This section of each unit indicates research-based strategies that can be used to enable students to master each competency. Emphasis has been placed on strategies that reflect active learning methodologies. Teachers should feel free to modify or enhance these suggestions based on needs of their students and resources available in order to provide optimum learning experiences for their students. Suggested Assessment Strategies This section indicates research-based strategies that can be used to measure student mastery. Examples of suggested strategies could include rubrics, class participation, reflection, and journaling. Again, teachers should feel free to modify or enhance these suggested assessment strategies based on local needs and resources. Integrated Academic Topics, 21st Century Skills and Information and Communication Technology Literacy Standards, ACT College Readiness Standards, and Technology Standards for Students This section identifies related academic topics as required in the Subject Area Testing Program (SATP) in Algebra I, Biology I, English II, and U.S. History from 1877, which are integrated into the content of the unit. Research-based teaching strategies also incorporate ACT College Readiness standards. This section also identifies the 21st Century Skills and Information and Communication Technology Literacy skills. In addition, national technology standards for students associated with the competencies and suggested objectives for the unit are also identified. References A list of suggested references is provided for each unit. The list includes some of the primary instructional resources that may be used to teach the competencies and suggested objectives. Again, these resources are suggested, and the list may be modified or enhanced based on needs and abilities of students and on available resources. Unit 1: Orientation and Ethics Understandings and Goals Enduring Understandings In this unit, the student will the following: Personality, teamwork, and leadership abilities are integral components for creating a healthy learning community. Safety is an integral part of daily life. Students will understand the importance of school policies and procedures. Students will understand classroom guidelines and expectations. Essential Questions What would happen if there were no rules or regulations? Why do some people not work well together? How do people get the jobs they want to have?
b. Apply concepts of planning, design, building, testing, quality assurance, and customer needs. (T1, T4, T5, CCM49) b. Choose one of the following two activities: 1. Define planning, design, building, testing, quality assurance, and customer needs as these terms apply to the design process. Students will work in groups to build a paper tower following specified design criteria with limited supplies and compete with other groups in the classroom for the tallest, free-standing (for 10 seconds) tower. The students will compete, and the teacher will keep measurements on the board as the towers are tested. Provide prizes to the top winners. 2. Students will work in groups to build an aircraft decoy following specified design criteria with limited supplies and compete with other groups in the classroom for the aircraft decoy that will travel the longest distance. The students will compete, and the teacher will keep measurements by marking the distance on the string. Provide prizes to the top winners. Students will complete the reflective memo on the activity completed above. OPTIONAL: Invite a speaker to explain the design process of a product in your area (ex. automobile industry, computer industry, timber industry, refining industry, department of transportation, etc.). b. Tower Contest (Supplies are listed.) Attached Air Craft Decoy Design competition (Supplies are listed.) Journal Rubric Performance Task Performance Task Title: Cardboard Chair Design Students will work in groups of 3 or 4 to build a cardboard chair following specified design criteria. You are a furniture designer charged with creating a new line of chairs that use recyclable material but support people. You intend to practice using only cardboard for your design. Please use the activity sheet for further instructions. You will be evaluated by the design, explanation, specifications, aesthetics, and group work. Attachments for Performance Task: Cardboard Chair Design Activity (Located in Appendix A) Cardboard Chair Design Rubric (Located in Appendix A) Performance Task Rubric (Located in Appendix A) Unit Resources
c. Research the different roles in the economy such as producers, consumers, savers, workers, and investors. (T3, T6, CCE1, CCE2, CCE3) c. Define economy. Discuss with students who all make up the economy (producers, consumers, savers, workers, investors, spenders, etc.). Ask students if the economy would continue on a profitable course if any of the roles listed were missing. Discuss each group’s role in stabilizing the economy. Instruct groups to take on one of the roles. (Be sure all are covered.) Research it, and write a brief essay of its importance to share with the class. c. Observation and questioning Essay Rubric d. Examine the tools that can be used to manage financial resources. (T3, T6, CCE1, CCE2, CCE3) d. Ask students if they have a particular method for saving Discuss several options (the envelope system, etc.) as useful tools for managing money. Challenge students to try a new method and report on it at the end of the week to see how successful it was. Discuss online bill pay and using computer finance software to budget, save, and so forth. Reiterate the benefit of financial advisors and their role in helping manage income. d. Graded Assignment e. Examine consequences of economic choices made by individuals. (T3, T6, CCM1, CCM2, CCM3) e. See performance task below. e. Performance Task Rubric Performance Task Performance Task Title: Let’s Buy a House! You are a homebuyer. But you want to be sure that you can afford it. Surf online to find the house you would like to purchase. After finding the base price, research what will be added to this cost for your mortgage and what those values would be for your community. Add the current interest rate, insurance, taxes, realtor fees, and so forth to come up with your monthly payment on a 30-yr mortgage. Multiply that by 360 months, and that is how much the house will actually “cost” you. Provide your calculations to your teacher. Attachments for Performance Task Performance Task Rubric (Located in Appendix A) Unit Resources Books
try to guess. It is a great way to have them learn employability traits and have fun! Journal: In their journals, they will need to respond to the following question: What employability skills do you already have, and which ones do you need to work on? Journal Rubric b. Prepare a project management methodology, and use it consistently. (T1. T2, T3, T4, T5, T6, CCE1, CCE2, CCE3) b. students with questions, and have them brainstorm a consistent process for completing any assigned project. Below is a simple project management methodology found at . Have class finalize the process and post it on the wall. Example: Project Management Process Agree precise specification for the project. . . . . . . b. Project Rubric Competency 2: Provide essential documents and skills required for entering the workforce. (DOK3, CS6, CS7, CS8, CS11, CS13, CS15, CS16) Suggested Performance Indicators Suggested Teaching Strategies Suggested Assessment Strategies a. Prepare a résumé containing essential information. (T1. T2, T3, T4, T5, T6, CCE1, CCE2, CCE3, CCE7, CCE8) Note: Choices offers the following items online that could be used in this unit: a. Choices Professional allows the teacher to set up your students by class, individual students, or a group of students for completion of activities. Students should follow the instructions on the résumé builder or create one under teacher direction. a. Résumé Rubric b. Describe and demonstrate the procedures for a job interview. (T1. T2, T3, T4, T6, CCE1, CCE2, CCE3, CCE7, CCE8) b. Large group discussion on job interview etiquette. Students could watch videos of examples of good interviews and bad interviews and critique them. completing job interview practice, the student will complete a “mock” interview with the teacher, another adult, or fellow student. b. Teacher observation Interview Rubric c. Prepare and finalize electronic portfolio to include all relevant c. Explain to students about the program Choices online that is used in the Career Center. (You may want to get c. Portfolio Rubric
____Aesthetics 10 pts ____Group evaluation 5 pts ____Self evaluation 5 pts ____Total Teacher Comments: Discussion Rubric Student Name__________________________________________ Date__________________________________________________ 5 4 3 Score Quality of Comments Timely and appropriate comments, thoughtful and reflective, responds respectfully to other student's remarks, provokes questions, and comments from the group Volunteers comments, most are appropriate and reflect some thoughtfulness, leads to other questions or remarks from student and/or others Volunteers comments but lacks depth, may or may not lead to other questions from students Struggles but participates, occasionally offers a comment when directly questioned, may simply restate questions or points previously raised, may add nothing new to the discussion or provoke no responses or question Does not participate and/or only makes negative or disruptive remarks, comments are inappropriate or off topic Reference Clear reference to text being discussed and connects to it to other text or reference points from previous readings and discussions Has done the reading with some thoroughness, may lack some detail or critical insight Has done the reading; lacks thoroughness of understanding or insight Has not read the entire text and cannot sustain any reference to it in the course of discussion Unable to refer to text for evidence or support of remarks Active Listening Posture, demeanor, and behavior clearly demonstrate respect and attentiveness to others. Listens to others most of the time, does not stay focused on other's comments (too busy formulating Listens to others some of the time, does not stay focused on other's comments (too Drifts in and out of discussion, listening to some remarks while clearly Disrespectful of others when they are speaking; behavior indicates total
own) or loses continuity of discussion. Shows consistency in responding to the comments of others busy formulating own) or loses continuity of discussion. Shows some consistency in responding to the comments of others missing or ignoring others with group or discussion Total Drawing Rubric Student Name__________________________________________ Date__________________________________________________ Criteria Excellent 3 Satisfactory Insufficient Score Completed Drawings Drawing contains clean and sharp lines. Drawing has mostly clean lines. Drawing has many lines that are not cleanly drawn. Understanding Student shows accuracy and understanding of drawing method. Student satisfactory command of drawing method. Student shows signs of misunderstanding of drawing method. CADD Concepts Student shows command of hidden lines and 3-D connections in drawing. Student shows adequate command of hidden lines and connections in drawing. Student shows poor understanding of hidden lines and 3-D connections in drawing.
Group Participation Rubric Student Name__________________________________________ Date__________________________________________________ Project Title: points 3 points 4 points Total Group Rarely contributed to discussions of the group Contributed good effort to discussions of the group Contributed effort to discussions of the group Contributed exceptional effort to discussions of the On-Task Behavior Exhibited behavior inconsistently Exhibited behavior some of the time Exhibited behavior most of the time Exhibited behavior consistently Helping Others Did not assist other group members Seldom assisted other group members Occasionally assisted other group members Assisted other group members Listening Ignored ideas of group members Seldom listened to ideas of group members Occasionally listened to ideas of group members Always listened to ideas of group members Total Score HowStuffWorks Activity on Robots Student Name__________________________________________ Date__________________________________________________
Asks appropriate questions and demonstrates awareness of background of company and requirements of the job Cues on interviewer’s closure and responds appropriately Total Journal Rubric Student Name__________________________________________ Date__________________________________________________ Use this rubric to assess students’ abilities to complete the journal activities assigned for this lesson. Share this assessment with students prior to completing the journal-writing lessons so they will understand how they will be assessed. You can also use the rubric as a basis for discussion and feedback with each student. The student writes journal responses in complete sentences. _____ The student writes five or more sentences to answer questions. _____ The student responds to questions by self-questioning, retelling, predicting, or assuming the role of a character. _____ The student’s experiences and opinions are clear. _____ The student works with a peer to share journal responses and to develop a combined response when requested. TOTAL: _____ EXCELLENT (4) VERY GOOD (3) FAIR (2) POOR (1) The student completes the task with no major errors. The student demonstrates a full The student completes the task with only a few major errors and some minor errors. The student completes the task with some major errors and many minor errors. The student fails to complete the task. The student does not understand the concepts.
understanding of the concepts. The student demonstrates a strong understanding of the concepts. The student has difficulty understanding the concepts. Teacher Comments: OSHA Standards in the Workplace Rubric Student Name__________________________________________ Date__________________________________________________ CATEGORY 4 Points 3 Points Points Point Score Content - Accuracy At least seven accurate facts are displayed on the poster. Five to six accurate facts are displayed on the poster. Three to four accurate facts are displayed on the poster. Less than accurate facts are displayed on the poster. Graphics -Clarity Graphics are all in and the content is easily viewed and identified from 6 ft away. Most graphics are in focus, and the content is easily viewed and identified from 6 ft away. Most graphics are in focus, and the content is easily viewed and identified from 4 ft away. Many graphics are not clear or are too small. Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but one of the required elements are included on the poster. Several required elements are missing. Attractiveness The poster is exceptionally attractive in of design, layout, and neatness. The poster is attractive in of design, layout, and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Grammar are no grammatical mistakes on the poster. There is one grammatical mistake on the poster. There are two grammatical mistakes on the poster. are more than two grammatical mistakes on the poster.
Performance Task Rubric Student Name__________________________________________ Criteria 3 4 Presentation Unorganized; does not flow; hard to follow; does not account for the knowledge of the audience; no use of color or graphics are organized, but presentation requires further explanation to follow; some use of color and graphics; obvious improvement needed. Appropriately organized; some improvement needed to clearly understand the topic; appropriate use of graphics Presentation easily and can be understood easily by the audience; good use of color and graphics; all required information is present. Cleanliness Unorganized experimentation; poor lab skills; messy and unorganized report; lacks direction Ideas are organized, but presentation requires further explanation to follow; poor lab skills; obvious improvement needed. Appropriately organized; some improvement needed to clearly understand the only a few errors in lab skills Report easily and is easily understood; good lab skills; all required information is present. Knowledge of the Topic Little to no understanding of the project; lack of interest and research; unable to answer questions on the topic Basic understanding of the task; very little interest (too easy); unable to sufficiently answer questions Adequate understanding of the task; appropriate information for the audience; could be further studied Questions answered easily; information appropriate for the audience; shows interest and good investment of time Thoroughness No understanding of the science involved; did not include all topics Poor understanding of the science; one reference; only a couple of topics researched Decent explanation of the science; two references; most topics present Effective explanation of science; all topics present Accuracy Incorrect throughout the presentation; no data inclusion One or two correct facts, but primarily poor information; poor representation of data A few incorrect facts, but effective overall presentation; should improve representation of data Complete factual information; good overall presentation and representation of data Total
Date__________________________________________________ Teacher comments: Portfolio Rubric Student Name__________________________________________ Date__________________________________________________ 4 Points 3 Points Points Points Contents Portfolio contains of the required materials. Portfolio contains most of the required materials. Portfolio contains some of the required materials. Portfolio contains little of the required materials. Choice of Documentation Samples show student progress and knowledge of general educational principles. Samples show student progress and some knowledge of general educational principles. Samples show student progress and some knowledge of general educational principles. Random selection of sample documents; no knowledge of general educational principles Organization Portfolio is complete and neatly organized. A reader can easily find things. Portfolio is well organized. A reader has little difficulty finding things. Portfolio is fairly well organized. A reader may have a little difficulty finding things. Portfolio shows some attempt at organization. A reader has difficulty finding things. Mechanics There are no errors in spelling, punctuation, or grammar. There are few errors in spelling, punctuation, or grammar. Errors in spelling, punctuation, or grammar are evident. Errors in spelling, punctuation, or grammar are numerous and detract from the portfolio. Overall Portfolio Impact The portfolio effectively demonstrates the student’s skills, abilities, and knowledge to potential employers. The portfolio helps to demonstrate the student’s skills, abilities, and knowledge to potential employers. The portfolio does little to demonstrate the student’s skills, abilities, and knowledge to potential employers. The portfolio does not demonstrate the student’s skills, abilities, and knowledge to potential employers.
Presentation Rubric Student Name__________________________________________ Date__________________________________________________ Exemplary 4 points 3 points Developing points Beginning point Score Obtained Content Addressed all assignment components Addressed all but one assignment component Omitted two assignment components Omitted more than two assignment components Detail Fully addressed all assignment components addressed most assignment components Partially addressed most assignment components Partially addressed few assignment components Accuracy No grammatical, spelling, or punctuation errors 1–2 grammatical, spelling, or punctuation errors 3–5 grammatical, spelling, or punctuation errors More than 5 grammatical, typographical, spelling, or punctuation errors Clarity Logical, orderly sequence Somewhat logical sequence Confusing sequence No evidence of Design Excellent design selection and usage Adequate design selection or 1–2 design errors Inadequate design selection or 3–5 design errors Poor design selection or more than 5 design errors Appeal Very appealing; excellent use of animation, transitions, sound, etc. Somewhat appealing; adequate use of animation, transitions, sound, etc. Not very appealing; limited use of animation, transitions, sound, etc. Not appealing; very limited or no use of animation, transitions, sound, etc.
Score Teacher Comments: Project Rubric Student Name__________________________________________ Date__________________________________________________ Exemplary 4 points 3 points Developing 2 points Beginning point Obtained Content Addressed all assignment components Addressed all but one assignment component Omitted two assignment components Omitted more than two assignment components Detail addressed all assignment components addressed most assignment components Partially addressed most assignment components Partially addressed few assignment components Accuracy No grammatical, spelling, or punctuation errors 1–2 grammatical, spelling, or punctuation errors 3–5 grammatical, spelling, or punctuation errors More than 5 grammatical, typographical, spelling, or punctuation errors Design Excellent design selection and usage Adequate design selection or 1–2 design errors Inadequate design selection or 3–5 design errors Poor design selection or more than 5 design errors Appeal Very appealing; excellent use of animation, transitions, sound, etc. Somewhat appealing; adequate use of animation, transitions, etc. Not very appealing; limited use of animation, transitions, sound, etc. Not appealing; very limited or no use of animation, transitions, sound, etc.
Score Teacher Comments: Report Rubric Student Name__________________________________________ Date__________________________________________________ EXEMPLARY (4) ACCOMPLISHED (3) DEVELOPING (2) BEGINNING (1) Topic Directly relevant Somewhat relevant Remotely related Totally unrelated Organization Good organization; events are logically ordered; sharp sense of beginning and end Organized; events are somewhat jumpy Some organization; events jump around; and end are unclear Not organized; events make no sense Quality of Information Supporting details specific to subject Some details are non-supporting to the subject. Details are somewhat sketchy. Unable to find specific details Grammar and Spelling All grammar and spelling are correct. Only one or two errors More than two errors Very frequent grammar and/or spelling errors Interest Level Vocabulary is varied; supporting details are vivid. Vocabulary is varied; supporting details need work. Vocabulary is constant; details lack Needs descriptive words Neatness Word processed or typed; clean and neatly bound in a report cover; illustrations provided Legible writing; well-formed characters; clean and neatly bound in a report cover; illustrations provided Legible writing; some ill-formed letters; print too small or too large; papers stapled together Illegible writing; loose pages Timeliness Report handed in on time Up to 2 days late Up to week late Report handed in more than 1 week late
Role-play or Skit Assessment Rubric Student Name__________________________________________ Date__________________________________________________ EXCELLENT (4) GOOD (3) AVERAGE (2) POOR (1) TOTAL Accuracy All information was accurate. Almost all information was accurate. Most information was accurate. Very little information was accurate. Role Excellent character development; student contributed in a significant manner Good character development; student contributed in a cooperative manner Fair character development; student may have contributed Little or no character development; student did not contribute much at all Knowledge Gained Can clearly explain several ways in which his or her character “saw” things differently than other characters and can explain why Can clearly explain several ways in which his or her character “saw” things differently than other characters Can clearly explain one way in which his or her character “saw” things differently than other characters Cannot explain any way in his or her character “saw” things differently than other characters Props Used several props and showed considerable creativity Used 1 or 2 appropriate props that made the presentation better Used 1 or 2 props that made the presentation better Used no props to make the presentation better Required Elements Included more information than required Included all required information Included most required information Included less information than required
and interesting. No major dates are excluded. important. One or two major events may be missing. events are missing. missing and too many trivial events are included. Quality of Facts Time line contains at least 8-10 events related to topic. Time line contains at least 6-7 events related to topic. Time line contains at 5 events related to topic. Time line contains fewer than 5 events related to topic. Accuracy of Content Facts are accurate for all events reported on time line. Facts are accurate for almost all events reported on time line. are accurate for most of the l events reported on time line. Facts are often inaccurate for events reported on time line. Sequence of Content Events are placed in proper order. Almost all events are placed in proper Most of the events are placed in proper order. Most of the events are incorrectly placed on the time line. Dates An accurate, complete date has been included for each event. An accurate, complete date has been included for almost each An accurate, date has been included for almost each event. Dates are inaccurate or missing for several events. Energy Should We Use? Student Name__________________________________________ Date__________________________________________________ Type of Energy:_________________________________________________________________ Pros: 1) 2) 3)