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Nutrition and Wellness WVEIS 0739 Within this course, students will examine nutrition in relationship to the maintenance and/or restoration of wellness. Components of this course include food composition, nutritonal guidelines, therapeutic diets, eating disorders, menu planning, and patient teaching. Students will utilize problem-solving techniques and participate in hands-on activities to develop an understanding of course concepts. Teachers will provide each student with real world learning opportunities and instruction related to healthcare. The West Virginia Standards for 21 st Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives. Students are encouraged to become active members of Health Occupations Students of America (HOSA), the Career and Technical Student Organization (CTSO) for health science education students. Grade 11-12 Standard: 1 HSE.S.NW.1 Health Science Education: Nutrition and Wellness Digestive System Students will demonstrate knowledge of structures and functions of the digestive system and accessory organs. Objectives Students will HSE.O.NW.1.1 examine the structure and functions of the digestive system. HSE.O.NW.1.2 distinguish the digestive and absorption processes. HSE.O.NW.1.3 relate the function of enzymes in digestion. HSE.O.NW.1.4 examine the roles of accessory organs in digestion. Performance Descriptors (HSE.PD.NW.1) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated application thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in the digestive standard in the digestive system. The standard in the digestive system. The system. The students name the structure students can incorporate knowledge of students can examine the structure and and functions of the digestive system; the structure and functions of the functions of the digestive system; explain the digestive and absorption digestive system with that of the distinguish the digestive and absorption processes; state the function of enzymes digestive and absorption processes; processes; relate the function of in digestion; and describe the roles of communicate the function of enzymes in enzymes in digestion; and examine the accessory organs in digestion. digestion; and evaluate the roles of roles of accessory organs in digestion. Performance needs further development accessory organs in digestion. The Application of knowledge and skills is and supervision. student can independently solve thorough and effective, and the student problems and is self-directed. can work independently. Standard: 2 Metabolism HSE.S.NW.2 Students will demonstrate an understanding of metabolism and the relationship between metabolism, nutrition, and activity. Objectives Students will HSE.O.NW.2.1 determine the process of metabolism and its role in the production of energy. HSE.O.NW.2.2 compare anabolism and catabolism. HSE.O.NW.2.3 interpret basal metabolic rate (BMR). HSE.O.NW.2.4 calculate BMR given the formula and client scenarios. HSE.O.NW.2.5 relate the factors that influence metabolic rate. Performance Descriptors (HSE.PD.NW.2) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated application thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in metabolism. standard in metabolism. The student standard in metabolism. The student can The student can define metabolism and can integrate knowledge of metabolism determine the process of metabolism and its role in the production of energy, and its role in the production of energy its role in the production of energy; anabolism and catabolism; define basal into overall knowledge concepts of compare anabolism and catabolism; metabolic rate (BMR); calculate BMR health; evaluate anabolism and interpret basal metabolic rate (BMR); given the formula and client scenarios; catabolism; formulate basal metabolic calculate BMR given the formula and and relate factors that influence rate (BMR), given the formula and client client scenarios; and relate factors that metabolic rate. Performance needs scenarios; incorporate factors that influence metabolic rate. Application of further development and supervision. influence metabolic rate and health. The knowledge and skills is thorough and student can independently solve effective, and the student can work problems and is self-directed. independently. Standard: 3 Basic Nutrition and Food Composition HSE.S.NW.3 Students will demonstrate knowledge of basic nutrition and food composition. Objectives Students will HSE.O.NW.3.1 examine nutrition including its relationship to physical well-being. HSE.O.NW.3.2 determine the essential nutrients including function and source. HSE.O.NW.3.3 examine the basic chemical composition of fat, carbohydrates, and protein. HSE.O.NW.3.4 examine the function and storage of carbohydrates. HSE.O.NW.3.5 determine how glucose is made available to the body. HSE.O.NW.3.6 compare simple and complex carbohydrates. HSE.O.NW.3.7 examine the three categories of lipids, including use and storage in the body. HSE.O.NW.3.8 compare saturated, monounsaturated, and polyunsaturated fats. HSE.O.NW.3.9 examine cholesterol, differentiating between cholesterol made by the body and dietary cholesterol. HSE.O.NW.3.10 evaluate the relationship between cholesterol and heart disease. HSE.O.NW.3.11 compare LDL and HDL, explaining their relationship to the risk of heart disease. HSE.O.NW.3.12 define amino acids. HSE.O.NW.3.13 examine the function and storage of protein. HSE.O.NW.3.14 correlate the significance between essential amino acids and complete protein. HSE.O.NW.3.15 define calorie and compare the caloric values of carbohydrates, fat, and protein. HSE.O.NW.3.16 calculate individual minimum caloric requirement, given the formula. HSE.O.NW.3.17 determine the function and source of vitamins and minerals in the body. HSE.O.NW.3.18 distinguish between water-soluble and fat-soluble vitamins. HSE.O.NW.3.19 evaluate the vitamin and mineral content of various foods. HSE.O.NW.3.20 relate vitamin and mineral deficiencies to the diseases that result. Performance Descriptors (HSE.PD.NW.3) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated thorough and effective application of knowledge and skills characterized by application of knowledge and skills that knowledge and skills that meet the errors and/or omissions in nutrition basics exceed the standard in nutrition basics standard in nutrition basics and food and food composition. The student can and food composition. The student composition. The student can examine define nutrition and its relationship to can interpret concepts of nutrition and nutrition and its relationship to physical physical well-being; list the essential its relationship to physical well-being; well-being; determine the essential nutrients including their function and differentiate the essential nutrients nutrients including their function and source; discuss the basic chemical including their function and source; source; examine the basic chemical composition of fat, carbohydrates, and evaluate the basic chemical composition of fat, carbohydrates, and protein; define carbohydrates including composition of fat, carbohydrates, and protein; examine the function and storage function and storage in the body; explain protein; incorporate knowledge of carbohydrates; determine how glucose is how glucose is made available to the body; carbohydrates, lipids, and proteins made available to the body; compare define simple and complex carbohydrates; including function and storage in the simple and complex carbohydrates; name the three categories of lipids, body and the caloric value of each into examine the three categories of lipids, including use and storage in the body; the assessment and planning of diets including use and storage in the body; define saturated, monounsaturated, and and therapeutic diets; assess how compare saturated, monounsaturated, polyunsaturated fats; define cholesterol, glucose is made available to the body; and polyunsaturated fats; examine understanding between cholesterol made compare and contrast simple and cholesterol, differentiating between by the body and dietary cholesterol; state complex carbohydrates; evaluate cholesterol made by the body and dietary the relationship between cholesterol and saturated, monounsaturated, and cholesterol; evaluate the relationship heart disease; define amino acids; define polyunsaturated fats; examine between cholesterol and heart disease; proteins, including use and storage in the cholesterol, differentiating between define amino acids; examine the function body; understand the significance between cholesterol made by the body and and storage of proteins; correlate the essential amino acids and complete dietary cholesterol; communicate the significance between essential amino protein; define calorie and state the caloric relationship between cholesterol and acids and complete protein; define value of carbohydrate, fat, and protein; heart disease; define amino acids; calorie and compare the caloric values of calculate individual minimum caloric assess the significance between carbohydrate, fat, and protein; calculate requirement, given the formula; determine essential amino acids and complete individual minimum caloric requirement, the function and source of vitamins and protein; define calorie; calculate given the formula; determine the function minerals in the body; define water-soluble individual minimum caloric and source of vitamins and minerals in and fat-soluble vitamins; look up the requirement, given the formula; the body; distinguish between watervitamin and mineral content of selected determine the function and source of soluble and fat-soluble vitamins; evaluate foods; and name vitamin and mineral vitamins and minerals in the body; the vitamin and mineral content of deficiencies to the diseases that result. evaluate water-soluble and fat-soluble selected foods; and relate vitamin and Performance needs further development vitamins and the vitamin and mineral mineral deficiencies to the diseases that and supervision. content of selected foods; and compile result. Application of knowledge and information on vitamin and mineral skills is thorough and effective, and the deficiencies that result in diseases. student can work independently. The student can independently solve problems and is self-directed. Standard: 4 Nutrition Guidelines HSE.S.NW.4 Students will apply nutritional guidelines in order to promote and preserve good health. Objectives Students will HSE.O.NW.4.1 examine the USDA’s Food Guide and DASH Eating Plan. HSE.O.NW.4.2 interpret food intake recommendation tables and Dietary Reference Intakes (DRI) tables. HSE.O.NW.4.3 use food intake recommendation tables to create a balanced eating plan for selected client scenarios. HSE.O.NW.4.4 determine nutritional requirements throughout various stages of life. HSE.O.NW.4.6 relate the effects of culture and religion on nutrition. Performance Descriptors (HSE.PD.NW.4) Above Mastery Mastery Partial Mastery The student demonstrates exceptional and The student demonstrates competent and The student demonstrates basic but exemplary performance with distinctive proficient performance and shows a inconsistent performance of and sophisticated application of thorough and effective application of fundamental knowledge and skills knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in Nutrition Guidelines. The standard in Nutrition Guidelines. The omissions in Nutrition Guidelines. The student can incorporate the USDA’s Food student can examine the USDA’s Food student can identify the USDA’s Food Guide and DASH Eating Plan, food intake Guide and DASH Eating Plan; interpret Guide and DASH Eating Plan; read recommendation tables and Dietary food intake recommendation tables and food intake recommendation tables Reference Intakes (DRI) tables to create a Dietary Reference Intakes (DRI) tables; and Dietary Reference Intakes (DRI) balanced eating plan given client use food intake recommendation tables to tables; with assistance, use food scenarios; compare and contrast create a balanced eating plan for selected intake recommendation tables to nutritional requirements throughout client scenarios; determine nutritional create a balanced eating plan for various stages of life; communicate the requirements throughout various stages of selected client scenarios; identify effects of culture and religion on nutrition. life; and relate the effects of culture and nutritional requirements throughout The student can do a twenty-four hour religion on nutrition. Application of various stages of life; and describe the recall and dietary analysis. The student knowledge and skills is thorough and effects of culture and religion on can independently solve problems and is effective, and the student can work nutrition. Performance needs further self-directed. independently. development and supervision. Standard: 5 Regular Diet HSE.S.NW.5 Students will plan menus based on the USDA’s nutritional and caloric recommendations. Objectives Students will HSE.O.NW.5.1 create a sample menu for a regular diet based on nutritional guidelines and caloric requirements. HSE.O.NW.5.2 calculate the caloric value of the sample menu. HSE.O.NW.5.3 calculate the nutritional value of the sample menu. HSE.O.NW.5.4 analyze the information on food labels. HSE.O.NW.5.5 use information on food labels to analyze meal plans. Performance Descriptors (HSE.PD.NW.5) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated application thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in regular diet. standard in regular diet. The student can standard in regular diet. The student can The student can describe a sample menu construct a sample menu on a regular prepare a sample menu for a regular diet for a regular diet and recognize the diet computing the caloric and nutritional computing the caloric and nutritional caloric and nutritional value; recall the value; compare and contrast the value; analyze the information on food information found on food labels; and information on food labels; and labels; and use information on food understand how to use food labels to incorporate the information on food labels to analyze meal plans. Application analyze meal plans. Performance needs labels to analyze meal plans. The of knowledge and skills is thorough and further development and supervision student can independently solve effective, and the student can work problems and is self-directed. independently. Standard: 6 Therapeutic Diets HSE.S.NW.6 Students will understand therapeutic diets in relationship to the physiology and pathology of the body. Objectives Students will HSE.O.NW.6.1 examine diet therapy. HSE.O.NW.6.2 demonstrate the similarities and differences in a therapeutic diet and a balanced eating plan. HSE.O.NW.6.3 determine common therapeutic diets and the rationale for use. HSE.O.NW.6.4 differentiate between food allergies and food sensitivities. Performance Descriptors (HSE.PD.NW.6) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated application thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in therapeutic standard in therapeutic diets. The standard in therapeutic diets. The diets. The student can define diet student can incorporate knowledge of student can examine diet therapy; therapy; state the similarities and diet therapy and a comparison of a demonstrate the similarities and differences in a therapeutic diet and a therapeutic diet and a balanced eating differences in a therapeutic diet and a balanced eating plan; match common plan, with that of determining common balanced eating plan; determine common therapeutic diets and their rationale for therapeutic diets and their rational for therapeutic diets and the rationale for use; and explain the difference between use; and compare and contrast between use; and differentiate between food food allergies and food sensitivities. food allergies and food sensitivities. allergies and food sensitivities. Performance needs further development The student can independently solve Application of knowledge and skills is and supervision. problems and is self-directed. thorough and effective, and the student can work independently. Standard: 7 Eating Disorders HSE.S.NW.7 Students will describe eating disorders and the appropriate dietary plan for each. Objectives Students will HSE.O.NW.7.1 examine types of eating disorders and compare their symptoms. HSE.O.NW.7.2 assess the factors that contribute to eating disorders. HSE.O.NW.7.3 compare the methods of treatment for eating disorders. HSE.O.NW.7.4 create a dietary plan for a patient with an eating disorder. Performance Descriptors (HSE.PD.NW.7) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated application thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in eating standard in eating disorders. The standard in eating disorders. The disorders. The student can describe student can integrate knowledge of student can examine types of eating types of eating disorders and their eating disorders including types, disorders and compare their symptoms; symptoms; list the factors that contribute symptoms, contributing factors, and asses the factors that contribute to eating to eating disorders; identify the methods methods of treatment in order to disorders; compare the methods of of treatment for eating disorders; and effectively create and implement a treatment for eating disorders; and create with assistance, create a dietary plan for dietary plan for a patient with an eating a dietary plan for a patient with an eating a patient with an eating disorder. disorder. The student can independently disorder. Application of knowledge and Performance needs further development solve problems and is self-directed. skills is thorough and effective, and the and supervision. student can work independently. Standard: 8 Patient Teaching HSE.S.NW.8 Students will demonstrate knowledge and skills in the development of a teaching plan that addresses the nutritional needs of an individual. Objectives Students will HSE.O.NW.8.1 examine the healthcare professional’s role in patient teaching regarding nutrition. HSE.O.NW.8.2 develop the communication skills necessary for effective patient teaching. HSE.O.NW.8.3 determine a nutritional teaching plan based on USDA’s dietary guidelines. HSE.O.NW.8.4 analyze the factors that influence patient compliance. HSE.O.NW.8.5 create a patient teaching plan for selected therapeutic diets. Performance Descriptors (HSE.PD.NW.8) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated application thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in patient standard in patient teaching. The standard in patient teaching. The teaching. The student can discuss the student can model the healthcare student can examine the healthcare healthcare professional’s role in patient professional’s role by creating and professional’s role in patient teaching teaching regarding nutrition; list the implementing an instructional teaching plan, based on USDA’s dietary guidelines, for patients on therapeutic diets. The student can make conclusions regarding compliance and modify a patient teaching plan as necessary. The student can independently solve problems and is self-directed. regarding nutrition; develop the communication skills necessary for effective patient teaching; determine a nutritional teaching plan based on USDA’s dietary guidelines; analyze the factors that influence patient compliance; and create a patient teaching plan for selected therapeutic diets. Application of knowledge and skills is thorough and effective, and the student can work independently. communication skills necessary for effective patient teaching; with assistance, write a nutritional teaching plan based on USDA’s dietary guidelines; state the factors that influence patient compliance; and create a patient teaching plan for selected therapeutic diets. Performance needs further development and supervision Standard: 9 Technology HSE.S.NW.9 Students will apply knowledge of computers and their use within the classroom and healthcare system. Objectives Students will HSE.O.NW.9.1 implement the use of software and hardware. HSE.O.NW.9.2 utilize the Internet as a resource/research tool. Performance Descriptors (HSE.PD.NW.9) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated application thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in technology. standard in technology. The student standard in technology. The student can The student can use software and integrates the use of software and implement the use of software and hardware to master standards within this hardware to master standards within this hardware to master standards within this course and uses the Internet as a course and interpret data and utilize the course and the healthcare system and resource/ research tool. Performance Internet as a resource/research tool. utilize the Internet as a resource/ needs further development and The student can independently solve research tool. Application of knowledge supervision. problems and is self-directed. and skills is thorough and effective, and the student can work independently. Standard: 10 Career and Technical Student Organization HSE.S.NW.10 Students will participate in the local chapter of the Career and Technical Student Organization (CTSO). Objectives Students will HSE.O.NW.10.1 participate in the local chapter of the appropriate Career and Technical Student Organization (CTSO). HSE.O.NW.10.2 use parliamentary procedures in chapter meetings. HSE.O.NW.10.3 demonstrate team membership/leadership and problem solving skills. HSE.O.NW.10.4 participate in local, state or national projects impacting healthcare and healthcare education. Performance Descriptors (HSE.PD.NW.10) Above Mastery Mastery Partial Mastery The student demonstrates exceptional and The student demonstrates competent The student demonstrates basic but exemplary performance with distinctive and proficient performance and shows a inconsistent performance of fundamental and sophisticated application of knowledge thorough and effective application of knowledge and skills characterized by and skills that exceed the standard in knowledge and skills that meet the errors and/or omissions in career and career and technical student organization. standard in career and technical student technical student organization. The The student correlates participation in the organization. The student participates in student participates in the local chapter local chapter of the CTSO to classroom the local chapter of the CTSO; uses of the CTSO; discusses the use of instruction; integrates parliamentary parliamentary procedure in parliamentary procedure in procedure in organizational meetings; organizational meetings; demonstrates organizational meetings; understands models team membership skills, such as team membership skills, such as team membership skills, such as cooperation and leadership; and cooperation and leadership; and cooperation and leadership; and collaborate in local, state, and national participates in local, state, and national identifies local, state, and national healthcare and education projects. The healthcare and education projects. healthcare and education projects. student can independently solve problems Application of knowledge and skills is Performance needs further development and is self-directed. thorough and effective, and the student and supervision. can work independently. Standard: 11 Literacy and Numeracy HSE.S.NW.11 Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems associated with their career/technical content area and improve their thinking and reasoning skills. Objectives Students will HSE.O.NW.11.1 utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects. HSE.O.NW.11.2 demonstrate writing skills required to complete career/technical assignments and projects. HSE.O.NW.11.3 demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects. HSE.O.NW.11.4 analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects. Performance Descriptors (HSE.PD.NW.11) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows inconsistent performance of fundamental distinctive and sophisticated application of knowledge and skills that exceed the standard in literacy and numeracy. The student chooses a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects; performs writing skills required to complete career/technical assignments and projects; communicates accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects; and evaluates tables, charts, graphs and multiple data sources to complete career/technical assignments and projects. The student can independently solve problems and is self-directed. Standard: 12 HSE.S.NW.12 Objectives HSE.O.NW.12.1 HSE.O.NW.12.2 HSE.O.NW.12.3 HSE.O.NW.12.4 HSE.O.NW.12.5 a thorough and effective application of knowledge and skills characterized by knowledge and skills that meet the errors and/or omissions in literacy and standard in literacy and numeracy. The numeracy. The student selects a variety student utilizes a variety of technical of technical sources (e.g., Internet, sources (e.g., Internet, manuals, manuals, journals, directions, reports, journals, directions, reports, etc.) to etc.) to complete career/technical complete career/technical assignments assignments and projects; reproduces and projects; demonstrates writing writing skills required to complete skills required to complete career/technical assignments and career/technical assignments and projects; illustrates accuracy in calculating projects; demonstrates accuracy in and measuring graphical work required to calculating and measuring graphical complete career/technical assignments work required to complete and projects; and explains tables, charts, career/technical assignments and graphs and multiple data sources to projects; and analyzes tables, charts, complete career/technical assignments graphs and multiple data sources to and projects. Performance needs further complete career/technical assignments development and supervision. and projects. Application of knowledge and skills is thorough and effective and the student can work independently. st 21 Century Learning Skills Students will access and manipulate information for use in oral, written, or multimedia format using appropriate technology skills. apply sound reasoning processes to solve complex real-world problems and develop new ideas. exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a group member. Students will search online using a range of technology tools and media to access relevant information needed for problem solving. create information for oral, written, and multimedia communications, adhering to copyright laws. engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to independently solve problems. adapt to new situations by considering multiple perspectives and a commitment to continued learning. exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community. HSE.O.NW.12.6 model legal and ethical behaviors in the use of technology. Performance Descriptors (HSE.PD.NW.12) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows inconsistent performance of fundamental distinctive and sophisticated application of a thorough and effective application of knowledge and skills characterized by knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in 21st century st st standard in 21 century learning skills. standard in 21 century learning skills. learning skills. The student explains online The student assesses online technology The student searches online using a technology tools and media to access tools and media to access relevant range of technology tools and media to relevant information needed for problem information needed for problem solving; access relevant information needed for solving; identifies information for oral, critiques information for oral, written, and problem solving; creates information for written, and multimedia communications, multimedia communications, adhering to oral, written, and multimedia adhering to copyright laws; discusses copyright laws; integrates problem solving communications, adhering to copyright problem solving and critical thinking and critical thinking processes to create laws; engages in problem solving and processes to create and evaluate complex and evaluate complex strategies in order critical thinking processes to create and strategies in order to independently solve to independently solve problems; evaluate complex strategies in order to problems; discusses new situations by interprets new situations by considering independently solve problems; adapts considering multiple perspectives and a multiple perspectives and a commitment to new situations by considering commitment to continued learning; to continued learning; incorporates ethical multiple perspectives and a reviews ethical behavior and positive behavior and positive leadership while commitment to continued learning; leadership while working collaboratively in working collaboratively in the school exhibits ethical behavior and positive the school and/or community; and and/or community; and reinforces legal leadership while working collaboratively describes legal and ethical behaviors in and ethical behaviors in the use of in the school and/or community; and the use of technology. Performance technology. The student can models legal and ethical behaviors in needs further development and independently solve problems and is self- the use of technology. Application of supervision. directed. knowledge and skills is thorough and effective and the student can work independently. Standard: 13 Entrepreneurship Skills HSE.S.NW.13 Students will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial performance. Objectives Students will HSE.O.NW.13.1 assess global trends in entrepreneurship that are related to their career/technical program. HSE.O.NW.13.2 determine entrepreneurial opportunities in venture creation related to their career/technical program. HSE.O.NW.13.3 examine desirable entrepreneurial personality traits. Performance Descriptors (HSE.PD.NW.13) Above Mastery Mastery The student demonstrates exceptional The student demonstrates competent and exemplary performance with and proficient performance and shows distinctive and sophisticated application a thorough and effective application of of knowledge and skills that exceed the knowledge and skills that meet the standard in entrepreneurship skills. The standard in entrepreneurship skills. The student critiques global trends in student assesses global trends in entrepreneurship that are related to their entrepreneurship that are related to career/technical program; evaluates their career/technical program; entrepreneurial opportunities in venture determines entrepreneurial creation related to their career/technical opportunities in venture creation related program; and assesses desirable to their career/technical program; and entrepreneurial personality traits. The examines desirable entrepreneurial student can independently solve personality traits. Application of problems and is self-directed. knowledge and skills is thorough and effective and the student can work independently. Partial Mastery The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in entrepreneurship skills. The student lists global trends in entrepreneurship that are related to their career/technical program; describes entrepreneurial opportunities in venture creation related to their career/technical program; and identifies desirable entrepreneurial personality traits. Performance needs further development and supervision.