3D Printing is one of the most disruptive technologies around, and MakerBots are changing the way we create and learn. These printers are affordable, personal fabrication tools, compact enough to sit on any desktop, and allow anyone at any skill level to become producers, inventors and artists. MakerBot Operators produce physical objects from strands of melted plastic filament, an activity described colloquially as makerbotting. With MakerBots, students participate in project-based learning that is experiential in nature and has real-world applications. The process of designing, inventing and fabricating exposes students to various career paths such as industrial design and engineering, and allows them to directly engage with the tools used in those fields. MakerBotting engages students in the world around them, kindles a curiosity about how machines work, how objects fit together, and how the designers, architects, and inventors who build the products, spaces and technology in their lives have found solutions to a variety of design problems. Makerbotting has the potential to transform the way we think about Science, Technology, Engineering and Mathematics (STEM) education, and to inspire more young people to pursue STEM careers.

Customizer by MakerBot is a simple way to make customized 3D Things that you can share, download and print! Customizer allows you to design parametric objects that can be customized with an easy web interface. To create your own Customizer file you have to upload a OpenSCAD script to Thingiverse.

OpenSCAD is software that allows you to create solid 3D CAD objects. It is free software and available for Linux/UNIX, MS Windows and Mac OS X.

OpenSCAD is not an interactive modeller. Instead it reads in statements that describe the object and it renders the 3D model from that code. This gives you full control over the modelling process and enables you to easily change any step in the process or make designs that are defined by configurable parameters.

Programming 3D Objects allows students to use math concepts in practical ways, develop their spatial reasoning and problem solving skills, and to be engaged in an iterative process of designing and refining.

February OpenSCAD will provide you with the fundamentals of programming with OpenSCAD.Students can use the tutorials and challenges to become power users.

From February 1 until the February 28, you will find a new web page that features the day's OpenSCAD lesson plan. Read through and modify the lesson to suit your needs, and then have your students upload the models they make to Thingiverse.



Check back here each week day in February for the day's lesson!

Learning and retention is enhanced through active experience. By holding and manipulating a 3D object students can gain insight into spatial and physical concepts that may not be clear or are difficult to either visualize or understand abstractly. While virtual simulations are becoming more and more prevalent, physical models are effective because they can be held and examined.

3D printers allow teachers and students to produce and share models across many disciplines. If you are not interested in creating 3D forms yourself, be aware that often models already exist and can be downloaded and printed to help demonstrate concepts in:

• biomechanics—finger and knee joints, tendon extensor mechanisms
• biology—folded proteins, demonstrating docking geometries
• aeronautics—wing shapes, wind-tunnel models
• math—3D fractals, knots, polytopes, manifolds, regular polygons
• art— sculpture, objects of antiquity

January Daily Math Lessons will provide you with assignments you can use in your own classroom. Some are quick lessons, while others are more extensive and will need several class periods to complete.

From January 7 until the January 31, you will find a new web page that features the day's math lesson plan. Read through and modify the lesson to suit your needs, and then have your students upload the models they make to Thingiverse.



Check back here each week day in January for the day's lesson!

Daily Lessons will provide you with assignments you can use in your own classroom. Some are quick lessons, while others quite extensive and will need several class periods to complete.

From December 3 until the beginning of Christmas Vacation (December 21), you will find a new web page that features the day's lesson plan. Read through and modify the lesson to suit your needs, and then have your students upload the models they make to Thingiverse.



Check back here between December 3rd and 21st for the day's lesson!

Daily SketchUp Tutorials will help you become a SketchUp Power User so that you can build amazing things.

From November 1st until the end of month, you'll find a new web page that features that day's tutorial. Follow the instructions and upload the models you make to Thingiverse.

If you follow each of the tutorials featured, you'll end up with some mad hot skills as well as an impressive collection of models that should really inspire your students.

Check back here each week day in November for the day's tutorial!

Daily Tutorials will show you different ways to work with a variety of applications. The first week will focus on TinkerCad. The second week will show you how to work with OpenSCAD. You will also get a chance to work with Blender and MeshMixer. The goal is to help you develop your modeling skills.

From October 1st until the end of month, you will find a new web page that features that day's tutorial. Follow the instructions and upload the models you make to Thingiverse.

If you follow each of the tutorials featured, you'll end up with some mad hot skills as well as an impressive collection of models that should really inspire your students.

Check back here each week day in October for the day's tutorial!

Daily Prints are stl files of interesting models that can contribute to lesson plans that go beyond just 3D printing.

From the September 5th, the first day of school—okay, from my first day of school—until the end of September, you will find a new page that will provide information about the day's featured print, who created it, how to make one yourself, why you should make one, and then what to do after you've printed it.

If you print each of the models featured, you'll end up with an impressive collection that should really inspire your students.

Check back here each week day in September for the day's print!

1. STANDARD 1
   Analysis, Inquiry, and Design: MATHEMATICAL ANALYSIS
   
   Key Idea 1: details
   Abstraction and symbolic representation are used to communicate mathematically.

   Elementary

   M1.1	Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environment.
   M1.1a	Use plus, minus, greater than, less than, equal to, multiplication, and division signs
   M1.1b	Select the appropriate operation to solve mathematical problems
   M1.1c	Apply mathematical skills to describe the natural world

   
   
   

   Intermediate

   M1.1	Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
   M1.1a	Identify independent and dependent variables
   M1.1b	Identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material
   M1.1c	Apply mathematical equations to describe relationships among variables in the natural world

   
   
   

   Physics

   M1.1	Use algebraic and geometric representations to describe and compare data.
   M1.1a	Use scaled diagrams to represent and manipulate vector quantities
   M1.1b	Represent physical quantities in graphical form
   M1.1c	Construct graphs of real-world data (scatterplots,line or curve of best fit)
   M1.1d	Manipulate equations to solve for unknowns
   M1.1e	Use dimensional analysis to confirm algebraic solutions

   
   
   

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2. STANDARD 1
   Analysis, Inquiry, and Design: MATHEMATICAL ANALYSIS
   
   Key Idea 2:details
   Deductive and inductive reasoning are used to reach mathematical conclusions.

   Elementary

   M2.1	Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions.
   M2.1a	Explain verbally, graphically, or in writing the reasoning used to develop mathematical conclusions
   M2.1b	Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment

   
   
   

   Intermediate

   M2.1	Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.
   M2.1a	Interpolate and extrapolate from data
   M2.1b	Quantify patterns and trends

   
   
   

   Physics

   M2.1	Use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.
   M2.1a	Interpret graphs to determine the mathematical relationship between the variables

   
   
   

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3. STANDARD 1
   Analysis, Inquiry, and Design: MATHEMATICAL ANALYSIS
   
   Key Idea 3:details
   Critical thinking skills are used in the solution of mathematical problems.

   Elementary

   M3.1	Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.
   M3.1a	Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world

   
   
   

   Intermediate

   M3.1	Apply algebraic and geometric concepts and skills to the solution of problems.
   M3.1a	Explain the physical relevance of properties of a graphical representation of real-world data, e.g., slope, intercepts, area under the curve

   
   
   

   Physics

   M3.1	Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.
   M3.1a	Use appropriate scientific tools to solve problems about the natural world.

   
   
   

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4. STANDARD 1
   Analysis, Inquiry, and Design SCIENTIFIC INQUIRY:
   
   Key Idea 1:details
   The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

   Elementary

   S1.1	Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
   S1.1a	Observe and discuss objects and events and record observations
   S1.1b	Articulate appropriate questions based on observations
   S1.2	Question the explanations they hear from others and read about, seeking clarifica- tion and comparing them with their own observations and understandings.
   S1.2a	Identify similarities and differences between explanations received from others or in print and personal observations or understandings
   S1.3	Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
   S1.3a	Clearly express a tentative explanation or description which can be tested

   
   
   

   Intermediate

   S1.1	Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.
   S1.1a	formulate questions about natural phenomena
   S1.1b	identify appropriate references to investigate a question
   S1.1c	refine and clarify questions so that they are subject to scientific investigation
   S1.2	Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.
   S1.2a	independently formulate a hypothesis
   S1.2b	propose a model of a natural phenomenon
   S1.2c	differentiate among observations, inferences, predictions, and explanations
   S1.3	Represent, present, and defend their proposed explanations of everyday observa- tions so that they can be understood and assessed by others.
   S1.4	Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

   
   
   

   Physics

   S1.1	develop extended visual models and mathematical formulations to represent an understanding of natural phenomena
   S1.2	clarify ideas through reasoning,research,and discussion
   S1.3	evaluate competing explanations and overcome misconceptions

   
   
   

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5. STANDARD 1
   Analysis, Inquiry, and Design SCIENTIFIC INQUIRY:
   
   Key Idea 2:details
   Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

   Elementary

   S2.1	Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.
   S2.1a	Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)
   S2.2	Share their research plans with others and revise them based on their suggestions.
   S2.2a	Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understand- ing of the suggestions and modifying the plan where appropriate
   S2.3	Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurement of quantities, such as length, mass, volume, temperature, and time.
   S2.3a	Use appropriate "inquiry and process skills" to collect data
   S2.3b	Record observations accurately and concisely

   
   
   

   Intermediate

   S2.1	Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
   S2.1a	Demonstrate appropriate safety techniques
   S2.1b	Conduct an experiment designed by others
   S2.1c	Design and conduct an experiment to test a hypothesis
   S2.1d	Use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring observing describing classifying sequencing
   S2.2	Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments
   S2.2a	Include appropriate safety procedures
   S2.2b	Design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)
   S2.2c	Design a simple controlled experiment
   S2.2d	Identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment
   S2.2e	Choose appropriate sample size and number of trials
   S2.3	Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.
   S2.3a	Use appropriate safety procedures
   S2.3b	Conduct a scientific investigation
   S2.3c	Collect quantitative and qualitative data

   
   
   

   Physics

   S2.1	Devise ways of making observations to test proposed explanations.
   S2.1a	Design an experiment to investigate the relationship between physical phenomena
   S2.2	Refine research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.
   S2.3	Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true
   S2.4	Carry out a research plan for testing explanations, including selecting and devel- oping techniques, acquiring and building apparatus, and recording observations as necessary. (Note: This could apply to many activities from simple investigations to long-term projects.)/td>

   
   
   

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6. STANDARD 1
   Analysis, Inquiry, and Design SCIENTIFIC INQUIRY:
   
   Key Idea 3:details
   The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

   Elementary

   S3.1	Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.
   S3.1a	Accurately transfer data from a science journal or notes to appropriate graphic organizer.
   S3.2	Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
   S3.2a	State, orally and in writing, any inferences or generalizations indicated by the data collected
   S2.3	Share their findings with others and actively seek their interpretations and ideas.
   S3.3a	Explain their findings to others, and actively listen to suggestions for possible interpretations and ideas
   S3.4	Adjust their explanations and understandings of objects and events based on their findings and new ideas.
   S3.4a	State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/explanation
   S3.4b	State, orally and in writing, any new questions that arise from their investigation

   
   
   

   Intermediate

   S3.1	Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.
   S3.1a	Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships
   S3.1b	Generate and use scales, create legends, and appropriately label axes.
   S3.2	Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
   S3.2a	Accurately describe the procedures used and the data gathered
   S2.2b	Identify sources of error and the limitations of data collected
   S3.2c	Evaluate the original hypothesis in light of the data.
   S3.2d	Formulate and defend explanations and conclusions as they relate to scientific phenomena.
   S3.2e	Form and defend a logical argument about cause-and-effect relationships in an investigation.
   S3.2f	Make predictions based on experimental data.
   S3.2g	Suggest improvements and recommendations for further studying
   S3.2h	Use and interpret graphs and data tables
   S3.3	Modify their personal understanding of phenomena based on evaluation of their hypothesis.

   
   
   

   Physics

   S3.1	Use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, and equations) and insightfully interpret the organized data.
   S3.1a	Use appropriate methods to present scientific information (e.g.,lab reports, posters, research papers, or multimedia presentations)
   S3.1b	Identify possible sources of error in data collection and explain their effects on experimental results
   S3.2	Apply statistical analysis techniques when appropriate to test if chance alone explains the result.
   S2.3a	Examine collected data to evaluate the reliability of experimental results,including percent error, range, standard deviation, line of best fit, and the use of the correct number of significant digits
   S3.3	Assess correspondence between the predicted result contained in the hypothesis and the actual result, and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.
   S3.4	Based on the results of the test and through public discussion, revise the explanation and contemplate additional research. (Note: Public discussion may include lab partners, lab groups, classes, etc.)

   
   
   

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7. STANDARD 1
   Analysis, Inquiry, and Design: ENGINEERING DESIGN
   
   Key Idea 1: details
   Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints. (Note: The design process could apply to activities from simple investigations to long-term projects.)

   Elementary

   1.1	Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved
   1.2	Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members
   1.3	Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices
   1.4	Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools
   1.5	Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better

   
   
   

   Intermediate

   T1.1	Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
   T1.1a	Identify a scientific or human need that is subject to a technological solution which applies scientific principles
   T1.2	Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
   T1.2a	Use all available information systems for a preliminary search that addresses the need.
   T1.3	Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.
   T1.3a	Generate ideas for alternative solutions
   T1.3b	Evaluate alternatives based on the constraints of design
   T1.4	Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.
   T1.4a	Design and construct a model of the product or process
   T1.4b	Construct a model of the product or process
   T1.5	In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made.
   T1.5a	Test a design
   T1.5b	Evaluate a design

   
   
   

   Commencement

   1.1	Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation
   1.2	identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem
   1.3	generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution
   1.4	develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship)
   1.5	in a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quanitative, graphic, and verbal means; and use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications

   
   
   

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8. STANDARD 2
   INFORMATION SYSTEMS
   
   Key Idea 1: details
   Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

   Elementary

   1.1	Use computer technology,traditional paper-based resources,and interpersonal discussions to learn, do, and share science in the classroom
   1.2	Select appropriate hardware and software that aids in wordprocessing, creating databases, telecommunications, graphing, data display, and other tasks
   1.3	Use information technology to link the classroom to world events

   
   
   

   Intermediate

   1.1	Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.
   1.2	Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.
   1.3	Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, muse- ums, governmental agencies, industries, and individuals.
   1.4	Collect data from probes to measure events and phenomena.
   1.4a	Collect the data, using the appropriate, available tool
   1.4b	Organize the data
   1.4c	Use the collected data to communicate a scientific concept
   1.5	Use simple modeling programs to make predictions.

   
   
   

   Physics

   1.1	Understand and use the more advanced features of word processing, spreadsheets, and database software.
   1.2	Prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.)
   1.2a	Extend knowledge of physical phenomena through independent investigation, e.g., literature review, electronic resources, library research
   1.2b	Use appropriate technology to gather experimental data, develop models,and present results
   1.3	Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
   1.3a	Use knowledge of physics to evaluate articles in the popular press on contemporary scientific topics
   1.4	Utilize electronic networks to share information.
   1.5	Model solutions to a range of problems in mathematics, science, and technology, using computer simulation software.
   1.5a	Use software to model and extend classroom and laboratory experiences,recognizing the differences between the model used for understanding and real-world behavior

   
   
   

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9. STANDARD 2
   INFORMATION SYSTEMS:
   
   Key Idea 2: details
   Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

   Elementary

   2.1	use a variety of media to access scientific information
   2.2	consult several sources of information and points of view before drawing conclusions
   2.3	identify and report sources in oral and written communications

   
   
   

   Intermediate

   2.1	Understand the need to question the accuracy of information displayed on a com- puter because the results produced by a computer may be affected by incorrect data entry.
   2.1a	critically analyze data to exclude erroneous information
   2.1b	identify and explain sources of error in a data collection
   2.2	Understand the need to question the accuracy of information displayed on a com- puter because the results produced by a computer may be affected by incorrect data entry.
   2.2a	critically analyze data to exclude erroneous information
   2.2b	2.1b
   2.2	Identify advantages and limitations of data-handling programs and graphics pro- grams.
   2.3	Understand why electronically stored personal information has greater potential for misuse than records kept in conventional form.

   
   
   
   
   
   

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10. STANDARD 2
    INFORMATION SYSTEMS:
    
    Key Idea 3: details
    Information technology can have positive and negative impacts on society, depending upon how it is used.

    Elementary

    3.1	Distinguish fact from fiction (presenting opinion as fact is contrary to the scientific process)
    3.2	Demonstrate an ability to critically evaluate information and misinformation.
    3.3	Recognize the impact of information technology on the daily life of students.

    
    
    

    Intermediate

    3.1	Use graphical, statistical, and presentation software to present projects to fellow classmates.
    3.2	Describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community.
    3.3	Explain the impact of the use and abuse of electronically generated information on individuals and families.

    
    
    

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11. STANDARD 4
    Process Skills ENERGY:
    details
    
    
    

    Physics

    	Describe and explain the exchange between potential energy, kinetic energy, and internal energy for simple mechanical systems, such as a pendulum, a roller coaster, a spring, a freely falling object
    	Predict velocities, heights, and spring compressions based on energy conservation
    	Determine the energy stored in a spring
    	Determine the factors that affect the period of a pendulum
    	Observe and explain energy conversions in real-world situations
    	Recognize and describe conversions among different forms of energy in real or hypothetical devices such as a motor, a generator, a photocell, a battery
    	Compare the power developed when the same work is done at different rates

    
    
    

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12. STANDARD 4
    Process Skills Electricity and Magnetism:
    details
    
    
    

    Physics

    	Measure current and voltage in a circuit
    	Use measurements to determine the resistance of a circuit element
    	Interpret graphs of voltage versus current
    	Measure and compare the resistance of conductors of various lengths and cross-sectional areas
    	Construct simple series and parallel circuits
    	Draw and interpret circuit diagrams which include voltmeters and ammeters
    	Predict the behavior of lightbulbs in series and parallel circuits
    	Map the magnetic field of a permanent magnet, indicating the direction of the field between the N (north-seeking) and S (south-seeking) poles

    
    
    

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13. STANDARD 5
    Technology: Engineering Design
    
    Key Idea 1:details
    Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.

    Elementary

    T1.1	Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.
    T1.2	Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members.
    T1.3	Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathemat- ics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
    T1.4	Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools
    T1.5	Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better.

    
    
    

    Intermediate

    T1.1	Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
    T1.2	Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
    T1.3	Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.
    T1.4	Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.
    T1.5	In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made.

    
    
    

    Commencement

    T1.1	Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.
    T1.2	Identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and on-line services, and discuss and document through notes and sketches how findings relate to the problem.
    T1.3	Generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution.
    T1.4	Develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).
    T1.5	In a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means; and use a vari- ety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.

    
    
    

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14. STANDARD 5
    Technology: Engineering Design
    
    Key Idea 2: details
    Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.

    Elementary

    2.1	Explore, use, and process a variety of materials and energy sources to design and construct things.
    2.2	Understand the importance of safety, cost, ease of use, and availability in selecting tools and resources for a specific purpose.
    2.3	Develop basic skill in the use of hand tools
    2.4	Use simple manufacturing processes (e.g., assembly, multiple stages of production, quality control) to produce a product
    2.5	Use appropriate graphic and electronic tools and techniques to process information.

    
    
    

    Intermediate

    2.1	Choose and use resources for a particular purpose based upon an analysis and understanding of their properties, costs, availability, and environmental impact
    2.2	Use a variety of hand tools and machines to change materials into new forms through forming, separating, and combining processes, and processes which cause internal change to occur
    2.3	Combine manufacturing processes with other technological processes to produce, market, and distribute a product
    2.4	Process energy into other forms and information into more meaningful information.

    
    
    

    Commencement

    2.1	Test, use, and describe the attributes of a range of material (including synthetic and composite materials), information, and energy resources
    2.2	Select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information
    2.3	Explain tradeoffs made in selecting alternative resources in terms of safety, cost, properties, availability, ease of processing, and disposability
    2.4	Describe and model methods (including computer-based methods) to control system processes and monitor system outputs

    
    
    

    ---

15. STANDARD 5
    Technology: Computer Technology
    
    Key Idea 3: details
    Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

    Elementary

    3.1	Identify and describe the function of the major components of a computer system.
    3.2	Use the computer as a tool for generating and drawing ideas.
    3.3	Control computerized devices and systems through programming.
    3.4	Model and simulate the design of a complex environment by giving direct commands.

    
    
    

    Intermediate

    3.1	Assemble a computer system including keyboard, central processing unit and disc drives, mouse, modem, printer, and monitor
    3.2	Use a computer system to connect to and access needed information from various Internet sites
    3.3	Use computer hardware and software to draw and dimension prototypical designs
    3.4	Use a computer as a modeling tool
    3.5	Use a computer system to monitor and control external events and/or systems

    
    
    

    Commencement

    3.1	Understand basic computer architecture and describe the function of computer subsystems and peripheral devices
    3.2	Select a computer system that meets personal needs
    3.3	Attach a modem to a computer system and telephone line, set up and use communications software, connect to various online networks, including the Internet, and access needed information using email, telnet, gopher, ftp, and web searches
    3.4	Use computer-aided drawing and design (CADD) software to model realistic solutions to design problems
    3.5	Develop an understanding of computer programming and attain some facility in writing computer programs

    
    
    

    ---

16. STANDARD 5
    Technology: Technological Systems
    
    Key Idea 4: details
    Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.

    Elementary

    4.1	Identify familiar examples of technological systems that are used to satisfy human needs and wants, and select them on the basis of safety, cost, and function.
    4.2	Assemble and operate simple technological systems, including those with interconnecting mechanisms to achieve different kinds of movement.
    4.3	Understand that larger systems are made up of smaller component subsystems.

    
    
    

    Intermediate

    4.1	Select appropriate technological systems on the basis of safety, function, cost, ease of operation, and quality of post-purchase support
    4.2	Assemble, operate, and explain the operation of simple open- and closed-loop electrical, electronic, mechanical, and pneumatic systems
    4.3	Describe how subsystems and system elements (inputs, processes, outputs) interact within systems
    4.4	Describe how system control requires sensing information, processing it, and making changes

    
    
    

    Commencement

    4.1	Explain why making tradeoffs among characteristics, such as safety, function, cost, ease of operation, quality of post-purchase support, and environmental impact, is necessary when selecting systems for specific purposes
    4.2	Model, explain, and analyze the performance of a feedback control system
    4.3	Explain how complex technological systems involve the confluence of numerous other systems

    
    
    

    ---

17. STANDARD 5
    Technology: History and Evolution of Technology
    
    Key Idea 5: details
    Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.

    Elementary

    5.1

    Identify technological developments that have significantly accelerated human progress.

    
    
    

    Intermediate

    5.1	Describe how the evolution of technology led to the shift in society from an agricultural base to an industrial base to an information base
    5.2	Understand the contributions of people of different genders, races, and ethnic groups to technological development
    5.3	Describe how new technologies have evolved as a result of combining existing technologies (e.g., photography combined optics and chemistry; the airplane combined kite and glider technology with a light-weight gasoline engine)

    
    
    

    Commencement

    5.1

    Explain how technological inventions and innovations have caused global growth and interdependence, stimulated economic competitiveness, created new jobs, and made other jobs obsolete

    
    
    

    ---

18. STANDARD 5
    Technology: Impacts of Technology
    
    Key Idea 6: details
    Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.

    Elementary

    6.1

    Describe how technology can have positive and negative effects on the environment and on the way people live and work.

    
    
    

    Intermediate

    6.1	Describe how outputs of a technological system can be desired, undesired, expected, or unexpected
    6.2	Describe through examples how modern technology reduces manufacturing and construction costs and produces more uniform products

    
    
    

    Commencement

    6.1	Explain that although technological effects are complex and difficult to predict accurately, humans can control the development and implementation of technology.
    6.2	Explain how computers and automation have changed the nature of work
    6.3	Explain how national security is dependent upon both military and nonmilitary applications of technology

    
    
    

    ---

19. STANDARD 5
    Technology: Management of Technology
    
    Key Idea 7: details
    Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget.

    Elementary

    7.1	Participate in small group projects and in structured group tasks requiring planning, financing, production, quality control, and follow-up.
    7.2	Speculate on and model possible technological solutions that can improve the safety and quality of the school or community environment.

    
    
    

    Intermediate

    7.1	Manage time and financial resources in a technological project
    7.2	Provide examples of products that are well (and poorly) designed and made, describe their positive and negative attributes, and suggest measures that can be implemented to monitor quality during production
    7.3	Assume leadership responsibilities within a structured group activity

    
    
    

    Commencement

    7.1	Develop and use computer-based scheduling and project tracking tools, such as flow charts and graphs
    7.2	Explain how statistical process control helps to assure high quality output
    7.3	Discuss the role technology has played in the operation of successful U.S. businesses and under what circumstance they are competitive with other countries
    7.4	Explain how technological inventions and innovations stimulate economic competitiveness and how, in order for an innovation to lead to commercial success, it must be translated into products and services with marketplace demand
    7.5	Describe new management techniques (e.g., computer-aided engineering, computer-integrated manufacturing, total quality management, just-in-time manufacturing), incorporate some of these in a technological endeavor, and explain how they have reduced the length of design-to-manufacture cycles, resulted in more flexible factories, and improved quality and customer satisfaction
    7.6	Help to manage a group engaged in planning, designing, implementation, and evaluation of a project to gain understanding of the management dynamics

    
    
    

    ---

20. STANDARD 6
    Interconnectedness: Common Themes SYSTEMS THINKING:
    
    Key Idea 1: details
    Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

    Elementary

    1.1	Observe and describe interactions among components of simple systems.
    1.2	Identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).

    
    
    

    Intermediate

    1.1	Describe the differences between dynamic systems and organizational systems.
    1.2	describe the differences and similarities between engineering systems, natural systems, and social systems.
    1.3	Describe the differences between open- and closed-loop systems.
    1.4	Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

    
    
    

    Commencement

    1.1	Explain how positive feedback and negative feedback have opposite effects on system outputs.
    1.2	Use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.
    1.3	Define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

    
    
    

    ---

21. STANDARD 6
    Interconnectedness: Common Themes MODELS:
    
    Key Idea 2: details
    Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

    Elementary

    2.1	Analyze,construct,and operate models in order to discover attributes of the real thing
    2.2	Discover that a model of something is different from the real thing but can be used to study the real thing
    2.3	Use different types of models, such as graphs,sketches,diagrams,and maps,to represent various aspects of the real world

    
    
    

    Intermediate

    2.1	Select an appropriate model to begin the search for answers or solutions to a question or problem.
    2.2	Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).
    2.3	Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

    
    
    

    Physics

    2.1	Revise a model to create a more complete or improved representation of the system.
    2.2	Collect information about the behavior of a system and use modeling tools to represent the operation of the system.
    2.2a	Use observations of the behavior of a system to develop a model
    2.3	Find and use mathematical models that behave in the same manner as the processes under investigation.
    2.3a	Represent the behavior of real-world systems,using physical and mathematical models
    2.4	Compare predictions to actual observations, using test models.
    2.4a	Validate or reject a model based on collated experimental data
    2.4b	Predict the behavior of a system,using a model

    
    
    

    ---

22. STANDARD 6
    Interconnectedness: Common Themes MAGNITUDE AND SCALE:
    
    Key Idea 3: details
    The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

    Elementary

    3.1	Observe that things in nature and things that people make have very different sizes, weights, and ages
    3.2	Recognize that almost anything has limits on how big or small it can be.

    
    
    

    Intermediate

    3.1	Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.
    3.2	Use powers of ten notation to represent very small and very large numbers.

    
    
    

    Physics

    3.1	Describe the effects of changes in scale on the functioning of physical, biological, or designed systems.
    3.2	Extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.
    3.2a	Estimate quantitative results,using orders of magnitude
    3.2b	Simplify calculations by using scientific notation

    
    
    

    ---

23. STANDARD 6
    Interconnectedness: Common Themes EQUILIBRIUM AND STABILITY:
    
    Key Idea 4: details
    Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

    Elementary

    4.1	Observe that things change in someways and stay the same in someways
    4.2	Recognize that things can change in different ways such as size, weight, color, and movement. Some small changes can be detected by taking measurements.

    
    
    

    Intermediate

    4.1	Describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.
    4.2	Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.

    
    
    

    Physics

    4.1	Describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.
    4.2	Cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

    
    
    

    ---

24. STANDARD 6
    Interconnectedness: Common Themes PATTERNS OF CHANGE:Identifying patterns of change is necessary for making predictions about future behavior and conditions.
    
    Key Idea 5: details
    

    Elementary

    5.1	Use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data
    5.2	Analyze data by making tables and graphs and looking for patterns of change.

    
    
    

    Intermediate

    5.1	Use simple linear equations to represent how a parameter changes with time.
    5.2	Observe patterns of change in trends or cycles and make predictions on what might happen in the future.

    
    
    

    Physics

    5.1	Use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.
    5.1a	Predict the behavior of physical systems,using mathematical models such as graphs and equations
    5.2	Search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.
    5.2a	Deduce patterns from the organization and presentation of data
    5.2b	Identify and develop models,using patterns in data

    
    
    

    ---

25. STANDARD 6
    Interconnectedness: Common Themes OPTIMIZATION:
    
    Key Idea 6: details
    In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

    Elementary

    6.1	Choose the best alternative of a set of solutions under given constraints.
    6.2	Explain the criteria used in selecting a solution orally and in writing

    
    
    

    Intermediate

    6.1	Determine the criteria and constraints and make trade-offs to determine the best decision.
    6.2	Use graphs of information for a decision-making problem to determine the optimum solution.

    
    
    

    Physics

    Determine optimal solutions to problems that can be solved using quantitative methods

    
    
    

    ---

26. STANDARD 7
    Interdisciplinary Problem Solving CONNECTIONS:
    
    Key Idea 1:details
    The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of sci- ence/technology/society, consumer decision making, design, and inquiry into phenomena.

    Elementary

    1.1	Analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action
    1.2	Make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choice
    1.3	Design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute
    1.4	Observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions

    
    
    

    Intermediate

    1.1	Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.
    1.2	Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.
    1.3	Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
    1.4	Describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.
    1.1	Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.

    
    
    

    Physics

    Address real-world problems,using scientific methodology

    
    
    

    ---

27. STANDARD 7
    Interdisciplinary Problem Solving STRATEGIES:
    
    Key Idea 2: details
    Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

    Physics

    2.1	Collect,analyze,interpret,and present data,using appropriate tools
    2.2	When students participate in an extended,culminating mathematics,science,and technology project, then students should:
    	Work effectively—Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.
    	Gather and process information —Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.
    	Generate and analyze ideas — Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
    	Observe common themes—Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
    	Realize ideas—Constructing components or models, arriving at a solution, and evaluating the result.
    	Present results—Using a variety of media to present the solution and to communicate the results.

    
    
    

    ---

Standards-based education addresses three types of standards

1. content—identify what students should know and be able to do
   
   
2. performance—identify levels of achievement in relation to the content standards, answering the question "How good is good enough?"
   
   
3. opportunity-to-learn—the availability of resources, programs, and qualified teachers needed to enable the students to meet the identified standards.
   
   

Meeting CDOS Standards means:

• Learning experiences have real-life applications.
  
  
• Lessons are authentic and project-based.
  
  
• Lessons are experiential in nature.
  
  
• Lessons are hands-on.
  
  
• Lessons connect to careers.
  
  
• Students are able to connect present learning to future goals.
  
  
• Students explore various career paths without limiting their choices.
  
  
• Students engage in career role-playing.
  
  
• Students learn and then apply skills they learn in school.
  
  
• Students participate in entrepreneurial endeavors in the school environment.
  
  
• Students integrate knowledge with experience.
  
  
• Students offer comments of how much they are looking forward to their future careers because classroom activities are relevant to the real world.
  
  
• The teacher discusses his/her own skills with students.
  
  
• Assessment directly measures performance.
  
  

• Standard 1:Career Development
  details
  
  Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
  
  Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.
  
  

  Elementary

  1.1	Begin a career plan that would assist in the transition from school to eventual entry into a career option
  1.2	Demonstrate an awareness of their interests, aptitudes, and abilities
  1.3	Know the value of work to the individual and society in general
  1.4	Describe the changing nature of the workplace brought about by global competition and technology
  1.5	Explore their preferences for working with people, information, and/or things
  1.6	Demonstrate understanding of the relationship of decision making to the attainment of future goals
  1.7	Describe the changing roles of men and women at home and in the workplace.

  
  
  

  Intermediate

  1.1	Continue development of a career plan that would assist in the transition from school to eventual entry into a career option of their choosing
  1.2	Demonstrate an understanding of the relationship among personal interests, skills and abilities, and career research
  1.3	Understand the relationship of personal interests, skills, and abilities to successful employment
  1.4	Demonstrate an understanding of the relationship between the changing nature of work and educational requirements
  1.5	Understand the relationship of personal choices to future career decisions.

  
  
  

  Commencement

  1.1	Complete the development of a career plan that would permit eventual entry into a career option of their choosing
  1.2	Apply decision-making skills in the selection of a career option of strong personal interest
  1.3	Analyze skills and abilities required in a career option and relate them to their own skills and abilities.

  
  
  

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• Standard 2: Integrated Learning
  details
  
  Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
  
  Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
  
  

  Elementary

  2.1	Identify academic knowledge and skills that are required in specific occupations
  2.2	Demonstrate the difference between the knowledge of a skill and the ability to use the skill
  2.3	Solve problems that call for applying academic knowledge and skills.

  
  
  

  Intermediate

  2.1	Apply academic knowledge and skills using an interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities
  2.2	Solve problems that call for applying academic knowledge and skills
  2.3	Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology).

  
  
  

  Commencement

  2.1	Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives.
  2.2	Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology)
  2.3	Research, interpret, analyze, and evaluate information and experiences as related to academic knowledge and technical skills when completing a career plan.

  
  
  

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• Standard 3a: Universal Foundation Skills
  details
  
  Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
  
  
  1. Basic skills
     Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions.
     
     

     Elementary

     3.1.1

     Listen to and read the ideas of others and express themselves both orally and in writing; they use basic mathematical concepts and computations to solve problems.

     
     
     

     Intermediate

     3.1.1

     Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form.

     
     
     

     Commencement

     3.1.1

     Use a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; and analyze and solve mathematical problems requiring use of multiple computational skills.

     
     
     
  2. Thinking skills
     Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
     
     

     Elementary

     3.2.1

     Use ideas and information to make decisions and solve problems related to accomplishing a task.

     
     
     

     Intermediate

     3.2.1

     Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.

     
     
     

     Commencement

     3.2.1

     Demonstrate the ability to organize and process information and apply skills in new ways.

     
     
     
  3. Personal Qualities
     Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.
     
     

     Elementary

     3.3.1

     Demonstrate the personal qualities that lead to responsible behavior.

     
     
     

     Intermediate

     3.3.1

     Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.

     
     
     

     Commencement

     3.3.1

     Demonstrate leadership skills in setting goals, monitoring progress, and improving their performance.

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

     Elementary

     3.4.1

     Relate to people of different ages and from diverse backgrounds.

     
     
     

     Intermediate

     3.4.1

     Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.

     
     
     

     Commencement

     3.4.1

     Communicate effectively and help others to learn a new skill.

     
     
     
  5. Technology
     Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
     
     

     Elementary

     3.5.1

     Demonstrate an awareness of the different types of technology available to them and of how technology affects society.

     
     
     

     Intermediate

     3.5.1

     Select and use appropriate technology to complete a task.

     
     
     

     Commencement

     3.5.1

     Apply their knowledge of technology to identify and solve problems.

     
     
     
     
     
  6. Managing Information
     Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.

     Elementary

     3.6.1

     Describe the need for data and obtain data to make decisions.

     
     
     

     Intermediate

     3.6.1

     Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia).

     
     
     

     Commencement

     3.6.1

     Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data.

     
     
     
     
     
  7. Managing Resources
     Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.

     Elementary

     3.7.1

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

     
     
     

     Intermediate

     3.7.1

     Understand the material, human, and financial resources needed to accomplish tasks and activities.

     
     
     

     Commencement

     3.7.1

     Allocate resources to complete a task.

     
     
     
     
     
  8. Systems
     Systems skills include the understanding of and ability to work within natural and constructed systems.

     Elementary

     3.8.1

     Demonstrate understanding of how a system operates and identify where to obtain information and resources within the system.

     
     
     

     Intermediate

     3.8.1

     Understand the process of evaluating and modifying systems within an organization.

     
     
     

     Commencement

     3.8.1

     Demonstrate an understanding of how systems performance relates to the goals, resources, and functions of an organization.

     
     
     
  
  
  

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• Standard 3b: Career Majors
  details
  Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
  
  
  • Business/Information Systems
    
    

    Core

    3b.1	Basic Business Understanding—demonstrate an understanding of business, marketing, and multinational economic concepts, perform business-related mathematical computations, and analyze/interpret business-related numerical information.
    3b.2	Business-Related Technology—select, apply, and troubleshoot hardware and software used in the processing of business transactions.
    3b.3	Information Management/Communication—prepare, maintain, interpret/analyze, and transmit/ distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today's international service-/information-/technological-based economy.
    3b.4	Business Systems—demonstrate an understanding of the interrelatedness of business, social, and economic systems/subsystems.

    
    
    

    Specialized

    3b.5

    Resource Management—identify, organize, plan, and allocate resources (e.g., financial, materials/facilities, human, time) in demonstrating the ability to manage their lives as learners, contributing family members, globally competitive workers, and self-sufficient individuals.

    
    
    

    Experiential

    3b.1	Basic Business Understanding—demonstrate an understanding of business, marketing, and multinational economic concepts, perform business-related mathematical computations, and analyze/interpret business-related numerical information.
    3b.2	Business-Related Technology—select, apply, and troubleshoot hardware and software used in the processing of business transactions.
    3b.3	Information Management/Communication—prepare, maintain, interpret/analyze, and transmit/ distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today's international service-/information-/technological-based economy.
    3b.4	Business Systems—demonstrate an understanding of the interrelatedness of business, social, and economic systems/subsystems.
    3b.5	Resource Management—identify, organize, plan, and allocate resources (e.g., financial, materials/facilities, human, time) in demonstrating the ability to manage their lives as learners, contributing family members, globally competitive workers, and self-sufficient individuals.
    3b.6	Interpersonal Dynamics—exhibit interpersonal skills essential for success in the multinational business world, demonstrate basic leader- ship abilities/skills, and function effectively as members of a work group or team.

    
    
    
  • Engineering/Technologies
    
    

    Core, Specialized and Experiential

    3b.1	Foundation Development—Develop practical understanding of engineering technology through reading, writing, sample problem solving, and employment experiences.
    3b.2	Technology—Demonstrate how all types of engineering/technical organizations, equipment (hardware/software), and well-trained human resources assist and expedite the production/distribution of goods and services
    3b.3	Engineering/Industrial Processes—Demonstrate knowledge of planning, product development and utilization, and evaluation that meets the needs of industry.

    
    
    
  
  
  

Essential Questions

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Standard 1:Language for Information and Understanding
Students will read, write, listen, and speak for information and understanding.

As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Listening and Reading
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Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Speaking and Writing
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Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly. Standard 2:Language for Literary Response and Expression
Students will read, write, listen, and speak for literary response and expression.

Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

Listening and Reading
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Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text. Speaking and Writing
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Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered. Standard 3:Language for Critical Analysis and Evaluation
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Students will read, write, listen, and speak for critical analysis and evaluation.

As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Listening and Reading
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Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria. Speaking and Writing
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Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based. Standard 4:Language for Social Interaction
Students will read, write, listen, and speak for social interaction.

Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Listening and Reading
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Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations. Speaking and Writing
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Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based. details