use of technologies that balance
environmental and economic concerns. STL.5.F, LA.A.2.3, SC.H.3.3
06.0
?
Demonstrate an understanding of the role of society in the development and use of
technology.--The student will be able to:
06.01
?
Describe the development of technologies that has resulted from the demands,
values, and interests of individuals, businesses, industries, and societies.
STL.6.D, LA.B.2.3, SC.H.3.3, SS.B.2.3, SS.D.2.3
06.02
?
Describe changes in society and the creation of new needs and wants caused by
the use of inventions and innovations. STL.6.E, SC.H.3.3, SS.B.2.3
06.03
?
Describe social and cultural priorities and values that are reflected in
technological devices. STL.6.F
06.04
?
Explain how meeting societal expectations is the driving force behind the
acceptance and use of products and systems. STL.6.G, SS.B.2.3
07.0
?
Demonstrate an understanding of the influence of history and technology.--The
student will be able to:
07.01
?
Describe inventions and innovations that have evolved by using slow and
methodical processes of tests and refinements. STL.7.C, LA.A.2.3, LA.B.2.3,
SC.H.1.3
07.02
?
Explain how the specialization of function has been at the heart of many
technological improvements. STL.7.D
07.03
?
Describe the design and construction of structures for service or convenience
evolving from the development of techniques for measurement, controlling
systems, and the understanding of spatial relationships. STL.7.E, MA.B.1.3,
MA.B.3.3, MA.B.4.3
Page 28
08.0
?
Demonstrate an understanding of the attributes of design.--The student will be able
to:
08.01
?
Use design as a creative planning process that leads to useful products and
systems. STL.8.E
08.02
?
Explain why there is no perfect man-made design. STL.8.F, LA.D.2.3
08.03
?
Evaluate criteria and constraints that are requirements for a design. STL.8.G,
LA.A.2.3, MA.A.4.3, MA.B.1.3, MA.B.3.3, MA.B.4.3, MA.E.2.3, MA.E.3.3,
SC.H.3.3
09.0
?
Demonstrate an understanding of engineering design.--The student will be able to:
09.01
?
Utilize the design process involving a set of steps, which can be performed in
different sequences and repeated as needed. STL.9.F, LA.A.2.3, LA.B.2.3,
SC.H.1.3
09.02
?
Employ brainstorming as a group problem-solving design process in which each
person in the group presents his or her ideas in an open forum. STL.9.G,
LA.A.2.3
09.03
?
Model, test, evaluate and modify designs to transform ideas into practical
solutions. STL.9.H
10.0
?
Demonstrate an understanding of the role of troubleshooting, research, and
development, invention and innovation, and experimentation in problem solving.--
The student will be able to:
10.01
?
Use troubleshooting as a problem-solving method to identify the cause of a
malfunction in a technological system. STL.10.F
10.02
?
Describe invention as a process of turning ideas and imagination into devices and
systems and innovation as the process of modifying an existing product or system
to improve it. STL.10.G
10.03
?
Identify technological problems that are best solved through experimentation.
STL.10.H
11.0
?
Demonstrate the abilities to apply the design process.--The student will be able to:
11.01
?
Apply a design process to solve problems in and beyond the laboratory-
classroom. STL.11.H, LA.A.2.3
11.02
?
Specify criteria and constraints for the design. STL.11.I, LA.A.2.3, MA.B.1.3,
MA.B.3.3, MA.B.4.3, MA.D.1.3, SC.H.3.3
11.03
?
Make two-dimensional and three-dimensional representations of the designed
solution. STL.11.J, LA.C.2.3, MA.C.1.3, MA.C.2.3, MA.C.3.3
11.04
?
Test and evaluate the design in relation to pre-established requirements, such as
criteria and constraints, and refine as needed. STL.11.K, MA.B.1.3, MA.B.3.3,
MA.B.4.3, MA.E.1.3
Page 29
11.05
?
Make a product or system and document the solution. STL.11.L, LA.B.1.3,
LA.B.2.3, MA.D.1.3, MA.D.2.3
12.0
?
Demonstrate the abilities to use and maintain technological products and systems.--
The student will be able to:
12.01
?
Use information provided in manuals, protocols, or by experienced people to see
and understand how things work. STL.12.H, LA.A.1.3, LA.A.2.3
12.02
?
Use tools, materials, and machines safely to diagnose, adjust, and repair systems.
STL.12.I
12.03
?
Use computers and calculators in various applications. STL.12.J, MA.B.4.3
12.04
?
Operate and maintain systems in order
to achieve a given purpose. STL.12.K
13.0
?
Demonstrate the abilities to assess the impact of products and systems.--The student
will be able to:
13.01
?
Design and use instruments to gather data. STL.13.F, LA.A.2.3, LA.B.2.3,
MA.B.4.3, MA.E.1.3
13.02
?
Use data collected to analyze and interpret trends in order to identify the positive
or negative effects of a technology. STL.13.G, LA.A.1.3, LA.A.2.3, MA.E.1.3,
MA.E.2.3, MA.E.3.3
13.03
?
Identify trends and monitor potential consequences of technological development.
STL.13.H, MA.E.3.3
13.04
?
Interpret and evaluate the accuracy of the information obtained and determine if it
is useful. STL.13.I, LA.A.1.3, LA.A.2.3, SS.A.1.3
14.0
?
Demonstrate an understanding of and be able to select and use medical
technologies.--The student will be able to:
14.01
?
Describe how advances and innovations in medical technologies are used to
improve healthcare. STL.14.G
14.02
?
Describe how sanitation processes used in the disposal of medical products help
to protect people from harmful organisms and disease, and shape the ethics of
medical safety. STL.14.H
14.03
?
Explain how the vaccines developed for use in immunization require specialized
technologies to support environments in which a sufficient quantity of vaccines
are produced. STL.14.I
14.04
?
Describe genetic engineering involving modifying the structure of DNA to
produce novel genetic make-ups. STL.14.J, SC.F.2.3
Page 30
15.0
?
Demonstrate an understanding of and be able to select and use agricultural and
related biotechnologies.--The student will be able to:
15.01
?
Describe technological advances in agriculture directly affecting the time and
number of people required to produce food for a large population. STL.15.F,
SS.B.2.3
15.02
?
Describe how a wide range of specialized equipment and practices is used to
improve the production of food, fiber, fuel, and other useful products and in the
care of animals. STL.15.G
15.03
?
Explain how biotechnology applies the principles of biology to create commercial
products or processes. STL.15.H
15.04
?
Create artificial ecosystems that are human-made complexes that replicate some
aspects of natural environments. STL.15.I
15.05
?
Explain how the development of refrigeration, freezing, dehydration,
preservation, and irradiation provide long-term storage of food and reduce the
health risks caused by tainted food. STL.15.J
16.0
?
Demonstrate an understanding of and be able to select and use energy and power
technologies.--The student will be able to:
16.01
?
Define energy as the capacity to do work. STL.16.E, SC.B.1.3
16.02
?
Explain how energy can be used to do work, using many processes. STL.16.F,
SC.B.1.3
16.03
?
Define power as the rate at which energy is converted from one form to another or
transferred from one place to another, or the rate at which work is done.
STL.16.G, MA.B.1.3, SC.B.1.3
16.04
?
Describe power systems used to drive and provide propulsion to other
technological products and systems. STL.16.H
16.05
?
Explain how energy can be used both efficiently and inefficiently. STL.16.I,
SC.B.1.3, SC.B.2.3
17.0
?
Demonstrate an understanding of and be able to select and use information and
communication technologies.--The student will be able to:
17.01
?
Create information and communication systems that allow information to be
transferred from human to human, human to machine, machine to machine, and
machine to human. STL.17.H, LA.B.1.3, LA.B.2.3
17.02
?
Describe communication systems made up of a source, encoder, transmitter,
receiver, decoder, and destination. STL.17.I
17.03
?
Consider factors that influence the design of a message, such as the intended
audience, medium, purpose, and nature of the message. STL.17.J, LA.C.1.3,
LA.C.2.3, LA.C.3.3, LA.D.2.3
17.04
?
Use symbols, measurements, and drawings to promote clear communication by
providing a common language to express ideas. STL.17.K, LA.C.2.3, LA.D.2.3,
MA.A.1.3, MA.D.2.3
Page 31
18.0
?
Demonstrate an understanding of and be able to select and use transportation
technologies.--The student will be able to:
18.01
?
Describe how transporting people and goods involves a combination of
individuals and vehicles. STL.18.F
18.02
?
Describe subsystems of transportation vehicles, such as structural, propulsion,
suspension, guidance, control, and support that must function together for a
system to work effectively. STL.18.G
18.03
?
Identify governmental regulations that influence the design and operation of
transportation systems. STL.18.H, SS.C.1.3
18.04
?
Identify processes, such as receiving, holding, storing, loading, moving,
unloading, delivering, evaluating, marketing, managing, communicating, and
using conventions that are necessary for the entire transportation system to
operate efficiently. STL.18.I
19.0
?
Demonstrate an understanding of and be able to select and use manufacturing
technologies.--The student will be able to:
19.01
?
Describe manufacturing systems using mechanical processes that change the form
of materials through processes of separating, forming, combining, and
conditioning them. STL.19.F
19.02
?
Classify manufactured goods as durable and non-durable. STL.19.G
19.03
?
Employ the manufacturing process including the designing, development,
making, and servicing of products and systems. STL.19.H
19.04
?
Describe manufacturing technologies that are used to modify or alter
manufactured products. STL.19.I
19.05
?
Explain that materials must first be located before they can be extracted from the
earth through processes such as harvesting, drilling, and mining. STL.19.J
20.0
?
Demonstrate an understanding of and be able to select and use construction
technologies.--The student will be able to:
20.01
?
Research building laws and codes. STL.20.F, LA.A.2.3
20.02
?
Identify factors such as style, convenience, cost, climate, and function in the
selection of designs for structures. STL.20.F, MA.A.3.3, MA.A.4.3
20.03
?
Explain that structures rest on a foundation. STL.20.G
20.04
?
Classify structures as temporary or permanent. STL.20.H
20.05
?
Describe subsystems of a building. STL.20.I
Page 32
21.0
?
Demonstrate proper and safe procedures while working with technological tools,
?
apparatus, equipments, systems and materials.--The student will be able to:
?
21.01
?
Follow laboratory safety rules and procedures.
?
21.02
?
Demonstrate good housekeeping at workstations within a total laboratory.
?
21.03
?
Conduct laboratory activities and equipment operations in a safe manner.
?
21.04
?
Identify tools, machines, materials and equipment and describe their functions.
?
21.05
?
Select appropriate tools, machines, and equipment to accomplish a given task.
?
21.06
?
Demonstrate safe and correct use of tools, machines, and equipment.
?
21.07
?
Identify color-coding safety standards.
?
21.08
?
Explain fire prevention and safety precautions and practices for extinguishing
?
fires.
?
21.09
?
Identify harmful effects/potential dangers of familiar hazardous
?
substances/devices to people and the environment.
?
22.0
?
Exhibit positive human relations and leadership skills--The student will be able to:
?
22.01
?
Perform roles in a student personnel system or in the Florida Technology Student
?
Association (FL-TSA).
?
22.02
?
Work cooperatively with others.
?
23.0
?
Discuss individual interests, interests, aptitudes, and opportunities as they relate to
?
a career.--The student will be able to:
?
23.01
?
Identify individual strengths and weaknesses.
?
23.02
?
Discuss individual interests related to a career.
?
23.03
?
Identify careers within specific areas of technology.
?
23.04
?
Explore careers within specific areas of interest.
?
23.05
?
Form an understanding and appreciation for work after listening to or observing
?
technology workers.
?
23.06
?
Form an understanding and appreciation for work after participating in a
?
simulated technology group project in the laboratory.
?
23.07
?
Form an understanding and appreciation for the roles and work of co-workers.
?
Page 33
Listed below are the course outcomes that must be met to satisfy the requirements of
Section 1003.4156, Florida Statutes.
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
personal fulfillment.
02.0
?
Describe the influences that societal, economic, and technological changes have on
employment trends and future training.
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
learning and how they relate to personal fulfillment.
04.0
?
Describe how legislation such as the Americans with Disabilities Act and Child Labor
Laws regulates employee rights.
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
careers/career clusters.
06.0
?
Identify five values that they consider important in making a career choice.
07.0
?
Identify skills needed for career choices and match to personal abilities and interests.
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
throughout the career planning process.
09.0
?
Identify strengths and areas in which assistance is needed at school.
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
choices.
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
12.0
?
Use the Internet to access career and education planning information.
13.0
?
Identify skills that are transferable from one occupation to another.
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
opportunities within each cluster, employment outlook, and education/ training
requirements.
15.0
?
Explain the relationship between educational achievement and career success.
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
17.0
?
Identify and demonstrate processes for making short and long term goals.
Page 34
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
getting along with others) that are needed to be successful in the workplace.
19.0
?
Demonstrate skills to interact positively with others.
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
organizational skills.
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major area of interests that
meet tentative career plans.
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
programs for the attainment of career goals.
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
for postsecondary education.
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
workplace.
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/work goals.
26.0
?
Describe how extracurricular programs can be incorporated in career and education
planning.
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
completion, special diploma, GED, etc.) and impact on post-school opportunities.
28.0
?
Describe high school credits and explain how GPAs are calculated.
Job Search
29.0
?
Demonstrate skills to complete a job application.
30.0
?
Demonstrate skills essential for a job interview.
Page 35
July 2006
Florida Department of Education
CURRICULUM FRAMEWORK
Program Title:
Orientation to Agriscience
Occupational Area:
Agriscience and Natural Resources
Secondary
Program Numbers
8100110
CIP Number
0101.9910OR
Grade Level
6-9, 30, 31
Course Length:
One Semester or the equivalent of one-half a school year
Certification AGRI
@4
AGRICULTUR
1
@2
EXP
AG
@4
VOC
AGRI
@4
I.
?
MAJOR CONCEPTS/CONTENT:
The purpose of this course is to acquaint students
with basic agriscience concepts and develop a general understanding of the broad field of
agriculture and natural and environmental sciences.
The content includes, but is not limited to, a focus on understanding the agricultural food
system, environmental resources, strategies used to produce and market agricultural
products, and an exploration of research through the use of the scientific method.
Reinforcement of academic skills occurs through the classroom instruction and applied
laboratory procedures.
II.
?
LABORATORY ACTIVITIES: Hands-on laboratory experiences are an integral part of
this course, including the safe use of laboratory and hand tools specific to agriscience and
natural resources occupations
.
III.
?
SPECIAL NOTE
: The FFA is the appropriate Career Student Organization for providing
leadership training and for reinforcing specific vocational skills. Career Student
Organizations, when provided, shall be an integral part of the vocational instructional
program, and the activities of such organizations are defined as part of the curriculum in
accordance with Rule 6A-6.065(8), FAC.
The career and exploration planning course required by Section 1003.4156, Florida
Statutes, may be integrated into this course. This course must include career exploration
using CHOICES or a comparable cost-effective program and educational planning using
the online student advising system known as Florida Academic Counseling and Tracking
for Students (FACTS) at the Internet website FACTS.org; and shall result in the
completion of a personalized academic and career plan.
Page 36
*The information underlined and highlighted in blue is new to this course and allows
districts to integrate the middle school Career Exploration and Decision Making course as
required by Section 1003.4156, Florida Statutes.
IV.
?
INTENDED OUTCOMES: A
fter successfully completing th
is course, the student will be
able to:
01.0
?
Demonstrate knowledge and skills in agriscience research.
02.0
?
Demonstrate knowledge and skills plant sciences.
03.0
?
Demonstrate knowledge and
skills in animal sciences.
04.0
?
Demonstrate knowledge and skills in food science.
05.0
?
Demonstrate knowledge and skills in agriscience laboratories.
06.0
?
Demonstrate product knowledge and skills in agricultural processing and
marketing.
07.0
?
Demonstrate knowledge and skills in environmental resources.
08.0
?
Demonstrate leadership and communication skills.
09.0
?
Integrate the use of science, mathematics, reading, geography, history, writing, and
communication in agriscience and technology.
Page 37
July 2006
Florida Department of Education
STUDENT PERFORMANCE STANDARDS
Program Title:
Orientation to Agriscience
Secondary Number:
8100110
01.0
?
Demonstrate knowledge and skills in agriscience research--The student will be able
to:
01.01
?
Define agriscience. LAB 2.3.1
01.02
?
Describe products of agriscience. LAC 3.3.3
01.03
?
Define the scope of research in agriscience. LAB 2.3.1
01.04
?
Discuss the impact of research on agriculture and on consumers of agricultural
products. LAB 2.3.1; SSA 2.3.6
01.05
?
Identify the process by which agricultural research is conducted including the
scientific method. LAA 2.3.6; SCH 1.3.4
01.06
?
Apply the scientific method to solve an agricultural problem. MAE 2.3.1, 3.3.1;
SCH 1.3.4, 1.3.5, 1.3.6, 1.3.7
02.0
?
Demonstrate knowledge and skills in plant sciences--The student will be able to:
02.01
?
Distinguish between horticultural, forestry, and agronomic crops. LAA 2.3.6;
LAB 2.3.1; SCG 1.3.3
02.02
?
Identify horticultural, forestry, and agronomic plants. LAA 2.3.6; LAB 2.3.1;
SCG 1.3.3
02.03
?
Propagate and grow an agricultural plant. MAA 3.3.3; MAB 3.3.1; SCD 1.3.4;
SCF 1.3.1, 1.3.7, 2.3.1, 2.3.2; HEA 1.3.5, 1.3.7; HEB 1.3.1, 1.3.2; SCF 2.3.1,
2.3.2, 2.3.3; SCG 1.3.4, 1.3.5
02.04
?
Identify supplies and services industries related to plant science. LAB 2.3.1; SSD
2.3.1, 2.3.2
02.05
?
Develop a specimen collection of local plant materials. LAA 2.3.6; VAA 1.3.1,
1.3.4
02.06
?
Demonstrate proper planting techniques. LAC 1.3.1; HEA 1.3.5
03.0
?
Demonstrate knowledge and skills in animal sciences--The student will be able to:
03.01
?
Distinguish between food, service, and companion animals. LAA 2.3.6; LAB
2.3.1; SCG 1.3.3
03.02
?
Identify breeds of food, service, and companion animals. LAA 2.3.6; LAB 2.3.1;
SCG 1.3.3
03.04
?
Identify supplies and services industries related to animal science. LAB 2.3.1;
SSD 2.3.1, 2.3.2
03.05
?
Demonstrate the proper care of an animal. MAA 3.3.3; MAB 3.3.1; SCD 1.3.4;
SCF 1.3.1, 1.3.7, 2.3.1, 2.3.2; HEA 1.3.5, 1.3.7; HEB 1.3.1, 1.3.2
Page 38
04.0
?
Demonstrate knowledge and skills in food science--The student will be able to:
4.01
?
Describe the proper handling and storage of food products. LAA 1.3.3; SCA
1.3.1, 2.3.3
4.02
?
List and explain methods of food preservation. LAA 1.3.3; SCA 1.3.1, 1.3.5,
2.3.3
4.03
?
Conduct a food taste test. HEA 1.3.4; SCA 1.3.1
4.04
?
Develop a production and marketing plan for a food product. HEC 2.3.4, 2.3.5;
MFA 3.3.1; SSD 2.3.2; VAB 1.3.2, 1.3.3, 1.3.4
4.05
?
Read and interpret a food label. HEA 2.3.1; LAA 1.3.2, 2.3.4
05.0
?
Demonstrate knowledge and skills in agriscience laboratories--The student will be
able to:
05.01
?
Demonstrates proper laboratory safety techniques. PEB 2.3.1
05.02
?
Complete a project demonstrating the safe use of agricultural tools, machinery, or
equipment. LAC 3.3.3; MAB 3.3.1, 4.3.1, 4.3.2; VAA 1.3.1, 1.3.2, 1.3.3, 1.3.4
05.03
?
Define the scope of agricultural mechanization and engineering. LAB 2.3.1
05.04
?
Discuss the impact of agricultural mechanization and engineering on society. SSA
2.3.3, 2.3.6
05.05
?
Identify tools, machines, and equipment used in agriculture. LAA 2.3.7
06.0
?
Demonstrate product knowledge and skills in agricultural processing and marketing -
-The student will be able to:
06.01
?
Define agricultural product, processing, and marketing. LAA 2.3.6; SCH 3.3.4;
LAB 2.3.1; SSB 2.3.2; SSD 2.3.3
06.02
?
Describe the processing and marketing of an agricultural product from farm to
consumer. LAA 2.3.6; SCH 3.3.4; LAB 2.3.1; SSB 2.3.2; SSD 2.3.3
06.03
?
Prepare, process, and/or market an agricultural product. HEB 1.3.1; LAA 2.3.5,
2.3.8; LAB 1.3.1, 1.3.2, 1.3.3, 2.3.3; MAA 3.3.1, 3.3.3; MAB 3.3.1; MAE 3.3.1;
SSD 1.3.3, 2.3.1; VAA 1.3.1, 1.3.3; VAB 1.3.4
07.0
?
Demonstrate knowledge and skills in environmental resources--The student will be
able to:
07.01
?
Define and identify renewable and nonrenewable natural resources. LAB 2.3.1;
SCG 2.3.1, 2.3.2, 2.3.3, 2.3.4
07.02
?
Describe agricultural management practices that conserve natural resources. LAB
2.3.1; SCD 1.3.1, 1.3.2; SCG 1.3.2, 1.3.3, 2.3.1, 2.3.2, 2.3.3, 2.3.4
07.03
?
Describe effects of pollution on the environment. SCD 1.3.3; 2.3.1, 2.3.2
07.04
?
Recycle or conserve a natural resource. SCD 2.3.2; SCG 2.3.1, 2.3.2, 2.3.3, 2.3.4
Page 39
8.0
?
Demonstrate leadership and communication skills--The student will be able to:
8.01
?
Describe the aims and purposes of the FFA organization. LAC 3.3.3
8.02
?
Identify opportunities available to FFA members. LAA 2.3.6
8.03
?
Identify characteristics of a good leader. HEB 1.3.3, 2.3.4, 3.3.1, 3.3.2, 3.3.3, 3.3.4,
3.3.5, 3.3.6, 3.3.7, 3.3.8
8.04
?
Participate in a cooperative leadership development activity or FFA Career
Development Event. LAC 1.3.1, 3.3.1; HEC 2.3.5
8.05
?
Identify the importance of effective communication skills. LAC 3.3.1, 3.3.2, 3.3.3;
LAD 1.3.3; 2.3.1, 2.3.6
09.0
?
Integrate the use of science, mathematics, reading, geography, history, writing, and
communication in agriscience and technology--The student will be able to:
09.01
?
Apply basic mathematics operations to solve agricultural problems. MAA 1.3.4,
3.3.2, 3.3.3; MAB 3.3.1
09.02
?
Correctly use measuring devices and utilize measurements to solve agricultural
problems. MAB 1.3.1, 1.3.3, 1.3.4, 4.3.1, 4.3.2; SCA 1.3.1, 1.3.2
09.03
?
Apply the scientific method to solve an agricultural problem. MAE 2.3.1, 3.3.1;
SCH 1.3.4, 1.3.5, 1.3.6, 1.3.7
09.04
?
Prepare written and/or oral materials using correct English grammar. LAB 1.3.1,
1.3.2, 1.3.3; LAC 3.3.1, 3.3.2, 3.3.3
09.05
?
Identify the main idea in oral presentations and/or written materials. LAA 2.3.1;
LAB 1.3.1, 1.3.2; LAC 1.3.1, 1.3.4; LAC 3.3.1, 3.3.2, 3.3.3
09.06
?
Locates, organizes, and interprets information from a variety of agricultural
sources. LAA 1.3.4, 2.3.5, 2.3.6, 2.3.7
09.07
?
Describe the historical evolution of agriculture. MAE 1.3.1; SSA 1.3.1, 2.3.3, 2.3.6,
3.3.2, 3.3.3, 3.3.4, 4.3.1, 4.3.2, 4.3.3, 5.3.1, 5.3.2, 5.3.3, 6.3.1, 6.3.2, 6.3.3, 6.3.5
Listed below are the course outcomes that must be met to satisfy the requirements of
Section 1003.4156, Florida Statutes.
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
personal fulfillment.
02.0
?
Describe the influences that societal, economic, and technological changes have on
employment trends and future training.
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
learning and how they relate to personal fulfillment.
04.0
?
Describe how legislation such as the Americans with Disabilities Act and Child Labor
Laws regulates employee rights.
Page 40
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
?
careers/career clusters.
?
06.0
?
Identify five values that they consider important in making a career choice.
?
07.0
?
Identify skills needed for career choices and match to personal abilities and interests.
?
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
?
throughout the career planning process.
?
09.0
?
Identify strengths and areas in which assistance is needed at school.
?
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
?
choices.
?
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
?
12.0
?
Use the Internet to access career and education planning information.
?
13.0
?
Identify skills that are transferable from one occupation to another.
?
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
?
opportunities within each cluster, employment outlook, and education/ training
?
requirements.
?
15.0
?
Explain the relationship between educational achievement and career success.
?
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
?
17.0
?
Identify and demonstrate processes for making short and long term goals.
?
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
?
getting along with others) that are needed to be successful in the workplace.
?
19.0
?
Demonstrate skills to interact positively with others.
?
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
?
organizational skills.
?
Page 41
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major area of interests that
meet tentative career plans.
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
programs for the attainment of career goals.
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
for postsecondary education.
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
workplace.
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/work goals.
26.0
?
Describe how extracurricular programs can be incorporated in career and education
planning.
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
completion, special diploma, GED, etc.) and impact on post-school opportunities.
28.0
?
Describe high school credits and explain how GPAs are calculated.
Job Search
29.0
?
Demonstrate skills to complete a job application.
30.0
?
Demonstrate skills essential for a job interview.
Page 42
July 2006
Florida Department of Education
CURRICULUM FRAMEWORK
Program Title:
Program Type:
Occupational Area:
Components
:
Life
Choices
Orientation/Exploration
Family and Consumer Sciences
N/A
Secondary
Program Numbers
8500130
CIP Number
0420.9930EX
Grade Level
6-8 30, 31
Course Length:
One Semester or the equivalent of one-half a school year
Certification
VOC HME
@4
HOME EC 1 @2
GEN HME EC @4
FCS CON SC 1
Facility Code
231
CSO FCCLA
Coop Method
No
Apprenticeship No
I.
?
PURPOSE:
The purpose of this course is to assist students in making informed
decisions regarding their future academic and occupational goals. Emphasis will include
using current technology resources to investigate the broad range of occupations and
careers in family and consumer sciences. The concept includes, but is not limited to,
personal decision making as it applies to careers, occupations and entrepreneurial
opportunities.
II.
?
SPECIAL NOTE:
Family, Career and Community Leaders of America (FCCLA), is the
appropriate Career Student Organization (CSO) for providing leadership training and
reinforcing specific career skills. Career Student Organizations, when provided, shall be
an integral part of the instructional program, and the activities of such organizations are
defined as part of the curriculum in accordance with Rule 6A-6.065, FAC.
The National Family and Consumer Sciences Standards which correlate to student
performance standards have been included. The national standards will appear by
number, i.e., NFCS Standards 2.1, 3.2. The FCS national standards can be viewed on the
AAFCS website, http://ideanet.doe.state.in.us/octe/facs/natlstandards.htm
Instruction and learning activities are provided in a laboratory setting using hands-on
experiences with the tools, materials and technology appropriate to the course content
and in accordance with current practices. Activities provide instruction in the use of
current equipment and technology, such as personal computers, software, and multi
media platforms.
Page 43
SCANS Competencies: Instructional strategies for this course must include methods that
require students to identify, organize, and use resources appropriately; to work with each
other cooperatively and productively; to acquire and use information; to understand
social, organizational, and technological systems; and to work with a variety of
equipment. Instructional strategies must also incorporate methods to improve higher-
order thinking skills.
Federal and state legislation requires the provision of accommodations for students with
disabilities to meet individual needs and ensure equal access. Adult students with
disabilities must self-identify and request such services. Students with disabilities may
need accommodations in such areas as instructional methods and materials, assignments
and assessments, time demands and schedules, learning environment, assistive
technology and special communication systems. Documentation of the accommodations
requested and provided should be maintained in a confidential file.
Equipment List: A generic equipment list is available for this course and is printed in a
supplement to this document.
The career and exploration planning course required by Section 1003.4156, Florida
Statutes, may be integrated into this course. This course must include career exploration
using CHOICES or a comparable cost-effective program and educational planning using
the online student advising system known as Florida Academic Counseling and Tracking
for Students (FACTS) at the Internet website FACTS.org; and shall result in the
completion of a personalized academic and career plan.
*The information underlined and highlighted in blue is new to this course and allows
districts to integrate the middle school Career Exploration and Decision Making course as
required by Section 1003.4156, Florida Statutes.
III.
?
INTENDED OUTCOMES:
After successfully completing this course the student will
be able to perform the following:
01.0
?
Analyze and evaluate work and family life.
02.0
?
Identify resources and technology for career planning.
03.0
?
Demonstrate leadership and organizational skills.
04.0
?
Identify career and entrepreneurial opportunities and acquire skills in clothing and
textiles sciences.
05.0
?
Identify career and entrepreneurial opportunities and acquire skills in housing and
interior design.
06.0
?
Identify career and entrepreneurial opportunities and acquire skills in food and
nutrition
07.0
?
Identify career and entrepreneurial opportunities and acquire skills in family and
child development.
08.0
?
Identify career and entrepreneurial opportunities and acquire skills in
consumerism.
Page 44
09.0
Identify career and entrepreneurial opportunities and acquire skills in
environmental industry.
10.0
?
Identify career opportunities in family and consumer
sciences education.
Page 45
July 2006
Florida Department of Education
STUDENT PERFORMANCE STANDARDS
Program Title:
Life Choices
Secondary Number:
8500130
Postsecondary Number:
01.0
?
Analyze and evaluate work and family life--The student will be able to:
LA.A.1.3.2, LA.A.2.3.1, LA.A.2.3.4, LA.B.2.3.4, LA.C.3.3.2, LA.E.2.3.2, SC.D.2.3.1,
SC.H.3.5.7, SS.A.5.3.2, SS.B.1.3.4, SS.C.2.3.4, SS.C.2.3.6, SS.C.2.3.7, SS.D.2.3.2,
SS.D.2.3.3, FL.A.3.3.2, FL.B.1.3.3, FL.E.1.3.2, MU.E.2.3.1, MU.E.2.3.2, MU.E.2.3.3,
MU.E.2.3.4, VA.E.1.3.1, VA.E.1.3.3, HE.C.1.3.2, HE.C.1.3.3, HE.C.1.3.4, HE.C.1.3.5,
HE.C.2.3.4, HE.C.2.3.5, HE.C.2.3.6, PE.C.2.3.3
NFCS Standards: 1.0, 1.3, 2.0, 2.2, 3.3, 3.5, 5.0, 5.5
01.01
?
Identify reasons people work.
01.02
?
Identify the changing roles and responsibilities of family members.
01.03 Describe the relationship
between jobs, careers, family life and leisure activities.
01.04
?
Recognize the role of technology in the home and workplace.
02.0
?
Identify resources and technology for career planning--The student will be able to:
LA.A.2.3.5, LA.B.1.3.3, LA.B.2.3.4, LA.C.1.3.1, LA.C.3.3.3, LA.D.2.3.4, LA.D.2.3.5,
MA.E.1.3.1, SC.D.2.3.1, SC.H.3.3.7
NFCS Standards: 1.0, 2.0, 3.3, 13.5
02.01
?
Assess personal abilities, interest, and work preferences, using technological and
traditional resources.
02.02
?
Identify employability skills related to acquiring and maintaining employment.
02.03
?
Develop a career plan to include job preferences, training requirements, and
tasks/responsibilities.
02.04
?
Maintain a portfolio.
Page 46
03.0
?
Demonstrate leadership and organizational skills--The student will be able to:
LA.A.2.3.8, LA.B.2.3.3, LA.C.1.3.1, LA.C.1.3.3, LA.C.1.3.4, LA.C.3.3.1, LA.C.3.3.2,
LA.C.3.3.3, SS.C.1.3.5, SS.C.1.3.6, SS.C.2.3.5, SS.C.2.3.6, SS.C.2.3.7, FL.D.2.3.3,
FL.D.2.3.4, FL.E.1.3.2, HE.B.3.3.7, HE.C.2.3.4,
NFCS Standards: 2.0, 5.0, 13.0, 13.5
03.01
?
Identify professional and youth organizations.
03.02
?
Identify purposes and functions of professional and youth organizations.
03.03
?
Identify roles and responsibilities of members.
03.04
?
Work cooperatively as a group member to achieve organizational goals.
03.05
?
Demonstrate confidence in leadership in roles and organizational responsibilities.
03.06
?
Demonstrate commitment to achieve organizational goals.
04.0
?
Identify career and entrepreneurial opportunities, and acquire skills in clothing and
textile sciences--The student will be able to:
LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1, LA.B.2.3.1, LA.B.2.3.2, LA.B.2.3.3,
LA.B.2.3.4, LA.C.1.3.1, LA.C.1.3.2, LA.C.1.3.3, LA.C.1.3.4, LA.C.3.3.2, LA.E.2.3.6,
LA.E.2.3.7, LA.E.2.3.8, MA.D.1.3.2, MA.E.1.3.1, SC.D.2.3.1, FL.E.1.3.2
NFCS Standards: 3.0, 3.3, 3.5, 13.5,
04.01
?
Identify and illustrate career ladders and job training from entry through advanced
or professional levels.
04.02
?
Identify job sources for clothing and textiles careers.
04.03
?
Complete hands-on activities, stressing entrepreneurial opportunities, related to
clothing and textile careers.
Page 47
05.0
?
Identify career and entrepreneurial opportunities and acquire skills in housing and
interior design--The student will be able to:
LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1, LA.B.2.3.1, LA.B.2.3.2, LA.B.2.3.3,
LA.B.2.3.4, LA.C.1.3.1, LA.C.1.3.2, LA.C.1.3.3, LA.C.1.3.4, LA.C.3.3.2, LA.E.2.3.6,
LA.E.2.3.7, LA.E.2.3.8, MA.D.1.3.2, MA.E.1.3.1, SC.D.2.3.1, FL.E.1.3.2
NFCS Standards: 3.0, 3.3, 3.5, 13.5
05.01
?
Identify and illustrate career ladders and job training from entry through advanced
or professional levels.
05.02
?
Identify job sources for interior design and housing.
05.03
?
Complete hands-on activities, stressing entrepreneurial opportunities, related to
interior design and housing.
06.0
?
Identify career and entrepreneurial opportunities and acquire skills in food and
nutrition--The student will be able to:
LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1, LA.B.2.3.1, LA.B.2.3.2, LA.B.2.3.3,
LA.B.2.3.4, LA.C.1.3.1, LA.C.1.3.2, LA.C.1.3.3, LA.C.1.3.4, LA.C.3.3.2, LA.E.2.3.6,
LA.E.2.3.7, LA.E.2.3.8, MA.D.1.3.2, MA.E.1.3.1, SC.D.2.3.1, FL.E.1.3.2
NFCS Standards: 3.0, 3.3, 3.5, 13.5
06.01
?
Identify and illustrate career ladders and job training from entry through advanced
or professional levels.
06.02
?
Identify job sources for food science, nutrition, and related fields.
06.03
?
Complete hands-on activities, stressing entrepreneurial opportunities, related to
food science, nutrition, and related fields.
Page 48
07.0
?
Identify career and entrepreneurial opportunities and acquire skills in family and
child development--The student will be able to:
LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1, LA.B.2.3.1, LA.B.2.3.2, LA.B.2.3.3,
LA.B.2.3.4, LA.C.1.3.1, LA.C.1.3.2, LA.C.1.3.3, LA.C.1.3.4, LA.C.3.3.2, LA.E.2.3.6,
LA.E.2.3.7, LA.E.2.3.8, MA.D.1.3.2, MA.E.1.3.1, SC.D.2.3.1, FL.E.1.3.2
NFCS Standards: 3.0, 3.3, 3.5, 13.5
07.01
?
Identify and illustrate career ladders and job training from entry through advanced
or professional levels.
07.02
?
Identify job sources for family and child development.
07.03
?
Complete hands-on activities, stressing entrepreneurial opportunities, related to
family and child development.
08.0
?
Identify career and entrepreneurial opportunities and acquire skills in
consumerism--The student will be able to:
LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1, LA.B.2.3.1, LA.B.2.3.2, LA.B.2.3.3,
LA.B.2.3.4, LA.C.1.3.1, LA.C.1.3.2, LA.C.1.3.3, LA.C.1.3.4, LA.C.3.3.2, LA.E.2.3.6,
LA.E.2.3.7, LA.E.2.3.8, MA.D.1.3.2, MA.E.1.3.1, SC.D.2.3.1, FL.E.1.3.2
NFCS Standards: 2.0, 3.0, 3.3, 3.5, 13.5
08.01
?
Identify and illustrate career ladders and job training from entry through advanced
or professional levels.
08.02
?
Identify job sources for consumerism.
08.03
?
Complete hands-on activities, stressing entrepreneurial opportunities, related to
consumerism.
09.0
?
Identify career and entrepreneurial opportunities and acquire skills in
environmental industry--The student will be able to:
LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1, LA.B.2.3.1, LA.B.2.3.2, LA.B.2.3.3,
LA.B.2.3.4, LA.C.1.3.1, LA.C.1.3.2, LA.C.1.3.3, LA.C.1.3.4, LA.C.3.3.2, LA.E.2.3.6,
LA.E.2.3.7, LA.E.2.3.8, MA.D.1.3.2, MA.E.1.3.1, SC.D.2.3.1, FL.E.1.3.2
NFCS Standards: 1.0, 1.3, 2.0, 2.2, 3.0, 3.3, 3.5, 5.0, 5.5, 13.5
09.01
?
Identify and illustrate career ladders and job training from entry through advanced
or professional levels.
09.02
?
Identify job sources for environmental industries.
09.03
?
Complete hands-on activities, stressing entrepreneurial opportunities, related to
environmental industries.
Page 49
10.0
?
Identify career opportunities in family and consumer sciences education--The
student will be able to:
LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1, LA.B.2.3.1, LA.B.2.3.2, LA.B.2.3.3,
LA.B.2.3.4, LA.C.1.3.1, LA.C.1.3.2, LA.C.1.3.3, LA.C.1.3.4, LA.C.3.3.2, LA.E.2.3.6,
LA.E.2.3.7, LA.E.2.3.8, MA.D.1.3.2, MA.E.1.3.1, SC.D.2.3.1, FL.E.1.3.2
NFCS Standards: 1.0, 2.0
10.01
?
Describe the role and characteristics of an effective teacher.
10.02
?
Identify colleges that offer family and consumer sciences teacher education
programs and list their entrance requirements.
10.03
?
List the content area skills required to teach family and consumer sciences.
10.04
?
Describe the duties of an FCCLA advisor.
Listed below are the course outcomes that must be met to satisfy the requirements of
Section 1003.4156, Florida Statutes.
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
personal fulfillment.
02.0
?
Describe the influences that societal, economic, and technological changes have on
employment trends and future training.
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
learning and how they relate to personal fulfillment.
04.0
?
Describe how legislation such as the Americans with Disabilities Act and Child Labor
Laws regulates employee rights.
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
careers/career clusters.
06.0
?
Identify five values that they consider important in making a career choice.
07.0
?
Identify skills needed for career choices and match to personal abilities and interests.
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
throughout the career planning process.
09.0
?
Identify strengths and areas in which assistance is needed at school.
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
choices.
Page 50
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
?
12.0
?
Use the Internet to access career and education planning information.
?
13.0
?
Identify skills that are transferable from one occupation to another.
?
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
?
opportunities within each cluster, employment outlook, and education/ training
?
requirements.
?
15.0
?
Explain the relationship between educational achievement and career success.
?
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
?
17.0
?
Identify and demonstrate processes for making short and long term goals.
?
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
?
getting along with others) that are needed to be successful in the workplace.
?
19.0
?
Demonstrate skills to interact positively with others.
?
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
?
organizational skills.
?
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major area of interests that
?
meet tentative career plans.
?
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
?
programs for the attainment of career goals.
?
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
?
for postsecondary education.
?
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
?
workplace.
?
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
?
program of study, and postsecondary/work goals.
?
26.0
?
Describe how extracurricular programs can be incorporated in career and education
?
planning.
?
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
?
completion, special diploma, GED, etc.) and impact on post-school opportunities.
?
28.0
?
Describe high school credits and explain how GPAs are calculated.
?
Job Search
29.0
?
Demonstrate skills to complete a job application.
?
30.0
?
Demonstrate skills essential for a job interview.
?
Page 51
July 2006
Florida Department of Education
CURRICULUM FRAMEWORK
Program Title:
Exploration of Health Occupations
Occupational Area:
Health Science Education
Secondary
Program Numbers
8400210
CIP Number
0317.9999EX
Grade Level
6-9, 30, 31
Course Length:
One Semester or the equivalent of one-half a school year
Certification
ANY HEALTH OCCUP G
HOME EC ¶1 ¶2
VOC HM EC ¶4
I.
?
MAJOR CONCEPTS/CONTENT:
The purpose of this course is to give students
initial exposure to the skills and attitudes associated with a broad range of occupations
relating to careers in health, including job requirements and tasks performed, to assist
students in making informed decisions regarding their future academic and occupational
goals.
The content includes exploratory activities relating to all health occupational clusters. An
asterisk (*) is used to indicate essential competencies for time-shortened scheduling such
as six and nine week courses. The program also includes an introduction to medical
ethics, consumerism, characteristics of health care workers, community health agencies
and basic computer literacy.
Reinforcement of basic skills in English, mathematics, and science appropriate for the job
preparatory programs occurs through vocational classroom instruction and applied
laboratory procedures or practice.
II.
?
LABORATORY ACTIVITIES:
Special projects that are related to each occupational
cluster are provided, including role playing activities related to specific careers,
visualizing x-rays and crutch-walking, operating the microscope, making orthopedic
casts, and specific lab procedures. Team teaching and integration of the curriculum with
English, Math and Science is encouraged.
III.
?
SPECIAL NOTE:
Guest speakers from industry and related field trips make important
contributions to the effectiveness of this course.
The Health Occupations Students of America is an appropriate Career/Technical Student
Organization (CSO) for providing leadership training and for reinforcing specific
career/technical skills. CSOs, when provided, shall be an integral part of the vocational
instructional program, and the activities of such organizations are defined as part of the
curriculum in accordance with Rule 6A-6.065(8), FAC.
Page 52
SCANS Competencies: Instructional strategies for this program must include methods
that require students to identify, organize, and use resources appropriately; to work with
each other cooperatively and productively; to acquire and use information; to understand
social, organizational, and technological systems; and to work with a variety of tools and
equipment. Instructional strategies must also incorporate methods to improve higher-
order thinking skills.
Federal and state legislation requires the provision of accommodations for students with
disabilities to meet individual needs and ensure equal access. Adult students with
disabilities must self-identify and request such services. Students with disabilities may
need accommodations in such areas as instructional methods and materials, assignments
and assessments, time demands and schedules, learning environment, assistive
technology and special communication systems. Documentation of the accommodations
requested and provided should be maintained in a confidential file.
The career and exploration planning course required by Section 1003.4156, Florida
Statutes, may be integrated into this course. This course must include career exploration
using CHOICES or a comparable cost-effective program and educational planning using
the online student advising system known as Florida Academic Counseling and Tracking
for Students (FACTS) at the Internet website FACTS.org; and shall result in the
completion of a personalized academic and career plan.
*The information underlined and highlighted in blue is new to this course and allows
districts to integrate the middle school Career Exploration and Decision Making course as
required by Section 1003.4156, Florida Statutes.
IV.
?
INTENDED OUTCOMES:
After successfully completing this course, the student will
be able to:
01.0
?
Identify and discuss progress in health care.
02.0
?
Demonstrate an understanding of health careers.
03.0
?
Demonstrate an understanding of the importance of legal and ethical behavior
related to health care.
04.0
?
Perform basic communication skills.
05.0
?
Perform basic mathematical calculations and demonstrate problem solving
skills used by the health care worker.
06.0
?
Apply science principles to the health care field.
07.0
?
Perform basic health care skills.
08.0
?
Demonstrate occupational safety.
Page 53
July 2006
Florida Department of Education
STUDENT PERFORMANCE STANDARDS
Program Title:
Exploration Of Health Occupations
Secondary Number:
8400210
01.0
?
Identify and discuss progress in health care--The student will be able to:
01.01
*
?
Demonstrate knowledge of how the scientific method and advances in science
have impacted beliefs and practices from ancient times to the present. S H1.1-
12.7 S-I3.1-6; SS A 1.1-4:H-B2.1,2.4
01.02
?
Compare the broad scope of health care delivery systems in homes,
institutions, and the community.H-A2.2
01.03
*
Demonstrate ability to make informed decisions regarding choice of health
care providers and products. H-A2.1-6
01.04
?
Research contributions made in the field of medical science and their impact
on the health care field.LA-A2.6
2.0
?
Demonstrate an understanding of health careers--The student will be able to:
02.01
*
?
Identify the personal traits required for employment in health care and discuss
factors related to job satisfaction.H-B3.1-8; H-C1.1-6,2.1-6;H-A 1.1, H-B1
02.02
*
?
List at least three careers out of each of the career clusters: Therapeutic
Services, Diagnostic Services, Health Informatics, Support Services, Bio
technology Research and Development..H-2.2
02.03
*
?
Demonstrate the knowledge of skills needed to research and describe a career
from the above clusters.LA-A1:LA-A2: LA-C3: LA-B2
02.04
?
List the advantages and disadvantages of one occupation in each cluster
including the following factors; job opportunities, salary range, fringe benefits,
working conditions, occupational hazards, and educational requirements.LA-
A2.8
3.0
?
Demonstrate an understanding of the importance of legal and ethical behavior
related to health care--The student will be able to:
03.01
*
Identify responsibilities in maintaining ethical standards, confidentiality, and
the patient's rights.LA-A1
03.02
*
?
Define terms related to the legal and ethical aspects of the health care industry.
For example: malpractice, negligence, invasion of privacy, quackery, ethics
and law, Patients Bill of Rights.LA-A1.3
03.03
*
?
Identify ethical and unethical conduct through simulated examples such as role
playing, making posters, TV commercials, etc.LA-B2: H-C2.3
Page 54
04.0
?
Perform basic communication skills--The student will be able to:
?
04.01
?
Demonstrate ability to follow written and oral directions.LA A1.2: C1.1
?
04.02
Demonstrate examples of verbal and non-verbal communication.H B3.1
?
04.03
*
Identify employability skills necessary to obtain a job in health care.
?
04.04
*
Demonstrate an understanding of how computers and other technology are
?
used in the health care field.LA B2.4
?
04.05
*
Use common medical terminology and abbreviations associated with health
?
occupations.LA D1.2
?
05.0
?
Perform basic mathematical calculations and demonstrate problem solving skills
?
used by the health care worker--The student will be able to:
?
05.01
*
?
Identify the importance of why accurate calculations and effective problem
?
solving skills are required for health care workers.
?
05.02
*
?
Calculate mathematical problems and measurements related to health care.M
?
B1, M A1.1
?
05.03
*
?
Understand the role of scientific method in problem solving and medical
?
research. S H1
?
05.04
?
Convert common weights, measure, and volumes to metric as applied in the
?
health care setting.M B2
?
06.0
?
Apply science principles to the health care field--The student will be able to:
?
06.01
*
?
Identify the general plan of the human body and how it functions.S F1.1-3
?
06.02
*
?
Demonstrate how the principles of physical science, biology, and microbiology
?
apply within the health care industry. S F1
?
07.0
?
Perform basic health care skills--The student will be able to:
?
07.01
*
?
Measure and record (graph) height, weight, and temperature, pulse and
?
respiration (TPR), intake and output of body fluids. M-B1
?
07.02
*
Demonstrate medical aseptic technique by handwashing, gloving, and
?
application of mask and gown.
?
07.03
Perform proper body mechanics to prevent self and patient injuries. H B1.5
?
07.04
*
Demonstrate basic first aid skills. H B1.5
?
07.05
?
Recognize the need for personal comfort measures to include skin care, bed
?
bath, bedmaking, mouth care. H B1
?
07.06
?
Show an awareness of safe patient transfer techniques.H B1-5
?
07.07
?
Recognize the importance of instructions to patients in safe use of assisting
?
devices.H B3.1-8: H C2
?
Page 55
08.0
?
Demonstrate occupational safety--The student will be able to:
08.01
?
Discuss occupational safety issues that relate to the employer, employee, and
the patient in the health care setting. L C3
08.02
?
Demonstrate health safety habits that will prevent injury to health care
workers, co-workers, and patients. H C1.5
08.03
?
Show an awareness of the importance of identifying poisons and hazardous
materials commonly found in the workplace. H C1.1; H B1
08.04
?
Describe the importance of fire safety including prevention and evacuation.
*
indicates essential competencies for time-shortened scheduling such as six and nine week
courses.
Listed below are the course outcomes that must be met to satisfy the requirements of
Section 1003.4156, Florida Statutes.
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
personal fulfillment.
02.0
?
Describe the influences that societal, economic, and technological changes have on
employment trends and future training.
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
learning and how they relate to personal fulfillment.
04.0
?
Describe how legislation such as the Americans with Disabilities Act and Child Labor
Laws regulates employee rights.
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
careers/career clusters.
06.0
?
Identify five values that they consider important in making a career choice.
07.0
?
Identify skills needed for career choices and match to personal abilities and interests.
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
throughout the career planning process.
09.0
?
Identify strengths and areas in which assistance is needed at school.
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
choices.
Page 56
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
?
12.0
?
Use the Internet to access career and education planning information.
?
13.0
?
Identify skills that are transferable from one occupation to another.
?
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
?
opportunities within each cluster, employment outlook, and education/ training
?
requirements.
?
15.0
?
Explain the relationship between educational achievement and career success.
?
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
?
17.0
?
Identify and demonstrate processes for making short and long term goals.
?
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
?
getting along with others) that are needed to be successful in the workplace.
?
19.0
?
Demonstrate skills to interact positively with others.
?
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
?
organizational skills.
?
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major area of interests that
?
meet tentative career plans.
?
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
?
programs for the attainment of career goals.
?
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
?
for postsecondary education.
?
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
?
workplace.
?
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
?
program of study, and postsecondary/work goals.
?
26.0
?
Describe how extracurricular programs can be incorporated in career and education
?
planning.
?
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
?
completion, special diploma, GED, etc.) and impact on post-school opportunities.
?
28.0
?
Describe high school credits and explain how GPAs are calculated.
?
Job Search
29.0
?
Demonstrate skills to complete a job application.
?
30.0
?
Demonstrate skills essential for a job interview.
?
Page 57
July 2006
Florida Department of Education
CURRICULUM FRAMEWORK
Program Title:
Computer
Applications in Business 1
Occupational Area:
Business
Secondary
Program Numbers
8200220
CIP Number
0507.9999MS
Grade Level
6-8, 30, 31
Course Length:
One Semester or the equivalent of one-half a school year
Certification
BUS ED @4 1 @2
TEACH CBE @7
VOE
@7
CSO: BPA
FBLA
I.
?
MAJOR CONCEPTS/CONTENT:
This course is designed to provide instruction in
intermediate keyboarding, intermediate word processing, intermediate electronic
presentation, intermediate computer hardware, intermediate Internet, introductory
spreadsheet, and soft skills for business applications. These competencies provide the
skills necessary to ensure increased productivity and efficient utilization of equipment.
II.
?
LABORATORY ACTIVITIES:
Laboratory activities are an essential part of this
course. This course has been designed as a hands-on class. It is essential that
technology, specifically computers and appropriate software, be made available to
students in this course. It is recommended that a project-based approach be utilized to
deliver the concepts.
III.
?
SPECIAL NOTES:
Business Professionals of America and Future Business Leaders of
America are the appropriate Career Student Organizations (CSO) for providing
leadership training and for reinforcing specific career and technical skills. Career Student
Organizations, when provided, shall be an integral part of the career and technical
instructional program, and the activities of such organizations are defined as part of the
curriculum in accordance with Rule 6A-6.065, FAC.
Activities including field trips and the use of guest presenters from the business
community are appropriate for this course.
These frameworks and student performance standards are the MINIMUM required for
this course. As time allows teachers are encouraged to add competencies in additional
software and technologies.
Page 58
Upon completion of this course and an additional half credit in business technology
course work, at the middle school level, an optional articulation agreement may be
included to further enhance this course and meet the requirements of Business Systems
and Technology.
The career and exploration planning course required by Section 1003.4156, Florida
Statutes, may be integrated into this course. This course must include career exploration
using CHOICES or a comparable cost-effective program and educational planning using
the online student advising system known as Florida Academic Counseling and Tracking
for Students (FACTS) at the Internet website FACTS.org; and shall result in the
completion of a personalized academic and career plan.
*The information highlighted in blue is new to this course and allows districts to integrate
the middle school Career Exploration and Decision Making course as required by Section
1003.4156, Florida Statutes.
IV.
?
INTENDED OUTCOMES:
After successfully completing this course, the student will
be able to:
01.0
?
Develop and apply keyboarding skills utilizing current technology. [Student
Performance Standards: 01.04, 01.05, 01.06.]
02.0
?
Develop and apply word processing skills utilizing current technology.
[Student Performance Standards: 02.17, 02.18, 02.19, 02.20, 02.21, 02.22,
02.23, 02.24, 02.25, 02.26, 02.27, 02.28, 02.29.]
03.0
?
Develop and apply electronic presentation skills utilizing current technology.
[Student Performance Standards: 03.10, 03.11, 03.12, 03.13, 03.14, 03.15,
03.16, 03.17, 03.18, 03.19, 03.20, 03.21.]
04.0
?
Identify and understand computer hardware. [Student Performance Standards:
04.04.]
05.0
?
Perform activities using the worldwide web. [Student Performance Standards:
05.08, 05.09, 05.10, 05.11, 05.12, 05.13, 05.14, 05.15, 05.16.]
06.0
?
Develop and utilize business-related soft skills. [Student Performance
Standards: 06.07, 06.08, 06.09, 06.10, 06.11, 06.12.]
07.0
?
Develop and apply spreadsheet skills. [Student Performance Standards: 07.01,
07.02, 07.03, 07.04, 07.05, 07.06, 07.07, 07.08, 07.09.]
Page 59
July 2006
Florida Department of Education
STUDENT PERFORMANCE STANDARDS
Middle School Course Number: 8200220
Course Title:
Computer Applications in Business 1
Course Credit:
.50
01.
?
Develop and apply keyboarding skills utilizing current technology—The student will
be able to:
01.04
?
Demonstrate knowledge of alphanumeric & command keys.
LA.C.1.3 LA.C.2.3
01.05
?
Demonstrate and review correct reach technique for alphanumeric keyboarding.
LA.C.1.3 LA.C.2.3
01.06
?
Demonstrate accuracy using correct reach techniques for numeric and symbol
keyboarding. LA.C.1.3 LA.C.2.3
02.
?
Develop and apply work processing skills utilizing current technology—The student
will be able to:
02.17
?
Apply margins, tabs, line spacing and paragraph indents. MA.A.1.3.2, MA.A.3.3.3
02.18
?
Insert and manipulate graphics, word art and text boxes. MA.C.2.3.1
02.19 Utilize the Word/character count command. MA.A.1.3.2
02.20
?
Insert date and time.
02.21
?
Understand printing options including shrink to fit, gutters, and document orientation.
LA.B.1.3.3, MA.A.3.3.3
02.22
?
Move text in a document: dragging and dropping. LA.B.1.3.3
02.23
?
Explore the Format painter.
02.24
?
Create bulleted and numbered lists. LA.B.2.3.2
02.25
?
Create a table-Inserting, moving, and entering data. LA.B.2.3.2, MA.A.3.3.3
02.26
?
Create table-insert/delete columns, rows, cells. LA.B.2.3.2
02.27
?
Format a table-changing column/row width/height. LA.B.2.3.2, MA.A.3.3.3
02.28
?
Apply table alignment on document. LA.B.2.3.2, MA.A.3.3.3
02.29
?
Use the tools on the Table and Borders toolbar. LA.B.2.3.2
Page 60
03.
?
Develop and apply electronic presentation skills utilizing current technology—The
student will be able to:
03.10
?
Apply fill effects, lines and shapes. LA.D.2.3.4
03.11
?
Demonstrate ability to order, group and rotate objects. LA.D.2.3.4
03.12
?
Demonstrate ability to animate graphics. LA.D.2.3.4
03.13
?
Apply slide transitions and timings. LA.D.2.3.4
03.14
?
Incorporate text, tables, charts and graphic transitions into document. LA.B.2.3.4
03.15
?
Add sound using various media (e.g. internet and/or files). LA.A.2.3.6, LA.D.2.3.4
03.16
?
Apply action buttons.
03.17
?
Insert hyperlink to a file or internet site. LA.B.2.3.4, LA.D.2.3.4
03.18 Rearrange slide order
through slide sorter.
03.19
?
Create note page to aid in oral presentation of slide show. LA.C.1.3.1 LA.C.3.3,
LA.A.2.3.7
03.20
?
Customize timing and rehearsing to coordinate with oral presentation. VA.A.1.3.1 ,
LA.D.2.3.5
03.21
?
Apply communication skills in presenting the report. LA.C.3.3.3, VA.B.1.3.2,
LA.D.2.3.5
04.0
?
Identify and understand computer hardware—The student will be able to:
04.04
?
Discuss the use of different computer platforms. LA.A.1.3, LA.B.1.3,
LA.B.2.3,LA.C.1.3, LA.C.2.3
05.0
?
Perform activities using the worldwide web—The student will be able to:
05.08
?
Master Intermediate vocabulary. LA.A.1.3.3, LA.B.2.3.4
05.09
?
Understand How the internet works. LA.B.2.3.4
05.10
?
Discuss Internet Privacy, Ethics, Etiquette and Copy Right Laws. LA.A.2.3.3, LA.D.2.3.7
05.11
?
Evaluate websites.LA.A.2.3.2, LA.A.2.3.3, LA.A.2.3.8
05.12
?
Save a webpage.
05.13
?
Print a webpage-problem solve printing issues.
05.14 Download files.
05.15 Download graphics.
05.16
?
Copy and paste from browser to other applications.
Page 61
06.0
?
Develop and utilize business-related soft skills—The student will be able to:
06.07
?
Demonstrate the understanding the importance of positive attitude in obtaining and
maintaining a job, L.A.C.1.3.1
06.08
?
Identify grooming/dress standards in various workplace environments, L.A.D.1.3.3
06.9
?
Demonstrate problem solving skills
06.10
?
Demonstrate an awareness of teamwork, L.A.C.1.3.1
06.11
?
Make an impromptu presentation, L.A.A.1.3.3, L.A.A.2.3.5, L.A.C.3.3.1, L.A.C.3.3.2,
L.A.C.3.3.3, L.A.D.2.3.1, L.A.D.2.3.3, L.A.D.2.3.5
06.12
?
Make a prepared presentation, L.A.A.1.3.3, L.A.A.2.3.5, L.A.C.3.3.1, L.A.C.3.3.2,
L.A.C.3.3.3, L.A.D.2.3.1, L.A.D.2.3.3, L.A.D.2.3.5
07.0
?
Develop and apply spreadsheet skills—The student will be able to:
07.01
?
The student will be able to identify the parts of the spreadsheet screen. LA.A.1.3,
LA.A.2.3, LA.C.1.3, LA.C.3.3
07.02
?
Create and navigate through a worksheet. LA.A.1.3, LA.A.2.3, LA.C.1.3, LA.C.3.3
07.03
?
Change column width and row height. LA.A.1.3, LA.A.2.3, LA.C.1.3, LA.C.3.3
07.04
?
Format the contents of a cell-change fonts and font sizes and align text, format numbers.
LA.A.1.3, LA.A.2.3, LA.C.1.3, LA.C.3.3
07.05 Merge cells LA.A.1.3,
LA.A.2.3, LA.C.1.3, LA.C.3.3
07.06
?
se Undo and Redo features. LA.A.1.3, LA.A.2.3, LA.C.1.3, LA.C.3.3
07.07
?
AutoFormat the worksheet if available. AutoFormat applies borders, shading, and data
formatting. LA.A.1.3, LA.A.2.3, LA.C.1.3, LA.C.3.3
07.08
?
Use the auto sum feature. LA.A.1.3, LA.A.2.3, LA.C.1.3, LA.C.3.3, MA.A.1.3,
MA.A.3.3, MA.A.4.3
07.09
?
Create a bar chart, embedded, using the chart wizard. LA.A.1.3, LA.A.2.3, LA.C.1.3,
LA.C.3.3, MA.A.1.3, MA.A.3.3, MA.A.4.3
Listed below are the course outcomes that must be met to satisfy the requirements of
Section 1003.4156, Florida Statutes.
Understanding the Workplace
01.0
?
Describe how work relates to the needs and functions of the economy, society, and
personal fulfillment.
02.0
?
Describe the influences that societal, economic, and technological changes have on
employment trends and future training.
03.0
?
Describe the need for career planning, changing careers, and the concept of lifelong
learning and how they relate to personal fulfillment.
04.0
?
Describe how legislation such as the Americans with Disabilities Act and Child Labor
Laws regulates employee rights.
Page 62
Self- Awareness
05.0
?
Use results of an interest assessment to describe their top interest areas and relate to
?
careers/career clusters.
?
06.0
?
Identify five values that they consider important in making a career choice.
?
07.0
?
Identify skills needed for career choices and match to personal abilities and interests.
?
08.0
?
Demonstrate the ability to apply skills of self-advocacy and self-determination
?
throughout the career planning process.
?
09.0
?
Identify strengths and areas in which assistance is needed at school.
?
10.0
?
Apply results of all assessments to personal abilities in order to make realistic career
?
choices.
?
Exploring Careers
11.0
?
Demonstrate the ability to locate, understand, and use career information.
?
12.0
?
Use the Internet to access career and education planning information.
?
13.0
?
Identify skills that are transferable from one occupation to another.
?
14.0
?
Demonstrate use of career resources to identify occupational clusters, career
?
opportunities within each cluster, employment outlook, and education/ training
?
requirements.
?
15.0
?
Explain the relationship between educational achievement and career success.
?
Goal Setting and Decision-Making
16.0
?
Identify and demonstrate use of steps to make career decisions.
?
17.0
?
Identify and demonstrate processes for making short and long term goals.
?
Workplace Skills
18.0
?
Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity,
?
getting along with others) that are needed to be successful in the workplace.
?
19.0
?
Demonstrate skills to interact positively with others.
?
20.0
?
Demonstrate employability skills such as working on a team, problem-solving and
?
organizational skills.
?
Page 63
Career and Education Planning
21.0
?
Identify secondary and postsecondary school courses and major area of interests that
meet tentative career plans.
22.0
?
Identify advantages and disadvantages of entering various secondary and postsecondary
programs for the attainment of career goals.
23.0
?
Demonstrate knowledge of varied types and sources of financial aid to obtain assistance
for postsecondary education.
24.0
?
Identify inappropriate discriminatory behaviors that may limit opportunities in the
workplace.
25.0
?
Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/work goals.
26.0
?
Describe how extracurricular programs can be incorporated in career and education
planning.
27.0
?
Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of
completion, special diploma, GED, etc.) and impact on post-school opportunities.
28.0
?
Describe high school credits and explain how GPAs are calculated.
Job Search
29.0
?
Demonstrate skills to complete a job application.
30.0
?
Demonstrate skills essential for a job interview.
Page 64