science, technology, engineering, and mathematics applications

MISSISSIPPI DEPARTMENT OF EDUCATION

2008

Science, Technology,

Engineering, and

Mathematics

Applications Curriculum Framework for

Mississippi Public Schools

With New Criteria for Mississippi Career Pathways,

21st Century Skills, and Instructional Materials

Developed and Published by the Research and Curriculum Unit

For Workforce Development Vocational Education

Adopted by the

Mississippi State Board of Education

H T T P : / / W W W . M D E . K 1 2 . M S . U S H T T P : / / R E D E S I G N . R C U . M S S T A T E . E D U

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Science, Technology, Engineering, and Mathematics Applications Program CIP: 00.0253–Science, Technology, Engineering, and Mathematics Applications

Ordering Information Research and Curriculum Unit for Workforce Development Vocational and Technical Education Attention: Reference Room and Media Center Coordinator P.O. Drawer DX Mississippi State, MS 39762 http://www.rcu.msstate.edu/curriculum/download/ (662) 325‐2510

Direct inquiries to Robin Parker, EdD Program Coordinator Curriculum Coordinator Office of Vocational Education and P.O. Drawer DX Workforce Development Mississippi State, MS 39762 Mississippi Department of Education (662) 325‐2510 P.O. Box 771 E‐mail: [email protected] Jackson, MS 39205 (601) 359‐3940 Published by

Office of Vocational and Technical Education Mississippi Department of Education Jackson, MS 39205 Research and Curriculum Unit for Workforce Development Vocational and Technical Education Mississippi State University Mississippi State, MS 39762

The Research and Curriculum Unit (RCU), located in Starkville, Mississippi, as part of Mississippi State University, was established to foster educational enhancements and innovations. In keeping with the land grant mission of Mississippi State University, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances intellectual and professional development of Mississippi students and educators while applying knowledge and educational research to the lives of the people of the state. The RCU works within the contexts of curriculum development and revision, research, assessment, professional development, and industrial training. Copyright © 2007 by the Research and Curriculum Unit for Workforce Development, Vocational and Technical Education (RCU). All rights reserved. Materials of this guide are intended for use in classrooms, meetings, professional development opportunities, workforce development opportunities, and school community gatherings. For this purpose, materials in this framework may be reproduced. Any other use of these materials is prohibited unless written permission is granted by the RCU.

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Table of Contents Acknowledgements ....................................................................................................................................... 4

Preface ........................................................................................................................................................... 6

Program Description .................................................................................................................................... 10

Science, Technology, Engineering, & Mathematics Applications................................................................ 13

Unit 1: STEM Orientation .................................................................................................................. 13 Unit 2: Financial, Economic, and Business Technology .................................................................... 20 Unit 3: Math for Engineers................................................................................................................ 30 Unit 4: Engineering Design ................................................................................................................ 38 Unit 5: Robotics ................................................................................................................................. 46 Unit 6: Directed Individual Project .................................................................................................... 52

Recommended Tools and Equipment ......................................................................................................... 58

Appendix A: 21st Century Skills Standards ................................................................................................. 59

Appendix B: Mississippi Academic Standards ............................................................................................ 60

Appendix C: ACT College Readiness Standards .......................................................................................... 66

Appendix D: National Educational Technology Standards for Students .................................................... 79

Appendix E: Rubrics ..................................................................................................................................... 81

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Acknowledgments Writing Team

Rhonda Crawford, Oak Grove High School Connie Gusmus, Tupelo Middle School Jennifer Carnes Wilson, Northwest Rankin High School

RCU Staff

Amy Johnson, Instructional Design Specialist Robin Parker, Curriculum Coordinator Johnny Jones, Print Shop Project Manager Louis Randle, Print Shop Specialist Kelly Agee, Editor

Professional Curriculum Advisory Team James Ivy, Northrup Grumman Corporation Harry Lee James, Mississippi Department of Transportation Charlie Langford, Northeast Mississippi Daily Journal C. Dean Norman, Center for Advanced Vehicular Systems Glenn McCullough, Tennessee Valley Authority Danada McMurtry, Mississippi Department of Transportation Mable Murphree, Itawamba Community College John Walden, Franklin Furniture

Standards in this document are based on information from the following organizations:

Standards for Success

Published bythe Center for Educational Policy Research, Eugene, OR. Used with permission. Copyright © 2003. All rights reserved.

Academic Standards

Mississippi Department of Education Subject Area Testing Program

21st Century Skills

Reproduced with permission of the Partnership for 21st Century Skills. Further information may be found at www.21stcenturyskills.org.

National Educational Technology Standards for Students

Reprinted with permission from National Educational Technology Standards for Students: Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777

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(International), [email protected], www.iste.org. All rights reserved. Permission does not constitute an endorsement by ISTE.

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Preface Mississippi must respond to America’s evolution from an industrial‐based economy to a knowledge‐based economy; a competent workforce must be prepared to apply increasing knowledge and skills that can be easily upgraded and adapted to meet the rapidly changing condition of the 21st century. As the demand for highly skilled workers is increasing, alarming trends are emerging in educational outcomes: increasing dropout rates; inadequate math, science, and communication skills among graduates; increasing postsecondary remediation needs; widening achievement gaps; and misalignment of workforce training and economic development.

Articles, books, Web sites, and other materials listed at the end of each unit were considered during the revision process. Sources such as Reinventing the American High School for the 21st Century: A Position Paper, Results that Matter: 21st Century Skills and High School Reform, Understanding University Success: A Project of the Association of American Universities, and Aligning State Workforce Development and Economic Development were especially useful in providing insight into trends and issues in the field. These references are suggested for use by instructors and students during the study of the topics outlined.

Industry advisory team members from schools throughout the state were asked to give input related to changes to be made to the curriculum framework. Specific comments related to soft skills needed in this program included an understanding of 21st century skills, a solid foundation in basic mathematical skills, a solid foundation in using the writing process to produce a piece of writing, and being able to read and comprehend information. Occupation‐specific skills stated include learning computer aided design and drafting.

Curriculum

The following national standards were referenced in each course of the curriculum:

• Mississippi Department of Education Subject Area Testing Program Academic Standards • National Educational Technology Standards for Students • 21st Century Skills • Standards for Success Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the May 10–12, 2006, curriculum revision meeting include the following:

• Adding skills such as creating long‐ and short‐term goals; developing time management skills; applying skills and techniques for improving concentration and memory; developing effective verbal,

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nonverbal, and written communication skills; implementing effective note‐taking and text‐reading strategies; and improving self‐esteem

• Adding a strong emphasis on career development skills • Adding a strong mathematical application skill set to the curriculum • Adding a pre‐engineering design component to the curriculum

Assessment

Students will be assessed using the Test of Adult Basic Education (TABE) for diagnostic purposes. A pre‐ and posttest will be administered to students during the course.

Professional Learning

It is suggested that instructors participate in professional learning related to the following concepts:

• Using the Rigor and Relevance Framework • Teaching mathematical concepts • Integrating reading and writing into teaching and assessment strategies • How to use the program Blackboard site • Differentiated instruction ‐ To learn more about differentiated instruction, please go to

http://www.paec.org/teacher2teacher/additional_subjects.html and click on Differentiated Instruction. Work through this online course, and review the additional resources.

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Foreword Secondary vocational–technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments.

The courses in this document reflect the statutory requirements as found in Section 37‐3‐49, Mississippi Code of 1972, as amended (Section 37‐3‐46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, §14; Laws, 1991, ch. 423, §1; Laws, 1992, ch. 519, §4 eff. from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001).

Each secondary vocational–technical course consists of a series of instructional units that focus on a common theme. All units have been written using a common format, which includes the following components:

• Unit Number and Title • Suggested Time on Task ‐ An estimated number of clock hours of instruction that should be required

to teach the competencies and objectives of the unit. A minimum of 140 hours of instruction is required for each Carnegie unit credit. The curriculum framework should account for approximately 75–80% of the time in the course.

• Competencies and Suggested Objectives • A competency represents a general concept or performance that students are expected to

master as a requirement for satisfactorily completing a unit. Students will be expected to receive instruction on all competencies.

• The suggested objectives represent the enabling and supporting knowledge and performances that will indicate mastery of the competency at the course level.

• Suggested Teaching Strategies ‐ This section of each unit indicates 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 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.

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• Integrated Academic Topics, Workplace Skills, Technology Standards, and Occupational Standards ‐ This section identifies related academic topics as required in the Subject Area Assessment Program (SATP) in Algebra I, Biology I, English II, and U.S. History from 1877, which are integrated into the content of the unit. It also identifies the 21st Century Skills, which were developed by the Partnership for 21st Century Skills, a group of business and education organizations concerned about the gap between the knowledge and skills learned in school and those needed in communities and the workplace. A portion of the 21st Century Skills addresses learning skills needed in the 21st century, including information and communication skills, thinking and problem‐solving skills, and interpersonal and self‐directional skills. The need for these types of skills has been recognized for some time, and the 21st Century Skills are adapted in part from the 1991 report from the U.S. Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS). Another important aspect of learning and working in the 21st century involves technology skills; the International Society for Technology in Education, developers of the National Educational Technology Standards (NETS), were strategic partners in the Partnership for 21st Century Skills.

• 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.

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Program Description Science, Technology, Engineering, and Mathematics (STEM) Applications is an innovative instructional program that prepares students to engage in future academic and vocational courses of study in high school, community college, and institutions of higher learning. Students in STEM Applications complete study in Leadership, Interpersonal, and Self‐Directional Skills; Preparing for the 21st Century Workforce; Health Services Technology; Business, Management, and Administration; Arts, A/V Technology, and Communication; Marketing, Sales, and Services; Finance; Hospitality and Tourism; Information Technology; Agricultural, Food, and Natural Resources; Transportation, Distribution, and Logistics; Education and Training; Health Science; Human Services; Law, Public Safety, Corrections, and Security; Government and Public Administration; Architecture and Construction; Manufacturing; and Science, Technology, Engineering, and Mathematics. The STEM Applications curriculum framework is built upon 21st Century Skills Standards, Standards for Success, and the National Educational Technology Standards for Students. Mississippi Career Pathways and Mississippi Department of Education Subject Area Testing benchmarks are integrated throughout the competencies, objectives, suggested teaching strategies, and suggested assessment strategies.

COURSE GOALS 1. Develop science, technology, and engineering skills. 2. Improve recruitment among students into science, technology, and engineering fields. 3. Utilize technological systems to solve problems related to predictable and unpredictable real‐world

situations. 4. Create a comprehensive course that includes academic skills, career and technical topics, and 21st

century skills. 5. Develop a state‐of‐the‐art secondary 1‐year pre‐engineering program.

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Course Outline Science, Technology, Engineering, and Mathematics Applications Course CIP Code: 00.0253

Course Description: Science, Technology, Engineering, and Mathematics Applications will serve as an introductory course with the primary focus on applied math and science leading to pre‐engineering skills. This course is designed for all levels of students with a technology base in automated design that is used not only in engineering but also in design courses for the arts. Students will learn problem‐solving skills and self‐awareness skills as they learn about human service careers. Each unit will utilize data collection, statistical analysis, and research skills. Students will have hands‐on knowledge, using math and science skills to design a variety of projects in several career clusters. (Grade 9, 1 Carnegie unit)

Unit Title Hours 1 STEM Orientation 5 2 Financial, Economic, and Business Technology 35 3 Math for Engineers 30 4 Engineering Design 30 5 Robotics 30 6 Directed Individual Project 10 140

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Competency 1: Identify course expectations, school policies, and program policies related to Science, Technology, Engineering, and Mathematics (STEM) Applications.

Suggested Objectives

a. Preview course objectives, program policy, career clusters, and standards related to the course. b. Explain to students why STEM Applications is important and how it will be delivered. c. Review the school handbook, the technology acceptable use policy, and all other safety

procedures for the classroom and building levels. d. Identify and describe the use of safety equipment and other safety precautions in the

laboratory.

Suggested Teaching Strategies

• Using guided prompts, have students write a reflection describing their history, experience, and feelings about Science, Technology, Engineering, and Mathematics. Sample prompts can include the following: o When I am working with science, I feel …. o When I am working with technology, I feel …. o When I am working with math, I feel …. o What do you know about engineering? o What do you expect to learn from this course?

• Using presentation equipment, provide the course goals, objectives, and student expectations. Demonstrate the proper use of laboratory equipment.

• Divide students into four groups. Assign roles such as leader, time keeper, presenter, and so forth. Assign one of the following documents to each group: o Technology Acceptable Use Policy o Classroom Procedures and Rules o School Handbook o Classroom and Laboratory Safety

• Have each group use multimedia presentations, chart paper, poster paper, markers, or video clips to teach and present to other students about their assigned topic or document.

• Have students and parents sign a district‐approved Technology Acceptable Use Policy. • Have students create a course notebook that includes dividers for each career cluster and unit

of the curriculum.

Suggested Assessment Strategies

• Use teacher assessment according to local policy such as a written safety test, signed policies, and so forth.

• Use the Oral Presentation Evaluation Checklist found in Appendix E to evaluate student presentations.

• Have students complete a weekly workforce skills checklist.

Science, Technology, Engineering, and Mathematics Applications Unit 1: STEM Orientation (5 hours)

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Competency 2: Explore personality development and the classroom environment in relation to interpersonal skills, others, and the world of work (ongoing).


a. Identify forces that shape personality development including personality traits, heredity, and environment.

b. Complete a learning styles inventory. c. Determine how personality traits affect teamwork and leadership skills.


• Have students complete a learning styles and a multiple intelligence inventory. • Prepare an anticipation guide for the book The 7 Habits of Highly Effective Teens. Sample

questions may include the following: o Looking at the cover, what do you think this book is about? o What do you already know about the book? o What do you expect to learn from reading this book? o How do you think the content of this book will help you throughout this course, college, and

life? • Assign students to read one to two chapters until the book is complete. Present the first chapter

to students. Each week, assign all students chapters to read. Divide students into groups using the results of the learning styles inventory to present a chapter to the whole class. Have students use a peer evaluation and a self‐evaluation for each chapter presentation. As a part of the evaluation, have students address individual and group strengths and weaknesses, group dynamic structures, and personality traits.

• Have students read the first chapter together. Then, have students split into groups and read and take notes on their specific chapter (making sure all chapters are covered). Then, the students can create a PowerPoint presentation, Publisher Brochure, poster board, story, and so forth on their chapter and present it to the class.


• Use the Presentation Evaluation Checklist found in Appendix E to evaluate The 7 Habits of Highly Effective Teens presentation.

• Use the Oral Presentation Rubric found in Appendix E to evaluate the writing product for organization, audience, and voice. Give written questions on the unit test.

Competency 3: Develop leadership skills.


a. Describe the qualities of an effective leader including positive attitude, image, decision making, communication skills, and knowledge.

b. Identify opportunities in the local community that develop leadership skills. c. Dramatize effective leadership skills.

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d. Practice effective leadership skills. Suggested Teaching Strategies

• Create a pre‐knowledge PowerPoint presentation on the movie Remember the Titans. Using Blackboard, have students participate in an online discussion about the pre‐knowledge using the discussion board. Create a handout on leadership values, and discuss it with students. Create questions based on pre‐knowledge and leadership values as they pertain to the movie. Have students watch the movie Remember the Titans. Discuss questions as the movie is watched.

• Interview local and civic leaders, and assess their characteristics and styles of leadership. Have students use a journal entry to reflect upon the interview.

• In an informal classroom discussion, have students present a leadership characteristic and style that they learned about from their interview. Have students help create a classroom bulletin board displaying effective and ineffective leadership characteristics.

• Have students use bulletin board paper and construction paper (or use Inspiration) to create a classroom graph about the leadership styles they learned about from their interview. Have students graph and discuss the differences of leadership styles of males and females.

• Have students research and join different student organizations, such as Mississippi Technology Teens (http://www.ms‐meca.org). Have students attend an annual conference and participate in student competitions.


• Use the Group Participation Assessment Rubric or the Group Work Observation Checklist found in Appendix E to evaluate student group work.

Competency 4: Develop teamwork skills as well as understanding and making complex choices about working in teams (ongoing).


a. Demonstrate an appreciation and respect for diversity. b. Apply the components of good teamwork including team dynamics, status of team growth, and

working through team problems. c. Apply conflict resolution skills.


• Divide students into groups. Have groups work together to create a flowchart describing how to create a peanut butter and jelly sandwich. Read and follow the instructions that each group submits to create a sandwich in front of the class. Have students revise the flowcharts to include details that may have been left off. Lead a classroom discussion on the importance of following directions and communications.

• Watch the movie Cars discussing teamwork and six pillars of character. • Analyze how teamwork contributes to a situation (come up with different situations to analyze).

Have students create a Publisher document advertising their event. Students will present their Publisher document to the class, and the class will vote on the best event that uses both the individual as well as the team to succeed.

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• Teachers come up with brainteasers that promote teamwork. • Have students read the story “Mars Climate Orbiter.”

(http://www.seds.org/~spider/spider/Mars/ms98mco.html) or a current event article and discuss the importance of teamwork and effective communication. Before the reading activity, ask students the following: o What do you already know about this topic? o What do you expect to learn? o What do you think you will do with this information? (The students could read articles about

some type of sports and then explain the importance of teamwork with their favorite sport.) • During the reading activity, have students determine key points and summarize. Encourage

students to silently reflect using the following probes: o Did you understand what you just read? o What did you learn? o Did you enjoy reading this information?

• As a whole group activity, lead a class discussion using the following questions: o What was the main idea of this selection? o What can we learn from this reading activity? o How will you use this information when working in teams?

• Divide students into groups based on the multiple intelligences inventory data. Allow students to choose one of the following activities to complete: o The military is often called upon to design aircraft decoys. Work in groups to create an

aircraft decoy for the military to be powered by rocket propulsion. Your supplies are limited to balloons, craft sticks, paper clips, paper, glue sticks, straws, and scissors. The aircraft decoy will be attached to kite string at waist level and released. The kite string will go to the opposite corner of the room. The decoy that travels the greatest distance will be the winner. Groups may retest their aircraft during the allotted time.

o Have students create a free‐standing paper tower that must stand for 10 seconds with one sheet of colored copy paper and 30 cm of tape. Each student will be given a white sheet of paper to test design ideas. The tallest free‐standing tower at the end of the allotted time will be the winner. Groups may test their towers multiple times during the allotted class period.

• As a final project, have students use the Internet to research conflict resolution skills. Have students work as a class to create a resource Web page for conflict resolution skills. The site can include but is not limited to the following: o The win/win approach (could include 7 Habits information) o Creative response o Empathy o Appropriate assertiveness o Cooperative power o Managing emotions o Willingness to resolve o Mapping the conflict o Development for options o Introduction to negotiation o Introduction to mediation o Broadening perspectives o Glasser’s Control Theory

• Have students present their Web pages to the class.

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• Use class observation. • Use the Group Participation Rubric found in Appendix E to evaluate group work. • Use the Resource Web Page Rubric found in Appendix E to evaluate the group’s resource page

for conflict resolution skills. Competency 5: Analyze the practices that affect employer and employee decision making.


a. Identify six core values used when making ethical decisions. b. Evaluate decision‐making processes as they relate to the employer and employees.


• In a class discussion, have students define “work ethic.” • Have students complete an occupational work ethic inventory (http://www.coe.uga.edu/cgi‐

bin/cgiwrap/~rhill/new_owei/owei.pl). Have students print out their scores for use in class discussion.

• Have students complete an online lesson related to the following issues: o Interpersonal skills http://www.coe.uga.edu/workethic/less3.htm o Initiative http://www.coe.uga.edu/workethic/less4.htm o Being Dependable http://www.coe.uga.edu/workethic/less5.htm o Other Employability Skills http://www.coe.uga.edu/workethic/less6.htm

• Using the Web site www.goventure.net, use the simulations to explore the employee and employer jobs.

• Review “What an employer expects from me.” Review the weekly skills checklist. Have students compare and contrast what the employers expect from them and what you, as a classroom teacher, expect from them.

• Divide students into groups. Assign each group one of the Six Pillars of Character (http://www.charactercounts.org/defsix.htm). Have students create a role‐play in which someone decides not to exhibit his or her character pillar and a different role‐play in which someone exhibits his or her character pillar.

• Divide students into groups. Have them find the Code of Business Ethics for a company of their choice. The students should prepare a presentation of the company’s ethics code and role‐play at least one instance of an employee trying to decide whether or not to comply with the code and at least one instance of the employer trying to decide whether or not to comply with the code.

• As a final project, have students use the writing process to compile a brochure or Web page with the information concerning practices that affect employer and employee decision making. The brochure or Web page should include text and appropriate graphics.


• Use the Presentation Evaluation Checklist found in Appendix E to evaluate group presentations. • Use the Resource Web Page Rubric or the Brochure Assessment Rubric found in Appendix E to

evaluate the final product.

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STANDARDS Standards for Success English Standards ESS1 Reading and Comprehension ESS2 Writing ESS3 Research Skills ESS4 Critical‐thinking Skills Mathematics Standards MSS1 Computation Natural Sciences Standards NSS2 Science and Society Social Sciences Standards SSS1 General Knowledge and Skills SSS2 History SSS6 Sociology SSS8 Communication The Arts Standards ASS5 Visual Arts

Academic Standards A2 Recognize, create, extend, and apply patterns, relations, and functions and their applications. E1 Produce writing that reflects increasing proficiency through planning, writing, revising, and

editing and that is specific to audience and purpose. E2 Communicate ideas for a variety of school and other life situations through listening, speaking,

and reading aloud. E3 Read, evaluate, and use print, non‐print, and technological sources to research issues and

problems, to present information, and to complete projects. E5 Complete oral and written presentations that exhibit interaction and consensus within a group. E8 Read, discuss, analyze, and evaluate literature from various genres and other written material. E10 Use language and critical‐thinking strategies to serve as tools for learning. H3 Describe the relationship of people, places, and environments through time. H4 Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources,

graphs, a compass, technology, etc.).

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Competency 1: Demonstrate skills necessary to create a financial plan.


a. Discuss the importance of financial planning. b. Examine the five‐step financial planning process. c. Discuss the three Rs of money.


• Ask students what is meant by the quote, “Most people don’t plan to fail. They simply fail to plan.” Discuss how financial planning can be an important tool in helping to achieve educational, personal, and professional goals.

• Using a multimedia presentation, discuss and emphasize the differences between a need and a want. Also, allow students to discuss their values and how they influence financial decisions.

• Use a multimedia presentation to present and discuss the five‐step financial planning process: o Step 1: Set Goals. o Step 2: Analyze Information. o Step 3: Create a Plan. o Step 4: Implement the Plan. o Step 5: Monitor and Modify the Plan.

• Divide students into five groups. Have each group select a step of the financial planning process to research and present to other members of the class. Have students use the National Endowment for Financial Education Web site (http://www.nefe.org/) to gather the latest and most relevant information related to financial planning.

• Discuss the three Rs of money: reality, responsibility, and restraint. Allow students to earn hypothetical math money for positive academic achievement and disciplined behavior, or assign students a hypothetical monthly income. Have students use a spreadsheet application program to track their personal spending record. Explain the importance of making good decisions and how there are many factors that may influence their financial decision‐making process.

• Have students create a rhyme or song to compare and contrast the financial planning process and the decision‐making process.

• Use NCEE Virtual Economics v.3 for terminology.


• Use the Group Presentation Assessment Rubric found in Appendix E to evaluate the financial planning presentations.

• Use the Writing Assessment Rubric found in Appendix E to evaluate the summary of student expenditures.

• Use the Group Participation Rubric found in Appendix E to evaluate group work. • Use the Reflective Writing Rubric found in Appendix E to evaluate students’ writing.

Science, Technology, Engineering, and Mathematics Applications Unit 2: Financial, Economic, and Business Technology (35 hours)

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Competency 2: Prepare a personal budget.


a. Define “budget.” b. Identify and examine the parts of a paragraph.


• Have students use the Internet to find the answers to the following questions: o What is gross income? o What are the typical deductions that people may find on their paychecks? o What is FICA? o What is net income? o What are the benefits and drawbacks of using an ATM card?

• Divide students into groups, and have them discuss the topics listed below. Students can use the Internet or a textbook, or they can interview a parent or community member to find the answers to questions with which they are unfamiliar. o What is a budget? o What are the benefits of having a budget? o What are the different types of income students can receive? o What does P.Y.F. (Pay Yourself First) mean? o What is comparison shopping? What are ways of saving money on purchases? o What is a cost/benefit analysis? What are the benefits and drawbacks of creating a

cost/benefit analysis? • Randomly call on groups to share their findings. • Have students use a spreadsheet application program and their personal spending record to

create a circle graph. Have students use a protractor to measure the different angles of their circle graph. Have students use the writing process and a word processing program to compile a narrative of how they spend their money. The narrative should have a summary of their expenditures, a table of information, and the circle graph.

• Have students work individually to develop their own budgets. Give students an example of a sample budget (http://www.themint.org/teachers/budgeting_act1.php).

• Have students select a career of interest and visit http://www.themint.org/teachers/budgeting_act2.php to determine what the starting salary is for that career. Emphasize that these salaries represent average starting salaries. Briefly discuss how the level of education required for a position directly affects the salary of positions. Allow students to use http://www.themint.org/teachers/budgeting_act3.php to determine their monthly salary after taxes, the amount they want to save, and their savings account options. Have students brainstorm fixed expenditures (rent, cell phone packages, transportation, savings, etc.). Next, have students brainstorm different types of variable expenditures (groceries, entertainment, clothing, gifts, haircuts, CDs, household cleaning supplies, etc.). Have students insert this information into a spreadsheet application program. Have students evaluate and make adjustments to their budgets. Use the following prompts to help students throughout this process: o Are you spending more than you are making?

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o Are you breaking even? o Do you have money left over?

• Have students determine the mean, median, and range of their fixed and variable expenditures. Give students scenarios, and have them adjust their budgets accordingly. Samples of scenarios are listed below: o Your car alternator needs to be replaced. Find a mechanic who can fix your car. Make

adjustments to your budget that include the cost of labor and materials. o You were late for school and were caught going 45 miles per hour in a 30‐mile‐per‐hour

zone by a local police officer. After calling the courthouse, you find that your ticket will cost $80.00 to pay. Adjust your budget for this expense.

• Have students edit and format their budgets. • Use a multimedia presentation to show students how to write a check, balance a checkbook,

make a deposit, and make a withdrawal.



• Use the Budget Rubric found in Appendix E to evaluate student budgets. • Use the Group Participation Rubric found in Appendix E to evaluate group work.

Competency 3: Propose a personal saving and investing plan. Suggested Objectives

a. Determine the importance of various saving and investment concepts. b. Identify short‐ and long‐term goals regarding saving and investment. c. Identify terms associated with saving and investment.


• Lead a classroom discussion about investments. Make sure the following are highlighted: o Saving is setting money aside for short‐term goals, and investing is setting money aside for

long‐term goals. o The time value of money is a mathematical relationship among time, money, and rate of

return. The rate of return generates earning growth. o Compounding is the idea of earning interest on interest. o The Rule of 72 tells you how long it takes for money to double in value, given a rate of

return. o Time is extremely important during an investment program. It is important to start saving

early, regardless of the amount saved. o Risk and return means the more risk an investment is, the more potential for the return and

the less risk of an investment, the less potential for return. o Explain the differences between an “owner” and a “lender” in the investment world. Discuss

the differences among checking, savings, and investment accounts. o Discuss the terms “interest,” “bond,” and “stock.” o Discuss the advantages and disadvantages of mutual funds (professional management and

diversification). • Have students use the Rule of 72 to estimate how long it would take to become a millionaire

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with an initial deposit of $1,000 and an interest rate of 10%. Repeat using varying interest rates and initial deposits.

• Have students use the Internet and Web sites such as Mississippi Stock Market Simulation (SMS) (http://www.mississippisms.com/), the Mississippi Council on Economic Education (http://www.mscee.org/programs.html), or E*Trade (http://www.etrade.com) to research stocks. Have students work in teams of three to five to invest a hypothetical $100,000 in stocks and compete for the best portfolio performance. Have students track the investment, collect data, and analyze the data using a spreadsheet application program. Have students determine the range, mean, median, and mode and complete a bar or line graph of the set of data at the end of a 4‐week time period. For more information, contact the Mississippi Economic Council to learn how to participate in the state stock market game.

• Allow students to use GoVenture Stock Market simulation software.



• Evaluate GoVenture Stock Market simulation progress.

Competency 4: Select strategies to use in handling credit and managing debt.


a. Define “credit.” b. Identify advantages and disadvantages of credit.


• Ask students the following questions: o What is credit? o What does it cost to use credit? o What are the advantages of using credit? o What questions should you ask yourself before you use credit? o What happens if you misuse credit? o Have you received credit card offers in the mail? o How many of you feel that you are ready to own a credit card in your name alone? o What percentage of teenagers do you think already own credit cards and are rolling over

debt in the form of monthly balances? • In a classroom discussion, emphasize that credit must be used with care, caution, and

responsibility. In order for credit to be used responsibly, it must be included as part of a financial plan. Discuss credit, interest, annual percentage rates, loan terms, annual fees, and origination fees. Emphasize the importance of paying the credit card balance in full each month to avoid paying interest fees.

• Have a representative from a local bank visit the classroom and discuss the following: o How interest on loans is generated o How longer‐term loans generate higher interest costs o How homeowners in effect pay for three homes instead of just one due to interest cost over

the years

24

o How higher interest rates mean higher borrowing costs. o The benefits of credit (access to cash in an emergency, the ability to use a product or service

now, and safety and convenience) o The dangers of bad credit o Credit cards and minimum payment options o The benefits and dangers of student loans o The importance of shopping for credit o What people should do to get out of debt

• Have students work in groups to develop a credit knowledge survey. The purpose of this survey is to determine the knowledge that others have regarding credit. Have students administer the survey to teachers, family members, and friends. Have students compile the survey results into a spreadsheet application program. Have students use the writing process to create a newspaper article sharing the results of their survey with the public.


• Use the Oral Presentation Rubric found in Appendix E to evaluate their presentations. • Use the Writing Assessment Rubric found in Appendix E to evaluate the summary of student

expenditures. • Use the Newspaper Article Checklist found in Appendix E to evaluate the newspaper article.

Competency 5: Create a personal insurance plan that will minimize your personal or financial losses.


a. Define and identify types of insurance. b. Explain the purpose of insurance to protect against financial loss.


• Ask students the following questions: o What is insurance? o What is risk management? o How can you keep your insurance cost down? o What are the basic types of auto insurance? o When should you take financial risks, and when should you avoid them? o How can you be a smart insurance shopper?

• Divide students into groups. Assign each group one of the following topics: o Risk management o Insurance premiums o Insurance and deductibles o Auto insurance o Medical insurance o Life insurance

• Have students research their assigned topic. Allow students to develop a presentation to use when teaching their information to the class.

25


• Use the Presentation Assessment Rubric found in Appendix E to evaluate their presentations. • Use the Group Participation Rubric found in Appendix E to evaluate group work.

Competency 6: Define and discuss the concept of entrepreneurship.


a. Define “entrepreneurship.” b. Identify advantages of entrepreneurship. c. Identify disadvantages of entrepreneurship. d. Identify traits of a successful entrepreneur.


• Have students define entrepreneurship. • Students will identify entrepreneurs on the local, state, and national levels. • Students will describe the process of becoming an entrepreneur and managing a business

(GoVenture Entrepreneur simulation software). • Divide students into groups to create a chart listing the advantages and disadvantages of

entrepreneurship including societal impact. • Have students identify various concepts of utilizing technology in entrepreneurship by visiting

the Mississippi Technology Alliance Web site (http://www.technologyalliance.ms/index.php). • Students will create a PowerPoint presentation on starting their own business. The presentation

may include the following: o Business name o Logo and slogan o Company policy o Budget (include income and expenses) o Business plan


• Use the Oral Presentation Rubric found in Appendix E to evaluate the financial planning, insurance, and entrepreneurship presentations.

• Use the Group Participation Rubric found in Appendix E to evaluate group work. • Evaluate GoVenture Entrepreneur simulation progress.

26

STANDARDS Standards for Success English Standards ESS1 Reading and Comprehension ESS2 Writing ESS3 Research Skills ESS4 Critical‐thinking Skills Mathematics Standards MSS1 Computation MSS2 Algebra MSS4 Geometry MSS5 Mathematical Reasoning MSS6 Statistics Natural Sciences Standards NSS1 General Foundation Skills NSS2 Science and Society Social Sciences Standards SSS1 General Knowledge and Skills SSS3 Economics SSS6 Sociology SSS7 Inquiry, Research, and Analysis SSS8 Communication The Arts Standards ASS3 Music ASS4 Theatre ASS5 Visual Arts

Academic Standards A1 Recognize, classify, and use real numbers and their properties. A2 Recognize, create, extend, and apply patterns, relations, and functions and their applications. A3 Simplify algebraic expressions, and solve and graph equations, inequalities, and systems in one

and two variables. A5 Utilize various formulas in problem‐solving situations. A7 Interpret and apply slope as a rate of change.

27

A8 Analyze data, and apply concepts of probability. E1 Produce writing that reflects increasing proficiency through planning, writing, revising, and



problems, to present information, and to complete projects. E4 Work individually and as a member of a team to analyze and interpret information, to make

decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. E5 Complete oral and written presentations that exhibit interaction and consensus within a group. E9 Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in

the context of writing and speaking. H1 Explain how geography, economics, and politics have influenced the historical development of

the United States in the global community. H3 Describe the relationship of people, places, and environments through time. H4 Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources,


21st Century Skills CS1 Global Awareness CS2 Financial, Economic, and Business Literacy CS3 Civic Literacy CS4 Information and Communication Skills CS5 Thinking and Problem‐solving Skills CS6 Interpersonal and Self‐directional Skills

National Educational Technology Standards for Students T1 Basic operations and concepts T2 Social, ethical, and human issues T3 Technology productivity tools T4 Technology communications tools T5 Technology research tools T6 Technology problem‐solving and decision‐making tools

28

SUGGESTED REFERENCES Association for Career and Technical Education. (2006). Reinventing the American high school for the

21st century: A position paper. Alexandria, VA: Author.

Carter, C., Bishop, J., & Kravits, S. L. (2006). Keys to success: Building successful intelligence for college, career, and life (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Carter, C., Izumo, G., Kravits, S. L., & Reeves, D. L. (2001). The career toolkit for high school students: Making the transition from school to work. Upper Saddle River, NJ: Prentice Hall.

Character Counts. (2006). The six pillars of character. In Josephson Institute. Retrieved April 2, 2006, from http://www.charactercounts.org/defsix.htm

Conley, D. T. (2003). Understanding university success: A project of the Association of American Universities and the Pew Charitable Trusts. Eugene, OR: Center for Educational Policy Research.

DiResta, D. (1998). Knockout presentations: How to deliver your message with power, punch, and pizzazz. Lindham, MD: Chandler House Press.

Discovery Education. (2005). Discovery education streaming. Retrieved April 24, 2006, from http://www.unitedstreaming.com

The National Endowment for Financial Education. (2006). Retrieved April 24, 2006, from http://www.nefe.org/

Northwestern Mutual. (2002). The mint: It makes perfect cents. Retrieved April 24, 2006, from http://www.themint.org/

The Partnership for 21st Century Skills. (2004). Retrieved April 24, 2006, from http://www.21stcenturyskills.org

The Partnership for 21st Century Skills. (2006). Results that matter: 21st century skills and high school reform. Tucson, AZ: Author.

Ryan, J. S. (2006). Managing your personal finances (5th ed.). Mason, OH: Thomson South‐Western.

Troppe, M. (with Crawford, S., & Simon, M.). (2005, September). Aligning state workforce development and economic development initiatives [Issue brief]. Washington, DC: National Governors Association Center for Best Practices.

U.S. Department of Labor. (2006). Bureau of Labor Statistics. Retrieved April 24, 2006, from http://www.bls.gov/

29

Williamson, J. C., McCandrew, D. A., & Muse, C. T. (2007). Roadway to success (4th ed.). Columbus, OH: Pearson Education.

30

Competency 1: Represent, analyze, and make inferences based on data with and without the use of

technology.


a. Draw conclusions and make predictions from scatterplots. b. Graph and analyze linear functions. c. Use algebraic and graphical methods to solve systems of linear equations and inequalities in

mathematical and real‐world situations. d. Solve real‐world problems involving formulas for perimeter, area, and perpendicular lines.


• Complete the following CARS activities from Unit 1: General Knowledge and Basic Shapes of Data.

o Activity 1: Learning about MDOT with Jeopardy o Activity 2: MDOT Statistics o Activity 3: Let’s Get Ready to Rumble o Activity 4: Surveying Activity


• Complete all assessment and extension assignments for each activity. • Have students show mastery of concept by uploading a product of choice to their Blackboard

electronic portfolios.

Competency 2: Calculate linear functions and linear regressions.


a. Construct graphs, make predictions, and draw conclusions from tables, line graphs, and scatterplots.

b. Explain and illustrate how a change in one variable may result in a change in another variable and apply to the relationships between independent and dependent variables.

c. Draw conclusions and make predictions from scatterplots. d. Use linear regression to find the line of best fit from a given set of data. e. Apply properties of real numbers to simplify algebraic expressions. f. Solve, check, and graph multistep linear equations in one variable, including rational coefficients

in mathematical and real‐world situations. g. Analyze the relationship between x and y values, determine whether a relationship is a function,

and identify domain and range. h. Graph and analyze linear functions. i. Solve real‐world problems involving formulas for perimeter, area, distance, and rate.

Science, Technology, Engineering, and Mathematics Applications Unit 3: Math for Engineers (30 hours) Note: This unit is not to be taught in isolation; rather, it should be integrated throughout the STEM Applications course.

31


• Complete the following CARS activities from Unit 2: Linear Functions and Linear Regression. o Activity 1: Miles to Go o Activity 2: Asphalt Lab (Intermediate) o Activity 3: Are We There Yet o Activity 4: Building Bridges: One Pile at a Time o Activity 5: Airport Aviation Fuel Tax Activity



electronic portfolios. Competency 3: Calculate rate of change.


a. Solve problems that involve interoperating slope as a rate of change. b. Explain and apply the appropriate formula to determine length, midpoint, and slope of a

segment in a coordinate plane. c. Use inductive reasoning to make conjectures and deductive reasoning to make valid

conclusions. d. Develop and evaluate mathematical arguments and proofs to include paragraph, two‐column,

and flowchart forms.


• Complete the following CARS activities from Unit 3: Rate of Change. o Activity 1: Can You Calculate the Grade? o Activity 2: Make That Grade! o Activity 3: Where’s the Toe? o Activity 4: Finding the Evaluation and Horizontal Distance of Treated Soil Subgrade of a

Road o Activity 5: Airport Designs




Competency 4: Determine the solutions to quadratic equations by using the quadratic formula.


32

a. Investigate, classify, compare, and contrast two‐ and three‐dimensional geometric figures. b. Explore applications and patterns of transformational geometry. c. Explain components of the engineering design process. d. Apply components of the engineering design process. e. Create a product using the engineering design process.


• Complete the following CARS activities from Unit 4: Quadratic and Absolute Value Equations. o Activity 1: Spreading the Lime o Activity 2: Building Bridges (Advanced) o Activity 3: Asphalt Cookies (Introduction)




Competency 5: Use algebraic and graphical methods to solve systems of linear equations and inequalities in mathematical and real‐world situations.


a. Write linear equations given slope and y‐intercept of two points. b. Apply the concept of slope to determine if lines in a plane are parallel or perpendicular.


• Complete the following CARS activities from Unit 5: Systems of Equations. o Activity 1: Flight Plan (Intermediate) o Activity 2: Flight Disaster (Advanced)




Competency 6: Apply the Pythagorean theorem to solve problems. Suggested Objectives

a. Solve real‐world problems involving measurements (i.e., circumference, perimeter, area, volume, distance, temperature, etc.).

b. Explain and apply the appropriate formula to determine length, midpoint, and slope of a segment in a coordinate plane (i.e., distance formula and Pythagorean theorem).

c. Solve real‐world problems that involve square roots and the Pythagorean theorem. d. Apply the relationships of sine, cosine, and tangent to problems involving right triangles.

33


• Complete the following CARS activities from Unit 6: The Pythagorean Theorem. o Activity 1: Surveying (Indirect Measurement) (Advanced) o Activity 2: How High is the Pipe, Mama? o Activity 3: Surveying (Property Lines ) (Intermediate)



electronic portfolios. Competency 7: Solve real‐world problems involving formulas. Suggested Objectives

a. Apply properties of real numbers to simplify algebraic expressions, including polynomials. b. Solve real‐world problems involving formulas for perimeter, area, distance, and rate. c. Analyze the relationship between the x and y values. d. Utilize various formulas in problem‐solving situations. e. Apply properties of real numbers to simplify algebraic expressions. f. Use matrices to solve mathematical situations and contextual problems. g. Write, graph, and analyze inequalities in two variables.


• Complete the following CARS activities from Unit 7: Formulas. o Activity 1: Planning That Road o Activity 2: What Will It Cost? (Introductory Level) o Activity 3: Township and Ranges—Dividing the Land o Activity 4: Soil Lab (Introductory and Intermediate) o Activity 5: Compressive Strength of Concrete o Activity 6: Bridges Formula Weights o Activity 7: My Daddy Works Here o Activity 8: Trucker’s Log Book o Activity 9: Moving Freight by Truck vs. Barge o Activity 10: Trains




34

STANDARDS Standards for Success English Standards ESS1 Reading and Comprehension ESS2 Writing ESS3 Research Skills ESS4 Critical‐thinking Skills Mathematics Standards MSS1 Computation MSS2 Algebra MSS4 Geometry MSS5 Mathematical Reasoning MSS6 Statistics Natural Sciences Standards NSS1 General Foundation Skills NSS2 Science and Society Social Sciences Standards SSS1 General Knowledge and Skills SSS3 Economics SSS6 Sociology SSS7 Inquiry, Research, and Analysis SSS8 Communication The Arts Standards ASS3 Music ASS4 Theatre ASS5 Visual Arts

Academic Standards TRANSITION TO ALGEBRA

TTA1. Understand relationships between numbers and their properties, and perform operations fluently.

TTA2. Understand, represent, and analyze patterns, relations, and functions. TTA3. Understand geometric principles of polygons, angles, and figures. TTA4. Demonstrate and apply various formulas in problem‐solving situations. TTA5. Interpret data.

35

ALGEBRA I ALG1‐1. Understand relationships between numbers and their properties, and perform operations

fluently. ALG1‐2. Understand, represent, and analyze patterns, relations, and functions. ALG1‐3. Understand how algebra and geometric representations interconnect and build on one

another. ALG1‐4. Demonstrate and apply various formulas in problem‐solving situations. ALG1‐5. Represent, analyze, and make inferences based on data with and without the use of

technology. 21st Century Skills CS1 Global Awareness CS2 Financial, Economic, and Business Literacy CS3 Civic Literacy CS4 Information and Communication Skills CS5 Thinking and Problem‐solving Skills CS6 Interpersonal and Self‐directional Skills


36





Character Counts. (2006). The six pillars of character. In Josephson Institute. Retrieved April 2, 2006, from http://www.charactercounts.org/defsix.htm




The National Endowment for Financial Education. (2006). Retrieved April 24, 2006, from http://www.nefe.org/

Northwestern Mutual. (2002). The mint: It makes perfect cents. Retrieved April 24, 2006, from http://www.themint.org/



Ryan, J. S. (2006). Managing your personal finances (5th ed.). Mason, OH: Thomson South‐Western.



37


38

Competency 1: Research and gather information related to specific careers in engineering.


a. Describe the basic concepts of engineering. b. Research engineering careers and famous engineers throughout history.


• Using the book Engineering Your Future, have the students research engineering terminology, famous engineers, and engineering careers. Have students present their findings using PowerPoint, Inspiration, Publisher, and so forth.

• Read Chapter 4 in Engineering Your Future. Use activities at the end of the chapter that correlate with the teacher resource book.

• Using templates provided in Microsoft Publisher, students will create and engineer paper airplane(s). Students will then gather information on the steps and distances traveled by each design. Students will present their findings in a PowerPoint presentation explaining the process of planning, building, and what could have been changed in their designs.

• Read Chapter 5 in Engineering Your Future, which covers engineering jobs. Use Activity 5.3, “Engineering Career Investigation.”

• Have the students research different engineering jobs using http://www.monster.com or a related Web site. Students will choose a job of their choice and print the appropriate job application. Students will fill out the application and create a cover letter and resume after reading through Chapter 7 in Engineering Your Future.


• Administer a written test to evaluate student knowledge of engineering terminology, famous engineers, and engineering careers.

• Use the Oral Presentation Rubric found in Appendix E to evaluate the paper airplane PowerPoint presentation.

• Use the Cover Letter Assessment Rubric and Resume Assessment Rubric located in Appendix E to evaluate the cover letter and resume.

Competency 2: Utilize proper measurement tools and techniques related to three‐dimensional elements.


a. Summarize measurable attributes of objects and the units, systems, and processes of measurement.

b. Apply appropriate techniques, tools, and formulas to determine measurement.

Science, Technology, Engineering, & Mathematics Applications Unit 4: Engineering Design (30 hours)

39


• Complete Unit 8: Area and Volume activities from CARS materials. • Display several objects that are appropriately measured with different units such as a paper clip,

a pen top, a mug, a textbook, and the marker board. Have students discuss what measurement is most appropriate for determining the length of the object. Display the objects a second time, and have students discuss what measurement is most appropriate for determining the mass of the object. Display the pen top and the mug a third time, and have students discuss what measurement is most appropriate for determining the capacity of the object.

• Have students estimate their own height and the height of a partner in centimeters. Then have them pair up and measure their heights with a tape measure or yardstick to see how closely they estimated. Make a list of several objects, such as arm span, wallet, textbook, and marker board. Have students guess the lengths of the objects in whatever unit you feel is appropriate. Then have them measure the object with a tape measure or ruler to see how closely they estimated.

• Make a list of measurements, such as 40 cm, 2 m, 15 mm, 1 ft, and 6 in. Have students go on a scavenger hunt around the room with a tape measure to find objects as close to the given lengths as possible.

• Bring a few bags of round candy to class such as M&M’s and Crème Savers. Teach students to use a vernier caliper to measure the diameter of the objects. Have groups of students determine the range of the diameters of at least 10 Crème Savers and at least 10 M&M’s. Use this opportunity to discuss quality control.

• Use a multimedia presentation to introduce students to the vocabulary related to Global Positioning Satellites (GPSs). Vocabulary terms may include but are not limited to GPS, waypoint, evaluation, latitude, longitude, heading, bearing, WASS, geo‐stationary satellites, triangulate, distance, speed, geo‐cashing, and GIS. Have students identify the functions and menu options of a GPS unit using http://www.flashearth.com.


• Use the Measurement Checklist found in Appendix E to evaluate student work. • Administer a written test to evaluate student knowledge.

Competency 3: Create a drawing using computer aided design and drafting technology applications.


a. Describe computer aided design and drafting technology applications. b. Perform computer aided design and drafting technology applications. c. Develop a drawing using computer aided design and drafting technology.


• Have students define terms associated with computer aided design and drafting technology applications (PowerPoint slides provided on Blackboard).

• Using a multimedia presentation, define the parts of a screen and buttons related to the computer aided design and drafting technology application program. Discuss and demonstrate the proper use of a SolidWorks system to include care and maintenance, start‐up/shut‐down, and operations of peripherals (PowerPoint slides and tutorials provided on Blackboard).

40

• Have students create an assigned shape with defined styles and sizes. Provide students with measurements that need to be edited, and have them edit the shape.

• Discuss and demonstrate SolidWorks draw commands. Provide students with activities to practice the commands.

• Have students work as a class to measure the cafeteria, the library, the gymnasium, or another building on the school’s campus. Create a SolidWorks design of that building.


• Grade completed assignments and projects.

Competency 4: Develop a product using the engineering design process.


a. Investigate, classify, compare, and contrast two‐ and three‐dimensional geometric figures. b. Explore applications and patterns of transformational geometry. c. Explain components of the engineering design process. d. Apply components of the engineering design process. e. Create a product using the engineering design process.


• Have students use a computer aided design program to draw a three‐dimensional geometric figure. Have students discuss differences and similarities between prisms and pyramids, and cylinders and cones.

• Show the video clip found at http://www.teachersdomain.org/3‐5/sci/engin/design/desprocess/index.html to illustrate the steps of the engineering design process. This video segment, adapted from Thinking Big, Building Small, demonstrates each part of the engineering design process, which is fundamental to any successful project. Though it does this in the context of building skyscrapers, the process is applicable to any sort of project, including constructing schools, building bridges, and even manufacturing sneakers. Have students recognize the value of going through the steps sequentially when constructing scale models.

• Ask students the following questions to determine their understanding of the design process: o When you design or build something, with which step do you usually begin? Why would it

be an advantage to go through the design process steps in the order described? o What is the importance of defining the challenge or problem? o Why do you think there are so many different kinds of can openers? o Why do all skyscrapers not look alike? o How is the engineering design process different from the scientific process?

• Divide students into groups. Give each group the following scenario: o Habitat for Humanity has asked your design group to design a simple house that can be

mass‐produced. Your design group will need to submit a floor plan layout and a simple 3‐D representation of the home. The house should have four major rooms: a family room, a kitchen, a bedroom, and a bathroom with a laundry closet. The floor plan should be outlined in SolidWorks with a scale of 1 ft = 1/4 in. Exterior walls should be constructed in SolidWorks. The outer walls of the house should be 40 ft long by 30 ft wide by 9 ft high.

41

Interior walls and door openings between rooms should be shown with lines. A roof is not required for the model.

• Have students create a scale model of their design using craft sticks, construction paper, and glue.

• Allow groups to present their design to the class. • As an individual assignment, have students develop a push/pull toy for a major toy company.

The toy will be designed for a child ages 1–3. Have students follow the design process and create a document in SolidWorks. Have students use the SolidWorks program for orthographic and isometric projections.

• Have students complete an electronic portfolio (using PowerPoint, Inspiration, etc.) that documents steps that were taken to create the toy: o Identification and description of the problem o Steps that were taken to gather information about the problem o Explanation of various solutions o Process of selecting the best solution o Model of the solution (3‐D diagram or blueprint of the model) o Summary of the test and evaluation of the model o Summary of the modifications made o Scale model of the final product o Summary of design features o Estimated cost of production o Cost of the product to the consumer and estimated profit for vendor and producer o Sales/Marketing pitch for the toy o Possible vendors/retail stores who will be interested in selling the product


• Use the Push/Pull Toy Summary Checklist found in Appendix E to evaluate individual work. • Use a written test to determine student understanding of the design process.

42

STANDARDS Standards for Success English Standards ESS1 Reading and Comprehension ESS2 Writing ESS3 Research Skills ESS4 Critical‐thinking Skills Mathematics Standards MSS1 Computation MSS2 Algebra MSS4 Geometry MSS5 Mathematical Reasoning MSS6 Statistics Natural Sciences Standards NSS2 Science and Society NSS3 Environmental Science NSS4 Biology Social Sciences Standards SSS1 General Knowledge and Skills SSS4 Geography SSS6 Sociology SSS8 Communication The Arts Standards ASS5 Visual Arts

Academic Standards A1 Recognize, classify, and use real numbers and their properties. A3 Simplify algebraic expressions, and solve and graph equations, inequalities, and systems in one

and two variables. A5 Utilize various formulas in problem‐solving situations. A7 Interpret and apply slope as a rate of change. A8 Analyze data, and apply concepts of probability. B4 Investigate the transfer of energy from the sun to living systems. B7 Investigate the interdependence and interactions that occur within an ecosystem.

43

E1 Produce writing that reflects increasing proficiency through planning, writing, revising, and editing and that is specific to audience and purpose.

E2 Communicate ideas for a variety of school and other life situations through listening, speaking, and reading aloud.

E3 Read, evaluate, and use print, non‐print, and technological sources to research issues and problems, to present information, and to complete projects.

E4 Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking.

E5 Complete oral and written presentations that exhibit interaction and consensus within a group. E8 Read, discuss, analyze, and evaluate literature from various genres and other written material. H1 Explain how geography, economics, and politics have influenced the historical development of



21st Century Skills CS1 Global Awareness CS2 Financial, Economic, and Business Literacy CS4 Information and Communication Skills CS5 Thinking and Problem‐solving Skills CS6 Interpersonal and Self‐directional Skills

National Educational Technology Standards for Students T2 Social, ethical, and human issues T3 Technology productivity tools T4 Technology communications tools T5 Technology research tools T6 Technology problem‐solving and decision‐making tools

44






Cram, C. M. (2007). Communicating in business with technology. Boston, MA: Thomson Course Technology.



Ewen, D., Schurter, N., & Gundersen, P. E. (2005). Applied physics (8th ed.). Columbus, OH: Pearson Prentice Hall.

Gomez, A. G., Oakes, W. C., & Leone, L. L. (2004). Engineering your future: A project‐based introduction to engineering. St. Louis, MO: Great Lakes Press.

Katz, J. R., Carter, C., Bishop, J., & Kravits, S. L. (2000). Keys to science success. Upper Saddle River, NJ: Prentice Hall.

Leach, J. A. (2006). AutoCAD 2006 instructor: A student guide to complete coverage of AutoCAD’s commands and features. New York, NY: McGraw‐Hill.

Lima, M., & Oakes, W. (2006). Service‐learning engineering in your community. St. Louis, MO: Great Lakes Press.

Manning, D. J. (2004). Project‐based AutoCad. New York, NY: Glencoe/McGraw‐Hill.

Oakes, W. C., Leone, L. L., & Gunn, C. J. (2001). Engineering your future: A short course. Wildwood, MO: Great Lakes Press.

45

Oakes, W. C., Leone, L. L., & Gunn, C. J. (2003). Engineering your future: A student’s guide. Wildwood, MO: Great Lakes Press.

Oakes, W. C., Leone, L. L., & Gunn, C. J. (2004). Engineering your future: An introduction to engineering (4th ed.). Wildwood, MO: Great Lakes Press.

Oakes, W. C., Leone, L. L., & Potter, M. C. (2001). Engineering your future: A problem‐oriented approach. (2nd ed.). St. Louis, MO: Great Lakes Press.

Orsak, G. C., Wood, S. L., Douglas, S. C., Jr., Munson, D. C., Treichler, J. R., Athale, R. A., et al. (2004). The infinity project: Engineering our digital future. Upper Saddle River, NJ: Pearson Prentice Hall.



Tietjen, J. S., Schloss, K. A., Carter, C., Bishop, J., & Kravits, S. L. (2001). Keys to engineering success. Upper Saddle River, NJ: Prentice Hall.




46

Competency 1: Build and program a basic robot.


a. Recognize the functions of the MindStorm components. b. Assemble a vehicle robot, and program it with a standard default program. c. Create an individual program using the vehicle robot.


• Use Software v1.1 tutorials to introduce the functions/parts of the NXT robot components. • In teams, students will assemble the vehicle robot using instructions in the software and written

instructions. • Demonstrate an effective standard beginning program. • Use easy and advanced programming palette tutorials as knowledge is assessed.


Suggestions for Use: Touch Sensor: Program the robot to pick up things. Sound Sensor: Make a sound control robot. Light Sensor: Make a burglar alarm robot. Resources:

http://mindstorms.lego.com/ http://www.legoeducation.com/activities/section.aspx?CategoryID=159

Competency 2: Develop abilities to apply the design process and understand the role of

troubleshooting.


a. Create an NXT robot using a variety of electronic components using a standard design. b. Program a robot using several features from the programming palette. c. Create a customized program by building an individual robot of choice. d. Troubleshoot the computer program to achieve desired results.


• Students will build an animal, machine, or humanoid NXT robot. • Students design a program and test it on their chosen robot. • Students will create a customized program. • Students will test and troubleshoot their program with different functions to achieve a desired

result.

Science, Technology, Engineering, and Mathematics Applications Unit 5: Robotics (30 hours)

47

• Students refer to the LEGO activity resource page for ideas and tips on developing their software and robot design.


• Refer to Introduction to Mobile Robotics Engineering I and II for assessments and rubrics.

48

STANDARDS Standards for Success English Standards ESS1 Reading and Comprehension ESS2 Writing ESS3 Research Skills ESS4 Critical‐thinking Skills Mathematics Standards MSS1 Computation MSS2 Algebra MSS4 Geometry MSS5 Mathematical Reasoning MSS6 Statistics Natural Sciences Standards NSS1 General Foundation Skills NSS2 Science and Society NSS3 Environmental Science NSS4 Biology Social Sciences Standards SSS1 General Knowledge and Skills SSS2 History SSS3 Economics SSS4 Geography SSS6 Sociology SSS7 Inquiry, Research, and Analysis SSS8 Communication The Arts Standards ASS5 Visual Arts

Academic Standards A1 Recognize, classify, and use real numbers and their properties. A3 Simplify algebraic expressions and solve and graph equations, inequalities, and systems in one

and two variables. A5 Utilize various formulas in problem‐solving situations.

49

A7 Interpret and apply slope as a rate of change. A8 Analyze data, and apply concepts of probability. B4 Investigate the transfer of energy from the sun to living systems. B7 Investigate the interdependence and interactions that occur within an ecosystem. E1 Produce writing that reflects increasing proficiency through planning, writing, revising, and




decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. E5 Complete oral and written presentations that exhibit interaction and consensus within a group. E8 Read, discuss, analyze, and evaluate literature from various genres and other written material. H1 Explain how geography, economics, and politics have influenced the historical development of





50
















51







Tietjen, J. S., Schloss, K. A., Carter, C., Bishop, J., & Kravits, S. L. (2001). Keys to engineering success.

Upper Saddle River, NJ: Prentice Hall.



Williamson, J. C., McCandrew, D. A., & Muse, C. T. (2007). Roadway to success (4th ed.). Columbus, OH:

Pearson Education.

52

Competency 1: Apply academic, technology, and workforce skills and concepts to develop, implement,

and communicate solutions for real‐world problems related to a career of interest.


a. Identify a real‐world problem related to a career of interest. b. Research and gather data related to the real‐world problem. c. Generate creative ideas and solutions for the real‐world problem. d. Analyze a variety of potential solutions. e. Choose the most appropriate solution for the real‐world problem. f. Build or implement the solution for the real‐world problem. g. Test and evaluate the design of the solution for the real‐world problem. h. Present the solution for the real‐world problem. i. Commercialize the solution for the real‐world problem. j. Perform post‐implementation review and evaluation of the solution for the real‐world problem.


• Have a guest speaker visit the class and discuss the requirements for senior projects. • Have students select a career of interest. Within the career cluster, have students find a real‐

world problem to solve. Students should implement the design process to solve the problem. They should develop a portfolio that includes proof of the following steps: o Define the problem. o Imagine some solutions. o Plan the solution. o Draw a diagram of the solution. o Build a design. o Test the product. o Improve the product. o Prepare a marketing plan for the product, which should include defining an audience for the

product, determining production cost, selling price, and so forth. o Write a biography of the inventor (resume format and narrative format).

• Have students create colorful, neat, schematic, scaled drawings of their inventions using CAD and/or poster board.

• Have students create scale models of their inventions. • Have students use the writing process to describe the inventions and how they work. Make sure

students include any math and/or physics formulas and their applications. Also, have students describe the benefits of their inventions (cost saving, time saving, etc.).

• Have students develop marketing plans for their inventions. Have students design full‐color newspaper/magazine ads for their inventions. Have students create 1‐minute television or radio commercials for their inventions. Also, have students write newspaper feature articles about the inventors and the inventions.

• Have students present the products and marketing plans to the whole class.

Science, Technology, Engineering, and Mathematics Applications Unit 6: Directed Individual Project (10 hours)

53

• Simulate an “American Inventor” approach to let the class decide which products should be marketed. In “American Inventor,” the product must get approval from three out of four judges in order to be mass‐produced.

• Have students use the technology skills and the writing process to create reports and presentations about their inventions. The report must address the following: o Research about the product o CAD drawing and scale model of the product o Summary of how the product will impact science and society o Summary of how the product will impact the environment o History of similar inventions o Impact of the product on the economy


• Use the Product Rubric found in Appendix E to evaluate each student’s product.

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STANDARDS Standards for Success English Standards ESS1 Reading and Comprehension ESS2 Writing ESS3 Research Skills ESS4 Critical‐thinking Skills Mathematics Standards MSS1 Computation MSS2 Algebra MSS4 Geometry MSS5 Mathematical Reasoning MSS6 Statistics Natural Sciences Standards NSS1 General Foundation Skills NSS2 Science and Society NSS3 Environmental Science NSS4 Biology Social Sciences Standards SSS1 General Knowledge and Skills SSS2 History SSS3 Economics SSS4 Geography SSS6 Sociology SSS7 Inquiry, Research, and Analysis SSS8 Communication The Arts Standards ASS5 Visual Arts

Academic Standards A1 Recognize, classify, and use real numbers and their properties. A3 Simplify algebraic expressions and solve and graph equations, inequalities, and systems in one

and two variables. A5 Utilize various formulas in problem‐solving situations.

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A7 Interpret and apply slope as a rate of change. A8 Analyze data, and apply concepts of probability. B4 Investigate the transfer of energy from the sun to living systems. B7 Investigate the interdependence and interactions that occur within an ecosystem. E1 Produce writing that reflects increasing proficiency through planning, writing, revising, and




decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. E5 Complete oral and written presentations that exhibit interaction and consensus within a group. E8 Read, discuss, analyze, and evaluate literature from various genres and other written material. H1 Explain how geography, economics, and politics have influenced the historical development of





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Tietjen, J. S., Schloss, K. A., Carter, C., Bishop, J., & Kravits, S. L. (2001). Keys to engineering success.

Upper Saddle River, NJ: Prentice Hall.



Williamson, J. C., McCandrew, D. A., & Muse, C. T. (2007). Roadway to success (4th ed.). Columbus, OH:

Pearson Education.

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Recommended Tools and Equipment CAPITALIZED ITEMS

1. Computer work centers (desk and chair) (one per student; one for handicapped) a. Personal computer to follow the minimum specifications published by MDE and to include

access to the following: (1) CD‐ROM (2) Printer (1 per 2 workstations, if not networked) (3) Internet access

2. Networked laser printer 3. Networked color printer 4. Presentation binding machine 5. Digital camera 6. Video camera with tripod 7. Graphing calculators 8. Refractometers 9. Probes

NONCAPITALIZED ITEMS 1. Copy holder 2. CD writer 3. Electronic three‐hole punch 4. Electric pencil sharpeners 5. Electronic stapler

RECOMMENDED INSTRUCTIONAL AIDS It is recommended that instructors have access to the following items:

1. Telephone line with cordless telephone 2. VCR/DVD player 3. Television 4. PDA 5. White board (minimum) 6. Trash cans 7. CD‐ROM storage cases 8. NetOP school software 9. Filing cabinet

10. Data projector 11. Scanner with support software installed

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Appendix A: 21st Century Skills Standards1 CLS1 Flexibility and Adaptability CLS2 Initiative and Self‐direction CLS3 Social and Cross‐cultural Skills CLS4 Productivity and Accountability CLS5 Leadership and Responsibility Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills.

CS 1 Flexibility and Adaptability Adapting to varied roles and responsibilities Working effectively in a climate of ambiguity and changing priorities

CS 2 Initiative and Self‐direction

Monitoring one’s own understanding and learning needs Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own

learning and opportunities to gain expertise Demonstrating initiative to advance skill levels toward a professional level Defining, prioritizing, and completing tasks without direct oversight Utilizing time efficiently and managing workload Demonstrating commitment to learning as a lifelong process

CS 3 Social and Cross‐cultural Skills

Working appropriately and productively with others Leveraging the collective intelligence of groups when appropriate Bridging cultural differences and using differing perspectives to increase innovation and the

quality of work

CS 4 Productivity and Accountability Setting and meeting high standards and goals for delivering quality work on time Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)

CS 5 Leadership and Responsibility

Using interpersonal and problem‐solving skills to influence and guide others toward a goal Leveraging strengths of others to accomplish a common goal Demonstrating integrity and ethical behavior Acting responsibly with the interests of the larger community in mind

1 21st Century Skills. (n.d.). Washington, DC: Partnership for 21st Century Skills.

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Appendix B: Mississippi Academic Standards

SEVENTH‐GRADE MATH

SGM1. Apply concepts of rational numbers, and perform basic operations emphasizing the concepts of ratio, proportion, and percent with and without the use of calculators. a. Use the order of operations to simplify and/or evaluate whole numbers (including exponents

and grouping symbols). (DOK 1) b. Solve problems involving addition, subtraction, multiplication, and division of rational numbers.

Express answers in simplest form. (DOK 2) c. Convert among decimals, fractions, mixed numbers, and percents. (DOK 1) d. Evaluate and estimate powers and square roots of real numbers. (DOK 2) e. Explain the relationship between standard form and scientific notation. (DOK 1) f. Multiply and divide numbers written in scientific notation. (DOK 1) g. Solve real‐life problems involving unit price, unit rate, sales price, sales tax, discount, simple

interest, commission, and rates of commission. (DOK 1) h. Solve contextual problems requiring the comparison, ordering, and application of integers. (DOK

2) i. Develop a logical argument to demonstrate the ‘denseness’ of rational numbers. (DOK 3)

SGM2. Develop and apply the basic operations of rational numbers to algebraic and numerical tasks.

Create and apply algebraic expressions and equations. a. Recognize, describe, and state the rule of generalized numerical and geometric patterns using

tables, graphs, words, and symbols. (DOK 2) b. Solve equations that represent algebraic and real‐world problems using multiple methods

including the real number properties. (DOK 1) c. Formulate algebraic expressions, equations, and inequalities to reflect a given situation and vice

versa. (DOK 2) d. Complete a function table based on a given rule and vice versa. (DOK 1) e. Identify the following properties using variables, and apply them in solving problems. (DOK 1)

• Zero property of multiplication • Inverse properties of addition/subtraction and multiplication/division • Commutative and associative properties of addition and multiplication • Identity properties of addition and multiplication • Distributive properties of multiplication over addition and subtraction

f. Predict the shape of a graph from a function table. (DOK 2) SGM3. Apply geometric relationships of angles, two‐ and three‐dimensional shapes, and

transformations. a. Classify and compare three‐dimensional shapes using their properties. (DOK 1) b. Construct two‐dimensional representations of three‐dimensional objects. (DOK 2) c. Justify the congruency or symmetry of two figures. (DOK 2)

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d. Perform transformations (rigid and non‐rigid motions) on two‐dimensional figures using the coordinate plane. (DOK 2)

e. Create an argument using the Pythagorean theorem principles to show that a triangle is a right triangle. (DOK 2)

f. Construct and classify angles. (DOK 2)

SGM4. Apply appropriate techniques, tools, and formulas to determine measurements with a focus on real‐world problems. Recognize that formulas in mathematics are generalized statements about rules, equations, principles, or other logical mathematical relationships. a. Convert from one unit to another, perform basic operations, and solve real‐world problems

using standard (English and metric) measurements within the same system. (DOK 2) b. Use formulas and strategies, such as decomposition, to compute the perimeter and area of

triangles, parallelograms, and trapezoids and the circumference and area of circles, and find the area of more complex shapes. (DOK 2)

c. Develop and justify geometric formulas for volume and surface area of cylinders, pyramids, and prisms. (DOK 3)

d. Solve problems involving scale factors using ratios and proportions. (DOK 2) SGM5. Organize and interpret data. Analyze data to make predictions.

a. Use proportions, estimates, and percentages to construct, interpret, and make predictions about a population based on histograms or circle graph representations of data from a sample. (DOK 2)

b. Determine how outliers affect mean, median, mode, or range. (DOK 2) c. Construct and interpret line graphs, frequency tables, circle graphs, box‐and‐whisker plots, and

scatterplots to generalize trends from given data. (DOK 2) d. Determine probabilities through experimentation, simulation, or calculation.

(Note: Make and test conjectures and predictions by calculating the probability of an event.) (DOK 2)

PRE‐ALGEBRA

PRA1. Apply concepts, and perform basic operations using real numbers in real‐world contexts. a. Define, classify, and order rational and irrational numbers and their subsets. (DOK 1) b. Formulate and solve standard and real‐life problems involving addition, subtraction,

multiplication, and division of rational numbers. (DOK 2) c. Apply the concepts of Greatest Common Factor (GCF) and Least Common Multiple (LCM) to

monomials with variables. (DOK 2) d. Simplify and evaluate expressions using order of operations, and use real number properties to

justify solutions. (DOK 2) e. Explain the rules of exponents related to multiplication and division of terms with exponents.

(DOK 2) f. Recognize and appropriately use exponential and scientific notation. (DOK 1) g. Explain and use the inverse relationship between square roots and squares. (DOK 2)

PRA2. Apply properties to simplify algebraic expressions, solve linear equations and inequalities, and

apply principles of graphing.

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a. Simplify and evaluate numerical and algebraic expressions. (DOK 1) b. Apply properties of real numbers with an emphasis on the distributive properties of

multiplication over addition and subtraction. (DOK 1) c. Solve and check equations and inequalities using one variable. (DOK 2) d. Model inequalities (and their solutions) on a number line. (DOK 1) e. Graph linear equations and nonlinear equations (y = x²) using multiple methods including t‐

tables and slope–intercept. (DOK 2) f. Given a linear graph, identify its slope as positive, negative, undefined, or zero, and interpret

slope as rate of change. (DOK 2) g. Determine slope, x‐intercept, and y‐intercept from a graph and/or equation in slope–intercept

or standard form. (DOK 1) h. Add, subtract, and multiply monomials and binomials. (DOK 1) i. Predict characteristics of a graph given an equation or t‐table. (DOK 2)

PRA3. Identify and apply geometric principles to polygons, angles, and two‐ and three‐dimensional

figures. a. Locate and identify angles formed by parallel lines cut by a transversal(s) (e.g., adjacent, vertical,

complementary, supplementary, corresponding, alternate interior, and alternate exterior). (DOK 1)

b. Find missing angle measurements for parallel lines cut by a transversal(s) and for a vertex of a polygon. (DOK 1)

c. Explain the Pythagorean theorem, and apply it to solve routine and non‐routine problems. (DOK 3)

d. Solve real‐world and non‐routine problems involving congruent and similar figures. (DOK 3) e. Use two‐dimensional representations (nets) of three‐dimensional objects to describe objects

from various perspectives. (DOK 2) PRA4. Understand measurable attributes of objects, and apply various formulas in problem‐solving

situations. a. Solve real‐world application problems that include length, area, perimeter, and circumference

using standard measurements. (DOK 2) b. Develop, analyze, and explain methods for solving problems involving proportions, such as

scaling and finding equivalent ratios. (DOK 3) c. Use formulas and/or appropriate measuring tools to find length and angle measures (to

appropriate levels of precision), perimeter, area, volume, and surface area of polygons, circles, spheres, cones, pyramids, and composite or irregular figures. (DOK 1)

PRA5. Interpret, organize, and make predictions about a variety of data using concepts of probability.

a. Use a given mean, mode, median, and range to summarize and compare data sets including investigation of the different effects that change in data values have on these measures. (DOK 2)

b. Select the appropriate measures of central tendency for a particular purpose. (DOK 2) c. Make and list conjectures by calculating probability for experimental or simulated contexts.

(DOK 3) d. Construct and interpret scatterplots to generalize trends from given data sets. (DOK 3)

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TRANSITION TO ALGEBRA TTA1. Understand relationships between numbers and their properties, and perform operations

fluently. a. Compare and contrast the subsets of real numbers. (DOK 1) b. Simplify and evaluate expressions using the order of operations, and use real number properties to

justify solutions. (DOK 2) c. Express, interpret, and compute numbers using scientific notation in meaningful contexts. (DOK

1) d. Apply the concept of Greatest Common Factor (GCF) and Least Common Multiple (LCM) to

monomials with variables. (DOK 2) e. Use the inverse relationship to develop the concept of roots and perfect squares. (DOK 2)

TTA2. Understand, represent, and analyze patterns, relations, and functions. a. Given a literal equation, solve for a specified variable of degree one. (DOK 1) b. Explain and illustrate how changes in one variable may result in a change in another variable.

(DOK 2) c. Solve and check multistep equations and inequalities, including distributive property, variables

on both sides, and rational coefficients. (DOK 2) d. Use real‐world data to express slope as a rate of change. (DOK 2) e. Graph solutions to linear inequalities. (DOK 2) f. Write linear equations given slope and y‐intercept or two points. (DOK 2) g. Identify domain, range, slope, and intercepts of functions. (DOK 1) h. Develop generalizations to characterize the behaviors of graphs (linear, quadratic, and absolute

value). (DOK 2) i. Classify and determine the degree of a polynomial, and arrange polynomials in ascending or

descending order of a variable. (DOK 1) j. Apply ratios, and use proportional reasoning to solve real‐world algebraic problems. (DOK 2) k. Add, subtract, multiply, and divide polynomial expressions. (DOK 1) l. Analyze the relationship between x and y values, and determine whether a relation is a function.

(DOK 2) TTA3. Understand geometric principles of polygons, angles, and figures.

a. Apply the Pythagorean theorem to solve problems. (DOK 2) b. Apply proportional reasoning to determine similar figures and find unknown measures. (DOK 2)

TTA4. Demonstrate and apply various formulas in problem‐solving situations.

a. Solve real‐world problems involving measurements (i.e., circumference, perimeter, area, volume, distance, temperature, etc.). (DOK 2)

b. Explain and apply the appropriate formula to determine length, midpoint, and slope of a segment in a coordinate plane (i.e., distance formula and Pythagorean theorem). (DOK 2)

TTA5. Interpret data.

a. Construct graphs, make predictions, and draw conclusions from tables, line graphs, and scatterplots. (DOK 3)

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b. Use a given mean, mode, median, and range to summarize and compare data sets including investigation of the different effects that change in data have on these measures of central tendency, and select the appropriate measures of central tendency for a given purpose. (DOK 2)

c. Calculate basic probability of experiments and simulations to make and test conjectures about results. (DOK 3)

ALGEBRA I

ALG1‐1. Understand relationships between numbers and their properties, and perform operations fluently. a. Apply properties of real numbers to simplify algebraic expressions, including polynomials. (DOK

1) b. Use matrices to solve mathematical situations and contextual problems. (DOK 2)

ALG1‐2. Understand, represent, and analyze patterns, relations, and functions.

a. Solve, check, and graph multistep linear equations and inequalities in one variable, including rational coefficients in mathematical and real‐world situations. (DOK 2)

b. Solve and graph absolute value equations and inequalities in one variable. (DOK 2) c. Analyze the relationship between x and y values, determine whether a relation is a function,

and identify domain and range. (DOK 2) d. Explain and illustrate how a change in one variable may result in a change in another variable,

and apply to the relationships between independent and dependent variables. (DOK 2) e. Graph and analyze linear functions. (DOK 2) f. Use algebraic and graphical methods to solve systems of linear equations and inequalities in

mathematical and real‐world situations. (DOK 2) g. Add, subtract, multiply, and divide polynomial expressions. (DOK 1) h. Factor polynomials by using Greatest Common Factor (GCF), and factor quadratics that have

only rational roots. (DOK 1) i. Determine the solutions to quadratic equations by using graphing, tables, completing the

square, the quadratic formula, and factoring. (DOK 1) j. Justify why some polynomials are prime over the rational number system. (DOK 2) k. Graph and analyze absolute value and quadratic functions. (DOK 2) l. Write, graph, and analyze inequalities in two variables. (DOK 2)

ALG1‐3. Understand how algebra and geometric representations interconnect and build on one

another. a. Apply the concept of slope to determine if lines in a plane are parallel or perpendicular. (DOK 2) b. Solve problems that involve interpreting slope as a rate of change. (DOK 2)

ALG1‐4. Demonstrate and apply various formulas in problem‐solving situations.

a. Solve real‐world problems involving formulas for perimeter, area, distance, and rate. (DOK 2) b. Explain and apply the appropriate formula to determine length, midpoint, and slope of a

segment in a coordinate plane (i.e., distance formula and Pythagorean theorem). (DOK 2) c. Represent polynomial operations with area models. (DOK 2)

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ALG1‐5. Represent, analyze, and make inferences based on data with and without the use of technology. a. Draw conclusions, and make predictions from scatterplots. (DOK 3) b. Use linear regression to find the line of best fit from a given set of data. (DOK 3)

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Appendix C: ACT College Readiness Standards English E1 Topic Development in Terms of Purpose and Focus

• Identify the basic purpose or role of a specified phrase or sentence.

• Delete a clause or sentence because it is obviously irrelevant to the essay.

• Identify the central idea or main topic of a straightforward piece of writing.

• Determine relevancy when presented with a variety of sentence‐level details. • Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens

the focus or to determine if an essay has met a specified goal. • Delete material primarily because it disturbs the flow and development of the paragraph. • Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given

statement. • Apply an awareness of the focus and purpose of a fairly involved essay to determine the

rhetorical effect and suitability of an existing phrase or sentence or to determine the need to delete plausible but irrelevant material.

• Add a sentence to accomplish a subtle rhetorical purpose such as to emphasize, to add supporting detail, or to express meaning through connotation.

• Determine whether a complex essay has accomplished a specific purpose. • Add a phrase or sentence to accomplish a complex purpose, often expressed in terms of the

main focus of the essay. E2 Organization, Unity, and Coherence

• Use conjunctive adverbs or phrases to show time relationship in simple narrative essays (e.g., then, this time, etc.).

• Select the most logical place to add a sentence in a paragraph. • Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first,

afterward, and in response). • Decide the most logical place to add a sentence in an essay. • Add a sentence that introduces a simple paragraph. • Determine the need for conjunctive adverbs or phrases to create subtle logical connections

between sentences (e.g., therefore, however, and in addition). • Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic. • Add a sentence to introduce or conclude the essay or to provide a transition between

paragraphs when the essay is fairly straightforward. • Make sophisticated distinctions concerning the logical use of conjunctive adverbs or phrases,

particularly when signaling a shift between paragraphs. • Rearrange sentences to improve the logic and coherence of a complex paragraph. • Add a sentence to introduce or conclude a fairly complex paragraph. • Consider the need for introductory sentences or transitions, basing decisions on a thorough

understanding of both the logic and rhetorical effect of the paragraph and essay.

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E3 Word Choice in Terms of Style, Tone, Clarity, and Economy

• Revise sentences to correct awkward and confusing arrangements of sentence elements. • Revise vague nouns and pronouns that create obvious logic problems. • Delete obviously synonymous and wordy material in a sentence. • Revise expressions that deviate from the style of an essay. • Delete redundant material when information is repeated in different parts of speech (e.g.,

“alarmingly startled”). • Use the word or phrase most consistent with the style and tone of a fairly straightforward essay. • Determine the clearest and most logical conjunction to link clauses. • Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence. • Identify and correct ambiguous pronoun references. • Use the word or phrase most appropriate in terms of the content of the sentence and tone of

the essay. • Correct redundant material that involves sophisticated vocabulary and sounds acceptable as

conversational English (e.g., “an aesthetic viewpoint” versus “the outlook of an aesthetic viewpoint”).

• Correct vague and wordy or clumsy and confusing writing containing sophisticated language. • Delete redundant material that involves subtle concepts or that is redundant in terms of the

paragraph as a whole. E4 Sentence Structure and Formation

• Use conjunctions or punctuation to join simple clauses. • Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining

sentences. • Determine the need for punctuation and conjunctions to avoid awkward‐sounding sentence

fragments and fused sentences. • Decide the appropriate verb tense and voice by considering the meaning of the entire sentence. • Recognize and correct marked disturbances of sentence flow and structure (e.g., participial

phrase fragments, missing or incorrect relative pronouns, or dangling or misplaced modifiers). • Revise to avoid faulty placement of phrases and faulty coordination and subordination of

clauses in sentences with subtle structural problems. • Maintain consistent verb tense and pronoun person on the basis of the preceding clause or

sentence. • Use sentence‐combining techniques, effectively avoiding problematic comma splices, run‐on

sentences, and sentence fragments, especially in sentences containing compound subjects or verbs.

• Maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the paragraph or essay as a whole.

• Work comfortably with long sentences and complex clausal relationships within sentences, avoiding weak conjunctions between independent clauses and maintaining parallel structure between clauses.

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E5 Conventions of Usage • Solve such basic grammatical problems as how to form the past and past participle of irregular

but commonly used verbs and how to form comparative and superlative adjectives. • Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure

straightforward subject–verb and pronoun–antecedent agreement, and which preposition to use in simple contexts.

• Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead.

• Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for and appeal to).

• Ensure that a verb agrees with its subject when there is some text between the two. • Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or

sentences. • Identify the correct past and past participle forms of irregular and infrequently used verbs, and

form present–perfect verbs by using have rather than of. • Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative

pronouns who and whom. • Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject–verb

order is inverted or when the subject is an indefinite pronoun). • Provide idiomatically and contextually appropriate prepositions following verbs in situations

involving sophisticated language or ideas. • Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a

different number for the verb. E6 Conventions of Punctuation

• Delete commas that create basic sense problems (e.g., between verb and direct object). • Provide appropriate punctuation in straightforward situations (e.g., items in a series). • Delete commas that disturb the sentence flow (e.g., between modifier and modified element). • Use commas to set off simple parenthetical phrases. • Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that

should be punctuated (e.g., between verb and direct object clause). • Use punctuation to set off complex parenthetical phrases. • Recognize and delete unnecessary commas based on a careful reading of a complicated

sentence (e.g., between the elements of a compound subject or compound verb joined by and). • Use apostrophes to indicate simple possessive nouns. • Recognize inappropriate uses of colons and semicolons. • Use commas to set off a nonessential/nonrestrictive appositive or clause. • Deal with multiple punctuation problems (e.g., compound sentences containing unnecessary

commas and phrases that may or may not be parenthetical). • Use an apostrophe to show possession, especially with irregular plural nouns. • Use a semicolon to indicate a relationship between closely related independent clauses. • Use a colon to introduce an example or an elaboration.

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Math M1 Basic Operations and Applications

• Perform one‐operation computation with whole numbers and decimals. • Solve problems in one or two steps using whole numbers. • Perform common conversions (e.g., inches to feet or hours to minutes). • Solve routine one‐step arithmetic problems (using whole numbers, fractions, and decimals) such

as single‐step percent. • Solve some routine two‐step arithmetic problems. • Solve routine two‐step or three‐step arithmetic problems involving concepts such as rate and

proportion, tax added, percentage off, and computing with a given average. • Solve multistep arithmetic problems that involve planning or converting units of measure (e.g.,

feet per second to miles per hour). • Solve word problems containing several rates, proportions, or percentages. • Solve complex arithmetic problems involving percent of increase or decrease and problems

requiring integration of several concepts from pre‐algebra and/or pre‐geometry (e.g., comparing percentages or averages, using several ratios, and finding ratios in geometry settings).

M2 Probability, Statistics, and Data Analysis

• Calculate the average of a list of positive whole numbers. • Perform a single computation using information from a table or chart. • Calculate the average of a list of numbers. • Calculate the average, given the number of data values and the sum of the data values. • Read tables and graphs. • Perform computations on data from tables and graphs. • Use the relationship between the probability of an event and the probability of its complement. • Calculate the missing data value, given the average and all data values but one. • Translate from one representation of data to another (e.g., a bar graph to a circle graph). • Determine the probability of a simple event. • Exhibit knowledge of simple counting techniques.* • Calculate the average, given the frequency counts of all the data values. • Manipulate data from tables and graphs. • Compute straightforward probabilities for common situations. • Use Venn diagrams in counting.* • Calculate or use a weighted average. • Interpret and use information from figures, tables, and graphs. • Apply counting techniques. • Compute a probability when the event and/or sample space is not given or obvious. • Distinguish between mean, median, and mode for a list of numbers. • Analyze and draw conclusions based on information from figures, tables, and graphs. • Exhibit knowledge of conditional and joint probability.

M3 Numbers: Concepts and Properties

• Recognize equivalent fractions and fractions in lowest terms. • Recognize one‐digit factors of a number. • Identify a digit’s place value.

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• Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor.

• Find and use the least common multiple. • Order fractions. • Work with numerical factors. • Work with scientific notation. • Work with squares and square roots of numbers. • Work problems involving positive integer exponents.* • Work with cubes and cube roots of numbers.* • Determine when an expression is undefined.* • Exhibit some knowledge of the complex numbers.† • Apply number properties involving prime factorization. • Apply number properties involving even/odd numbers and factors/multiples. • Apply number properties involving positive/negative numbers. • Apply rules of exponents. • Multiply two complex numbers.† • Draw conclusions based on number concepts, algebraic properties, and/or relationships

between expressions and numbers. • Exhibit knowledge of logarithms and geometric sequences. • Apply properties of complex numbers.

M4 Expressions, Equations, and Inequalities

• Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g). • Solve equations in the form x + a = b, where a and b are whole numbers or decimals. • Substitute whole numbers for unknown quantities to evaluate expressions. • Solve one‐step equations having integer or decimal answers. • Combine like terms (e.g., 2x + 5x). • Evaluate algebraic expressions by substituting integers for unknown quantities. • Add and subtract simple algebraic expressions. • Solve routine first‐degree equations. • Perform straightforward word‐to‐symbol translations. • Multiply two binomials.* • Solve real‐world problems using first‐degree equations. • Write expressions, equations, or inequalities with a single variable for common pre‐algebra

settings (e.g., rate and distance problems and problems that can be solved by using proportions).

• Identify solutions to simple quadratic equations. • Add, subtract, and multiply polynomials.* • Factor simple quadratics (e.g., the difference of squares and perfect square trinomials).* • Solve first‐degree inequalities that do not require reversing the inequality sign.* • Manipulate expressions and equations. • Write expressions, equations, and inequalities for common algebra settings. • Solve linear inequalities that require reversing the inequality sign. • Solve absolute value equations. • Solve quadratic equations. • Find solutions to systems of linear equations. • Write expressions that require planning and/or manipulating to accurately model a situation.

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• Write equations and inequalities that require planning, manipulating, and/or solving. • Solve simple absolute value inequalities.

M5 Graphical Representations

• Identify the location of a point with a positive coordinate on the number line. • Locate points on the number line and in the first quadrant. • Locate points in the coordinate plane. • Comprehend the concept of length on the number line.* • Exhibit knowledge of slope.* • Identify the graph of a linear inequality on the number line.* • Determine the slope of a line from points or equations.* • Match linear graphs with their equations.* • Find the midpoint of a line segment.* • Interpret and use information from graphs in the coordinate plane. • Match number line graphs with solution sets of linear inequalities. • Use the distance formula. • Use properties of parallel and perpendicular lines to determine an equation of a line or

coordinates of a point. • Recognize special characteristics of parabolas and circles (e.g., the vertex of a parabola and the

center or radius of a circle).† • Match number line graphs with solution sets of simple quadratic inequalities. • Identify characteristics of graphs based on a set of conditions or on a general equation such as

y = ax2 + c. • Solve problems integrating multiple algebraic and/or geometric concepts. • Analyze and draw conclusions based on information from graphs in the coordinate plane.

M6 Properties of Plane Figures

• Exhibit some knowledge of the angles associated with parallel lines. • Find the measure of an angle using properties of parallel lines. • Exhibit knowledge of basic angle properties and special sums of angle measures (e.g., 90°, 180°,

and 360°). • Use several angle properties to find an unknown angle measure. • Recognize Pythagorean triples.* • Use properties of isosceles triangles.* • Apply properties of 30°‐60°‐90°, 45°‐45°‐90°, similar, and congruent triangles. • Use the Pythagorean theorem. • Draw conclusions based on a set of conditions. • Solve multistep geometry problems that involve integrating concepts, planning, visualization,

and/or making connections with other content areas. • Use relationships among angles, arcs, and distances in a circle.

M7 Measurement

• Estimate or calculate the length of a line segment based on other lengths given on a geometric figure.

• Compute the perimeter of polygons when all side lengths are given. • Compute the area of rectangles when whole number dimensions are given.

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• Compute the area and perimeter of triangles and rectangles in simple problems. • Use geometric formulas when all necessary information is given. • Compute the area of triangles and rectangles when one or more additional simple steps are

required. • Compute the area and circumference of circles after identifying necessary information. • Compute the perimeter of simple composite geometric figures with unknown side lengths.* • Use relationships involving area, perimeter, and volume of geometric figures to compute

another measure. • Use scale factors to determine the magnitude of a size change. • Compute the area of composite geometric figures when planning or visualization is required.

M8 Functions

• Evaluate quadratic functions, expressed in function notation, at integer values. • Evaluate polynomial functions, expressed in function notation, at integer values.† • Express the sine, cosine, and tangent of an angle in a right triangle as a ratio of given side

lengths.† • Evaluate composite functions at integer values.† • Apply basic trigonometric ratios to solve right‐triangle problems.† • Write an expression for the composite of two simple functions.† • Use trigonometric concepts and basic identities to solve problems.† • Exhibit knowledge of unit circle trigonometry.† • Match graphs of basic trigonometric functions with their equations.

Notes:

• Students who score in the 1–12 range are most likely beginning to develop the knowledge and skills assessed in the other ranges.

• Standards followed by an asterisk (*) apply to the PLAN and ACT Mathematics Tests only. • Standards followed by a dagger (†) apply to the ACT Mathematics Test only.

Reading R1 Main Ideas and Author’s Approach

• Recognize a clear intent of an author or narrator in uncomplicated literary narratives. • Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary

narratives. • Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary

narratives. • Understand the overall approach taken by an author or narrator (e.g., point of view and kinds of

evidence used) in uncomplicated passages. • Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated

passages. • Infer the main idea or purpose of straightforward paragraphs in more challenging passages. • Summarize basic events and ideas in more challenging passages. • Understand the overall approach taken by an author or narrator (e.g., point of view and kinds of

evidence used) in more challenging passages. • Infer the main idea or purpose of more challenging passages or their paragraphs. • Summarize events and ideas in virtually any passage.

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• Understand the overall approach taken by an author or narrator (e.g., point of view and kinds of evidence used) in virtually any passage.

• Identify clear main ideas or purposes of complex passages or their paragraphs. R2 Supporting Details

• Locate basic facts (e.g., names, dates, and events) clearly stated in a passage. • Locate simple details at the sentence and paragraph level in uncomplicated passages. • Recognize a clear function of a part of an uncomplicated passage. • Locate important details in uncomplicated passages. • Make simple inferences about how details are used in passages. • Locate important details in more challenging passages. • Locate and interpret minor or subtly stated details in uncomplicated passages. • Discern which details, though they may appear in different sections throughout a passage,

support important points in more challenging passages. • Locate and interpret minor or subtly stated details in more challenging passages. • Use details from different sections of some complex informational passages to support a specific

point or argument. • Locate and interpret details in complex passages. • Understand the function of a part of a passage when the function is subtle or complex.

R3 Sequential, Comparative, and Cause–Effect Relationships

• Determine when (e.g., first, last, before, or after) or if an event occurred in uncomplicated passages.

• Recognize clear cause–effect relationships described within a single sentence in a passage. • Identify relationships between main characters in uncomplicated literary narratives. • Recognize clear cause–effect relationships within a single paragraph in uncomplicated literary

narratives. • Order simple sequences of events in uncomplicated literary narratives. • Identify clear relationships between people, ideas, and so on in uncomplicated passages. • Identify clear cause–effect relationships in uncomplicated passages. • Order sequences of events in uncomplicated passages. • Understand relationships between people, ideas, and so on in uncomplicated passages. • Identify clear relationships between characters, ideas, and so on in more challenging literary

narratives. • Understand implied or subtly stated cause–effect relationships in uncomplicated passages. • Identify clear cause–effect relationships in more challenging passages. • Order sequences of events in more challenging passages. • Understand the dynamics between people, ideas, and so on in more challenging passages. • Understand implied or subtly stated cause–effect relationships in more challenging passages. • Order sequences of events in complex passages. • Understand the subtleties in relationships between people, ideas, and so on in virtually any

passage. • Understand implied, subtle, or complex cause–effect relationships in virtually any passage.

R4 Meaning of Words

• Understand the implication of a familiar word or phrase and of simple descriptive language. • Use context to understand basic figurative language.

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• Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages.

• Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages.

• Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in more challenging passages.

• Determine the appropriate meaning of words, phrases, or statements from figurative or somewhat technical contexts.

• Determine, even when the language is richly figurative and the vocabulary is difficult, the appropriate meaning of context‐dependent words, phrases, or statements in virtually any passage.

R5 Generalizations and Conclusions

• Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives.

• Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages.

• Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages. • Draw simple generalizations and conclusions using details that support the main points of more

challenging passages. • Draw subtle generalizations and conclusions about characters, ideas, and so on in

uncomplicated literary narratives. • Draw generalizations and conclusions about people, ideas, and so on in more challenging

passages. • Use information from one or more sections of a more challenging passage to draw

generalizations and conclusions about people, ideas, and so on. • Draw complex or subtle generalizations and conclusions about people, ideas, and so on, often

by synthesizing information from different portions of the passage. • Understand and generalize about portions of a complex literary narrative.

Science S1 Interpretation of Data

• Select a single piece of data (numerical or non‐numerical) from a simple data presentation (e.g., a table or graph with two or three variables or a food web diagram).

• Identify basic features of a table, graph, or diagram (e.g., headings, units of measurement, or axis labels).

• Select two or more pieces of data from a simple data presentation. • Understand basic scientific terminology. • Find basic information in a brief body of text. • Determine how the value of one variable changes as the value of another variable changes in a

simple data presentation. • Select data from a complex data presentation (e.g., a table or graph with more than three

variables or a phase diagram). • Compare or combine data from a simple data presentation (e.g., order or sum data from a

table). • Translate information into a table, graph, or diagram.

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• Compare or combine data from two or more simple data presentations (e.g., categorize data from a table using a scale from another table).

• Compare or combine data from a complex data presentation. • Interpolate between data points in a table or graph. • Determine how the value of one variable changes as the value of another variable changes in a

complex data presentation. • Identify and/or use a simple (e.g., linear) mathematical relationship between data. • Analyze given information when presented with new, simple information. • Compare or combine data from a simple data presentation with data from a complex data

presentation. • Identify and/or use a complex (e.g., nonlinear) mathematical relationship between data. • Extrapolate from data points in a table or graph. • Compare or combine data from two or more complex data presentations. • Analyze given information when presented with new, complex information.

S2 Scientific Investigation

• Understand the methods and tools used in a simple experiment. • Understand the methods and tools used in a moderately complex experiment. • Understand a simple experimental design. • Identify a control in an experiment. • Identify similarities and differences between experiments. • Understand the methods and tools used in a complex experiment. • Understand a complex experimental design. • Predict the results of an additional trial or measurement in an experiment. • Determine the experimental conditions that would produce specified results. • Determine the hypothesis for an experiment. • Identify an alternate method for testing a hypothesis. • Understand precision and accuracy issues. • Predict how modifying the design or methods of an experiment will affect results. • Identify an additional trial or experiment that could be performed to enhance or evaluate

experimental results. S3 Evaluation of Models, Inferences, and Experimental Results

• Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model.

• Identify key issues or assumptions in a model. • Select a simple hypothesis, prediction, or conclusion that is supported by two or more data

presentations or models. • Determine whether given information supports or contradicts a simple hypothesis or conclusion

and why. • Identify strengths and weaknesses in one or more models. • Identify similarities and differences between models. • Determine which model(s) is(are) supported or weakened by new information. • Select a data presentation or a model that supports or contradicts a hypothesis, prediction, or

conclusion. • Select a complex hypothesis, prediction, or conclusion that is supported by a data presentation

or model.

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• Determine whether new information supports or weakens a model and why. • Use new information to make a prediction based on a model. • Select a complex hypothesis, prediction, or conclusion that is supported by two or more data

presentations or models. • Determine whether given information supports or contradicts a complex hypothesis or

conclusion and why.

Writing W1 Expressing Judgments

• Show understanding of the persuasive purpose of the task but neglect to take or to maintain a position on the issue in the prompt.

• Show limited recognition of the complexity of the issue in the prompt. • Show a basic understanding of the persuasive purpose of the task by taking a position on the

issue in the prompt but do not maintain that position. • Show recognition of the complexity of the issue in the prompt by acknowledging, but only

briefly describing, a counterargument to the writer’s position. • Show understanding of the persuasive purpose of the task by taking a position on the issue in

the prompt. • Show some recognition of the complexity of the issue in the prompt by doing the following:

o Acknowledging counterarguments to the writer’s position o Providing some response to counter‐arguments to the writer’s position

• Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a broad context for discussion.

• Show recognition of the complexity of the issue in the prompt by doing the following: o Partially evaluating implications and/or complications of the issue o Posing and partially responding to counter‐arguments to the writer’s position

• Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion.

• Show understanding of the complexity of the issue in the prompt by doing the following: o Examining different perspectives o Evaluating implications or complications of the issue o Posing and fully discussing counter‐arguments to the writer’s position

W2 Focusing on the Topic

• Maintain a focus on the general topic in the prompt through most of the essay. • Maintain a focus on the general topic in the prompt throughout the essay. • Maintain a focus on the general topic in the prompt throughout the essay, and attempt a focus

on the specific issue in the prompt. • Present a thesis that establishes focus on the topic. • Maintain a focus on discussion of the specific topic and issue in the prompt throughout the

essay. • Present a thesis that establishes a focus on the writer’s position on the issue. • Maintain a clear focus on discussion of the specific topic and issue in the prompt throughout the

essay. • Present a critical thesis that clearly establishes the focus on the writer’s position on the issue.

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W3 Developing a Position • Offer a development, with one or two ideas; if examples are given, they are general and may not

be clearly relevant; resort often to merely repeating ideas. • Show little or no movement between general and specific ideas and examples. • Offer limited development of ideas using a few general examples; resort sometimes to merely

repeating ideas. • Show little movement between general and specific ideas and examples. • Develop ideas by using some specific reasons, details, and examples. • Show some movement between general and specific ideas and examples. • Develop most ideas fully, using some specific and relevant reasons, details, and examples. • Show clear movement between general and specific ideas and examples. • Develop several ideas fully, using specific and relevant reasons, details, and examples. • Show effective movement between general and specific ideas and examples.

W4 Organizing Ideas

• Provide a discernible organization with some logical grouping of ideas in parts of the essay. • Use a few simple and obvious transitions. • Present a discernible, though minimally developed, introduction and conclusion. • Provide a simple organization with logical grouping of ideas in parts of the essay. • Use some simple and obvious transitional words, though they may at times be inappropriate or

misleading. • Present a discernible, though underdeveloped, introduction and conclusion. • Provide an adequate but simple organization with logical grouping of ideas in parts of the essay

but with little evidence of logical progression of ideas. • Use some simple and obvious, but appropriate, transitional words and phrases. • Present a discernible introduction and conclusion with little development. • Provide unity and coherence throughout the essay, sometimes with a logical progression of

ideas. • Use relevant, though at times simple and obvious, transitional words and phrases to convey

logical relationships between ideas. • Present a somewhat developed introduction and conclusion. • Provide unity and coherence throughout the essay, often with a logical progression of ideas. • Use relevant transitional words, phrases, and sentences to convey logical relationships between

ideas. • Present a well‐developed introduction and conclusion.

W5 Using Language

• Show limited control of language by doing the following: o Correctly employing some of the conventions of standard English grammar, usage, and

mechanics but with distracting errors that sometimes significantly impede understanding

o Using simple vocabulary o Using simple sentence structure o Correctly employing some of the conventions of standard English grammar, usage, and

mechanics but with distracting errors that sometimes impede understanding o Using simple but appropriate vocabulary o Using a little sentence variety, though most sentences are simple in structure

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o Correctly employing many of the conventions of standard English grammar, usage, and mechanics but with some distracting errors that may occasionally impede understanding

o Using appropriate vocabulary o Using some varied kinds of sentence structures to vary pace o Correctly employing most conventions of standard English grammar, usage, and

mechanics, with a few distracting errors but none that impede understanding o Using some precise and varied vocabulary o Using several kinds of sentence structures to vary pace and to support meaning o Correctly employing most conventions of standard English grammar, usage, and

mechanics, with just a few, if any, errors o Using precise and varied vocabulary o Using a variety of sentence structures to vary pace and to support meaning

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Appendix D: National Educational Technology Standards for Students2 T1 Creativity and Innovation T2 Communication and Collaboration T3 Research and Information Fluency T4 Critical Thinking, Problem Solving, and Decision Making T5 Digital Citizenship T6 Technology Operations and Concepts T1 Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students do the following: a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

T2 Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including

at a distance, to support individual learning and contribute to the learning of others. Students do the following: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of

digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of

media and formats c. Develop cultural understanding and global awareness by engaging with learners of other

cultures. d. Contribute to project teams to produce original works or solve problems

T3 Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students do the following: a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety

of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to

specific tasks

2 International Society for Technology in Education. (2000). National educational technology standards for students (NETS).

Retrieved February 27, 2008, from http://www.iste.org/

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d. Process data and report results T4 Critical Thinking, Problem Solving, and Decision Making Students use critical‐thinking skills to plan and conduct research, manage projects, solve

problems, and make informed decisions using appropriate digital tools and resources. Students do the following:

a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions T5 Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal

and ethical behavior. Students do the following: a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship T6 Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

Students do the following: a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies

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Appendix E: Rubrics and Checklists

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Brix Refractometer Checklist NAME: DATE: PERIOD:

UNDERSTANDS NEEDS REINFORCING

Understands the purpose of the Brix refractometer

Understands what the refractometer measures

Can identify parts of the Brix refractometer

Uses the eye piece ring to focus

Can identify the interval values in the Brix scale (long intervals)

Can identify the interval values in the Brix scale (medium intervals)

Can identify the interval values in the Brix scale (short intervals)

Can correctly test a solution

Can read the scale of the solution

Can record the data measurement of the solution

Comments:

83

Brochure Assessment Rubric NAME: DATE: PERIOD:

CATEGORY 20 18 16 14 Score

Content ‐ Accuracy

All facts in the brochure are accurate.

90–99% of the facts in the brochure are accurate.

80–89% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure

are accurate.

Spelling No spelling errors

occur.

No more than three spelling errors occur.

No more than six spelling errors

occur.

Several spelling errors occur and make

meaning for the reader difficult.

Sources

Careful and accurate records

are kept to document the

sources of 95–100% of the facts and graphics in the brochure.







Sources are not documented accurately or are not kept on many

facts and graphics.

Knowledge Gained

All students in the group can

accurately answer all questions

related to facts in the brochure and

to technical processes used to

create the brochure.

All students in the group can

accurately answer most questions related to facts in the brochure and



Most students in the group can

accurately answer most questions related to facts in the brochure and



Several students in the group appear to have little knowledge about the facts or technical processes used in the

brochure.

Attractiveness and Organization

The brochure has exceptionally attractive

formatting and well‐organized information.

The brochure has attractive

formatting and well‐organized information.

The brochure has well‐organized information.

The brochure's formatting and

organization of material are confusing to the

reader.

Total

Comments:

84

Budget Rubric NAME: DATE: PERIOD: 4 3 2 1 TOTALCategorizing Demonstrates an

exceptional level of quality and effort. Has effectively addressed all categories. Student has work completed to exceed expectations.

Demonstrates proficient knowledge with a good effort and quality of work. Most categories are complete.

Demonstrates proficient knowledge. Work shows average effort. A few required categories may be missed.

Work shows minimal effort, and some categories are missing. Demonstrates a basic understanding of budgeting.

Graphing the Data

Demonstrates an exceptional level of quality and effort. Percentages and degree measures are precise. Student has work completed to exceed expectations.

Demonstrates proficient knowledge with a good effort and quality of work. Most percentages and degree measures are precise.

Demonstrates proficient knowledge. Work shows average effort. A few percentages and degree measures may be incorrect.

Work shows minimal effort, and some percentages and degree measures are incorrect. Demonstrates a basic understanding of circle graphs.

Adjusting the Budget Scenario

Demonstrates an exceptional level of quality and effort. Has effectively adjusted budget to satisfy scenario. Student has work completed to exceed expectations. Mastery in evaluating, synthesizing, and applying mathematical skills.

Demonstrates proficient knowledge with a good effort and quality of work. Most of the scenario is satisfied. Demonstrates the ability to evaluate, analyze, and synthesize mathematical skills.

Demonstrates proficient knowledge and the ability to apply and analyze mathematical skills. Work shows average effort. A few requirements of the scenario may be missed.

Work shows minimal effort, and some required responses to the scenario are missing. Demonstrates a basic understanding of recalling or comprehending mathematical skills.

TOTAL

Comments:

85

Cover Letter Assessment Rubric NAME: DATE: PERIOD:

Excellent 4 Points

Proficient 3 Points

Needs Improvement

2 points

Unsatisfactory 1 Point

Score

Layout/Design

Creatively designed, easily read, excellent business letter

Attractive, easy to read, good business letter

Appears busy or boring,

difficult to read, needs

improvement

Unattractive or inappropriate, very difficult to

read, not acceptable

Information, Style, Audience, and Tone

Accurate and complete

information, very well

written and presented

Well written and interesting

to read

Some information

provided but is limited or inaccurate

Poorly written, inaccurate, or incomplete

Accurate Parts Complete with all required

parts

Some elements may be missing

Most elements are missing or out of place

Proper form for a letter not

used

Grammar, Punctuation, and Wording

Excellent presentation, style, grammar,

and punctuation

Fair presentation, style, grammar,

and punctuation

Missing information, inaccurate punctuation

and/or grammar

Poor grammar, punctuation, and wording

Following Directions and Guidelines

Always on task, always followed directions

Followed directions with some guidance

Required a good bit of

extra guidance

Did not follow directions and did not ask for extra help

Total

Comments:

86

Group Participation Rubric NAME: DATE: PERIOD:

Beginning 1 point

Developing 2 points

Accomplished 3 points

Exemplary 4 points Score

Group Discussions

Rarely contributed to discussions of the group

Contributed good effort to discussions of the group

Contributed great effort to discussions of the group

Contributed exceptional effort to

discussions of the group

On‐task Behavior

Exhibited on‐task behavior inconsistently

Exhibited on‐task behavior some of the

time

Exhibited on‐task behavior

most of the time

Exhibited on‐task 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

Comments:

87

Group Work Observation Checklist A. Stays on task with group B. Contributes ideas C. Listens carefully to others/Respects others D. Makes certain everyone is included E. Makes certain everyone understands F. Controls voice G. Carries weight H. Positive attitude I. Exploratory talk J. Cooperation K. Effectiveness of whole group Name A B C D E F G H I J K

88

Measurement Checklist NAME: DATE: PERIOD:

Understands Needs Reinforcing

The student distinguishes among appropriate units for measuring length, mass, and capacity.

The student measures accurately to 1/16 in. with a ruler or tape measure.

The student estimates in centimeters.

The student measures accurately with a vernier caliper.

The student measures accurately with a micrometer.

The student uses a GPS unit correctly.

Comments:

89

Newspaper Article Checklist NAME: DATE: PERIOD:

Indicator Self Teacher

The headline of the article catches the attention of the reader and relates well to the topic.

The lead (or first sentence) captures the attention of the reader and summarizes the focus of the story.

The introductory paragraph tells the most important facts and answers the questions who, what, where, when, why, and how.

Details and elaboration are evident in the body of the news story and flow smoothly from the lead.

Quotes are used to add interest and support to the story.

The piece is a factual account of a newsworthy event.

The writer is objective and shows all sides to an issue.

The subject chosen by the student is timely, important, and/or interesting.

The sources for this news story are identified and are reliable.

The vocabulary is correct. The student uses words carefully to show exact meaning and is careful not to show bias through his or her choice of words.

The article is mechanically correct.

The work is neat and presentable.

Total:

Comments:

90

Oral Presentation Rubric NAME: DATE: PERIOD:

Exceptional Admirable Acceptable Amateur

Content

An abundance of material clearly related to thesis; points are clearly made and all evidence supports thesis; varied use of materials.

Sufficient information that relates to thesis; many good points are made, but there is an uneven balance and little variation.

There is a great deal of information that is not clearly connected to the thesis.

Thesis is not clear; information that does not support the thesis in any way is included.

Coherence and Organization

Thesis is clearly stated and developed; specific examples are appropriate and clearly develop thesis; conclusion is clear; shows control; flows together well; good transitions; succinct but not choppy; well organized.

Most information is presented in logical sequence; generally very well organized but better transitions from idea to idea and medium to medium needed.

Concept and ideas are loosely connected; lacks clear transitions; flow and organization are choppy.

Presentation is choppy and disjointed; does not flow; development of thesis is vague; there is no apparent logical order of presentation.

Creativity

Very original presentation of material; uses the unexpected to full advantage; captures audience’s attention.

Some originality apparent; good variety and blending of materials/media.

Little or no variation; material is presented with little originality or interpretation.

Repetitive with little or no variety; insufficient use of multimedia.

Material

Balanced use of multimedia materials; properly used to develop thesis; use of media is varied and appropriate.

Use of multimedia is not as varied and not as well connected to thesis.

Choppy use of multimedia materials; lacks smooth transition from one medium to another; multimedia is not clearly connected to the thesis.

Little or no multimedia used or ineffective use of multimedia; imbalance in use of materials—too much of one, not enough of another.

Speaking Skills

Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence.

Clear articulation but not as polished.

Some mumbling; little eye contact; uneven rate; little or no expression.

Inaudible or too loud; no eye contact; rate too slow/fast; speaker seemed uninterested and used monotone.

Audience Response

Involved the audience in the presentation; points made in creative way; held the audience’s attention throughout.

Presented facts with some interesting “twists”; held the audience’s attention most of the time.

Some related facts but went off topic and lost the audience; mostly presented facts with little or no imagination.

Incoherent; audience lost interest and could not determine the point of the presentation.

Length of Presentation

Within 2 minutes of allotted time +/–.



Too long or too short; 10 or more minutes above or below the allotted time.

Comments:

91

Presentation Evaluation Checklist NAME: DATE: PERIOD: _____/16 Preparation _____/28 Organization _____/24 Thoroughness _____/19 Extra Materials _____/13 Actual Presentation

Preparation

1. _____/2 Information written (neatly) 2. _____/2 Sources used listed 3. _____/5 Worked every day (did not waste time) 4. _____/5 Had all materials ready for use 5. _____/2 Cooperative

Organization 1. _____/2 Report in a logical order 2. _____/2 Interesting manner 3. _____/20 Notebook check 4. _____/2 Understanding of topic 5. _____/2 Spelling and sentence structure (did not copy from books)

Thoroughness 1. _____/5 Main points given 2. _____/5 Details to explain given 3. _____/5 Information presented clearly 4. _____/4 More than one source used 5. _____/5 Extra materials are appropriate

Extra Materials 1. _____/2 Neatness 2. _____/7 Creativity 3. _____/2 Dramatic value 4. _____/3 Usefulness 5. _____/5 Correctness

Actual Presentation 1. _____/3 Speaks clearly and distinctly 2. _____/2 Uses extra materials effectively 3. _____/2 Posture 4. _____/2 Pronounces all words correctly 5. _____/2 Organized in thought 6. _____/2 Rate

_____/100 Total points earned

92

Product Rubric NAME: DATE: PERIOD:

4 3 2 1

Define the problem

Demonstrates an exceptional level of quality and effort. Work is precise. Student has work completed to exceed expectations.

Demonstrates proficient knowledge with a good effort and quality of work. Most of the work is precise.

Demonstrates proficient knowledge. Work shows average effort. Some work is not precise.

Work shows minimal effort, and most categories are not precise. Demonstrates a basic understanding of required work.

Imagine some solutions





Plan the solution





Draw a diagram of the solution





Build a design

Demonstrates an exceptional level of quality and effort. Work is precise. Student has work completed to exceed expectations. Mastery in evaluating, synthesizing, and applying mathematical skills.

Demonstrates proficient knowledge with a good effort and quality of work. Most of the work is precise. Demonstrates the ability to evaluate, analyze, and synthesize mathematical skills.

Demonstrates proficient knowledge and the ability to apply and analyze mathematical skills. Work shows average effort. Some work is not precise.

Work shows minimal effort, and most categories are not precise. Demonstrates a basic understanding of recalling or comprehending mathematical skills.

Test the product





Improve the product





Comments:

93

Push/Pull Toy Summary Checklist NAME: DATE: PERIOD:

Indicator Found Not Found

The student describes the problem.

The student lists steps that were taken to gather information about the problem.

The student explains various solutions.

The student describes the process of selecting the best solution.

The student creates a model of the solution (3‐D diagram or blueprint of the model).

The student summarizes the evaluation of the model.

The student summarizes modifications.

The student creates a scale model of the final product.

The student estimates the cost of production.

The student estimates the cost of the product to the consumer and estimated profit for the vendor and producer.

The student gives a sales/marketing pitch for the toy.

The student lists possible vendors/retail stores who will be interested in selling the product.

Comments:

94

Reflective Writing Rubric NAME: DATE: PERIOD:

4 3 2 1

Writing Structure

Sentences and paragraphs are complete, well constructed, and of varied structure.

All sentences are complete and well‐constructed (no fragments; no run‐ons). Paragraphing is generally done well.

Most sentences are complete and well constructed. Paragraphing needs some work.

Many sentence fragments or run‐on sentences OR paragraphing needs lots of work.

Content

The writing contains a description of all components of the communication process.

The writing contains a description of three components of the communication process.

The writing contains a description of two components of the communication process.

The writing contains a description of one component of the communication process.

Content Accuracy

The writing contains at least three accurate examples of types of communications.

The writing contains at least two accurate examples of types of communications.

The writing contains at least one accurate example of types of communications.

The writing contains no examples of types of communications.

Content Understanding

Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized but were not very clear. It took more than one reading to figure out what the letter was about.

The writing seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Comments:

95

Resource Web Page Rubric NAME: DATE: PERIOD:

Student‐designed Web Page Rubric

5 10 15 17

Layout / Design

The page is unattractive. Text is difficult to read. The backgrounds are distracting.

The page appears “busy” or “boring.” Text may be difficult to read. The backgrounds are somewhat distracting.

The page is eye‐catching and attractive. Text is easy to read. The backgrounds are subtle and appropriate.

The page is well organized with tables. Text spacing and alignment make reading easy. The backgrounds enhance the page.

Graphics

There are no photos, icons, or clip art, or they are inappropriate or of low quality.

Photos are blurry or fuzzy; icons and clip art do not “fit” with the topic. Too many pictures make the download time slow.

Photos, icons, and clip art are appropriate, of high quality, and download fairly quickly.

Photos, icons, and clip art are used creatively and may follow a theme.

Information Information is poorly written, inaccurate, or incomplete.

Information could be better written, and too much information is given in each section.

Information is well written and interesting to read and is presented in short sections.

Information is creatively written and cleverly presented.

Navigation / Links

The user may become lost, or links may be missing or not working.

The user may become confused when navigating between pages. Some links may not work.

Links are consistent and easy to find so that the user can easily navigate back and forth through pages.

Links are created with images and icons to enhance the text links.

Working Together

Partners argue or fight much of the time and do not share responsibilities.

Partners have trouble solving disagreements; one partner does most of work.

Partners get along well and share equally in responsibilities.

Partners show respect for one another, get along especially well, and work together on all aspects of the project.

Following Classroom Guidelines

Students are often out of area without permission and cause disruptions in the lab and other classrooms.

Students occasionally leave area without permission and are louder than necessary in the lab and in other classrooms.

Students stay in their area, talk quietly to their own partner only, and cause minimum disruptions while visiting other classrooms.

Students are always on task, stay in their own area, and cause no disruptions when visiting other classrooms.

Comments:

96

Resume Assessment Rubric NAME: DATE: PERIOD:

Excellent 25 Points

Well Done 20 Points

Meets Standards 15 Points

Beginning 10 Points

No Evidence 0 Points

Score

Format

Resume contains name, address,

objective, education,

experience, and references. All words spelled

correctly

Contains at least six of the criteria, no more than two spelling

errors

Contains at least five of the criteria, no more than four spelling errors

Contains minimal

information, more than four spelling

errors

Assignment not

submitted

Education

Education includes all

schools attended, graduation dates, diploma/degree awarded, and major field of

study

Education includes three of the criteria

Education includes two of the criteria

Education includes one of the criteria

Assignment not

submitted

Experience

Experience includes

internships, entry level jobs, and current position

Experience includes two of the criteria

Experience includes one of the criteria

Experience includes current

position only

Assignment not

submitted

Factual Contains factual names and dates,

is believable

Contains fairly

believable resume with factual names

or dates

Resume has

unrealistic dates or names

Resume is unrealistic and contains conflicting information

Assignment not

submitted

TOTAL

Comments:

97

Role‐Play or Skit Assessment Rubric NAME: DATE: PERIOD:

Excellent 4 Points

Good 3 Points

Average 2 Points

Needs Improvement

1 Point Score

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

which his or her character “saw”

things differently than

other characters.

Props

Used several props and showed

considerable creativity.

Used one or two appropriate

props that made the presentation

better.

Used one or two 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.

TOTAL

Comments:

98

Writing Assessment Rubric NAME: DATE: PERIOD:

Exemplary 4 points

Accomplished 3 points

Developing 2 points

Beginning 1 point

Score

Content

Clear thesis and focus that

remain apparent

Thesis and focus that remain apparent

Addresses subject matter with

minimal support

Does not focus on topic

Grammar

Correct and effective use of grammar and mechanics

Occasional errors in use of grammar and mechanics

Problems in use of grammar and

mechanics

Repeated errors in use of grammar

and mechanics

Organization

Ideas flow smoothly and logically with clarity and coherence

Logical order and appropriate sequencing of ideas with adequate transition

Some evidence of an organizational plan or strategy

Lacks organization

Comments:

The Mississippi Board of Education, the Mississippi Department of Education, the Mississippi School

of the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the

Mississippi School for Mathematics and Science do not discriminate on the basis of race, color,

religion, national origin, sex, age, or disability in the provision of educational programs and services

or employment opportunities and benefits. The following office has been designated to handle

inquiries and complaints regarding the non-discrimination policies of the above mentioned entities.

Ethel Cain Carson

Director, Office of Human Resources

Mississippi Department of Education

359 North West Street, Suite 359

Jackson, Mississippi 39201

(601) 359-3511

science, technology, engineering, and mathematics applications

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