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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 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 http://www.greattowait.com/index1.html http://members.tripod.com/abednet/teen_index.htm http://www.notmenotnow.org/welcome.cfm CONFLICT RESOLUTION 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 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 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? 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? 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 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 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? 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 DECISION MAKING/ PROBLEM SOLVING 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? 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