Download HCMS Curriculum Mapping - Harrison County Schools

Harrison County Schools
Curriculum Guide for Practical Living & Vocational Studies
Course Name: ___________
Grade Level Targeted: 8th
Unit (s): ___________
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Personal Wellness –
Personal wellness
embodies individual
well-being which
incorporates physical,
social, mental, and
emotional health.
Key Vocabulary
Activities
and
Assessments
http://www.knowitall.org/keepitreal/
http://kidshelp.sympatico.ca/en/informed/bullying.as
p?sec=3&sb=2#
http://www.crnhq.org/twelveskills.html
http://www.workshopsinc.com/manual/Ch1H9.html
What are 4 ways to
improve communication
skills?
How are positive values
such as respect,
cooperation, being openminded, etc. important to
emotional & social
wellness?
PL-08-1.1.01
Students will explain the
importance of effective
social interaction skills
(e.g., respect, selfadvocacy, cooperation,
communication,
identifying and being
open to different
perspectives and points
of view, empathy,
friendship). DOK 2
PL-08-1.1.02
Students will recommend
and justify effective
strategies (e.g.,
skills (e.g., respect,
self-advocacy,
cooperation,
communication,
identifying and
being open to
different
perspectives and
points of view,
empathy,
friendship)
http://www.brainpop.com/socialstudies/cultureandbeh
avior/bullying/
http://kidshealth.org/kid/feeling/emotion/handle_abus
e.html
http://www.childhelpusa.org/forkids_know.htm
http://www.studygs.net/timman.htm
http://www.bbc.co.uk/health/index.shtml
http://www.bam.gov/sub_yourlife/yourlife_feelingfrazz
led.html
DECISION MAKING/
PROBLEM SOLVING

What are some of the
important decisions one
faces as a middle school
justify effective
strategies (e.g.,
communication,
problem solving,


DECISION MAKING/PROBLEM SOLVING
Students will get in groups and brainstorm possible issues
they currently must deal with.
Students will list and interpret the 5 steps in the decision
Essential Questions
toward
Course Objectives
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student?
How does one go about
solving a
problem/making a
decision without causing
more problems for
themselves?
How does one apply the
decision making process
to real life issues?
Will there be trade-offs
for some of the decisions
one has to make in life?
PEER PRESSURE
What are effective ways
to say “no” to peer
pressure?
What are possible
consequences to giving
in to peer pressure?
Kentucky
Core Content
Version 4.1
Key Vocabulary
communication, problem
solving, decision making,
refusal skills, anger
management, conflict
resolution, relaxation
techniques, time
management) for
responding to stress,
conflict, peer pressure,
and bullying. DOK 2
decision-making,
refusal skills, anger
management,
conflict resolution,
relaxation
techniques, time
management)
Activities
and
Assessments
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http://www.greattowait.com/index1.html
http://members.tripod.com/abednet/teen_index.htm
http://www.notmenotnow.org/welcome.cfm
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CONFLICT RESOLUTION

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Does there have to be
only one “winner” in a
conflict situations?
What are appropriate
ways to settle conflicts?
making process.
Students will analyze a problem situation in their own life
and describe a possible solution to the problem using the
decision making steps.
Students will evaluate their answer to see if the trade-off
appears to lead to a better solution than their normal
response.
Teacher will give a quiz over the decision making steps

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PEER PRESSURE/REFUSAL SKILLS
Student will be able to describe 7 ways to deal effectively
with peer pressure.
Students will role play peer pressure situations – tobacco,
alcohol, unchaperoned parties, teen sex.
Students will select one peer pressure topic and research
data on the internet to acquire statistics about negative
consequences of that behavior.
Teacher will have students assimilate a list of peer refusal
skills for a grade.
CONFLICT RESOLUTION
Student will identify possible conflicts people have in the
workplace/real life by evaluating a conflict resolution
video.
Students will examine the role mediation plays in conflict
resolution and identify who could serve as a mediator.
Student will compare situations where compromise is an
appropriate solution and when it is not appropriate (do not
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
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TIME MANAGEMENT
What types of things do
you need to make time
for?
How do you fit
everything you need to
get done into your
schedule?
What types of things are
“time stealers”?
ANGER MANAGEMENT
What types of things
make me angry?
 What things happen to
me when I express my
anger outwardly?
 What types of things
happen when I hold my
anger inside?
What can I do to control my
anger?
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compromise values).
Students will answer an open response question concerning
conflict resolution.
TIME MANAGEMENT
Students will get in pairs to make a list of activities they
need to make time for (school, homework, sports, eating,
sleeping, etc)
Student will keep a daily log for a week in 30 minute
increments of their activities during a 24 hour period.
Student will analyze the log to identify areas of wasted time
and make a plan to better utilize their time.
Students will explain the benefits of making a “to-do” list
each day, prioritizing tasks, avoiding procrastination,
reducing interruptions and focusing on one task at a time.
ANGER MANAGEMENT
Students will keep a daily chart for a week describing
what/who makes them angry and how they react to that
situation. (Problem, people involved, location, what
happened)
Students will analyze what negative things happened to
them as a result of expressing their anger before thinking
about possible consequences.
Students will write a poem expressing their feelings when
they hold anger inside.
School counselor will speak about bottling up anger, ways
to express feelings appropriately, and positive ways to
manage angry feelings.
TEACHER GENERATED TEST WITH MULTIPLE CHOICE, LISTING,
SHORT ANSWER QUESTIONS OVER FIVE ABOVE TOPICS.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
What are some physical
changes in males during
adolescence?
What are some physical
changes in females during
adolescence?
What are some social
changes facing adolescents
during puberty? Emotional
changes?
What is the driving force
behind these changes?
What are/is the male
reproductive glands?
Hormone? Reproductive cell?
What are/is the male
reproductive glands?
Hormones? Reproductive
cell?
PL-08-1.1.03
Students will explain how
physical, social, and
emotional changes (e.g.,
growth spurts, peer
influence, self-confidence,
mood swings) occur during
adolescence.
Why is teenage sexual
activity a risky choice?
What are 2 major benefits of
choosing abstinence?
What are some ways to say
NO to sex?
PL-08-1.1.05
Students will identify the
risks (e.g.,
STD’s unwanted
pregnancies, HIV/AIDS) to
being sexually active and
strategies for delaying
sexual activity (e.g., using
refusal skills, talking with
parents, doctors,
counselors).
Key Vocabulary
(e.g., growth spurts,
peer influence, selfconfidence, mood
swings)
PL-08-1.1.04
Students will explain basic
structures and function of
the reproductive system
and its impact on an
individual’s well-being.
Behavioral Choices Behavioral choices
risks (e.g.,
STD’s unwanted
pregnancies,
HIV/AIDS)
delaying sexual
activity (e.g., using
refusal skills, talking
with parents, doctors,
counselors).
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
and habits contribute
to the promotion of an
individual’s physical
health, the prevention
of illnesses and
diseases, and the
ability to remain
mentally and
emotionally healthy.
What is wellness?
What are the 4 parts of
health?
What are the components of
health-related fitness? How
are these components
assessed?
How can they be improved?
How are they relevant to total
health?
How does the FITT principle
relate to achievement &
maintenance of physical
wellness?
How does exercise benefit
social, mental, emotional, &
physical wellness?
What role does exercise play
in improving the performance
of various body systems (e.g.,
muscular, respiratory,
circulatory, etc.)?
PL-08-1.1.06
Students will explain how
Individual behavior
choices and habits
relating to diet, exercise,
rest, and other choices
(e.g., tobacco, alcohol,
illegal drugs) affect body
systems (e.g. circulatory,
respiratory, nervous,
digestive). DOK 2
Key Vocabulary
(protein,
carbohydrates, fats,
minerals, vitamins,
water)
healthy bodies (e.g.,
strong bones and
muscles, energy,
healthy organs).
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
What are ways that diseases
can be spread?
What are some
behaviors/ways to prevent the
spread of disease?
How are communicable &
non-communicable diseases
alike? Different?
PL-08-1.1.1.07
Students will explain
symptoms, causes,
patterns of transmission,
prevention and
treatments of
communicable (colds,
flu/influenza,
mononucleosis, hepatitis,
HIV/AIDS/STD,
tuberculosis) and noncommunicable diseases
(cancer, cardiovascular
disease, diabetes,
obesity, asthma,
emphysema). DOK 3
(colds, flu/influenza,
mononucleosis,
hepatitis,
HIV/AIDS/STD,
tuberculosis) and
non-communicable
diseases (cancer,
cardiovascular
disease, diabetes,
obesity, asthma,
emphysema)
http://www.altogether.com/technicalwriting/qualif
ied.htm
What are some physical
problems associated with
substance abuse? Social
problems? Emotional?
Why is it important to eat
healthfully?
How can eating disorders
harm the body?
Why is teenage sexual
activity a risky choice?
PL-08-1.1.08
Students will explain
risks associated with
unhealthy habits and
behaviors (e.g.,
substance use/abuse of
tobacco, alcohol,
inhalants, illegal drugs,
prescription drugs,
dietary habits/eating
What harmful effects do
alcohol, tobacco, & drugs
have on body systems?
Why is it important to eat
healthfully?
(e.g., substance use/abuse of tobacco, alcohol,
inhalants, illegal drugs, prescription drugs, dietary
habits/eating disorders, irregular exercise habits,
sexual activity)
Essential Questions
toward
Course Objectives
Why is it important to be
cooperative?
What should you do if you
suspect a friend has an eating
disorder?
What can you do to help a
friend deal with depression?
Anxiety?
What should you do if you
suspect a friend is
contemplating suicide?
What are some community
resources you could turn to
for help with an eating
disorder? Addiction?
Emotional Problems?
What school worker are
available for help?
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
GOAL SETTING
Why do I need to set
goals?
What types of things
should I consider and
write down when I set a
goal?
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
disorders, irregular
exercise habits, sexual
activity). DOK 2
PL-08-1.1.09
Students will explain
causes, symptoms, and
prevention of social (e.g.,
not getting along with
others, disagreeable,
being uncooperative)
mental, and emotional
problems (e.g.,
depression, anxiety,
eating disorders). DOK 2
(e.g. guidance counselors, drug counselors, parents,
teachers) (e.g. drug addiction, eating disorders)
PL-08-1.1.10
Students will describe
resources (e.g. guidance
counselors, drug
counselors, parents,
teachers) that are helpful
for individuals seeking
treatment or counseling for
negative behaviors or
addictions (e.g. drug
addiction, eating disorders).
PL-08-1.1. 11
Students will recommend
effective selfmanagement and coping
strategies (e.g., goalsetting, timemanagement, personal
(e.g., goal-setting,
time-management,
personal learning
styles and
preferences, and
decision-making)
GOAL SETTING

Students will interview 3 people to find out if they have set
goals in their life, if they would share some of those goals
for the student, and express what types of things they wish
they had set goals for. Student will compare and contrast
the feelings of those that set goals and the ones that didn’t.
(Builds self-esteem, feel more in control of their future,
Essential Questions
toward
Course Objectives
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How long should it take
to reach a goal?
What are my personal
and career goals?
Is it acceptable to change
a goal?
Kentucky
Core Content
Version 4.1
learning styles and
preferences, and
decision-making) for
maintaining mental and
emotional health. DOK 2
Key Vocabulary
Activities
and
Assessments
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TIME MANAGEMENT
What types of things do
you need to make time
for?
How do you fit
everything you need to
get done into your
schedule?
What types of things are
“time stealers”?
LEARNING STYLES
What are the different
types of learning styles?
What is my learning
style?
What careers fit my
learning style best?
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likely to achieve more in life)
Students will interpret what SMART goals mean –Specific,
Manageable, Attainable, Realistic, Time Oriented.
Students will make a list of 5 things they want to achieve,
buy, do. Teacher will compile the class list together.
Students will get in pairs and organize the list into shortterm, medium-term and long-term goals.
Student will set an academic goal, personal goal, financial
goal, health goal, and career goal for themselves using the
SMART acronym.
Student will examine at least one of another student’s
written goals and recommend how they might need to make
changes to the goal in terms of time and being attainable.
TIME MANAGEMENT
Students will get in pairs to make a list of activities they
need to make time for (school, homework, sports, TV,
eating, sleeping, etc)
Student will record a daily log for a week in 30 minute
increments of their activities during a 24 hour period.
Student will analyze the log to identify areas of wasted time
and make a plan to better utilize their time.
Students will explain the benefits of making a “to-do” list
each day, prioritizing tasks, avoiding procrastination,
reducing interruptions and focusing on one task at a time.
LEARNING STYLES

Students will be given a handout of Eight Styles of
Learning and make a preliminary selection of the one they
feel best describes them. They will pair up with someone
who has chosen the same style and write 3 sentences that
are true about the learning style and 2 sentences that are
false about the learning style based on the handout
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
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DECISION MAKING/
PROBLEM SOLVING
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

What are some of the
important decisions one
faces as a middle school
student?
How does one go about
solving a
problem/making a
decision without causing
more problems for
themselves?
How does one apply the
decision making process
to real life issues?
Will there be trade-offs
for some of the decisions
one has to make in life?
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information. When finished, students will play “Fact or
Fiction” with the class by having the other teams guess
which sentences are fact and which are fiction about their
learning style.
In the computer lab, students will access at least two
websites from a list provided by the teacher and take an
online Learning Styles assessment test to help them
determine their learning style.
Upon completion of the tests, and selection of their learning
style, students will make written observations from the
material given on the internet of 10 career areas that match
their learning style.
DECISION MAKING/PROBLEM SOLVING
Students will get in groups and brainstorm possible issues
they currently must deal with.
Students will list and interpret the 5 steps in the decision
making process.
Students will analyze a problem situation in their own life
and describe a possible solution to the problem using the
decision making steps.
Students will evaluate their answer to see if the trade-off
appears to lead to a better solution than their normal
response.
Teacher will give a quiz over the decision making steps
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Nutrition - Nutritious
foods are necessary
for growth,
development, and
maintenance of
healthy bodies.
What is a nutrient?
Which nutrients provide
energy?
What do carbohydrates do for
the body? Protein? Fat?
Minerals? Vitamins? Water?
How is proper nutrition
essential for growth?
PL-08-1.2.01
Students will explain how
nutrients (protein,
carbohydrates, fats,
minerals, vitamins, water)
are important for the
growth and development
of healthy bodies (e.g.,
strong bones and
muscles, energy, healthy
organs).
Why do I need to eat right?
What happens if I don’t eat
right?
What are some resources that
can provide information on
healthy eating habits?
How do I use these
resources?
PL-08-1.2.02 Students will
explain why key
recommendations made
in the Dietary Guidelines
for Americans contribute
to good health. DOK 2
Safety - Accidents are
a major cause of injury
and death to children
and adolescents.
Key Vocabulary
Activities
and
Assessments
(e.g., strong bones and muscles, energy, healthy
organs).
Essential Questions
toward
Course Objectives
What are some
positive and negative
consequences of
knowing what to do in
when your personal
safety is in danger?
Why is knowing basic
1st aid procedures
important?
Kentucky
Core Content
Version 4.1
PL-08-1.3.01
Students will explain how
health hazards (e.g.,
firearms, motorized
vehicles, all terrain
vehicles, personal water
craft, potentially
unsafe or threatening
situations) and safety
practices (e.g., walking in
opposite direction of
violence, staying calm in
dangerous situations,
wearing protective gear,
notifying appropriate
authority) may influence their
personal health.
PL-08-1.3.02 Students will
explain how basic firstaid procedures for
responding to a variety of
life-threatening
emergencies (e.g., falls,
drowning, choking,
bleeding, shock, poisons,
burns, temperaturerelated emergencies,
allergic reactions, broken
bones) can help reduce
the severity of injuries
and save lives. DOK 3
Key Vocabulary
Activities
and
Assessments
Students will understand the importance of:
Firearm safety
ATV/motor vehicle safety
Water safety
Conflict resolution
Protective gear
911
Safe places…
By use of speakers, videos, handouts, study
guides, discussion, etc.
(e.g.,firearms, motorized vehicles, all terrain vehicles,
personal water craft, potentially unsafe or threatening
situations)
practices (e.g., walking in opposite direction of violence,
staying calm in dangerous situations, wearing protective
gear, notifying appropriate authority)
District Health Nurse will provide 2-day training
on basic 1st aid in order to:
Test and certify students in Basic 1st Aid.
Students will have training on choking dummies.
http://web1.msue.msu.edu/msue/imp/mod02/01
500587.html
(e.g., falls, drowning, choking, bleeding, shock,
poisons, burns, temperature-related emergencies,
allergic reactions, broken bones)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Psychomotor Skills –
Development of
psychomotor skills
contributes to the
development of social
and cognitive skills.
How can students
improve the
mechanics of their
sport/game?
PL-08-2.1.0.1
Students will apply a
combination techniques of
locomotor and
nonlocomotor skills which
are necessary for the
improvement of transitional
motor skills (e.g., punting,
serving, dribbling):
 locomotor - moving
from one place to
another (e.g.,
running, skipping,
hopping)
 nonlocomotor –
Key Vocabulary
Activities
and
Assessments
Students will observe and critique techniques
used in sports/games throughout the 9 weeks in
order to improve performance.

(e.g., running, skipping, hopping)
(e.g., bending, stretching, twisting)
stationary (e.g.,
bending,
stretching,
twisting)
movements
PL-08-2.1.02
Students will analyze the
principles of motor skill
refinements (e.g., accuracy,
technique, movement).
refinements (e.g., accuracy, technique, movement).
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Fitness – Physical,
mental, emotional, and
social health is
strengthened by
regular involvement in
physical activities.
How do people benefit
physically, socially,
and
mentally/emotionally
from physical activity?
PL-08-2.2.01
Students will explain how
physical,
emotional/mental, and
social benefits result
from regular participation
in leisure,/recreational, or
competitive physical
activities:
 Physical benefits
(e.g., Weight
management,
muscular
strength,
muscular
endurance,
flexibility, cardiorespiratory/cardio
vascular
endurance,
control of body
movements,
stress reduction,
body
composition,
decreased resting
Key Vocabulary
Activities
and
Assessments
Brainstorm
Make lists
Catagorize
Place study guides in notebooks
Assessment: Students will create posters
advertising the different benefits of physical
activity.



(e.g., Weight management, muscular strength,
muscular endurance, flexibility, cardiorespiratory/cardiovascular endurance, control
of body movements, stress reduction, body
composition, decreased resting heart rate,
reduced cholesterol levels)
(e.g., Positive interactions with others, respect
for self and others, enjoyment, selfexpression, group interaction)
(e.g., Improved confidence, increased selfesteem, stress reduction, self-expression).
Essential Questions
toward
Course Objectives
What techniques can
an athlete use to
improve his/her
game?
Kentucky
Core Content
Version 4.1
heart rate,
reduced
cholesterol levels)
 Social benefits
(e.g., Positive
interactions with
others, respect
for self and
others,
enjoyment, selfexpression, group
interaction)
 Emotional/mental
benefits (e.g.,
Improved
confidence,
increased selfesteem, stress
reduction, selfexpression). DOK
2
PL-08-2.2.02
Students will recommend
and access techniques
(e.g., practice, lessons,
videos, drills, peer/teacher
review, self-evaluation) for
improving performance in
games and sports. DOK 2
Lifetime Physical
Wellness – Students
demonstrate
Key Vocabulary
Activities
and
Assessments
Students will use a variety of techniques
throughout the 9-weeks to assess performance
of themselves and their peers.
Assessment will be performance based.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
knowledge and skills
that promote physical
activity throughout
their lives.
Why is it important to
know and understand
the components of
Health-related fitness?
Why is it important to
follow the FITT
guidelines
PL-08-2.3.01
Students will explain the
components of fitness
(muscular strength,
muscular endurance,
flexibility, body
composition, cardiorespiratory endurance)
and how the FITT
Principle (Frequency,
Intensity, Type, Time) can
be used to maintain and
improve fitness. DOK 2
Key Vocabulary
(Frequency,
Intensity, Type,
Time)
Activities
and
Assessments
Students will:
Review the components of Health-related
fitness and place study guides in their
notebooks.
Be involved in a variety of activities
pertaining to muscular strength and endurance
using the Physical Best Curriculum.
Participate in a strength/weight training unit.
Review the basic muscles/muscle groups of
the body.
Demonstratea variety of exercises/warm-ups
specifically for flexibility.
Demonstrate the different types of stretching
techniques and which is appropriate for P.E.
classes.
Participate in a variety of activities pertaining
to cardio-respiratory fitness.
Assessment is written test.
Use pedometers.
Calculate RHR and THZ.
Compare and graph the intensity of different
activities on heart rate.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
Participate in circuit training activities.
Record height and weight for body
composition and Fitnessgram.
Figure BMI (body mass index).
Participate in activities that teach the benefits
of healthy body composition and and possible
risks associated with high percentage of fat.
Chart and understand the acronym FITT.
Review the 5 basic Training Principles and
their relationship to FITT.
Assessment is written test.
What are benefits of
having offensive and
defensive strategies?
PL-08-2.3.04
Students will describe how
offensive and defensive
strategies in games and
sports make them
interesting and enjoyable.
DOK 2
PL-08-2.3.05
Students will analyze the
value of rules of behavior
and fair play (e.g.,
accepting authoritative
decisions, assessing one’s
own performance level,
Participate in FITNESSGRAM fitness testing.
Visit computer lab to enter data for
FITNESSGRAM.
Students will
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
adapting skills and abilities
of others through verbal
and nonverbal actions for
spectators and/or
participants during games
and sports.
Consumer
Decisions/Advertisin
g – Accessing and
assessing consumer
information, comparing
and evaluating
products and services,
provides a basis for
making effective
consumer decisions.

What is the difference
between a want and a
need?
How do wants and needs
affect the way I plan a budget
and spend my money?
PL-08-3.1.01
Students will explain and
give examples of wants and
needs that influence
consumer decisions. DOK
2

PL-08-3.1.02
Students will explain
factors (e.g., brand name,
price, quality, features,
availability) to consider
when making consumer

What factors should I
consider before I make a
purchase?
Is a brand name always
better than a generic
brand?

(e.g., brand name,
price, quality,
features,
availability)
Teacher will do a powerpoint presentation and lead a
classroom discussion on a list of items that are wants and
ones that are needs.
 Students will classify a list of their own “wants” and
“needs” into categories and defend their list verbally if
called upon.
 Students will prioritize their list of wants and needs from
most important to least.
Students will construct a timeline for their wants.
 Students will track their spending for a week and categorize
the items into planned purchases and impulse purchases.
 Teacher led presentation on factors to consider when
making a purchase.
 Teacher will provide food samples of generic and name
brand products for students to taste test. Students will
Essential Questions
toward
Course Objectives
What other resources do I
have available to help me
make an informed decision?
Kentucky
Core Content
Version 4.1
Key Vocabulary
decisions and will
compare and evaluate
products and services
based on these factors.
DOK 3
Activities
and
Assessments




Who influences my
decisions on purchases?
 What purpose does
advertising serve in
society?
 What are some
advertising techniques
that manufacturers use to
get me to buy their
product?
Who can I contact if I believe
I have been treated
unfairly/misled in a
purchase?
PL-08-3.1.03
Students will describe
various factors that
influence consumer
decisions, peer pressure,
desire for status, and
advertising techniques
(facts and figures,
glittering generalities,
endorsement/testimonial,
bandwagon, snob appeal,
emotional appeal, free
gifts/rewards) and explain
why they are influential.
DOK 2
(facts and figures,
glittering
generalities,
endorsement/testim
onial, bandwagon,
snob appeal,
emotional appeal,
free gifts/rewards)

attempt to determine which is the name brand product and
show decision by use of voting cards ( product A or B).
Class will have a take home assignment to determine how
much money could be saved in a week, month, and year by
buying at least 10 generic products that are acceptable to
them and reporting how they would use the extra savings.
Students will select a product and use Consumer Digest
magazines to help them make an informed decision of
which brand is considered best.
Students will select two household appliances and
interview three people who own different brands of the
appliance to get that person’s opinion of why they do or
don’t like the particular appliance they own. Student will
then compare/contrast on a poster the advantages/disadvantages of one of the products
Student will construct a chart showing 5 items each that
they would purchase based on their parents suggestion,
friends suggestion, and TV/magazine advertisements.
 Teacher led discussion on purpose of advertising.
 Student will either record a videocassette representing
different types of TV ads, do a powerpoint presentation on
analyzing CD or book club memberships, or make a poster
of magazine ads/flyers demonstrating at least 4 techniques
used in advertising.

Guest speaker from the Ky. Attorney General’s Office
explaining current scams, bait and switch schemes, and
misleading ads that are costing people money.
Flyers from the Better Business Bureau
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Financial Literacy –
As consumers,
individuals need a
knowledge base for
making financial
decisions impacting
short and long term
goals throughout one’s
lifetime.
PL-08-3.2.01
Students will identify
financial management
practices and the
purposes of budgeting,
savings, banking services
(e.g., checking
and saving accounts,
debit/credit, certificate
of deposit) and general
types of
investments (stocks,
bonds, mutual funds)
and develop a short-tem
financial plan.
DOK 3
Community &
Environment –
People rely on and
evaluate the services
and resources
Key Vocabulary
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
provided through
private, public, and
non-profit agencies in
order to make effective
consumer decisions.

PL-08-3.3.04
Students will describe
consumer actions (reuse,
reduce, recycle) and
explain how these
actions impact the
environment (e.g.,
conserving resources,
reducing pollution,
reducing solid waste,
conserving energy). DOK
2
Why is it important for
me to take a pro-active
approach to recycling,
reducing and reusing
products?
 What are ways that I can
reuse, reduce and recycle
items?
How much impact can I
actually have on the
environment by being a good
environmentalist
PL-3.3.05
Students will identify
and explain the
importance of
resources and services
provided by community
agencies and how
these resources
benefit the overall
community:
Public Health Dept.
Fire Dept.
Key Vocabulary
Activities
and
Assessments

Textbook assignment and teacher led discussion on helping
the environment.
 Students will participate in computer lab internet activities
at the EPA website “Recycle City”
 Student may either compare/contrast EnergyGuide labels
for at least 3 different brands of appliances, compare the
life/cost of regular batteries vs rechargeable batteries, take a
blank calendar and entitle it a “Month’s Worth of Ways to
Help the Environment” with one entry on each day or get
teacher pre-approval for a project of their choice.
Students will bring to school each day for one week all the
aluminum used daily at home to be recycled.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Police Dept.
Family Resource
Center
Academic, Career
Planning, Transition
– Many factors need to
be considered when
selecting a career path
and preparing for
employment.
PL-08-4.1.01
Students will identify and
summarize why people
need to work (e.g., earn
money, contribute to
society, develop an identity
as a worker, enhance selfesteem) to meet basic
needs (food, clothing,
shelter) and for personal
satisfaction and enjoyment.
DOK 2.
PL-08-4.1.02
Students will identify and
explain how jobs and
career opportunities in each
of Kentucky’s) Career
Clusters (Agriculture, Arts &
Key Vocabulary
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
Humanities, Business &
Marketing,
Communications,
Construction, Education,
Health Science, Human
Services, Information
Technology, Manufacturing,
Public Services, Science &
Mathematics, Social
Sciences, Transportation)
vary within and among
communities and regions.
PL08-4.1.03
Students will describe
arrange of academic
skills acquired in school
(e.g. verbal, nonverbal
communication,
compute/technical,
mathematical, inquiry
skills) and explain how
these skills impact job
success and future
career opportunities.
PL-08-4.1.04
Students will describe
how Career Interest
Inventory, Learning
Styles Inventory, and
other formal
assessments, job fairs,
job shadowing, academic
(e.g. verbal, nonverbal communication,
compute/technical, mathematical, inquiry skills)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
experiences/grades,
hobbies are used in
determining individual
traits (e.g., interests,
abilities, learning styles)
and explain how
knowledge of such traits
is helpful in developing
career goals for an
Individual Learning Plan
(ILP) DOK 3
PL-08-4.1.05
Students will explain and
evaluate resources (e.g.,
Internet, newspapers,
magazines, family
members, counselors,
employers) and
experiences (e.g.,
shadowing, mentoring)
that can be used for
locating job and career
information.
PL-08-4.1.06
Students will explain and
give examples of how the
components of the
Individual Learning Plan
(ILP) can be used as tools
in career planning:
 Academic & career
assessments
 Career goals
Key Vocabulary
Activities
and
Assessments
(e.g., Internet, newspapers, magazines, family members,
counselors, employers)
experiences (e.g., shadowing, mentoring) that can be
used for locating job and career information)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1

Four year high
school plan
 Interest/hobbies
 School and
community
activities
 Work experiences
PL-08-4.1.07
Students will explain with
examples postsecondary
options (e.g., community
technical colleges, 4-year
colleges, military service)
used when developing
career goals that are
included in the Individual
Learning Plan (ILP)
Employability Skills –
Positive and negative
work habits/ethics
impact an individual’s
success in school and
workplace.
PL-08-4.2.01
Students will describe
individual work
habits/ethics (e.g.,
following directions,
problem-solving, time
management, respect,
self-discipline,
punctuality) and explain
Key Vocabulary
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
their importance in the
workplace. DOK 2
PL-08-4.2.02
Students will describe
team skills (e.g., goal
setting, listening,
following directions,
communicating,
questioning, problemsolving, dividing work)
and explain why they are
important in the
workplace. DOK 2
Communication/Tech
nology – Special
communication/technol
ogy skills are needed
for success in
schooling and in the
workplace.
PL-08-4.3.01
Students will explain how
jobs/careers (e.g., physical
therapist, meteorologist,
radio & television
broadcaster, web designer)
have been created as a
result of scientific and
technological
advancements. DOK 2
Key Vocabulary
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
PL-08-4.3.02
Students will explain the
purposes of technology
tools (e.g., multi-media,
Internet, digital camera,
teleconferencing,
debit/credit cards) and
analyze how these impact
productivity in homes,
schools, and jobs. DOK 3
PL-08-4.3.03
Students will identify and
explain skills used to
seek, obtain, maintain,
and change jobs/careers:
 Written
communication
(e.g., preparing
résumé, writing a
business letter)
 Nonverbal
communication
skills (e.g.,
making eye
contact, listening,
smiling, body
language, facial
expression,
posture, dress)
 Verbal skills (e.g.,
speaking, giving
responses,
Key Vocabulary
Activities
and
Assessments
(e.g., multi-media, Internet, digital camera,
teleconferencing, debit/credit cards)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1

expressing
appreciation,
questioning,
greeting)
Interview skills (e.g.,
friendly greeting,
maintain eye contact,
show enthusiasm
about the job,
respond positively
and honestly, plan
questions to ask,
listen carefully, thank
interviewer) DOK 2
Key Vocabulary
Activities
and
Assessments