DOCUMENT RESUME ED 400 435 CE 072 793 TITLE INSTITUTION ... · Students will demonstrate mastery of...

DOCUMENT RESUME

ED 400 435 CE 072 793

TITLE Learning Standards for Career Development andOccupational Studies. Revised Edition.

INSTITUTION New York State Education Dept., Albany.PUB DATE Jul 96NOTE 103p.

PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Career Development; 'Career Education; Competence;

Elementary Secondary Education; Employment Potential;*Evaluation Criteria; *Integrated Curriculum; JobSkills; Learning Activities; Mastery Learning;*Specifications; *Standards; Vocational Education

IDENTIFIERS New York

ABSTRACTThis document contains four learning standards for

career development and occupational studies at three levels:elementary, intermediate, and commencement. The first sectionconsists of these four standards: (1) career development, (2)integrated learning, (3a) universal foundation skills, and (3b)career majors. The format for displaying the standards includes the

following: key ideas regarding the standard; performance indicatorsdescribing expectations for students and designated for one of thethree levels; and sample tasks suggesting evidence of progress towardthe standard at a given level. Selected sample tasks are followed byan asterisk indicating their appropriateness for inclusion in a

student's career plan. The second section provides samples of studentwork that are intended to begin the process of articulating theperformance standards at each level of achievement. Each sampleindicates level, context, performance indicators, and commentary.(YLB)

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U 3 DEPARTMENT OF EDUCATIONOffice Educational Research and Improvement

ED CAT1ONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating

O Minor changes have been made to improvereproduction quality

Ppma of yew or °pelmets stated en this Occu-mern do not necessarily represent official0E111 position or policy

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Learning Standards for

Career Development andOccupational Studies

Revised EditionJuly 1996

THE UNIVERSITY OF THE STATE OF NEW YORKRegents of The University

Carl T. Hayden, Chancellor, A.B., J.D ElmiraLouise P. Matteoni, Vice Chancellor, B.A., MA., Ph.D. BaysideJorge L. Batista, BA., J.D BronxJ. Edward Meyer, BA., LL.B. ChappaquaR. Carlos Carballada, Chancellor Emeritus, B.S RochesterNorma Gluck, BA., M.S.W New YorkAdelaide L. Sanford, BA., MA., P.D. HollisWalter Cooper, BA., Ph.D RochesterDiane O'Neill McGivern, B.S.N., MA., Ph.D Staten IslandSaul B. Cohen, BA., MA., Ph. D New RochelleJames C. Dawson, A.A., BA., M.S., Ph.D PeruRobert M. Bennett, BA., M.S. TonawandaRobert M. Johnson, B.S., J.D. Lloyd HarborPeter M. Pryor, BA., LL.B., J.D., LL.D. AlbanyAnthony S. Bottar, BA., J.D SyracuseMerryl IL Tisch, BA., M.A. New York

President of The University and Commissioner of EducationRICHARD P. Alms

Executive Deputy Commissioner of EducationTHOMAS E. SHELDON

Deputy Commissioner for Elementary Middle, Secondary, and ContinuingEducation

JAMES A. KADAmus

Assistant Commissioner for Curriculum, Instruction, Assessment, and InnovationEDWARD T. LALOR

Coordinator of Curriculum and InstructionROSEANNE DEFABIO

Acting Assistant Commissioner for Workforce Preparation and Continuing EducationJEAN C. STEVENS

Team Leader for Occupational Education Testing, Curriculum and TrainingROBERT A. JAFFARIAN

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability,marital status, veteran status, national origin, race, gender or sexual orientation in its educational programs,services and activities. Portions of this publication can be made available in a variety of formats, includingbraille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimination shouldbe directed to the Department's Office for Diversity, Ethics, and Access, Room 152, Education Building,Albany, NY 12234.

CONTENTS

Acknowledgments ivIntroduction v

LEARNING STANDARDS FOR CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES 1

SAMPLES OF STUDENT WORK RELATED TO THE STANDARDS 47

5 iii

A SAS. Ilk

Many contributors to this document are recognized in the Preliminary Draft Framework for Career Development

and Occupational Studies. We are also grateful to the many teachers from throughout New York State who con-

tributed performance tasks and samples of student work for possible inclusion in this revised edition. Listed below

are the names of those educators who submitted or reviewed the materials that appear in this document.

Contributors

Mary Grace BelfiDonald BurnsJohn CaminitiJohn CareyLinda Charlesworth-BurchDeborah FletcherRichard HeimBetty JarvisKeith Jos linWerner KnoppCarol Ann LawrenceBarbara LentsLinda LynchJames MilesJean PascarellaPatricia PloetzRosemarie PosillicoKristen PrunoskeLorraine RobertsLinda RudnickDawn ScagnelliLinda SciotaWilliam StowellMaryellen SymerLinda Ulrich-HagnerJoanne UrgeseRonald WhitneyNancy Zuglan

iv

New York City Public SchoolsBroome-Delaware-Tioga BOCESBroome-Delaware-Tioga BOCESNassau BOCESOswego BOCESCobleskill-Richmondville CSDNorth Colonie CSDRotterdam-Mohonasen CSDOneida - Herkimer - Madison BOCESWashington-Saratoga-Warren-Hamilton-Essex BOCESRotterdam-Mohonasen CSDOnondaga-Cortland-Madison BOCESEast Meadow UFSDPittsford CSDSalamanca City SDCuba-Rushford CSDNorth Colonie CSDRochester City SDPoughkeepsie City SDAlbany City SDScotia-Glenville CSDAlbany City SDSouth Jefferson CSDBurnt Hills-Ballston Lake CSDKenmore-Ibnawanda UFSDShoreham-Wading River CSDSt. Lawrence-Lewis BOCESRavena-Coeymans-Selkirk CSD

Many of the competency areas and/or performance indicators contained in

the Career Major sections have been adapted from National Skill Standards

Projects.

Introduction

This revised edition of the Learning Standards for. Career Development and Occupational Studies incorporateschanges to the content standards and performance indicators based on extensive review by the public. It shouldbe considered a working document; as educational practice evolves, these standards will continually be revised.

In this document, the format for displaying the standards includes the following:key ideas regarding the standard are preceded by a number

O performance indicators describing expectations for students are preceded by a bullet () and have beendesignated as:

elementary, intermediate, and commencement levels for Career Development, Integrated Learning, andUniversal Foundation Skills indicating a K-12 deliverycore, specialized, and experiential levels for career majors indicating a 9-12 delivery

O sample tasks suggesting evidence of progress toward the standard at a given level are preceded by atriangle (A)

CI select sample tasks are followed by an asterik (*) indicating their appropriateness for inclusion in a stu-dent's career plan.

New in this edition are samples of student work, along with teachers' comments on the work. The examples areintended to provide some ideas of tasks that support attainment of the performance standards. They are not mod-els of excellence. Rather, they represent various levels of acceptable work. It is important to remember that theseare just suggestions of ways that students can demonstrate progress toward achieving the standards.

The State Education Department will continue to collect and publish samples of student work. As teachersbecome more familiar with the standards and students become more proficient in meeting them, the level of theperformance standards and content standards will continue to rise.

The Board of Regents recognizes the diversity of students in New York State, including students with disabili-ties, students with limited English proficiency, gifted students, and educationally disadvantaged students, andhas made a strong commitment to integrating the education of all students into the total school program. Thestandards in the framework apply to all students, regardless of their experiential background, capabilities, devel-opmental and learning differences, interests, or ambitions. A classroom typically includes students with a widerange of abilities who may pursue multiple pathways to learn effectively, participate meaningfully, and worktoward attaining the curricular standards. Students with diverse learning needs may need accommodations oradaptations of instructional strategies and materials to enhance their learning and/or adjust for their learningcapabilities.

Learning standards for career development and occupational studies serve a multifaceted role.

The content standards, performance indicators, and sample tasks identified in this document areintended to provide students with:

knowledge and skills that will provide a solid base for transition from school, including postsecondarystudy, to the workplaceknowledge and skills that will help prepare them for a workplace being changed by technology and thechallenges of a global economyauthentic, action-oriented activities that will raise achievement of academics through practicalapplications of theoretical knowledgeexposure to career options through exploration and planning, and exposure to industry-specific techni-cal skills for those who intensify their study in career majorsa career plan, beginning at the elementary level, that will add focus and direction to their experiencesas they progress through middle and secondary education.

Learning Standards forCareer Development and

Occupational Studies at Three Levels

Standard 1: Career DevelopmentStudents will be knowledgeable about the world of work, explore career options, and relatepersonal skills, aptitudes, and abilities to future career decisions.

Standard 2: Integrated LearningStudents will demonstrate how academic knowledge and skills are applied in the workplace andother settings.

Standard 3a: Universal Foundation SkillsStudents will demonstrate mastery of the foundation skills and competencies essential for suc-cess in the workplace.

and

Standard 3b: Career MajorsStudents who choose a career major will acquire the career-specific technical knowledge/skillsnecessary to progress toward gainful employment, career advancement, and success in postsec-ondary programs.

CAREER PLAN as prescribed in these learning standards is intended to promote exploration andresearch into broad career areas of interest to individual students. Basic principles of career plan-ning such as decision-making, self-evaluation, and goal setting have been integrated within thesample tasks. It is not the intent of these learning standards to limit options or narrowly define theeducational preparation of students.

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Standard 1 Career Development

1. Students will learn about the changing nature of theworkplace, the value of work to society, and theconnection of work to the achievement of personalgoals.

Students:begin a career plan that would assist in the transitionfrom school to eventual entry into a career optiondemonstrate an awareness of their interests, aptitudes,and abilitiesknow the value of work to the individual and society in

generaldescribe the changing nature of the workplace broughtabout by global competition and technologyexplore their preferences for working with people,information, and/or thingsdemonstrate understanding of the relationship ofdecision making to the attainment of future goalsdescribe the changing roles of men and women at home

and in the workplace.

This is euident, for example, when students:

A classify hobbies, favorite school subjects, interests, and specialtalents with their relationship to working with people,

information, or things*identify favorite school subjects and special talents and relate

them to specific occupations*explain reasons why people work, describe different occupations

in their community, including those in public service, and howthese occupations benefit others (e.g., firefighter, police officer,

pharmacist, attorney, teacher)identify long-range personal goals and relate their attainment to

successful employment'identify common skills that would be important for success in

the workplace and relate them to personal strengths and areas

in need of improvement'describe nontraditional career options and provide examples of

how the roles of men and women are changing in the home,

workplace, and community (e.g., women in law enforcement and

men in nursing)explain how global competition and technology have changed

three specific occupationsrelate the negative impact of unemployment to the health of the

individual and the economy in general.

Key ideas are identified by numbers (1).Performance indicators are identified by bullets ().

Sample tasks are identified by triangles (A).Sample tasks appropriate for inclusion in a student's career plan are

followed by (*).

2

,


Students:continue development of a career plan that would assist inthe transition from school to eventual entry into a careeroption of their choosingdemonstrate an understanding ofthe relationship amongpersonal interests, skills and abilities, and careerresearchunderstand the relationship ofpersonal interests, skills,and abilities to successful employmentdemonstrate an understanding of the relationshipbetween the changing nature of work and educationalrequirementsunderstand the relationship of personal choices to future

career decisions.

This is euident, for example, when students:

identify characteristics and educational requirements of three

career options, includingthose considered nontraditional*reassess personal interestsand abilities and match them to career

options*contrast the advantages and disadvantages of working for

someone else with owning a businessreevaluate long-range personal goals, including employmentpriorities such as salary, working conditions, and status*

A explain the importance of punctuality, dependability, integrity,and getting along with others for success in a work environment

A work cooperatively in group situations and analyze theimportance of using collective abilities in achieving group goals

and objectives*explain through example how work can influence an individual's

life style.

STANDARD 1

Students will be knowledgeable about the world of work, explore career options,and relate personal skills, aptitudes, and abilities to future career decisions.

Commencement


Students:complete the development of a career plan that wouldpermit eventual entry into a career option of theirchoosingapply decision-making skills in the selection of a careeroption of strong personal interestanalyze skills and abilities required in a career optionand relate them to their own skills and abilities.

This is evident, for example, when students:reevaluate long-range personal goals and match them to acareer option'prepare a personal balance sheet showing an inventory ofacquired skills, qualities, and experiences needed for successfulemployment in a career option'prepare a research paper that contains:-details of three specific jobs within the career option-the education and/or training level and qualifications

necessary for entry-level/career-sustaining employment-the number of job openings in the career option-list of three postsecondary programs offering advanced

study/training in the career option-entrepreneurial posaibilities

develop resumes and letters of application and demonstrateeffective interviewing techniques that could be used to gainentry into a career option'design a personal school-to-work plan containing specificsteps/activities toward attainment of a career goal'

STANDARD 1

1 03

Standard 2 Integrated Learning

Elementary intermediate

1. Integrated learning encourages students to useessential academic concepts, facts, and procedures inapplications related to life skills and the world ofwork. This approach allows students to see theusefulness of the concepts that they are being asked tolearn and to understand their potential application inthe world of work.

Students:identify academic knowledge and skills that are requiredin specific occupationsdemonstrate the difference between the knowledge of askill and the ability to use the skillsolve problems that call for applying academicknowledge and skills.

This is evident, for example, when students:describe jobs in the local community; list academic knowledgeand technical skills needed to perform a specific job, and make adiorama showing a person engaged in work*retell a story about how a school cafeteria employee usesmathematical and English language arts skills on the jobinterview a person from the community in an occupation ofinterest and describe for the class how the competencies theyare learning in school (mathematics, science, health, Englishlanguage arts) are used in the selected occupationintegrate mathematical/science concepts to plan and design agarden, basketball court, or fish pond

A describe jobs in the local community, list academic knowledgeand technical skills needed to perform a specific job, and make adiorama showing a person engaged in workapply mathematical skills to purchase items from a grocerystore, compare prices, total their purchases, and count changeexplain why being able to tell time is important to an airlinepilot, a football referee, or a teacherparticipate in a show-and-tell exercise to inform theirclassmates how reading, writing, speaking, and mathematicsare used by a poet, musician, nurse, clown, or police officerselect four samples of their work (completed hands-on projectsdepicting various occupations) and describe the academicknowledge and technical skills needed for those particular jobs.'


Sample tasks are identified by triangles (A).Sample tasks appropriate for inclusion in a student's career plan are

followed by (').

4

1. Integrated learning encourages students to useessential academic concepts, facts, and procedures inapplications related to life skills and the world ofwork. This approach allows students to see theusefulness of the concepts that they are being asked tolearn and to understand their potential, application inthe world of work.

Students:apply academic knowledge and skills using an interdisci-plinary approach to demonstrate the relevance of howthese skills are applied in work-related situations inlocal, state, national, and international communitiessolve problems that call for applying academicknowledge and skillsuse academic knowledge and skills in an occupationalcontext, and demonstrate the application of these skillsby using a variety of communication techniques (e.g.,sign language, pictures, videos, reports, and technology).

This is evident, for example, when students:match an inventory of academic knowledge and technical skillsto specific careers in which they would be usefulprepare job descriptions with emphasis on language arts andmathematic requirementswork in teams to complete a promotional campaign, applyingthe principles of various disciplines (e.g., art, music, languagearts and languages other than English) to sell products on anational level'attend a school or community theater production and theninterview the director, cast, and stage crew, and prepare apresentation illustrating academic knowledge and technicalskills applied in various theater careers"complete a project that demonstrates how two or more academicdisciplines are applied to implement news media presentationsprepare a report based on a shadowing experience, describingthe various jobs observed and the academic knowledge andtechnical skills needed for these jobs

A use mathematical skills to compute performance statistics for aschool athletic teamedit the work of other students for a school newsletteruse language arts skills to evaluate a student debateselect six samples of their work (completed hands-on projectsdepicting various occupations) and describe the academicknowledge and technical skills that are applied for occupations.'

11

STANDARD 2

Students will demonstrate how academic knowledge and skills are applied in theworkplace and other settings.

Commencement

1. Integrated learning encourages students to useessential academic concepts, facts, and procedures inapplications related to life skills and the world ofwork. This approach allows students to see theusefulness of the concepts that they are being asked tolearn and to understand their potential application inthe world of work.

Students:demonstrate the integration and application of academicand occupational skills in their school learning, work,and personal lives.use academic knowledge and skills in an occupationalcontext, and demonstrate the application of these skillsby using a variety of communication techniques (e.g.,sign language, pictures, videos, reports, and technology)research, interpret, analyze, and evaluate informationand experiences as related to academic knowledge andtechnical skills when completing a career plan.

This is evident, for example, when students:A read a series of job descriptions or training plans of interest to

identify the necessary application of academic knowledge andtechnical skills that are required for particular careers as wellas the job outlook (decline/growth) and possible earnings

A interview a medical specialist and develop a presentation usinga variety of tools/technology to depict knowledge and skills thatare required for this careerselect several local employers as well as employers with globaloperations and complete a project (e.g., video, photo collage, orreport) that reflects the academic knowledge and technical skillsrequired, along with the job outlook and potential earningcapacity in a competitive international marketplace*

A complete an internship which focuses on a particular career ofinterest (e.g., architect, electrician, or veterinarian) and develop aslide presentation to demonstrate how concepts from mathematics,science, and/or English language arts are applied in a particularcareer*work in teams to formulate a historical presentation on specificcareers and demonstrate how job requirements and training arechanging due to new technologyuse various forms of technology and communication techniques(e.g., a CD-ROM, a video, slide show and sign language) todescribe and illustrate how societal, economic, andgovernmental changes may require exploring a variety ofcareers and developing broad-based transferable skills that areneeded for gainful employment*produce an annual career plan that includes eight samples oftheir work (e.g., completed hands-on projects, reports based oninternships and/or depicting various occupations) and describewhy they selected the particular samples of work, and indicatepossible career choices of interest*use effective skills and techniques in a simulated job interview.

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STANDARD 2

5

Standard 3a Universal Foundation Skills

1. Basic skills include the ability to read, write, listen,and speak as well as perform arithmetical andmathematical functions.

Students:listen to and read the ideas of others and expressthemselves both orally and in writing; they use basicmathematical concepts and computations to solveproblems.

This is evident, for example, when students:listen to and repeat simple directionsread a variety of materials and prepare a reportfollow directions to power up a computercompile an inventory of office equipmentuse probability to solve a problem or use a single statistic tomake a prediction

A measure an area for a swimming pool, basketball court, oremployee work station.


Sample tasks are identified by triangles (A).

6

2. Thinking skills lead to problem solving,experimenting, and focused observation and allow theapplication of knowledge to new and unfamiliarsituations.

Students:use ideas and information to make decisions and solveproblems related to accomplishing a task.

This is evident, for example, when students:provide examples of ways to raise money for a school field tripsolve a riddle, puzzle, or problem, using written or oralinstructions

A set up a computer, a monitor, and a keyboard according towritten or oral instructions.

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STANDARD 3a

Students will demonstrate mastery of the foundation skills and competenciesessential for success in the workplace.

Elementary

Personal Qualities Interpersonal Skills3. Personal qualities generally include competence inself-management and the ability to plan, organize, andtake independent action.

Students:demonstrate the personal qualities that lead toresponsible behavior.

This is evident, for exampk, when students:arrive at school and complete assignments on time; explain whythese behaviors would be important to an employerprovide examples of people acting responsibly/irresponsibly inthe communitycomplete an inventory of personal strengths and select areas inwhich they would like to improve

A demonstrate positive behaviors through interactions in theclassroom (e.g., sharing resources, helping classmates).

STANDARD 3a

4. Positive interpersonal qualities lead to teamworkand cooperation in large and small groups in family,social, and work situations.

Students:relate to people of different ages and from diversebackgrounds.

This is evident, for example, when students:work cooperatively with peers to accomplish a taskdescribe, as models, successful people of varied backgroundsdisplay skills needed to resolve conflicts with other peopleexplain the importance of getting along with people in a workenvironment who are different from oneself.

147


5. Technology is the process and product of humanskill and ingenuity in designing and creating thingsfrom available resources to satisfy personal andsocietal needs and wants.

Students:demonstrate an awareness of the different types oftechnology available to them and of how technologyaffects society.

This is evident, for example, when students:select the appropriate technology for designing and creating aflyer for a school-sponsored eventidentify examples of technology found at home, at school, and ina business environmentchoose a career area and research how technology has changedthat cluster of occupations.



8

6. Information management focuses on the ability toaccess and use information obtained from otherpeople, community resources, and computer networks.

Students:describe the need for data and obtain data to makedecisions.

This is evident, for example, when students:explain the practical uses of weather forecasting data as itrelates to the farm industryplan a school store and determine what items might sell bestlisten to a presentation about a career area and write a reportsummarizing the information.

STANDARD Sa

Elementary

Managing Resources Systems

7. Using resources includes the application of financialand human factors, and the elements of time andmaterials to successfully carry out a planned activity.

Students:demonstrate an awareness of the knowledge, skills,abilities, and resources needed to complete a task.

This is evident, for example, when students:A describe the resources needed to inventory the art supply

cabinet in the classroomexplain the resources needed to build a simple item (e.g.,footstool, sandbox).

STANDARD 3a

8. Systems skills include the understanding of andability to work within natural and constructedsystems.

Students:demonstrate understanding of how a system operatesand identify where to obtain information and resourceswithin the system.

This is evident, for example, when students:understand the process used to order supplies for a school storeor local businessexplain the various components of the school system.

169

Standard 3a Universal Foundation Skills.

Intermediate

Basic Skills Thinking Skills1. Basic skills include the ability to read, write, listen,and speak as well as perform arithmetical andmathematical functions.

Students:listen to and read the ideas of others and analyze whatthey hear and read; acquire and use information from avariety of sources; and apply a combination ofmathematical operations to solve problems in oral orwritten form.

This is evident, for example, when students:follow directions that involve a series of actionslocate and use information on a wide range of topics from manydifferent sourcespresent an oral report to the class after investigating severalcareer clustersrecord data and prepare a graph on the movement of the stockmarket or a particular stockexplore ways in which geometry is used in everyday lifesolve basic problems involving integers, fractions, and decimals.



10

2 Thinking skills lead to problem solving,experimenting, and focused observation and allow theapplication of knowledge to new and unfamiliarsituations.

Students:evaluate facts, solve advanced problems, and makedecisions by applying logic and reasoning skills.

This is evident, for example, when students:A describe the best method to evaluate customer interest in the

establishment of a new product line for a businessdescribe the best method to evaluate student interest in theestablishment of a new school sport or clubcreate a work schedule to ensure equity in employee hours anddays workedsequence facts in a logical order to solve a problem.

STANDARD 3a


Intermediate


Students:demonstrate an understanding of the relationshipbetween individuals and society and interact with othersin a positive manner.

This is evident, for example, when students:participate in a fund-raising activity in or out of school such ascarwash, flower sale, etc. (refer to Regents Rule 19.6 governingstudent fund-raising)volunteer to participate in a local charitable organization'sactivitieswork with other students on a group project to improve oneaspect of the school's operation.

STANDARD 3a


Students:demonstrate the ability to work with others, presentfacts that support arguments, listen to dissenting pointsof view, and reach a shared decision.

This is evident, for example, when students:A react positively to constructive criticismA work as a member of a team toward a common goaL

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Intermediate

Technology Managing Information5. Technology is the process and product of humanskill and ingenuity in designing and creating thingsfrom available resources to satisfy personal andsocietal needs and wants.

Students:select and use appropriate technology to complete a task.

This is evident, for example, when students:use a telecommunications service to check current airlineschedules and price information for a trip to another state orcountryuse appropriate technology to present information in table/chartformuse word processing software to make an inquiry to a businessmake a presentation explaining how technology has changed thework site.



12


Students:select and communicate information in an appropriateformat (e.g., oral, written, graphic, pictorial, multimedia).

This is evident, for example, when students:prepare a financial report showing the annual revenue andexpenses of a business or club for three years and presentingthat information to a groupdesign a chart or graph to evaluate personal progress toward agoal or objectivecollect the necessary data from local employers to develop aspeakers' bureau for their schoolgiven directions, correctly complete a job application.

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STANDARD 3a


Intermediate

Managing Resources Systems7. Using resources includes the application of financialand human factors, and the elements of time andmaterials to successfully carry out a planned activity.

Students:understand the material, human, and financial resourcesneeded to accomplish tasks and activities.

This is evident, for example, when students:develop a plan for a work experience (e.g., lawn mowing, snowremoval, paper route) by formulating a budget, allocatingequipment, and recording expenses and incomecreate and follow a personal schedule to maximize the use oftime.

STANDARD 3a


Students:understand the process of evaluating and modifyingsystems within an organization.

This is evident, for example, when students:survey teachers to develop modifications in the school'sdiscipline policyobserve how customer returns have been handled in a store overa period of time and develop strategies to improve the systemdescribe the functioning of a simple ecosystem.

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Commencement

Basic Skills Thinking Skills1. Basic skills include the ability to read, write, listen,and speak as well as perform arithmetical andmathematical functions.

Students:use a combination of techniques to read or listen tocomplex information and analyze what they hear or read;convey information confidently and coherently in writtenor oral form; and analyze and solve mathematicalproblems requiring use of multiple computational skills.

This is evident, for example, when students:gather and use information presented in print and electronicsources to create a research report and databaseexamine a case study to evaluate whether the informationcontained within it is adequate to support generalizations aboutthe topicparticipate in debates, interviews, and panel discussionsuse word processing and desktop publishing software to presentinformation on a sales campaignanalyze a company's balance sheet and income statement forindustry-recognized ratios for assets, liabilities, and netincome/loss

A order and price inventory appropriately as part of a workexperience program.



14

2. Thinking skills lead to problem solving,experimenting, and focused observation and allow theapplication of knowledge to new and unfamiliarsituations.

Students:demonstrate the ability to organize and processinformation and apply skills in new ways.

This is evident, for example, when students:provide examples of ways to alter a work schedule to allow formore job sharing among two or more employees

A evaluate a variety of options suggested, select an option, explainthe reason for the selection, and provide the strategies forimplementation

A recognize a problem and design steps to solve the problemprepare and present a report on how knowledge gained from onecontent area helped solve a problem in another area.

21

STANDARD 3a


Commencement


Students:demonstrate leadership skills in setting goals, monitoringprogress, and improving their performanca

This is evident, for example, when students:work with a local employer to establish a sales goal and devise aplan to reach that goalmotivate other group members and demonstrate leadershipskills in a student leadership organization or job experiencegive and accept constructive criticism in a group projectevaluate decisions for legal and ethical implications

A establish a set of personal goals and record progress in attainingthem.

STANDARD 9a


Students:communicate effectively and help others to learn a newskill.

This is evident, for example, when students:demonstrate how to respond effectively to a dissatisfied customerassist in the teaching of an acquired skill in an elementary/middle school class or business environmentprovide feedback to others in a group projectparticipate in a job interview.

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Commencement

Technology Managing Information5. Technology is the process and product of humanskill and ingenuity in designing and creating thingsfrom available resources to satisfy personal andsocietal needs and wants.

Students:apply their knowledge of technology to identify and solveproblems.

This is evident, for example, when students:evaluate why a school or business facsimile (fax) machine is notworkingtake the proper steps to make an inoperative printer workuse a software program to compile and analyze statistical dataand prepare a presentation for a groupuse an integrated software program to solve a business-relatedproblem

A prepare a report predicting how technology may change variousaspects of life 50 years from now.



16


Students:use technology to acquire, organise, and communicateinformation by entering, modifying, retrieving, andstoring data.

This is evident, for =ample, when students:construct a computer-generated form to survey local employersfor possible participation in a work-study programuse graphics software to present survey findings to the studentbodyuse telecommunications software to access and communicateinformationuse presentation graphics software which will illustrate to agroup of employers the increase in work-based learningexperiencesuse a computer to record and organize statistical information toassist a coach of a school athletic team.

23

STANDARD 3a


Commencement

Managing Resources Systems

7. Using resources includes the application of financialand human factors, and the elements of time andmaterials to successfully carry out a planned activity.

Students:allocate resources to complete a task.

This is evident, for example, when students:plan a two-week activity that requires tasks to be divided amongstudents or coworkers, including determining priorities andfollowing timelinesprepare a long-range budget for a school organization orhypothetical businesscomplete multiple tasks for concurrent activities by adjustingpersonal schedules or negotiating deadlines

A work as a team to decide how resources should be allocated toaccomplish a task.

STANDARD 3a


Students:demonstrate an understanding of how systemsperformance relates to the goals, resources, andfunctions of an organization.

This is evident, for example, when students:evaluate the roles or positions within an organization and makesuggestions for improvement of the organizationwrite a proposal for ways a company can reduce expensesprepare an organizational chart for a club or businessdevelop a presentation using visual aids to explain how anautomobile or other machine operates.

2417

I d

Core

Businessdnformation Systems1. Basic Business Understanding

Students:demonstrate an understanding of business, marketing,and multinational economic concepts, performbusiness-related mathematical computations, andanalyze/interpret business-related numericalinformation.

This is evident, for example, when students:explain the meaning of basic business and global economictermsprovide examples of typical problems (e.g., declining sales,outdated hardware) that could arise in a business and explainhow steps in the decision-making process could be used to solvesuch problemsuse spreadsheet software to forecast expenses for a business forthree consecutive yearsinterpret a 10-year graph of the Gross National Product (GNP)or Gross Domestic Product (GDP)demonstrate an understanding of basic international businessconceptsidentify and locate major cities and trade regions throughoutthe world.

2. Business-Related Technology

Students:select, apply, and troubleshoot hardware and softwareused in the processing of business transactions.

This is evident, for example, when students:use touch keyboarding techniques to produce businessdocuments (e.g., letters, memorandums, reports)use the components of various business technologies (e.g., CPU,disk drive, CD-ROM, modem, fax machine, scanner)enter data into various technological systems, using a variety ofinput devices (e.g., handwriting, keyboard, mouse, scanner, voicerecognition)produce business documents and reports, using appropriatetechnology (e.g., business letter/word processing; businessgraphs and charts/spreadsheet and graphics software; inventorycontrol reports/hand-held bar code scanners)use word processing software to prepare a form letter and do amail merge soliciting customers for a simulated businessuse electronic media (e.g., e-mail, Internet/World Wide Web, fax)to communicate internationally.

STANDARD 3b


Sample teaks are identified by triangles (A).

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3. Information Management/Communication

Students:prepare, maintain, interpret/analyze, and transmit/distribute information in a variety of formats whiledemonstrating the oral, nonverbal, and writtencommunication skills essential for working in today'sinternational service-/information-/technological-basedeconomy.

This is evident, for example, when students:compose and produce simple business documents (e.g., letters,memos, reports)prepare and deliver a three-minute oral presentation using atleast one visual aid (e.g., marketing research report, stockmarket analysis)identify and interpret positive/negative facial expressions andother body language indicatorsidentify and explain how and why specialized communicationtools are used (e.g., voice mail, electronic mail, beepers, pagers)use simple electronic databases and spreadsheet informationsystems to manage a membership list or prepare a payrollledgerrecognize challenges in business related to people speakingvarious languagesidentify international cultural similarities and differences andexplain their relationship to international trade.

4. Business Systems

Students:demonstrate an understanding of the interrelatednessof business, social, and economic systems/subsystems.

This is evident, for example, when students:identify and explain the social, organizational, economic,business, and technological systems that stimulated thetransition from an agricultural-based economy through anindustrial-based economy to the current service-/information-/technological-based economyidentify and explain aspects of basic systems that typicallyfunction in a business enterprise (e.g., administrative, financial,marketing)diagram the components (input, processing, output, feedback) ofa typical business system and explain what documents/ -materials/products are used in each component (e.g., billing,legal, marketing)explain and provide examples of the interrelationship of the freeenterprise system and the marketing conceptidentify basic features of the sole proprietorship, partnership,corporation, and franchise systems, and decide which form oforganization would be best for given situationsidentify the currency systems of major countries and calculatecurrency exchange transactions.

Students who choose a career major will acquire the career-specific technicalknowledge/skills necessary to progress toward gainful employment, careeradvancement, and success in postsecondary programs.

Core

5. Resource Management

Students:identgy, organise, plan, and allocate resources (e.g.,financial, materials/facilities, human, time) indemonstrating the ability to manage their lives aslearnews, contributing family members, globallycompetitive workers, and self-sufficient individuals.

This is evident, for example, when students:explain the need for and the steps incurred by a business insetting goals and priorities to meet company objectivesidentify and discuss the process for constructing a simpleoperating budget for a specific purpose in a small business (e.g.,advertising budget)

A list and explain various personal and business needs related tobanking, investments, and insurance (e.g., personal checkbook,mutual funds, life insurance)

A explain various paycheck deductions (e.g., federal and Statetaxes, FICA)open and use personal savings and checking accountsassist Red Cross personnel in scheduling student volunteers forparticipation in a local blood donor event.

6. Interpersonal Dynamics

Students:exhibit interpersonal skills essential for success in themultinational business world, demonstrate basicleadership abilities/skills, and function effectively asmembers of a work group or team.

This is evident, for example, when students:outline essential personal attributes/attitudes for successfulinterpersonal relationships (e.g., appearance/cleanliness,integrity, punctuality, dedication/commitment)explain the many benefits inherent in a business with aculturally diverse workforcedemonstrate an understanding of how the traditions of variousmajor cultures affect international business practicesuse a case study to illustrate how a business might use a teamapproach, flextime, or job sharing in its daily operationslist the key elements necessary to facilitate a business-relatedmeeting

A teach a classmate how to reconcile a checking account or how touse telecommunications softwareparticipate in a job interview.

STANDARD 3b

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Standard 3b Career Majors

Specialized

Business/Information Systems1. Basic Business Understanding


This is evident, for example, when students:

explain and interpret advanced business and economics termsassociated with their occupational cluster of study (e.g., readingand interpreting articles in business publications)develop a viable solution(s) for a case problem in a businesssimulation

A conduct a research project and make a presentation illustratinghow the "law of supply and demand" applies to the localcommunityuse accounting or spreadsheet software to prepare an incomestatement and balance sheet for a simulated service businessuse appropriate software to produce several types of graphs(e.g., bar, pie) of the operating budget for the school district, theschool store, or a local business for each of the past five yearsand provide an analysis of the financial trendsdescribe the impact of international business activities on thelocal, regional, national, and international economies.




use advanced touch keyboarding techniques to produce complexbusiness documents pertinent to the occupational cluster ofstudy (e.g., purchase orders, newsletters)apply user manuals to set up and troubleshoot hardware devicesand software programsintegrate applications and files from various technologies/operating systems (hardware and software) to produce complex,business-quality products and documents (e.g., Apple OS files toMS-DOS files; integrating graphics into a newsletter)

A conduct a research project and provide a report about thevarious technologies used at a variety of local businessesevaluate which telecommunications technologies /methods aremost appropriate for various given international businesssituations.



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This is evident, for example, when students:compose/produce a multipage, complex business memorandum orbusiness sales letterprepare and deliver a persuasive sales presentation andeffectively handle customer questions and objections in asimulated situationuse specialized communication tools, such as voice andelectronic mail systems, at typical business productivitystandardsparticipate in a panel discussion on a business topic which willbe critiqued for communication effectivenessanalyze the effectiveness of individuals communicating in aninternational business environment, given a specific situation.

4. Business Systems



analyze the effects that changes in internal and externalinfluences (e.g., human resources, suppliers, government,technology, customs/traditions) have on various businesssystemsidentify, describe, and diagram systems and subsystemsassociated with typical businesses in the occupational cluster ofstudyplan, implement, analyze, and modify systems and subsystemsfor a student-operated school store or business in whichstudents are employeddescribe the international monetary system, including theInternational Monetary Fund, World Bank, and Eurocurrencies.

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STANDARD 3b


Specialized


Students:identify, organize, plan, and allocate resources (e.g.,financial, materials/facilities, human, time) indemonstrating the ability to manage their lives aslearners, contributing family members, globallycompetitive workers, and self-sufficient individuals.

This is evident, for example, when students:participate on a team to develop a mission statement, goals,objectives, and an annual work plan for a DECA or FutureBusiness Leaders of America (FBLA) chapterdemonstrate through simulation how an individual businessraises capital by selling stock

A visit a bank and meet with a business loan officer to discuss theprocess involved in applying for a small business start-up loandevelop a simple budget proposal to refurnish and/or remodel anoffice or small retail businessdiagram and explain an organizational chart of a smallcorporationidentify organizations, government agencies, and otherresources that a small or medium-sized business might use toinvestigate international trade opportunities.

S. Interpersonal Dynamics

Student=exhibit interpersonal skills essential for success in themultinational business world, demonstrate basicleadership abilities/skills, and function effectively asmembers of a work group or team.

This is evident, for =ample, when students:interact congenially, harmoniously, and effectively withcomembers of a school club, community youth leadershiporganization, or business in which they are employedplan and implement a meeting between class representativesand the principal to discuss concerns/needs of the classsurvey the personnel policies of a business and develop a reporton employer requirements/guidelinesinterview students for positions in a simulated business

A teach a ninth-grade class how to read the stock pageserve as a negotiator on behalf of the vice principal and studentsin the handling of student code-of-conduct violationsidentify potential human relations problems/conflict areas in acompany with a multinational workforce.

STANDARD 3b

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Experiential

Business/Information Systems1. Basic Business Understanding


This is evident, for example, when students:A participate effectively with coworkers, supervisors, suppliers,

customers, and others in an employment experience related totheir occupational cluster of studysolve problems/make decisions for a business in which they areemployed or for a student-managed school storeuse application software to prepare purchase orders, recordinventory received, and maintain accounts receivable/payablerecords for a business through a Cooperative OccupationalEducation or a General Education Work Experience Programplan an itinerary, make reservations, and prepare a travelexpense report for supervisors in a volunteer community serviceexperienceconduct research, prepare a chart, and make a presentationabout the sales volume and market share for a local businessevaluate and compare the overall effectiveness of globalmarketing plans for several companies in the communityconducting international businessdevelop a business plan for an international business venturebased on an analysis of current economic statistics.



This is evident, for example, when students:use business-related hardware and software to processtransactions in an employment setting related to the student'soccupational program (e.g., order-processing technology to assistcustomers in an auto parts store or CD-ROM software to identi-fy retail outlets for customers)demonstrate the ability to set up, maintain, and troubleshoot afax machine or computer system in a simulated or realemployment environmentuse vendor "help lines" to solve business technology hardwareand software problems in an employment or volunteerexperienceconduct a research project to determine the cost-effectiveness ofrecently upgraded production technology installed at their placeof employment, and make a presentation about the project,using state-of-the-art software and media toolsconduct a study and write a proposal to justify the expense ofadding new business-related equipment to the school office (e.g.,fax machine, electronic mail or voice mail system).

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This is evident, for example, when students:use local, regional, national, and/or internationaltelecommunications networks to obtain and/or communicatebusiness information for a capstone projectfacilitate a panel discussion as part of an employmentexperienceprepare and deliver a 10-minute oral presentation using avariety of visual aids on an employment or volunteer experiencedevelop/produce complex, business-quality documents (e.g.,business letters, inventory reports, financial/accounting reports,proposals, advertising/sales brochures) for a capstone businesssimulation, a work experience situation, or a community serviceProjectcommunicate effectively with coworkers and supervisors duringan employment or volunteer experience at a company ororganization involved in international businessparticipate in the public speaking competitive event at a local,State, regional, and/or national leadership conference of DECAor FELA.

4. Business Systems


This is evident, for example, when students:contribute to the effective operation of various systems andsubsystems (e.g., office support system, data processing system,computer programming systems) during an employmentexperience in a Cooperative Occupational Education or aGeneral Education Work Experience Programdevelop a system/subsystem modification to enhanceproductivity during an internship experience in a communityservice organizationstart a student-owned and -managed small business through theJunior Achievement program or other school-sponsored program.

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STANDARD 3b


Experiential


Students:identify, organize, plan, and allocate resources (e.g.,financial, materials/facilities, human, time) indemonstrating the ability to manage their lives aslearners, contributing family members, globallycompetitive workers, and self-sufficient individuals.

This is evident, for example, when students:use application software to prepare federal and State income taxreturns

A develop an operating budget for the year for a school-sponsoredextracurricular organization or the DECA or FBLA chaptersuse calendar-type software to design a student work schedulefor a student-operated school store or a business in whichstudents are employed through a Cooperative OccupationalEducation or a General Education Work Experience Programassist in planning a conference for a business or communityservice organization.


Students:exhibit interpersonal skills essential for success in themultinational business world, demonstrate basic leader-ship abilities/skills, and function effectively as membersof a work group or team.

This is evident, for example, when students:A participate in a job performance and attitude evaluation as part

of an employment experienceparticipate in the job interview competitive event at a local,State, regional, and/or national DECA or FBLA leadershipconference

A facilitate a team or work group meeting during an employmentor volunteer experienceconduct a training session for new employees during anemployment experience or in a student-operated school storeconduct a study comparing different approaches to managinghuman resources in several community businesses involved ininternational trade.

STANDARD 3b



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1. Academic Foundations

Students:apply lmowledge/skills acquired in academic subjects tothe health care environment.

This is evident, for example, when students:identify and describe science concepts (anatomy and physiology,biology, chemistry, physics, growth/development) as they applyto biotechnology equipment and health carewrite an essay describing the importance of understandingscience concepts in health careersperform mathematical conversions of temperature readings.

2. Health Care Systems

Students:understand the current health care system and itsimpact on health careers.


list services provided by the health care systemtour a local general hospital and prepare a report of variousservices providedidentify social and economic factors that affect health caredeliveryexplain the relationship of economics and health care in oursociety.



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3. Health Maintenance

Students:develop knowledge of the concept of optimal health andidentify factors that affect health maintenance.

This is evident, for example, when students:A describe the physical, mental, and social aspects of health and

their interrelationshipdemonstrate good personal health habits to promote physical,mental, and social healthmake a list of their current physical activities and identify howthese activities contribute to optimal healthidentify specific community resources involved in the promotionof health

A discuss feelings resulting from school/group social involvementdevelop an individual plan for ideal physical, mental, and socialhealth.

4. Legal and Ethical Responsibilities

Students:know the importance of performing their role in thehealth care system in accordance with laws, regulations,policies, ethics, and the rights of clients.

This is evident, for example, when students:demonstrate equitable treatment of all peopledifferentiate between legal and ethical rules

A identify and describe client rights and confidentialityA obtain and discuss the Patient's Bill of Rights' from a local

health care agencycontrast licensure and certification in a selected career area anddiscuss limitations of eachdevelop a code of ethics for the class.

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STANDARD Sb


Core

5. Safety

Students:identify safety hazards in a health care setting andprevent illness or injury through safe work practices.

This is evident, for example, when students:describe fire hazards and other safety hazards and their impacton the health care environmentdefine and discuss universal precautions and regulatoryguidelines such as those developed by the Occupational Safetyand Health Administration (OSHA)identify principles of good body mechanicsdiscuss procedures/protocols used in classroom emergencieslist general principles of first aid and their adaptation to thehealth care environmentinvite a safety officer from a health care agency to speak to theclass.

6. Communications

Students:communicate information in a variety of formats andmedia.

This is evident, for example, when students:use basic medical terminology appropriatelydiscuss the importance of effective communication in the healthcare fieldaccess electronically produced information commonly used in ahealth care settingdemonstrate differences between verbal and nonverbalcommunication and the impact on consumers of health caredemonstrate various communication methods used to give andobtain informationrole-play effective communication involving health care workers.

STANDARD 3b


Students:interact effectively and sensitively with all othermembers of the health care team in order to providehigh-quality client care.

This is evident, for example, when students:A work cooperatively in a group and respect the diversity of

classmatesrole-play team membership skills (e.g., cooperation, leadership,and listening) and apply them to the health care hierarchy

A discuss the impact of client diversity on health care.

8. Technical Skills

Students:identify procedures within their scope of practice andjob description and perform them accurately and in atimely fashion.

This is evident, for example, when students:identify technical skills for a specific job within the healthservices areademonstrate basic patient/health care skills such as measuring aclient's blood pressure.

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Specialized

Health Services1. Academic Foundations

Students:apply knowledge/skills acquired in academic subjects tothe health care environment.

This is evident, for maniple, when students:A apply life sciences and mathematical concepts in a work-site

situationconduct laboratory tests on body fluid sampleswrite an informative, persuasive essay on a health care topicresearch and discuss different cultural responses to health andillness.



This is evident, for example, when students:describe the American free enterprise system and its effect onthe health care systemdescribe how social, political, or economic factors affect deliveryof health care services in a health care agency.



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This is evident, for example, when students:describe the effects of alcohol, tobacco, and drugs on health(physical, mental, and social)identify and describe risk behaviors that can jeopardize optimalhealthresearch the effects of stress on healthexplain preventative health practices (e.g., stress management,good nutrition)analyze the effects of risk behaviors for the individual, family,community, and worlddevelop a plan that accommodates nutritional needs, stressmanagement, and physical activity.



This is evident, for example, when students:describe legal/ethical rules and responsibilities of workers withinthe health delivery system and determine what constitutesliabilitydescribe the consequences of legal and ethical wrongdoing in thehealth care fieldextract and analyze legal documentation from a case study.

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STANDARD 3b

I

Specialized

5. Safety


This is evident, for example, when students:implement methods of preventing accidents in classroom andwork-site situations

A use principles of infection control according to OSHArequirements in simulated health care situationscomplete a first aid coursecite examples of safe practices in a health care work site.

6. Communications


This is evident, for example, when students:ask appropriate questions to assess the level of understanding ofothersuse appropriate medical terminology in work-related situations

A demonstrate ability to ask for clarification as necessary and toreport/record accurately information in a work-related situation.

STANDARD 3b



This is evident, for example, when students:demonstrate the ability to assume the role of leader, recorder,and team member in a health care work setting.

8. Technical Skills

Students:identify procedures within their scope of practice andjob description and perform them accurately in a timelyfashion.


provide direct care for clients in a health care settinguse equipment and instruments according to manufacturerguidelines and facility policy and procedureorganize assignments and their own work.


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Experiential

Health Services1. Academic Foundations

Students:apply knowledge/skills acquired in academic subjects tothe health care environment.

This is evident, for example, when students:select a patient and relate his/her specific illness to science

concepts that are involvedcompute medication dosages.



This is evident, for example, when students:prepare insurance forms for services rendered in a health facilityparticipate in a debate involving current and proposed national

health care policies.



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This is evident, for example, when students:contact community health agencies to determine the services

provided and present this information to the classmeasure and report a client's vital signs or other indicators ofhealth statusaccess appropriate community resources to help resolve healthproblems for clients in a health services environmentconduct classes for diabetic clients

A give a presentation to an elementary school class aboutpreventative health practices such as nutrition, stressmanagement, or dental care.




dethonstrate legal and ethical behavior in caring for clients with

communicable diseasescomply with legal requirements for documentation of care.

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STANDARD 3b

Experiential

5. Safety


This is evident, for example, when students:participate in a first aid competition in a local or Statecompetitive events conference of Health Occupations Students ofAmerica or Vocational Industrial Clubs of America(HOSA/VICA)demonstrate specific first aid techniquesprevent accidents by using principles of body mechanics whencaring for hospitalized clientswear protective equipment while working with dental clientshandle specimens and chemicals appropriately.

G. Communications


This is evident, for example, when students:record results of serological examinationsadapt communication to the individual needs of a client withinthe health care systemrespond to concerns and fears of a nursing home client.

STANDARD 3b



This is evident, for example, when students:interact effectively with clients, coworkers, and supervisors in ahealth-care-related situationdeal with differences in opinion in work-related situations byshowing respect for the point of view of others.

8. Technical Skills

Students:identify procedures within their scope of practice andjob description and perform them accurately in a timelyfashion.


recognize abnormal results and take action consistent with levelof training and scope of practicemonitor and evaluate work to ensure continuous improvement.

3

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1. Foundation Development

Students:develop practical understanding of engineeringtechnology through reading, writing, sample problemsolving, and employment experiences.

This is evident, for example, when students:A research current labor and working condition laws as per OSHA

rules and regulationsA use materials, tools, instruments, equipment, and procedures

safely in a laboratoryA research and record data through use of computerized

information services such as the Internet and World Wide WebA use general carpentry-related vocabulary to order building

materials for a simple construction jobuse simple engineering-related mathematical/scientific conceptsto construct a simple series/parallel electrical circuitprovide examples of simple problems that managers/employeesneed to solve, and explain the steps in the problem-solvingprocessdescribe how ethics are applied in the world of work.

2. Technology

Students:demonstrate how all types of engineering/technicalorganizations, equipment (hardware/software), andwell-trained human resources assist and expedite theproduction/distribution of goods and services.

This is evident, for example, when students:identify the components of a system (input, process, output,monitor, comparison) and draw a labeled model in blockdiagram form indicating how the system components are linkedidentify and use software programs for specific applications suchas word processing, database management, graphics, andtelecommunicationsdemonstrate how a person can use sensory experience tomonitor the output of some technological systems (e.g., toaster,traffic control, heating, smoothness of a finish, stereo system,food quality)demonstrate how subsystems can be used as comparison devices(e.g., thermostat, photocell switch, sonar focusing in cameras)explain the relationship of rapidly changing technology to globalcompetition, job creation and obsolescence, and societal impactdescribe an educational program appropriate to therequirements for one job (e.g., technician, engineer, ortechnology education teacher)identify transferable skills that might be necessary for continuedemploymentuse the computer and a variety of input devices (e.g.,handwriting, keyboard, mouse, stylus, scanner, voice) as tools toprocess information and to assist in making decisions.

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3. Engineering/Industrial Processes

Students:demonstrate knowledge of planning, productdevelopment and utilization, and evaluation that meetsthe needs of industry.

This is evident, for example, when students:relate the fundamental principles of flight to aircraftperformanceapply simple engineering-related mathematical concepts andinterpret numerical data from computerized automotive enginediagnostic equipmentdemonstrate a basic understanding of troubleshooting andrepair of electrical failures in refrigerators and freezersplan sequence of part layout based upon blueprint information.

STANDARD 3b



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II. .

II A

I I

I / I I

Specialized

Engineering/Technologies1. Foundation Development


This is evident, for example, when students:A engage in biomedical laboratory activities, such as use of living

material, construction of devices, and use of working models,charts, graphs, technical drawings, sketches and illustrations,mathematical equations, and computer simulationsfind and apply mathematicaVacientific formulas necessary tocalculate electrical resistance, aerodynamic lift, and torqueretrieve automotive engine data specifications, using industrycomputerized data-retrieval systemsparticipate in various competitive events at a local, State, ornational VICA (Vocational Industrial Clubs of America)conference.

2. Technology


This is evident, for example, when students:use materials, tools, instruments, equipment, and proceduressafely in a laboratory to model technological systems in a rangeof engineering, technical, and/or trade occupations

A identify resources needed for specific energy conversionprocessesassemble a computer-controlled technological systemprogram or input an existing program, and operate acomputer-based system to follow a sequence of steps orinstructionscreate block diagrams, sketches, and drawings of originaltechnological systems that include the system monitor andcontrol componentsidentify and explain the components of various technologiesused in the engineering/technical environment (e.g., torquemeters, meteorological maps, optical disks, frequency counters).





This is evident, for example, when students:apply the decision-making/problem-solving process to developsolutions for a labor relations disputediagnose computer hardware failure, using appropriate softwareand electronic testing equipmentread and interpret technical manuals to determine the locationof an automotive electrical faultlay out a building foundation, using a transitinstall a basic 220-volt line in a newly framed section of a housediagnose an automotive engine problem.

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STANDARD 3b

31

Standard 3bCareer Majors

1. Foundation Development


This is evident, for example, when students:converse intelligently and effectively with industryrepresentatives and employers/employees, using technicallanguage associated with the occupational cluster of study

A apply complex computational procedures and concepts used insetting up an assembly line

A explain the causes and physiological effects of working in afast-paced manufacturing assembly line.

2. Technology


This is evident, for example, when students:demonstrate ability to set up, maintain, and repair variousmachines, hardware, and devices, using a variety of resources(e.g., manuals, vendor hotlines, electronic equipment) andadhering to all OSHA safety rules and regulations

A demonstrate ability to accomplish high-level engineering/technical tasks through a variety of experiences (e.g., computersimulations, capstone projects, community-based projects,work-based experiences)

A use computers to design simple systems from engineeringsketches.



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This is evident, for example, when students:apply complex computational procedures and concepts necessaryfor managing a construction work siteconstruct manufacturing design diagrams, using CADDequipment in an employment settinguse mathematical concepts to calculate fuel consumption for aplanned cross-country flightwrite a report on safety procedures regarding the disposal ofhazardous waste found on the work siteapply work-flow scheduling and standardizedperformance- measuring systems to specific job categories (e.g.,construction)set up and mill flat surfaces at compound angles with respect toeach other.

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STANDARD 3b


STANDARD 3b

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A

Core

Human and Public Services1. Ethical/Legal Responsibilities

Students:demonstrate professional, ethical, and legalresponsibilities toward customers.

This is evident, for example, when students:define ethics and confidentiality in the classroom, home,community, and workplacedevelop and implement a code of ethics for the classroom andpotential work environmenttreat all people equally and respect the diversity and specialneeds of customers.

2. Communication

Students:demonstrate effective communication skills needed tomeet the expectations of human and public servicesconsumers.

This is evident, for example, when students:demonstrate listening skillsdemonstrate skill in oral and written communicationuse alternative and current communication techniques, such assign language, pictures, and technology

A demonstrate differences between verbal and nonverbalcommunication.

3. Sanitation

Students:demonstrate a knowledge of the principles of sanitationused to prevent the transmission of disease-producingmicroorganisms from one person/object to another.

This is evident, for example, when students:model behaviors that demonstrate understanding of basicprinciples of sanitationrecognize the importance of developing good habits of personalhygiene.



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4. Human Growth and Development

Students:understand the process of human growth anddevelopment and its influence on client needs.

This is evident, for example, when students:A identify the stages of the life cycle and/or skill-level abilities of

customers of human and public servicesA identify and develop processes as needed to serve customers

based upon their cognitive, social, emotional, and physicaldevelopment.


Students:demonstrate how to interact effectively and sensitivelywith others.

This is evident, for example, when students:work cooperatively in a groupunderstand the importance of accepting individual differencesand special needs.

6. Safety

Students:provide safe environments for others.

This is evident, for example, when students:identify safety hazards in the home, workplace, and otherenvironmentsanticipate fire hazards through an awareness of dangerousconditions and take preventive measures.

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STANDARD 9b


Core

7. Thinking/Problem Solving

Students:solve problems, set goals, and make decisions in order toprovide services to best meet the needs of others.

This is evident, for example, when students:identify steps in critical thinking and goal-setting processesidentify steps in problem solvingdemonstrate the application of personal problem-solving skillsidentify and use a variety of methods, tools, and resources tomeet the needs of customers.

8. Personal Resource Management

Students:apply personal and resource management skills.

This is evident, for example, when students:identify multiple demands of family members' roles and suggeststrategies to balance work and family rolesdescribe qualities critical to workers in human and publicservices careersrecognize the importance of personal time managementdescribe the need for personal money-management skillsidentify resources available to the individual to facilitate self-employment

9. Wellness

Students:exhibit and promote a positive image of wellness.

This is evident, for example, when students:know the food groups as described in the food pyramid and usethis information to plan nutritious mealspractice good personal habits to promote physical, mental, andsocial healthdescribe the physical, mental, and social aspects of health andtheir interrelationshipdescribe techniques for coping with and managing stress in thehome, school, work, and community environmentdevelop proactive and healthy responses to changes in one's lifeand an attitude that will foster positive mental growth.

STANDARD 3b

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35

Standard 3bCareer Majors

1. Ethical/Legal Responsibilities


This is evident, for example, when students:describe ethical wrongdoing and breach of confidentiality asrelated to workplace behavior in the food service industryadvocate equal treatment of all people and strive to reach allpeople at their own level regardless of their limitationsassure confidentiality of data while using current technology inthe classroom and/or workplaceanalyze and distinguish between various classifications anddesignations of offenses under local, county, State, and federallaws (e.g., violations, misdemeanors, felonies)participate in a work-based learning program for students inter-ested in the legal profession.

2. Communication


This is evident, for example, when students:identify the purposes of communication in elder-care servicesand factors that influence the communication processprepare and deliver presentations, using creativity andinitiative to seek the most effective resourcesidentify the impact of electronic communication on FBI agentsuse interactive electronic communication (Internet/World WideWeb) effectively among coworkers to reschedule a meetingparticipate in the Illustrated Talk STAR event (Students TakingAction for Recognition) at a local, State, or national FHA/HEROleadership conferenceseek the most effective tools to communicate with social servicescustomers so that all might benefit from serviceswrite technical communications in a clear, concise, and legiblemanner for use in public and private security occupations.



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3. Sanitation



practice sanitation methods needed to prevent the spread ofdisease in the environment.



This is evident, for example, when students:describe stages of the life cycle (prenatal, infancy, childhood,adolescence, adult, middle age, elderly)demonstrate basic techniques for appropriate care of a toddler



This is evident, for example, when students:A demonstrate effective interpersonal speaking and listening skillsA demonstrate effective interpersonal communication, using a

variety of toolsapproach difficulties in personal and/or work-related situationswith respect for others' points of view

A examine the Americans with Disabilities Act and discussimplications for private security law enforcement.

6. Safety


This is evident, for example, when students:correct safety hazards in personal and/or work environmentsexplain potential workplace safety hazards to others in relationto OSHA guidelines.

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STANDARD 3b

a a

I I

Specialized

7. Thin' king/Problem Solving

Students:solve problems, set goals, and make decisions in order toprovide services to best meet the needs ofothers.

This is evident, for example, when students:make informed decisions and set goals as they relate to self,

family, and workplacedetermine the effects on the customer and/or environment ofpersonal habits and make appropriate adjustments in habits.



This is evident, for example, when students:demonstrate ways to balance work and family roles (e.g.,strategies to reduce work and family conflicts)conduct a self-evaluation to identify personal qualitiescompatible with a career in the appearance-enhancementindustry

A explain factors that lead to successful money management inthe appearance-enhancement industrydescribe how a knowledge of available resources and their useenables an individual to become independent/self-sufficient

9. Wellness


This is evident, for example, when students:plan diets for human and public service customers that take intoaccount nutritional needs as described in the food pyramidadapt menus for special dietary needs and make themacceptable in a variety of cultural situations.

STANDARD 3b

44

37


Experiential

Human and Public Services1. Ethical/Legal Responsibilities


This is evident, for example, when students:exhibit positive behaviors such as reliability, integrity, andresponsibility, and abide by agency expectations for personalconductprovide equitable treatment for all consumers of child care servicesobtain a permit to operate a food concession for a studentleadership activityuse student leadership activities to demonstrate activecitizenship and affect public policy.

2. Communication


This is evident, for example, when students:exhibit an awareness of multicultural needs of customers ofelder-care servicesdemonstrate creativity and initiative to use alternativeresources to communicate effectively with social servicescustomersknow and use the correct terminology and procedures necessaryfor effective inter- and intra-workplace communication (e.g.,internal and external food service customers)use current technology to communicate effectively withcoworkers, supervisors, and consumersuse interactive electronic communication to contact a publicofficial regarding a policy issue.practice use of standard communication equipment as employedin the law enforcement and security fields (e.g., radio, fax, e-mail).



38

3. Sanitation


This is evident, for example, when students:employ sanitation principles as they relate to the food industrypractice all safety and sanitation procedures required by Stateboard standards for hair cutting.



This is evident, for example, when students:develop a plan to open a child care center with specialconsideration of program goals, child development, sequentiallearning concepts, and program evaluationapply the concept of nurturing to human and public servicesoccupations by volunteering to work in a child care facilityparticipate in the Focus on Children (STAR) event at a local,State, or national FHA/HERO leadership conference.



This is evident, for example, when students:observe and discuss interdependent relationships andcooperative behaviors between employer/employee, employee/employee, and employer/consumerdemonstrate and provide services to customers, using a variety ofapproaches that indicate an understanding of human nature

A contribute to a positive environment which enables all groups tobe productive and fulfilledsolve group problems effectively in work-related situationsparticipate in the Food Service-STAR event at a local, State, ornational FHA/HERO leadership conferencedemonstrate diligence, patience, empathy, and tenacity whenserving all private security/law enforcement customers.

45"

STANDARD 3b


Experiential

6. Safety


This is evident, for example, when students:A develop and follow procedures to provide a safe environment in

a child care facilityA develop ideas for improving existing evacuation procedures for a

local child care facility

7. Thinking/Problem Solving

Students:solve problems, set goals, and make decisions in order toprovide services to best meet the needs of others.

This is evident, for example, when students:A apply critical thinking and goal-setting processes in a variety of

human and public services occupational situationsA apply a problem-solving process and take reasoned action to

meet consumer and client needs.



This is evident, for example, when students:A employ effective coping strategies for self and others to handle

developmental or situational changesA describe cost-effective strategies in a human and public services

careerA implement strategies to avoid waste in the

appearance-enhancement industry (e.g., duplication of services,damage to equipment)use effective coping strategies when handling stressfulsituations.

STANDARD 3b

9. Wellness


This is evident, for example, when students:apply nutritional concepts to meet the needs of human andpublic service customersdemonstrate the ability to access appropriate communityresources to help resolve health problems for clients in a humanservices environmentuse personal resources and skills to cope with change and otherstresses in the work, school, home, and community environment.

46BEST COPY AVAILABLE

39


Core

Natural and Agricultural Sciences1. Basic Agriculture Foundation Development

Student=demonstrate a solid base of knowledge and skills innatural and agricultural sciences.

This is evident, for example, when students:explain knowledge and skills necessary for a broad range ofcareers in natural and agricultural sciencesexplain the meaning of agricultural business, science, andtechnology termsuse simple agricultural-related mathematical concepts andinterpret data in agricultural-related applications (e.g.,profit/loss, inventory, income/expense)use simple agricultural-related science concepts and interpretdata (e.g., wise use of natural resources, basic plant and animalnutrition, and principles affecting growth and reproduction)explain the concept of social, ethical, and legal responsibility,especially as it relates to agriculture and ecologyprovide examples of simple problems that managers/employeesneed to solve and explain the steps in the problem-solvingprocess.

2. Agriculture-Related Technology

Students:demonstrate the ability to use technology to assist inproduction and distribution of food goods and services oftoday's agricultural industries.

This is evident, for example, when students:identify the components of technologies used in the agriculturalbusiness environment (e.g., mechanical, chemical, biological,informational)select appropriate agricultural software for specific applicationsdevelop the application of specific agricultural technology to aselected agricultural career (e.g., biotechnology).

STANDARD 3b



40

S. Information Management and Communication

Students:prepare, maintain, interpret, and disseminatequantitative and qualitative pieces of informationrelating to the natural and agricultural sciences.

This is evident, for example, when students:describe the communication processdemonstrate listening skillsdemonstrate skill in oral and written communication (e.g.,prepare a speech and enter an FFA local public speakingcontest)

A signify differences between verbal and nonverbal communicationA use a computer to compose, input, format, and print simple

business letters, memos, reports, and agricultural marketinginformation

A prepare and deliver a three-minute oral presentation (usingnatural or computer-generated voice), using at least one visualaid for a specific agricultural purpose (e.g., agricultural-relatedresearch report, sales presentation)identify positive/negative facial expressions and other bodylanguage indicatorsuse various communications tools including telephone, faxmachine, voice mail, electronic mail, and the Internet.

4. Agriculture Business Systems

Students:demonstrate an understanding of the interrelationshipbetween agricultural businesses and organizationsdesigned to produce products, services, and information.

This is evident, for example, when students:A identify and describe social, organizational, and technological

systems that have resulted from the increased efficiency of theagricultural sector (e.g., agricultural demographics, production,environmental issues)

A identify the major systems that typically are found in theagricultural business sector (e.g., aquatic and animalproduction, lawn and greens maintenance, crop production,marketing and governmental regulations)diagram the major components of a typical agricultural system(e.g., pesticide management, supplemental irrigation, animaland aquatic nutrition, animal and aquatic health)

A understand that the purpose of agricultural businessorganizations is to satisfy the demands of consumers within theconstraints of governmental regulations and moral obligations aswell as to operate at a profit

A categorize agricultural businesses as either production,distribution, or service enterprises and identify distinguishingsystems characteristics of each

A identify and explain different systems of agricultural businessownership (e.g., proprietorship, partnership, corporation,cooperative, franchise, limited partnership, joint venture).

47

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I

I .

.

Core


Students:demonstrate the ability to manage personal time,business, and financial resources.

This is evident, for example, when students:identify types of resources availableidentify the need for the basic skills of planning, organizing, andsetting goals and priorities in a businessexplain the importance of time managementidentify the uses agricultural businesses make of human,capital, natural, and information resources and explain howthese resources interrelate to make the organization's productsand/or services more valuableidentify the basic components of budget preparation in anagricultural business and develop an awareness of bankingservices, the use of credit, and various components ofmoney-management skills.


Students:demonstrate the interpersonal skills and abilities neededto function within a sophisticated and sometimescomplicated agricultural environment.

This is evident, for example, when students:recognize the essential personal requirements for working in anagricultural business (e.g., appearance, integrity, punctuality,dedication, commitment)report on the benefits of cultural diversity in the workforceinteract with other students in a meeting to discuss anagricultural-related topicrecognize the value of the team approach in solving problems.

STANDARD 3b

7. Safety

Students:demonstrate awareness of the importance of safety andaccident prevention in all agricultural situations.

This is evident, for example, when students:recognize that agricultural jobs are among the highest inincidence of accidentsidentify safety hazards present in agricultural situations anddescribe the safety precautions required to prevent accidentsidentify potential safety hazardsdescribe mechanical hazards

A describe chemical hazardsrecognize safety devices (e.g., roll bars on tractors) placed onequipment or located in an area for emergency use.

48

41

I Oh.

Specialized

Natural and Agricultural Sciences1. Basic. Agriculture Foundation Development

Students:demonstrate a solid base of knowledge and skills innatural and agricultural sciences.

This is evident, for example, when students:identify and demonstrate a knowledge of animals, plants; tools,and equipment in the student's agricultural programuse computer software to apply mathematical formulasnecessary for normal agricultural business operations (e.g.,calculating proportions, discounts, income/expenses, inventory,and net worth)apply a knowledge of science to understand the principles ofkeeping plants and animals healthy, growing, and reproducing;applying basic biological principles and techniques to increaseproduction efficiencyexplain the need for a balanced ecological environment

A apply the decision-making/problem-solving process to developsolutions for simulated agricultural business problems.



This is evident, for example, when students:demonstrate knowledge of agricultural technologies to monitorthe progress of a plant reproduction activityuse computer software to calculate animal rations

complete a comprehensive agricultural business researchproject, using appropriate technologies to collect, assess,analyze, synthesize, and present research findingsprovide rationale for use of technology while consideringeconomic factors in a job or project (e.g., calculation of timerequired for equipment and software).



42

3. Information Management and Communication

Students:prepare, maintain, interpret, and disseminatequantitative and qualitative pieces of informationrelating to the natural and agricultural sciences.

This is evident, for example, when students:conduct research and prepare in writing an extensiveagricultural-related report integrating both text and graphicsdevelop and produce complex agricultural-related documents(e.g., production and marketing reports, inventory reports,budgets/financial statements, advertising/sales materials), usingappropriate manual and electronic tools

A prepare for and participate in a panel discussion on anagricultural issue to be videotaped and critiqueduse sophisticated communications equipment to send andreceive agricultural communications/correspondence regionally,nationally, and internationally (e.g., telephone, fax, electronicmail)use local and wide-area communications networks to obtain andexchange agricultural information on a regional, national, andinternational basis (e.g., the Internet)prepare an agricultural presentation to a communityorganization, using multimedia hardware/software to integrategraphics, audio, and video.



This is evident, for example, when students:identify and explain how agricultural business systems can beaffected by internal and external conditions (e.g., change inresources, supply and demand, risk, government controls,technology; social customs, consumer preferences and weather)demonstrate an understanding of the various subsystems withinan agricultural enterprise and their interrelationship andinterdependence (e.g., finance, procurement, international trade,environmental issues, production operations).

49

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STANDARD 3b




This is evident, for example, when students:develop a mission statement, a set of goals and objectives, and anoperating structure for a simulated or real agricultural businessconduct a self-evaluation to identify personal compatibility withthe agricultural career field selected for studydescribe the steps involved in starting a small business (e.g.,lawn careresearching the number of homes in a community,average income level, equipment necessary, feasibility ofbusiness success)research and explore careers, identifying the steps in the jobselection process, and refining human relations skillsidentify various sources of income and investments, categorizeexpenses, use a variety of banking services, and identify thevarious resources for consumer protectionwork with agencies serving agriculture (e.g., U.S. Department ofAgriculture, State Agriculture and Markets, EnvironmentalConservation)complete a supervised occupational work experience.

G. Interpersonal Dynamics

Students:demonstrate the interpersonal skills and abilities neededto function within a sophisticated and sometimescomplicated agricultural environment..

This is evident, for example, when students:understand how an agricultural business uses a team approachto solve problems and operate the businesssurvey the personnel policies of a local agricultural enterprise toidentify employee requirements and personnel standardsparticipate in local, State, and national FFA meetings orcontestsdemonstrate understanding of and sensitivity to working in amulticultural workforce (e.g., customs, beliefs, language, family lifeof migrant workers).

STANDARD 3b

7. Safety


This is evident, for example, when students:interpret information and correctly apply it for safe agriculturalproduct useidentify potential hazards in personal and work-relatedenvironmentsdevelop safety rules for use in an agricultural class, shop,business, and laboratorydescribe and use the class, shop, and laboratory safety rules andregulationspass the certification test for pesticide application.

43


Experiential

Natural and Agricultural Sciences1. Basic Agriculture Foundation Development

Students:demonstrate a solid base of knowledge and skills innatural and agricultural sciences.

This is evident, for example, when students:communicate and work with others in school/laboratorysimulations, work-based activities, agricultural experienceprograms, and FFA activitiesapply computer technology and concepts necessary formanaging/working in a typical agricultural enterprise related tothe occupational cluster of study (e.g., interpretation of marketsand marketing data to make decisions on production in theagricultural industry)

A develop policies for internal business use in complying withsocial, legal, ethical, and privacy requirements (e.g., personnel,safety)

A use decision-making/problem-solving skills to assist a localbusiness/organization to develop a plan for protecting an area ina flood plain through conservationapply concepts of safety essential to individuals and societywhen directing the use of hazardous materials (e.g., maintainemergency protection areas, specialized equipment and clothing)

A identify the appropriate education required to enter a variety ofcareers in agriculture.



This is evident, for example, when students:demonstrate the ability to set up, maintain, and repair variousagricultural-related technological devices, using a variety ofresources (e.g., manuals, vendor help lines, training courses orcomputer technology)apply technological knowledge and skills from the core andspecialized levels, using hands-on learning experiences in morethan one situation (e.g., work-based experiences in gatheringpollen and hand-pollinating plants, calibrating a fertilizerspreader).



44

3. Information Management and Communication

Student=prepare, maintain, interpret, and disseminatequantitative and qualitative pieces of informationrelating to the natural and agricultural sciences.

This is evident, for example, when students:apply the core- and specialized-level skills of informationmanagement and communications knowledge through a varietyof experiences, such as school/laboratory simulations,community-based projects, work-based activities, andagricultural experience programs.



This is evident, for example, when students:identify the various organizations with regulatoryresponsibilities for an agricultural enterprise area in whichstudents have expressed a career interest (e.g., USDA, StateAgriculture and Markets, Soil Conservation Services (SCS),ASC, OSHA)design or modify a system for a particular need within acommunity business/organization related to a chosen occupationalcluster (e.g., establishing hydroponic system for plant production)apply core- and specialized-level skills and knowledge of sys-tems in a variety of experiences (e.g., school/laboratory simula-tions, capstone projects, community-based projects, work-basedactivities, and agricultural experience programs).

51

STANDARD 3b


Experiential



This is evident, for example, when students:identify, prioritize, and continually update occupationalgoalsand develop a plan to achieve those goalsdescribe cost-effective strategies in developing and maintainingpersonnel (e.g., providing housing, food, and financial incentivesfor employees)develop a job search portfolio which might include a resume,interviewing strategies, employment opportunities, educationand training requirements, compensation desired, etc.open a checking account and use bank services, develop a

. financial plan that will help achieve goals, obtain credit andprepare federal and State agricultural income tax returns, anduse consumer protection agencieswork with agricultural agencies involving cooperatives andgovernmentdesign an employee work schedule to use human resourceseffectively (e.g., scheduling dates for lawn care applications).


Students:demonstrate the interpersonal skills and abilities neededto function within a sophisticated and sometimescomplicated agricultural environment.

This is evident, for example, when students:apply core and specialized levels of knowledge and skillsthrough a variety of experiences with others (e.g., school/laboratory simulations, student leadership organizationactivities, community-based projects, work-based activities, andagricultural experience programs)identify and employ coping strategies in handling developmentalchanges for self and othersdemonstrate the ability to teach/train a coworker in the use ofcomputer software to establish and maintain a harvesting workschedule.

STANDARD 3b

7. Safety


This is evident, for example, when students:apply the core and specialized levels of knowledge and skillsthrough a variety of experiences (e.g., school/laboratorysimulation, student leadership organization activities,community-based projects, work-based activities, and agriculturalexperience programs)

A identify potential hazards to oneself and others in anagricultural-related environmentdemonstrate practices which will prevent accidentsdescribe the appropriate State and national laws that pertain toagricultural safetydevelop solutions to correct safety hazards

A are prepared to make timely and accurate decisions in the eventof an accidentestablish a safety program for an agricultural enterprise.

52

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45


Arts/HumanitiesCareer areasdance, music, theatre, visual arts, and writingin the creative and performing arts receive someattention in performance indicators, sample tasks, and student work referenced in Learning Standards publica-tions for The Arts, English Language Arts, and Health, Physical Education, and Home Economics. Within thesecareer areas, the key ideas will include aspects of creation, performance, production, dissemination, and preser-vation.

Career major panels being convened in conjunction with the State Advisory Council on School -To -Work and theState Departments of Labor and Education will provide further direction for the arts/humanities career major area.Career areas in the arts/humanities that interface with other career major areas (such as engineering/technolo-giesarchitecture, or human and public serviceseducation) are referenced on p. 8 of the Draft Framework forCareer Development and Occupational Studies. The areas listed below are not intended to be inclusive but toservemore as a sampling.

1. Danceperformancechoreographylighting/costume designtherapy/fitnessaesthetics

2. Musiccompositionperformanceeducationbusiness - production/promotiontechnical - manufacturing/sound productionresearch/history

3. Theatreplaywrightingactingdirectingset designbacking/sales/promotioncriticism

46

4. Visual Artsfashion and apparelTV broadcasting & media artsarchitectureinterior/textile designindustrial designarts managementvisual artistry

5. Writingfiction/nonfictiontechnical/journalismadvertising/public relationsmedia - book/magazine editingpublishing/retailingcorporate communicationslibrary and information services

(Career areas, in some instances, are clearly not restricted to thearea under which they appear; e.g., "aesthetics" is appropriate to allcategories.)

53

STANDARD 3b

Samples of Student Work

The samples of student work included in this section are intended to begin the process of articulating theperformance standards at each level of achievement. This collection is not yet adequate for that purpose in eithernumbers or scope of examples. As New York State continues to collect work samples from the schools for inclusionin the document, we expect a much clearer understanding of the performance standards to be evident.

Neither are these samples presented as models of excellence. They vary in degree of achievement. Some are"acceptable"; others "more proficient." All are meant to provide examples of the kind of work students mightproduce to demonstrate progress toward the standard.

47

54

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Contextmemintikri

Student ,

WorkSample

WITITITFITITIMRWITITIR.TIMMTIMMFPFITITITITM,PITITIRTIRIMRTIMMTPITITP,

Third-grade'itUdentifikiiked inteams to create businesses. Eachteam wrote a simple business plan,developed a sales presentation, anddesigned an advertisement for theirbusiness. The students also createdmodel buildings and invitedmembers of the community to a"power *lunch," where they deliveredpresentations about the steps theytook to create their businesses. Asthe last step in the projects students-wrote summaries of theirexperiences.

CommentaryThe Sample:

Performance IndicatorsStudents:

. . .demonstrate an awareness of theirinterests, aptitudes, and abilities

. . .know the value of work to society

. . .explore their preferences for workingwith people, information, and /or things.

shows that students can work together as part of a team

demonstrates that students can apply simple principles of human relations

shows that students can relate the things they like doing to careers

demonstrates that students can apply the decision-making process

illustrates that students can develop and deliver simple written and oral presentations.

48 BEST COPY AVAIIABLE

I am a third grade student. I work with two partners. My business is

the Candy Store. We decided to have a candystore because I love candy

and my partners do too. We sellall.kinds of candy like lollipops, skit-

tles, gym, jelly beans, hotballs, and drinks. When we createdour busi-

ness we used manydifferent skills. Me and my partners took turns

handling the business. At the PowerLunch, we had visitors from

another class, parents and otherclasses. We did our sales pitch and one

of the teachers taped my partners and me.

56

Standard -Career I)ev pnient

Intermediate

Student.Work

Sample

50

Context

Working in small groups,eighth-grade students exploredcareer options through a variety ofprinted resources and, also, throughactual work-site visits. Aftercompleting the work-site visit, eachstudent group had to provide anoral presentation about the careerarea using visual displays toenhance the presentation.

Performance IndicatorsStudents.

. . .demonstrate an understanding of therelationship among personal interests,skills and abilities, and career research

. . .understand the relationship ofpersonal interests, skills, and abilities tosuccessful employment

. . .demonstrate an understanding of therelationship between the changing natureof work and educational requirements

. . .understand the relationship ofpersonal choices to future careerdecisions.


illustrates the use of various resources to learn about different careers

incorporates observations made on work-site visits in thepresentation/report

engages cooperative group work in completing the project

illustrates students' ability to identify characteristics and educationalrequirements for the career option.

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Standard 1Career Development

Commencement

StudentWork

Sample

52

Context

A twelfth-grade student in aunique occupations program had toapply and be interviewed for awork-based learning experience in acareer area of interest. Thisparticular student accumulated 350hours of on-site experience astechnician in a veterinary clinic.

. . . complete the development of a careerplan that would permit eventual entryinto a career option of their choosing

. . .apply decision-making skills in theselection of a career option of strongpersonal interest.

Mary Grimes, D.Ni.M.

We Care VeterinaryClinic

1238 'Water Street

Anytown, ININ/

Bt 18 Box 2173A

Anytown, NY

October16, 1994

Dear Dr Grimes:

This letter is in -responseto our previous discus-

sion concerningthe position of Veterinarian

Trainee.

I haveenclosed a copy of my resume for your

review. I lookforsvard to sharing

with you how I feel

I might fit into your organization.Should ray quali-

ficationsbe of interest to you, I would appreciate

the

opportunityfor a personal meeting

with you at your

e and consideration.

Thank you for your timeI lookconvenience.

forward to hearing from you soon.

Sincerely,

Tina Adams

Enclosure

59


shows the student's skillin preparing a businessletter for the purpose ofapplying for thework-based learningplacement

shows that the studentcan evaluate personalskills and abilities inrelation to a jobexperience

demonstrates thestudent's ability toprepare a resume

indicates the student canmatch personal goals andinterests with a careeroption.

,^kori `s Ra s s

s

ss

s ...S.,v.. -

RESUME

TinaAdamsRt 18 Box 2173A

Anytown,NY

(TelephoneNumber)

Currentjob objective;Veterinarian

AssistantfIrainee.

Long-termgoal: To

Major inAnimal Science and become a Doctorof

VeterinaryMedicine.

SUMMARY:Computer

literate; Macintosh,Apple II GS and IBM computers.

Completedcourse inAnimal Science II. Energetic,

hard working,willing to

excel and accept constructivecriticism.

RELEVANTSKILLS& EXPERIENCE:

Basic Home Maintenance:

Mowed lawns, raked leaves, painted porches, operatedtools (lawn

mower, paint brush, rake, weed-eater)

Volunteerwork:

150 hours ofcommunityservice

Completedclasses in:

All core courses: (English,Math, Science, Social Studies),

Animal Science II,

Earth Science, Biology and Chemistry,Art, Computer

Literacy,Computer

Graphics

WORK HISTORY:

*December,1993-March,

1994: Ice Rink Attendant

Village Arena

*April, 1994-June,1994: Rainbow

VacuumSalesperson

*May, 1991-present:Lawn Service

*SummerVacations:

Farm Worker

(*While in school)

EDUCATION:Central High School,Anytown,

NY

REFERENCES:Available

upon request.

eee. eeny

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EiementarYIn this fourth-grade scien ce

Project, a student had to researchthe procedure for constructing abarometer, build the barorecord barometric

meter,press

mereadings, and correlate the readings

then able towith precipitation. The student was

Predict 'weather.

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students:Performance Indicators

identify academicskills that ar

knowledge and

occupationse required in specific

'demonstrate the difference

use the

between

skillthe knowledge of a skill and the ability to

.solve problems that call foracademic knowledge andskillsapplying

To makeyour own barometer,

you need a wide-mouthed

jar, large good-qualityballoon,

side and bottom ofa card-

board box, rubber band, graph paper, tape, drinking straw,

large deep pan, and hot water. (Note: make sure your jar fits

into the pan.) Blow up the balloon, but don't tie it. Let the

air out of the balloon.Cut a large piece from the balloon.

Make sure you can stretch it over the mouth ofthe jar. Next,

fill the pan with hot water. Put the jar, mouth side up, into

the pan and hold it down.Make sure no water gets into the

jar. Have another person stretch the large balloonpiece over

the mouth of the jar, leavingextra balloon on all sides of the

jar. Immediatelyput one or more rubber bands around the

jar near the top.This is so that the balloon piece will not

pop off. Then remove the jar from the pan. Tape one end of

the straw to the center of the large piece of balloon(which is

across the top of thejar). Reinforce the sides of the card-

board with tape. Tape the piece ofgraph paper to the inside

of the side piece ofcardboard.Place the jar in front of the

graph paper so that the end ofthe straw just touches the

graph paper.Put a mark where the straw touches the paper.

Find out the currentbarometricpressure

and write it where

you put the mark. As the barometricpressure rises, the

pressure inside the jar will be lower than the barometric

pressure outside the jar. As a result, the balloon piece will

lower slightly,but the straw will rise. As the barometric

pressure gets lower, the barometricpressure inside the jar

will be higher than the barometricpressure outside the jar.

This will push out on the balloon, causing the end of the

straw to lower. Record the barometricpressure

for a few

days. Each time you record it, make a mark where the straw

is and write down the number you recorded.After you do

this a few times, you will begin to see a pattern. You may

then stop takingmeasurements.Estimate

the pressureat

each gap midway between your recorded numbers,and fill in

these figures.Then you can read the barometric

pressure

wheneveryou want, with your own barometer!

61


shows the student canapply various skills usedin meteorology (e.g.,mathematical, scientific)

demonstrates thestudent's ability to read,interpret directions, andbuilda scientificinstrument

illustrates the student'sability to graph, record,and interpret data

shows the studentsability to conductresearch.

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A group of fifth-grade students participated in a classlandscaping project for homeowners in a newdevelopment. They designed a, perennial garden to linethe driveway, selected trees to create a naturalboundarylproperty line, arranged for shrubs to be placedsymmetrically in front of the house, and developed plansfor a herb garden on the south side of the lot. Theyevaluated costs of materials, Purchased commerciallygrown plants from the nursery, and drew up anarchitectural blueprint for beautifying the property.

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l_avvv- 0.1 4-t-e..;.),

Pi° °Usint

dv-ews

vsie

113 obwo polmai- a rid b

p#1/410101'11, (5ein


shows that the students were able toresearch costs of services (labor rate)

demonstrates that the studentsconstructed comparison graphs/datatables to assess current costs ofgreenhouse plants and materials(e.g., flowers, tools)

illustrates that the students wereable to apply mathematicalconcepts.

Rktonent piety)

-Dow PA/wok- 13) 3-31

S53.26 1-1-if

"2_ . 8 4 .3.6- Lfrie

3 s s- 3,2C hi-S?

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64

e e 7 ...ye, iY

Standard .Iterate d Learning

intermediate

StudentWork

Sample

58

Context

In this seventh-gradeinterdisciplinary project, studentsdesigned and built a model railroadvillage. This project included aresearch study of differentarchitectural periods.


. . .solve problems that call for applyingacademic knowledge and skills

. .use academic knowledge and skills inan occupational context, and demonstratethe application of these skills by using avariety of communication techniques(e.g., sign language, pictures, videos,reports, and technology).

p.4414.4


-41,1**"

to

demonstrates students' understanding of different architectural periods andstructures

incorporates knowledge from social studies, English, math, science, computer,art, home and career skills, and introduction to technology

shows that students can develop and follow a plan

shows students' ability to research needed information to complete the project

indicates that students can work in cooperative groups.

65

s wws

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66

'4

59

jJ

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tandetis 3aFounda tioh Skill' j ',:....;'''' '.." "*--.'**'"w'''''''''...

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Context Performance IndicatorsStudents:Elementary

StudentWork

Sample

60

A student had to keep a record ofthe food eaten for one day and thenresearch the calorie content.,This isthe first step in learning about dietanalysis. A computer was used tocreate the chart_

. . .describe the need for data and obtaindata to make decisions

. . .demonstrate an awareness of thedifferent types of technology available tothem and of how technology affectssociety

. . . demonstrate an awareness of theknowledge, skills, abilities, and resourcesneeded to complete a task.

67

:....,4A.,W.Y.XT5.4s

,ASs,7 sr> ,;:, '''"'*nxm '' '''''' '''''." 4. 4 47s / ,


shows that the student canrecord data accurately

demonstrates that thestudent can extractappropriate data fromresource charts and use itto complete a task

demonstrates the student'sability to use a computerand simple spreadsheetprogram to produce a chart.

68

61

a xaa r :a;

ar 3a-:--Foundation Skills

Intermediate

StudentWork

Sample

Context

Students in an eighth-grade homeand careers class worked in teamsto learnhow.to run an.d operate abusiness. They chose products tosell, set up production, established amanagement structure, plannedmarketing/advertising strategies,developed sales summaries, andconducted a final evaluation.


,

"

. . .select and use appropriate technology tocomplete a task

. . .evaluate facts, solve advanced problems,and make decisions by applying logic andreasoning skills

. . .understand the material, human, andfinancial resources needed to accomplishtasks and activities

. . .demonstrate the ability to work withothers, present facts that support arguments,listen to dissenting points of view, and reacha shared decision

. . .understand the process of evaluating andmodifying systems within an organization.

MIDIXE SCHOCL 8PANCH OFOrs SPININEYEI?

hilifascritiwADSZELT4114

INFoRms

TCUSTOMS:ABUT0T

LoGo

SLCIAN ANDTAcrcA SURVEY.

JOSE R.ANGEL K.MIKE w.

62

69

Otis SpinicraeyerCo


demonstrates the students' understanding of the management process and their ability

to establish an organizational chart and job descriptions for their business

illustrates the students' skill in designing and producing advertising for their product

shows the students' ability to work as a member of a team toward a common goal

demonstrates the students' ability to use software to construct an organizational chart

indicates that students were able to design and implement various systems necessary in

a typical business.63

" -" -"Standard 3aFoundat4in Skills ,

Commencement

StudentWork

Sample

Context

A student in a high schoolaccounting class was required to usedata to manually complete acomparative income statement. Thestudent then was asked to completethe same statement on a computer,using a spreadsheet softwarepackage.


. . .use technology to acquire, organize,and communioate information byentering, modifying, retrieving, andstoring data

. . .apply their knowledge of technologyto identify and solve problems

. . .demonstrate the ability to organizeand process information and apply skillsin new ways.

n 4:1(li/atI. Jate,e09/ .900.1..._Compary-Wt42,1#S FildCi /0130'S /WI/MI

/ fa r"." r!y sg's 4-1.0Am. "/

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BEST COPY AVE 3I 112

.?(Algg'30'0:10*M.M..VM%`q ii.,;(,nst5,N, S. ' <


indicates the student was able to use thinking skillsto analyze financial data/transactions

demonstrates the student's ability to accuratelykey-enter data into a computer and use a softwarepackage to maintain/produce a financial statement

indicates the student was able to apply accountingprinciples in manually completing the financialstatement.

LaneBonding SupplY Companyteme

ComparEndtve inc,orne Stant

For the Yearsedat

WDecember

31.1995and 19S4

RevenumSeas Set- and Mc°.Less SatesNet S4°6

Castor MerchandiseSO4 e

Gross Pv°18 WI Sales

OperatingExPensefg

AdventsingEXPertse

Deave/[dense

Salades BOPS°SuPPUes EXPerise

Insurance nExPense

MtscettaneousWe

Total operating EXPO

Net Incometrom Operatices

Other ExPensf°Interest Estganse

Net IncomeBefore Taxes

tnconva /axesNet income

Mter WaiteTaxes

ease (Decrease)

n F-2591/1

112,218.00$ 29

8108.316" 12.831 7

$39,416 001_1

8.280.0° 73

ga4.280.°° 0,950.00o3.760-°8 VW 0 00 1328 703

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6.701-00

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313,00.00°°/ 3 4-rc_24

72

e ee

66

Standard 367Career Majors: Business anformadon Systems," , 5 5, sys

Core

StudentWork

Sample

66

ContextStudents in a business analysis/

business computer applications classdevelop, produce, merge, and mail aprofessional-quality form letter tolocal elementary school principals.The letter requested the opportunityto provide the principal with aHalloween newsletter which theycould distribute to their students. Thesecond part of the activity required

. students, working in teams, to write,design, and produce the actual

:newsletter. The newsletter needed tocontain age-appropriate material and

...I be professional in appearance.


. . .demonstrate an understanding ofbusiness, marketing, and multinationaleconomic concepts.. .

. . .select, apply, and troubleshoot hardwareand software used in the processing ofbusiness transactions

. . .prepare, maintain, interpret I analyze,and transmit /distribute information in avariety of formats while demonstrating theoral, nonverbal, and written communicationskills essential for working in today'sinternational service- I information- /

technological-based economy

. . .identify, organize, plan, andallocate resources.. .

. . .exhibit interpersonal skillsessential for success in themultinational business world,demonstrate basic leadershipabilities I skills, and functioneffectively as members of a workgroup or team.

wiuow Sigh School

321 NortheastNY

La14454ne

Rochester,(Telephone

Number)

October 2, 1995

Ms. Ellen Ralgiel SchoolMaple Elementary123 Hilltop Avenue

Rochester,NY 1404

Dear Ms. Pandel:

withs, candy, andapp other goodie

with trick-or-treating.Being the principal

of a E.-3 schooHalloween

is fast app

sure you know how excitedchildren can get around this

candy- and costume-filledholiday.

In my business class, at

Willow High School, we are creating Halloweennewsletters

geared toward I(-3 students.

roachingThis means ghosts, goblins,

s that come alongrro.

These newslettersare allowing

us to demonstrateand uti-

lize the skills we have acquired in word processingand desk-

top publishing.We are working

with a variety of fonts,

columns, shading, graphics and everythingthat falls under

documentformatting.

This newsletteris also an opportunity

for us to share Halloweensafety tips, jokes, games,

and sto-

ries with your1(-3 studentsand their parents.

I know how exciting elementaryschools can

be on October

31. This newsletterwill add to the excitement,

bringing out

more Halloweenst at Maple Elementary

School.My class-

mates and I would greatly appreciatethe opportunity

to share

these newsletterswith your students and parets. Please con

tact my isrctor, Jim Oaks, at 'Willow High chool, if you

are interestedin a newsletter

for your students.

I look forward to hearingfrom you.

Sincerely,


shows the student organizedthoughts in a clear and concisemanner

indicates the studentunderstood and used appropriatebusiness letter format

demonstrates the student'sability to use a computer systemand appropriate software ingenerating the form letter,performing a mail merge,producing mailing labels, anddesigning the newsletter

illustrates the student'sability to write, developage-appropriate material,and produce a newsletterwith eye appeal, ease ofreading, and attractiveness

indicates the studentcould effectively function asa member of a work group

demonstrates the student under-stood and applied the problem-solving/decision-making process.

' ,;

7:.!

wear bright colored

WEAR BRIGHTCO -ORS

STAY IN A NOGIABORVIOOD0E14. YOU KNOW 11.1E. PEOPLE

GO OUTWITH MI ADULT

DON'TEAT CANDY

UNTIL YOURMOM OR DAD LOOK

AT IT

111411-1,01nrn

, " 5,

;.' ~445,

' ":" "z,;

,,

3firfPON irOg

40 Carry a flashlight with you.

ao AlwaysLek-treating with

Your morn or dad.40 Don't eat any candy unlessYour mom or dad has looked at it,

e. Dress in bright colors. ( For example white)tf) Go trick-or.

before it gets dark outside.Make sure you can see through your mask.

J

74

0 00

67

" , 1 e e ,1 oee oe,1111,1 e

Standard,34!=c4iverliefajtio*

Specialized

StudentWork

Sample

Context

As part of a business simulation,eleventh-grade students in acomputerized accounting course hadto develop and prepare numerousfinancial reports, including anincome statement, a statement ofowner's equity, and a balance sheet.


. . .demonstrate an understanding ofbusiness, marketing, and multinationaleconomic concepts, perform business-related mathematical computations, andanalyze / interpret business-relatednumerical information

...select, apply, and troubleshoothardware and software used in theprocessing of business transactions

. . .prepare, maintain, interpret /analyze,and transmit /distribute information in avariety of formats while demonstratingthe oral, nonverbal, and writtencommunication skills essential forworking in today's internationalservice- / information- / technological-based economy

. . .demonstrate an understanding of theinterrelatedness of business, social, andeconomic systems I subsystems.

ItevIlUMhingFees Earned

BeatingFees Earned

Net Sales... .. .. ......

.....

Gross Profit....................

Depr.Expense,

Building......

.....

OperatingEXpeneee:

Dept. Expense,Trucks

.............

denseense.....................

Insur.................Offic

ance Expense

e SuppliesSICPGASO

...........Repair

SuppliesExpense se

.......

Gas, Oil, RepairsExpen......

Generalk Administrative

Ep. .....

Total OperatingExpenses

............

Incomefrom Operations

................

Other Revenues:

OtherExpenses:

Net Income......................

......

IncomeStatement

Piper'sPlliing

Ind Beating

186100.0011/600.00..........

5000.0020000.0012290.002/00.00

.0014930,00

.

48000.00.........

303/00.00.....

303/0000

68

75


shows the student can work withand interpret complex financialdata in a job-like atmosphere

illustrates the student can usebusiness-related hardware andsophisticated software to performcomplicated employment-liketasks and activities

demonstrates the student caninterpret, analyze, and use avariety of accounting sourcedocuments to develop and producecomplex financial reports

confirms the student caneffectively work with realisticfinancial systems/subsystems andaccounting software similar tothat used in business accountingoffices and departments.

Capital-BillPiper,

151/01MS

Investmentsby owner

Net Income

TotalLess Owner's

Withdrawals

Capital-BillPiper,

12/81/95

114600.00

51385."--------

225985.0030000.00----1959-"--"-_- --

Balance Sheet

Piper's Plumbing and HeatingDec 31, UM

Assets

Current assets:Cash 19445.00

Office Supplies 730.00

Repair Supplies 7600.00

Prepaid Insurance 3800.00

Total current assets 31575.00

Long-term assets:Trucks 82000.00Accum. Depr., Trucks (60000.00)

Building 185000.00

Accum. Depr., Building (37000.00)

Total long-term assets 170000.00

Total assets201575.00

Liabilities

Current liabilities:Accounts Payable 4000.00

Wages Payable 990.00

Unearned Heating Fees 600.00

Total current liabilities 5590.00

Total liabilities5590.00

Owner's Equity

Capital-Piper, 122'95 195985.00

Total equity195985.00

Total liabilities and equity201575.00


76

69

Experiential

StudentWork

Sample

70

3, Career Majors: Business !Information Systems11

Context

1M,

Eleventh- and twelfth-gradebusiness and marketing educationstudents were asked to design apromotional brochure for the highschool's Career ExplorationInternship Program (CEIP), Thebrochure was to be used to promotethe internship program to parents,community organizations,businesses, and students.


. . .prepare, maintain, interpret I analyze,and transmit /distribute information in avariety of formats while demonstratingthe oral, nonverbal, and writtencommunication skills essential forworking in today's internationalservice- /information- I technological-based economy

. . .exhibit interpersonal skills essentialor success in the multinational businessworld, demonstrate basic leadershipabilities /skills, and functioneffectively as members of a workgroup or team. . .identify, organize, plan, andallocate resources (e.g., financial,materials I facilities, human, time) indemonstrating the ability to managetheir lives as learners, contributingfamily members, globally competitiveworkers, and self-sufficientindividuals.

EXTLO ATIO

INTE`16,5TX() C-iXA-gvt

1/icy_i-tON,51.5Eg\L


shows the integration of students'computer, marketing, andcommunication skills

illustrates the students' abilities incomposing/producing a professional-quality promotional brochure

Preparingstudents for thworkforceStudents for the 21st Century

In prepanng

21st century,many

schools are moving toward more workforce

preparationprograms

to make learning more

relevantand to help prePare students

or the

realities of today's workplace.

BEST COPY AVAILABLEt7

demonstrates the students'leadership skills and their abilities infunctioning as members of a workteam

highlights the students' abilities inplanning and implementing a real-lifebusiness project according to astudent-developed timeline andschool-imposed financial budget

shows the students' abilities toconduct appropriate research

indicates the students' abilities inworking with resource copy editors andprinting professionals.

...frPoW",.gd.,;; , ;

AREAS

POSSIBLE CA

TO "P")"...AccountingArchitecture 'csAuto medlar"

VedicalEngineering

Business.

Ad"nistra t

CareChildCommunicationsilications

ElementaryEducation

Graphic Design

Interior Design

jourria"smLaw IrflagIngWiedlea

MeteorologyNursingpediatrics:-frieraPYOccupational

TherapyrtAecijCineOS

VeterinaryMediCin'

BUSINESSESCAN EXPECTOUR STUDENTS

TODevelopa sp ...

Report whepacific training plan

Be readscheduled

y to learnBe responsible

Appreciatethe efforts

and guidanceof

their mentors

BUSINESSESWILLBE ABLE TO...

Participatein the school-to-worktransitionalprocessCollaboratively

work with Mohonasentoethic

help students developa positive workContribute

to the developmentof future

employeesand leadersOffer their expertise

and knowledgeto

interestedlearners

78

71

Standard 3b ,dareer Majors: Health SemiContext

Core

StudentWork

Sample

This assignment was given toseniors enrolled in an integratedhealth careers exploration program.After reviewing codes of ethics fromvarious sources, the students wereasked to work in cooperativelearning groups to develop a code ofethics for their class.


. . .know the importance of performingtheir role in the health care system inaccordance with laws, regulations,policies, ethics, and the rights of clients.

NEW VISION LASSCODE OF ETIIIC

The New 'Vision studentsagreed to maintain the following

standards:

1. To maintain professionalstandards

expectedof a New Vision student.

2. To learn and implementproperly

the theorytaught to the New Vision class.

3. To know, understandand stay within the New 'Vision guidelines.

4. To be courteousand. empathetic

to peers, staff, patientsand visitors.

5. To maintain confidentialityand privacy

regardingpatients.

'7. To be dependableto report to New Vision assignments

on time.

6. Not to accept gifts from patients.

8. To work cooperativelywith peers,

instructorsand staff

9. To maintainthe New Vision Dress Code when at the VAMedical Center.

10. lb maintain one's physical,mental and social health.

12. To report any incident that involvesme to my supervisor

immediately.

11. To properly care for all equipmentand supplies.

72


shows that the students can differentiatebetween legal and ethical rules

demonstrates that the students understandthe importance of equitable treatment of allpeople

indicates that the students can develop acode of ethics for class with application in ahealth care setting.

8p

73

r aj18178:

Context

This assigarnent washigh school strident

to aenroned in a

health exploration Progranl. Thestudent was asked to write an essaydescribing' the importance ofunderstanding science toncepts inthe health care environzhnt,

M-Vg:VWf,VpIirfM1':

TFY-:%;:**:

Perf°rnlitnee Indic atorsStudents;

.apply knowledge/skills acquirea' in

environment.academic subjects to the health care

USING SCIENCECONCEPTS

IN HEALTHCAREERS

To achieve a degree in a health-relatedfield onemust have knowledge

of and expe-

rience m science. Whetherit be biology, chemistry,

physics or anatomy and physiolo-

gy, science is a crucialpart ofthe varietyofhealth careers.

Biology is the study of life; the environmentand the organisms

within it.

Understandingbiology is important

for understandingthe basicprinciples

ofhealth.

For instance, the microbiologiststudies cells and their disorders.

By understanding

the buildingblocks of the human body, microbiologistscanunderstand

its malfunc-

tions andobtain methods to correct them. The laboratorytechnician

uses biology to

help diagnose disease by means ofidentifyingthe pathogenic

microorganismsfrom

the environmentthat cause disease.

Another importantscience

field for most health professionalsto understand

and uti-

lize is chemistry.Theaspect ofchemistry

known as organic chemistrydealswith the

make-upofnatural compounds.It is important

for the dietitians toknow and under-

stand these compoundsso they are able to prescribe

the best food and supplements

for theirpatients' specific needs. Pharmacistsparticularly

need to understandchem-

istry thoroughly.Sincethe body's functions

are controlledby a series ofchemical reac-

tions chemistryis used by the pharmacists

to help correct imbalancesin the body. By

using drugs to alter thebody's chemistrythe pharmacists

areable to correct and

control the body functions.

Physics is also importantwhen dealingwith health. Physics

is the study ofthe

worldaround us. Physics deals withthe study of waves, electricity,

and energy.These

aspectsofscience are especiallyimportant

to the Cardiologistsand electrocardiogram

technicians.The heartbeat

is a series ofelectricalimpulses.

It is importantformed-

ical personnelto understand

electricityso they can comprehend

how the heartworks

and how to diagnose its disorders.EKG technicians

studythese impulses by studying

the waves that these impulsesmake on the electrocardiogram.

Nurses apply the the-

oryofphysics as they move patients. Theyneed toknow the methods thatworkwith

gravity so they do not hurt themselvesortheir patients.

Perhapsthe most important

aspect ofsciencein thehealth field is anatomy

and

physiology.This science deals with the structures

of the human body and how these

structureswork together to maintain body homeostasis.

Since all healthprofessions

deal with keeping the human body healthy, it is crucial tounderstandbody structure

and function. Some professionsparticularly

dealingwith A&P areorthopedicdoctors,

muscle specialists,general physicians,

pharmacistsand nurses.

The study ofsciencesis an important

part ofall healthrelatedfields. Biology, chem-

istry, physics, and anatomyandphysiology

are importanttostudy and comprehend

as they play a crucialrole in understanding

the humanbody and keeping ithealthy.

82


shows the studentunderstands thatknowledge acquired inscience classes isimportant for the world ofwork

identifies areas of sciencethat are pertinent tohealth careers

shows that the studentcan present a coherentand informative essay onan issue related to acareer major area.

82

°!".33nrIAW,?7;11'3,,rw:K-ZAW215.1Z'

,

75

IMMILize dareer Majors: :Health Semi

Experiential.

StudentWork

Sample

4T8

Context Performance IndicatorsStudents:

In this activity, high schoolstudents in a dental assistingprogram were asked to design apresentation to be given topreschool and elementary gradestudents to help them understandproper dental care and cavityprevention methods.

. . . develop knowledge of the concept ofoptimal health and identify factors thataffect health maintenance

. . .communicate information in a varietyof formats and media.

PRIMMMRM:Mak:VV"T1W; ;" ,

' >',Ass ".$ .ro," %,

Student Sample Bets to

'Two dental studentsuse pupil

teach preschoolstudents

about the

importanceof good dental care.


illustrates that students can design andorganize a presentation to instructpreschool and elementary students aboutpreventive health practices such asproper dental care

indicates that students can synthesizeand adapt material to suit the audience

shows that students can inform others ofthe importance of a dentist and dentalassistant in the health care system.

84

7 7'

77

Experiential

StudentWork

Sample

b....;Career Mcd'ors: E 'nee .g/Context

Aviation students had to developflight plans, research the weathervia the Internet from PurdueUniversity and the Duat WeatherService, The students performedweight and balance calculations andplotted weather maps, using paperand pencil. They performed manualnavigation methods and basic flightplanning procedures, using anavigation plotter and circular sliderule known as an E-G14.

,,z ,5.vs.,:r...s.:

sties...". , r.",;;,5",,,./' `ii,..,:'2.0f.,-;,,,,:e.:;;;;:,..W.44.:::


. . .develop practical understanding ofengineering technology through reading,writing, sample problem solving, andemployment experiences

. . .demonstrate how all types ofengineering technical organizations,equipment (hardware I software), andwell-trained human resources assist andexpedite the production distribution ofgoods and services

. . .demonstrate knowledge of planning,product development and utilization, andevaluation that meets the needs ofindustry.

FliteStar(V3.70)

Flightplan04/02/96

Naypoint

---------------------------------------------------------------------------

AC Alt-Start

NA AltEndGS Temp

tr..

Time

10.2

FuelActual

Rem.ATE/FUEL

Name:S.NUTiz

Aircraft:Learjet

ASA: 3600

00:02217.6

108 11000279

00:233282.4

REAU: LAT: A44 51.9 LON:9:091

13

ASA: 3600

** DESCEND:*1341;:78

103 11000344

250/30

00:08449.6

1077000

350

28.7

00:152832.8

ASA: 4200100

7000328 210/126

00:05271.4

KMFI: LAT: N44 38.2 LOS: W090 11.3** DESCEND

**

60.1

60.1

00:102561.4

1045000 341

NSA: 3700220/521

00:10593.5

RSTE: LAT: N44 32.7 LON: W089 31.8** DESCEND **

0.0

94 5000313

695324

00:001967.9

RS. LAT: N44 29.1 LON: W088 07.7

Gross Weight:

Total Time:00:25

Amount

Total Fuel:1532.2

InchesAft of Datum:

Total Dist:145.7

Aircraft

Commenter;

demonstratesflight

that can perform weight and balance calculations relating to

illustrates that students can develop a flight plan

78flight plan.

students can interact with the technological equipment necessary to plot a

zewrAirsAvm1,,,-. ". .7/ A.".°:":".1?)?4.

A f , -44. . -, ;.? -

Weight & Balance14088

Desc Type Weight

Empty Acft

Pilot A Pass

Seat 2 8 3

Seat 5 8 6

Seat 7 A B

Baggage

Fuel

other

other

pass

pass

pass

bagg

fuel

. . . .... . ..... ........ . .... . .

. . .... . .II 11111111 IIIIIIIII11.11111111

235.8 278.0

NO FUEL

O AS LOADED

LANDING

Simulated Flight Route

S6

79

BEST COPY AVAILABLE

Experiential

StudentWork

Sample

e

Context

nee


An eleventh-grade student waspresented with the followingsituation: a business had anoriginal, not-to-scale drawing of ahinged bracket assembly. Thebusiness also had the actual hingedbracket assembly. The businessrequested an accurately scaled CADdrawing of the hinged bracketassembly on a `13" sized ANSIborder, II" x 17", with associatedline weighing and appropriate CADlayering principles applied.

. . .develop practical understanding ofengineering technology through reading,writing, sample problem solving, andemployment experiences

. . .dtmonstrate how all types Ofengineering/ technical organizations,equipment (hardware I software), andwell-trained human resources assist andexpedite the production /distribution ofgoods and services


L..),ita I --'7.11

A.0cir11.1A

wowsIIITLIWIMI 01.0.0

3.18OLS.(PILM9016.

WASfASPCAPON

/0001311.$of.f.CPormia

.6-142 ono' m0 SIANOMINI

,1 .91

WI) TIP(

H® A M7

.

t00"1'

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vcw 1k-A "

80

87

EST COPY AVM r_ i:' LE, 88


demonstrates thestudent's ability to use acomputer system andrelated design software

illustrates the student'sskill in meetingrecognized manufacturingdesign standardscommonly used inindustrial employmentsettings

shows that the studentcan skillfully applyconcepts of mathematicsrequired in theengineering/technologiescareer major area. Si

BEST COPY AVAILABLE

45§,75mi,--- y. vivemang,wwar,

ContextExperiential

StudehtWork

Sample

This eleventh-twelfth-gradeactivity reflects a technicalengineering problem posed to anelectronics class. The engineeringchallenge is designed to havestudents work as a team to developa working circuit from engineeringspecifications. The students willassemble a regulated AC-to -DCpower supply from a parts list,using a block diagram.

,:::-::./


...develop practical understanding ofengineering technology through reading,writing, sample problem solving, andemployment experiences


82


demonstrates that students are able to use materials, tools,instruments, and equipment, and follow safety procedures

shows the students' abilities to research and design a working circuit asmembers of a team

shows that students arrived at an appropriate conclusion by building aworking model.

89 BEST COPY AVAILABLE

.0, v ....se...,..7`r 7.,

? " -Parts List and Block Diagram

,',

<.s.

e.4.;

Cl - 2000 TO 3000 uF CapacitorC2 100 uF CapacitorC3 .1 uF CapacitorD1 04 - 1N4003 DiodeIC1 - LM309K RegulatorP1 -AC Line cordR1 470 fl ResistorR2 5Kfl PotentiometerSi - SPST Slide SwitchT1- I17Vto 18 - 22Vat IA.

4

860 O

83

90

Core

StudentWork

Sample

84

Context

A home economics student had toprepare a resume and write a reportabout a successful job application/employment experience, using com-puter technology.


. . .demonstrate effective communicationskills needed to meet the expectations ofhuman and public service consumers.

OBJECTIVE

EDUCATION

RESUME


uza Jones

555A ComputerChip Road

Anytown,NY

(TelephoneNumber)

wonting with childrenas an elementary

teacher or

I plan to continue my education

as a child psychologist.

WEST HIGH SCHOOL

Sequences;3 years in English

3 years in Social Studies

2yearsinyears in Math

2 years In Science

PERSONAJCIVIC'AIDSWhy -Spnng A995

Five mileWalk to benefit AIDS research

Organizedactivities

for incomingfreshman

'WelcomeCrew Member

1995

gg'Student Councti

Member1993-1996

HomeroomRepresentative

1995-1996

'In progressot working

vnth Kids EscapingDrugs

Telethon-MarchA996

Joe stiCU-S

demonstrates thestudent's ability to write aresume detailing currentwork experience, skills,abilities, and interests

is well organized withsufficient supportingdetail

illustrates the student'stechnical and processingknowledge (e.g., use ofspell checks, punctuation,thesaurus, format, andother editorial tools).

Sales Associatefor Hall's

-Fall 1995

Duties:Welcoming

customers

Assistedcustomers

about product

Accunfmoulated

tio, organized,

and updatedirmanreports

0 all stock

V4orked on an electroniccash

register

Associateof North Atilefiare

Park -toridally

Pilot Field April6,1995 - September

14, 1995

Duties:*Prepared

food of various kinds

-Organizedand stocked inventory

.Calculated the stand'sproductivity

-Served customers

-Cashedout customers

IFTIP COPY AVM LE,91

StudentCommentaryon Successful

JobApplicationand

Employment

In earlyDecemberI had an open interview

atMedia Play.There

were several positionsopen for Christmas

help. Idecidedto take my

resumewhich wehad worked on in our Independent

Livingclass.

During the interview,Mike, one of the managers,

had asked me to

tell him a little about myself.I immediately

took out my resume,

handedit toMike and began totalkaboutmyself.

I found it very easy

to talk about my accomplishmentsand pastexperience

becauseof my

resume.Mike was very impressed

with the organizationof my

resume. He asked me questionspertaining

to my experienceand I felt

very confidentand reassured

when answeringhim.

My resumemade me feel relaxed about talkingabout myself. It was

a guidelinethat I could follow

and fall back on if I ran out ofthings to

say,but I never did run out ofthings to say. There wasalways some-

thing toexpand on or something

Mike wanted to know moreabout.

Resumesare great tension releases, everything

you need or want to

talk about is alreadypre-thoughtand well organized.

Resumesshow

that you are confidentand well-prepared.

Becauseof my resumeI

receivedthe job. I would encourage

anyone who has a job interviewto

make up a well preparedresume.Itdoesn't

take very long and it

could get you thechance to get yourfoot in the doorand begin a great

job.Also, your resumeboosts your self-esteem,makes you realize all

of yourachievementsand gives you an opportunity

to talk about your-

self andoverall you feel 100%better regardless

if you get the job or

not, you feelbetterknowingall youhave done.

82

SS

-Ow

Specialized

StudentWork,

Sample

86

:Career Majors: I-1u it" tuz: u SAit ,

4/(.44

Context

In this project, students in ahuman services course invitedeighth-grade students to participatein a "shadowing day" to learn whata normal day in high school waslike.


. . .demonstrate how to interact effectivelyand sensitively with others

. . .apply personal and resourcemanagement skills.

Family & ConsumerScienc

mentes Depart

Careers in Tautaatt SerVices

Eighth Grade ShadowingDay - 1995

Pleaserespond to the following

questionsregarding

eighth grade shad-Evalu.ation Form

owing day. Please be specific and conaplete.

1. What did you expect the high school to be like before you came to

visit on shadowingday?

2. How did you spend your shadowingday? faill-the chart below:

9 wasn't sure.


demonstrateshow the studentworked tocontribute to aPositive highschoolenvironment

shows thestudents'considerationfor the needsof eighthgraders informulatingthe project

indicatesthatresponseswill beused to setgoals forfuturetransitionprojects.fort

What was your favorite class of the day? IY.11363Y-itwas your favorite.

tavortte ctass was Creative 6,cpteSSIoilsbecause

9 got W

participate.

What was your least favorite tirae of the day? }DIX..?

Au least lavorite was Computer'Room she normally

had

English.but it IOUS tree period.

.9twl there was nothtng 0 could do.

93

3. Do you think the shadowingday was a valuable

way for you to

becomemorefamiliar with the high school? Explain.

yes. a fed more comfortablewith the halls.and 0 know

Mare.

4. How doyou think the high school studentsfelt abouthaving

you visit? Explain.

They seemed surprised,but they were neat.

How did you feelwhile you were here? Explain.

0 felt comfortable.

5. If we were to plan a shadowingday for future eighth graders,

what could we do to make it better? If you have specificideas, we

would appreciatethem.

0 think that it was fine.

What other types ofopportunitiescould the high school

offer to

make it easier for you to come here nextyear?

stave more shadowingdays.

6. What are your impressionsof the high school now

that you

have spent an entire day here?

at's not as big.

7. Do you have more questionsabout high school life? Please

write them in the space below. Studentsin Careers inHuman

Serviceswill respond

to each questionyou have, and send the

answersto you in your homeroom.

THANKYOU FOR PARTICIPATING

IN

EIGHTHGRADE

SHADOWINGDAY!

WE'LL SEE YOU IN THE FALL.

94

8?

Experiential

StudentWork

Sample

88

3b---N.iareer Majors: Hu n and Public SeryContext

Students in an eleventh-twelfth-grade independent living class wereasked to plan a hands-on activitywhich involves working withgrowing children to produce acollaborative project. This activity,called "Stone Soup,* gives highschool students the opportunity tocommunicate with and nurtureyoung children.


. . .demonstrate effective communicationskills needed to meet the expectations ofhuman and public services consumers

. . .understand the process of humangrowth and development and itsinfluence on client needs

. . .demonstrate how to interact effectivelyand sensitively with others

. . .solve problems, set goals, and makedecisions in order to provide services tobest meet the needs of others.

I learned that teaching is not only helping stu-

dents learn, but also dealing with their everyday

problems.Teaching

is a very strenuousjob. It is

interesting,fun and exciting,

yet it is also very frus-

trating and stressful.A teacher

must have motiva-

tion to help a childand a lot of dedication

to hisiher

job.

I enjoyed workingvrith the students

one on one. I

especiallyenjoyed working

with one little boy.

Althoughhe was slow in doing his work, knowing

that I could help him made me and him feel good. I

think the one thing I learned aboutmyself is how

attached you becometo these students.

1 feel like

they are nay own kids and lcnowingthat you can

help them is the best feeling in the world.

(work doneby an eleventh-grade

student)


demonstrates thestudent's ability toidentify strengths andareas for furtherdevelopment in relation tohuman service careerreadiness

demonstrates effectivecommunication skills

shows that the studenthelped the youngerchildren exhibit positivebehaviors

illustrates that thestudent can apply theconcept of nurturing tohuman and publicservices occupationsthrough volunteer work ina child-related facility

indicates thatcontributing to a positiveenvironment enables allgroups to be productiveand fulfilled.

-".-

Dear Teacher,

Thank you for letting usdo this project with youand your home economicsclass. We really enjoyedit. Ifirst

hope you liked it. Atthe soup didn't lookgood. But that was beforewe cooked it! After wecooked it it looked,smelled and tasted good.Everybody that ate someLiked i/ I ate three bowls.Tomorrow I am going tohavenave some more Thatsoup is so good I couldeat a whole pot of it if Ihad room for it. Did youtry any? I'm so glad thatgot your recipe. Now Ican make it home when-ever I want to. I likedeverything

in the soupans.

except the green beBut the rest was great!

(work done by an elementary student)S9

BEST COPY AVAILABLE

Standard , -Career Majors: N icte4

Core

StudentWork

Sample

ContextEleventh-grade students in an

Environmental Science class, as alab exercise, were given a freshsample of creek water to observealgae growth when phosphate andnitrate compounds were added. Thislab activity allowed students to setup and conduct controlledexperiments in order to observe anddetermine what changes occur inpond water as a result of the addi-tion of phosphate :and nitrate.Students were assigned to groups offive OriSiX


. . .demonstrate a solid base of knowledgeand skills in natural and agriculturalsciences

. . .prepare, maintain, interpret, anddisseminate quantitative and qualitativepieces of information relating to thenatural and agricultural sciences.

DAYCON7POL

I at a7 4 01 7ro1.4,P5,

observe-a

nowtobserved

ncA-w..,,c

observed

(1,,,w,,,A.

observed

nouitlita

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observed

flowit,

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:mace bum.1.ha.,, &At/5

944 0,4%,,,,

bAcialyewiriecA

Lolor %.11,-%

isLatol'Kik. (et et

Colo( 4,A4

tubsAlwe yi gas,

Need% wor

6.,1)ill 41MX( At116611

if "A "rtuts:katwe .4411001

ger-n reler

11.6W-41sow( gAeliejitpLai.r

3,,,,.....,,,,to:mcssper.e, ypori

Veit

fe...cr bAkles

5(14't cor

Fewer 6.klAs

Sa fAt color

Fe...cc &LAI

Sire cola'

ie...v.r Wiles

uxse color

cower ht,Ak*s

$3 wne cob/'

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sl....e J.(

4 sa me osbefore

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S3-"%e albeCoct

CLVe ?Ca"'(cnosi)

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siNitOlaterscol

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tfl 1 b"k44t1,Sm.. o,.00ni.iWe ce$*C"1,041Ver.,,,

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10


shows that students set up an experiment and recorded daily observationsshows that students organized, recorded, and interpreted data of algae growthdemonstrates that students arrived at an appropriate conclusionshows that students were able to work together as members of a team

90 demonstrates simple agricultural-related science concepts and interpreting dataindicates that students understand how nitrates and phosphates affected algae growth.

EST COPY AVAILABLE97

v-,1.

;? (' ""

''''''''''''' 1.;"

"7'"

LAB-AIDS**20 POLLUTANT

EFFECTSOF PHOSPHATES

AND NITRATESKIT

StudentWorksheetand Guide

Algae,which ars normally

present infresh water

will undergoa series

of changeswhen phosphite

and nitratecompounds are

added.These doors

caninfluence the

quality of the entirebody of water.

This labactivityallows you

to set up and conductcontrolled

experimentin order

to observeand

determine whatchanges

occur inpond wateras s resift of the addition

of nitrite and phosphate.

You will be assignedto a group

of six (6)students and

your groupwilt conduct

the activitywith a sample of

fresh water

From anynearbywaterway or

with asampleprovided byyour instructor.

PROCEDURE:The

following is theprocedureeach group

of six (a) studentsshould follow:

I. Thegroupobtains 7

dear testingcontained.

Each studentis responsible

for one testing container.

2. Labelthe containers

with the pressuresensitive

labels (onelabel/contained

numbers1--7. (01

will be the control.)

3. Piece90 ml of

fresh waterfrom any nearby waterway

into each testing container(recording the

data andlocation of the

collection onthe datasheet).

. Add the nitrateand phosphate

"pollutants" tothe con-

tainers carefully(counting

the drops)each day

for a

period of 10 daysaccording to

the scheduleto the right.

S. Place apiece of paper

towelling on each containerand

place thecontainersin a will

lighted area.

6. Eventhough you

home sat uponly one

of thecontainers,

you see responsiblefor recording

in the datachart obser

whitens ofall 7 containersof your group.

Locationcollected clent-r

Container014,2*3*4os

SolutionsAdded Daily

Nothing added CONTROL

9 dropsphosoisittasolution

18 dropsphosphatesolution

9 dropsnitrate sootier,

19 dropsnitrate solution

9 drops phosphateand nitrate

solution

18 dropsphosphateand nitrate

solution

Errrfffntree K

Note in the data chart the appearanceof the

simples and any changesthat may

0000 in the sondeand the

control in the

worooriatespaces.

(Commentsmay range

from "nochange" to "doudier

appearance,""green

color," or for thatmatter, any

subjectiveinterpretation.)

OBSERVATIONSANO INTERPRETATIONS:

1. Howmany drys

did it take to observechanges in the algae

content of the contra1e117

in sample *2?*3?

5-- *4?vq. *ST*67

*77 1.4

2. Howwould you

describe thealgae content

of container*7 se

compared to01 (control)

after 10days?Callieffler

es a,

iNCt a it i*aNnloto.no hubhirS

ifinci+

1,1v) ft OS

ilontLiter

64'444%14 a ter Pars?GAll"

00441 CLiv,

Container*6 as

compared to*1 after 10 days/

CatrIllfettyg# ha s Sit Q

e

a1,-.A.VN214 tin ba..ktt=it*S_

Container043 as

compared to172 and

04 after10 drys?

Cfret3tarierP`(.0 kriS

OMre aI

4,ha," eoryOtermer

tes,s 41a,rt, oyetiAteiLi

3. Wes the algaecontent of

Container*2 similar ordifferent

from thealgae content

of container*3 after

only five days?

Container*4 similar

or differentfrom the

algae contentof container

*5 after only five days?

Containerse similar or different

from thealgae content

of container*7 after

only five days?

4. Whatfactor: may have

contributed to your observations?

cmh. che°

.hr 1? -1-

Name

Oats

LAS-AIOSID19710

98

COPY AMY

Specialized

StudentFork

Sample

92

b-Career Majors: Natural andContext

This ninth-grade report wasprepared in response to a new highschool FFA -program called"Adopt-A-Clasirooin." The purposeof the program is to teachelementary students about variousaspects of agriculture. High schoolFFA members come into individualclassrooms each month to teachstudents about agricultural-relatedactivities.



. . .prepare, maintain, interpret, anddisseminate quantitative and qualitativepieces of information relating to thenatural and agricultural sciences.

Do Worm Really Eat Garbage?

Do wormsreally eat nay garage?

Yes, they do and a whole lot naore. They can

take decaying organic materialsuch as leaves and wood, and turn it into a nutrient-

rich soil superb for house and vegetableplants. This is the age of organics

and

earthwormscan be a beneficial

part of our lives.

Before we begin,would like to give you two vocabulary

words that will make the

understandingof my presentation

easier.They are "vermicomposting"

and "worm

castings."Vermicompost

is a moregeneral term

than or castings.A casting is

the material depositedafter it's moved through the worm's digestive

tract.

Vermicompostalso contains worm castings,

but also consists of partiallydecom-

posed bedding and organic waste.

bet's now begin with the two different species of earthworms.They are the red-

worm and nightcrawler.Redworms

are the best to use in a home verroicomposting

system for a numberof easons. They produce large amounts

of organic material in

their natural habitats of manure,compost piles, and decaying leaves. They also

reproducewell in small, confined areas. Some coranaon names you may have heard

of for the redwornaare "manure worm," "red wiggler," or "rd hybrid." The scientific

name for theis Bisenia foe The

The other worm is called the niglatcrawler.

It is quite different from the redworra.The scientific

name for it is Lunabricuster-

restris. You may have heard it referred to as the rainwornaor dewworrn.

This

species is by far the most studied of the 3000 speciesfound on our planet. The

nightcrawlersare not said to be a very good worm

for a YlOrile vermiconapostingsys-

tem for a numberof reasons,

but I have successfullyraised them for about 6 months

now and they are actually doing better than my redwornas.When you see glops of

coiled dirt on the ground,these are the castings

and where the entranceis to their

burrow. Nightcrawlersaid greatly in soil fertility, aeration,

and water rtention.

To me, the life cycle of the earthwormis very interesting.

Worms are hermaphro-

dites, but need another to reproducewith. After the two worms have bred, they each

form a swollen region near their heads.They soon

shed this and each region tapers

off to be about 118" inch long. These are called cocoons.From each ocoon,

two or

three baby worms hatch and look like white wrigglingthreads. Over the nest two

months,the young worms

will eat and grow,and then in about two

months, they

will reach sexual maturity where they can breed and repeat the cycle.

When perfornainglife cydes, different

worms prefer different containersand bed-

dings. If yoix!re using reclworms,they like a shallow, large surface container.

It

should havea large surface area because red

tend to be surface feeders. It

should be shallow, eight inches or less, because the bedding could squeezethe air

9 q

net.

out of the bottom layers and develop an awful smelling,anaerobic

condition.You need

an aerobic environmentwhere oxygen is present throughout

the bedding. Oxygen is

needednot only

for the worms,but also for the millions of microorganisms

that aid in

In your container,the worms

need a beddingthat they can move freely tb.rough.

After

a while, all the beddingwill be turned to worm castings.

Some of the best typesof bed-

the breakingclown of food wastes.

dings for redworrasare shredded

paper, manure,leaf mole and

at moss. I use a

50/50blend of inachine-slaredded

paper and peat moss. For redwornas,it is not good to

use soil or dirtbecause redworrasare naturally

found in decayingvegetation

such as

Next, we will discussthe types of food redworrns

will eat. They absolutelylove veg-

etable wastessuch as apples, coffee grounds, corn meal, breads, cucumbers,

and many

rotting logs,manures,and fallen leaves.

more. You may have noticed there is no meat on nay list Rottingmeat can produce

foul-smellingodors. 'Mice

and rats mayalso go after the meat, and even eat your

wornasl Wormswill eat meat, but it takes them quite a while.

Never use non-biodegradablestructures

such as plastics, alummunafoil, and glass

becausethey can be harrnful

both to you leayour worms. Whenburying

food, you

can bury it many differentways. I dig trenches

across the width and down the length

of the worm box..After you have placed the garbage

in the trences, cover it up; the

worms will find it. Be carefulnot to add too touch food or the worms and microorgan-

isms will not be fastenough to eat it all, causing odor. If you don't overload thesystem,

the odorwill be very low or not even there. My vertniconapost

actually sraellskind of

men cornpostingwith worms, you have one of three goals.

They are to produce fish-

ing worms, worm castings for plants or a continuoussupply of fishing worms

and ver-

micompostI ara a uraddle-of-the-roader.

About every four months,I prepare fresh

sweet!

Now, I shall discuss adding the vermicompostand castings to plants. When wing

bedding and separatethe worms frorn the old bedding.

vermicompost,use sparingly

and selectively.It is loaded with humus, worm castings,

and decomposingmatter.

Use it in the bottom of holds when plantingvegetables

in

your garden,or as a topdress on houseplants

and vegetables.When using worm cast-

ings, you should be carefulnot to add too -nauch to one plant because

all theminerals

present may turn to salt and inhibit the growth of the plant. Studies have shown that

a diluted.mix or worm castings with peat moss

and perliteand better for plants than

straight castings or straightpeat moss. The plants with the three-part

combination.

appeared to be naore lush, and theirgrowth was

far more vigorous.

Earthwormsplay an important

role in turning decayingorganic rnaterial

into a

fertile soil.may not see there at work, but the

there. The next time you get

ready to step on one or put it on a hook, YU bet youl think twice about the value of

Thank youl Are there any questions?earthworms!

Vv.; ;ete* h ces

"ye,,f." <J.

.4;


demonstrates the student's ability to communicate, orally and in writing, and work withyounger students in an agricultural experience programshows the students ability to conduct research for an extensive report

indicates the student's knowledge of food waste composting., including the process calledvermiculture.

100

93

Experiential

Student

workSample

94

Career Majors: aturti andPerformance IndicatorsStudents:

Context

A student in an agricultureeducation class conducted anexperiment to determine if passingair through ga hih-voltage current

increase nitrate leVelain thesoil. The:higliOltage current wascreated by;:iising graphite electrodesto simulate lightning and a.farisprinkler system to simulate windand rain.


. . .demonstrate the ability to usetechnology to assist in production anddistribution of food goods and services oftoday's agricultural industries. . .prepare, maintain, interpret, anddisseminate quantitative and qualitativepieces of information relating to thenatural and agricultural sciences.

Applicant'sStory: Indicate pertinent

informationrelative to

your agriscienceproject. Summarize

how you selected your project,

your personal managementdecisions,

accomplishments,failures,

any unusualevents or circumstances

affectingthis enterprise

and

your current status and future goals.

Uponreading an article in our local newspaper

in which David

"Mengel,Purdue University

professorof agronomy,

claimed that

lightning triggers plant growth through convertingnitxogen into

ammonia,I began to wonder about other positive effects that light-

ning might have on the soil and plant growth. After much research

on the subject, I cam to the conclusionthat the chemical reaction

that lightningproduces

in the atmosphere could possibly be repli-

cated in a controlledenvironment,

and thus raise the nitrate level

in the soil which would also stimulateplant growth under proper

growingconditions.


demonstrates the studentused learned knowledgeon the natural process ofnitrogen fixation bylightning to develop andconduct an extensiveexperiment to test ahypothesis related to soilnitrate levels

After researchingthe subject, I began formulating

designsfor the

miniaturegreenhouses.

I determinedthat I would

test the nitrate

level and pH of the soil, runoff water, and incomingwater. I decid-

ed to run my tests weeklyand monitor

the plantseach day.

developed achart to record my

data on. I chose a fast growing corn

for ray experimentand deterrained

the frequencyof the electrodes

and precipitation.

The data that I recorded showed the experimentplants

that were

exposed to electrifiedair, had consistently

higher nitratelevels in

the soiland water, which supported

ray hypothesis.Although

the

nitrate levels were higher in the experiment,the control plants

had a healthier appearance.This may have been due to a lower

temperaturein the experiment

as a result of ventingthe experi

ment outside the greenhouseand the control into the greenhouse,

to prevent the airflows from miffing,and being pulled back into the

ViersThefrequency

of the preciptationprovided

by the sprin-

klers had to be adjusted because the plants were becomingoversat-

urated. Initially the sprinklerswere turned on with the electrodes

in order to bring the electrifiedair into the soil.

shows the studentapplied technologicalknowledge and skills

indicates

specialized-leveli

studenten p dvan us co e and

informationmanagement/communicationsknowledge througha laboratorysimulation.

TheElectric Greenhouse

le,s vs

,.; A 1. ...re

"a ,

Abstract

The "ElectricGreenhouse"

The Effect ofNitrogenFixingLightning

on Soil NitrateLevels

Date:March - 1995

Purpose Statement:The purpose

of this study isto determinewhether ornot passing air

through a high-voltagecurrent, created by using graphite electrodes

to simulate lightningand

a fan andsprinklersystem to simulatewindand rain, will increasenitrate

levels in the soil.

HypothesisorQuestion:

Will the natural process ofnitrogen fixation bylightningbe dupli-

cated in an enclosedenvironment

by passing air through a high-voltagecurrent and simulat-

ing precipitationandwindwith a sprinkler

and fan result in highersoil nitrate levels?

TypeofResearch:Experimental

Populationor Sample Used:Pioneervariety corn was grownin a mixture of 2/3 sand and

1/3 Hyponexpottingsoil. The soil was tested for nitrate

and pH levels weekly. The nitrate lev-

els and pH oftherunoffand incomingwater were also measured

weeklyfor a total of7 weeks.

Findings:The nitrate levels of the experimental

plants were consistentlyhigher than those of

thecontrolin both the soil and water. At one point the soil nitrate

level ofthe experimentwas

higherthan the startingpoint. The pH level showed littlevariance.The plants in the control

had ahealthier appearancethan the experimental

althoughthey wereabout the same height.

Recommendations:

Although acontrol was

used, I would recommenda third setupwith a

known fertilizervalue for an additional

comparison.I wouldalso recommend

startingthe

experimentwith a highernitrate level. Research

should be done to determinethe effectsof arc

length on the processofnitrogen fixing and to measure the effects of thevoltage and frequency

of the electrodes.

95

NEW YORK STATE EDUCATION DEPARTMENTALBANY, NEW YORK 12234

103

NON-PROFIT ORG.U.S. POSTAGE

PAIDAlbany, NY

Permit No. 293

DOCUMENT RESUME ED 400 435 CE 072 793 TITLE INSTITUTION ... · Students will demonstrate mastery of...

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Transcript of DOCUMENT RESUME ED 400 435 CE 072 793 TITLE INSTITUTION ... · Students will demonstrate mastery of...