iSEEK - Education

Energy and Environmental Technology Pathway B. Energy and Environmental Technology Pathway The Energy and Environmental Technology Pathway prepares students for employ ment or advanced training in a variety of energy and environmental industries. B1.0 Students understand energy resources and the effects of these resources and systems on the environment: B1.1 Know how to classify various conventional energy resources by type: depletable, nondepletable, renewable, and nonrenewable. B1.2 Know the

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agricultural system (as producers, consumers, or decomposers). G9.2 Understand the elements of conventional, sustainable, and organic production systems. G9.3 Understand the components of “whole-system management.” G10.0 Students understand local crop management and production practices: G10.1 Understand local cultural techniques, including monitoring, pruning, fertiliza tion, planting, irrigation, harvest treatments, processing, and packaging practices for various tree, grain, hay, and vegetable classes

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Electromechanical Installation and Maintenance Pathway PATHWAY STANDARDS A. Electromechanical Installation and Maintenance Pathway The Electromechanical Installation and Maintenance Pathway prepares students for employment or advanced training in a variety of electromechanical installation and maintenance industries. A1.0 Students understand the advantages and disadvantages of energy resources currently in use or under research that influence or will influence electromechanical installation and

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Energy and Environmental Technology Pathway B. Energy and Environmental Technology Pathway The Energy and Environmental Technology Pathway prepares students for employ ment or advanced training in a variety of energy and environmental industries. B1.0 Students understand energy resources and the effects of these resources and systems on the environment: B1.1 Know how to classify various conventional energy resources by type: depletable, nondepletable, renewable, and nonrenewable. B1.2 Know the

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fault analysis. B4.3 Interpret circuit, plant, process, and systems drawings and diagrams. B4.4 Understand oil and gas exploration, extraction, distillation, and distribution processes and systems. B4.5 Understand the essential elements of a chemical-control program. B4.6 Understand the principles of an auditable calibration program in an energy or utilities context. 132

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Public Utilities Pathway C. Public Utilities Pathway The Public Utilities Pathway prepares students for employment or advanced training in a variety of opportunities in the public utilities industry. C1.0 Students understand the advantages and disadvantages of energy resources in use or under research that influence or will influence the public utilities industry: C1.1 Know the new and emerging energy resources used in the public utilities indus try. C1.2 Understand the advantages and

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conveyors, elevators, and related alternative transport systems used in energy extraction processes, energy conser vation systems, and energy storage. C5.3 Understand the concept of and need for maintenance and fault analysis skills and the related need and requirements for maintaining a calibration program in the public utilities industry. C5.4 Understand and interpret circuit, process, and structural drawings, diagrams, and blueprints used in the public utilities industry. C5.5 Understand the

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...13.50 001255 Taking Charge: A Disaster Preparedness Guide for Child Care and Development Centers (1996) ...10.25 001541 Teachers on Teaching (companion video to Prekindergarten Learning and Development Guidelines) (2003) ...15.95 001548 Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten Through Grade Twelve (2001

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Visual and Performing Arts Framework (CA Dept. of Education)

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environment and in works of art, empha sizing line, color, and shape/form. 1.0 Artistic Perception Kindergarten Content Standards 1.2 Perform basic 1.3 Understand and 1.1 Use the vocabulary of 1.3 Identify the elements Indicates a key content standard for...

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environment and in works of art, empha sizing line, color, and shape/form. 1.0 Artistic Perception Kindergarten Content Standards 1.2 Perform basic 1.3 Understand and 1.1 Use the vocabulary of 1.3 Identify the elements Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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33 a useful learning experience. In that activity they perform a silent, motionless depiction of a scene from, for example, a story, a famous painting, or a moment in history. In the process they identify the cultural and geographic origins of stories. Visual Arts Students, working in flat, two-dimensional formats, create three-dimensional works of art, using texture and color. Along with learning the elements of art, such as line, color, shape, and texture, students describe a variety of

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big/small, high/low). 1.2 Observe and describe the traits of a character. 1.3 Identify the elements of art in objects in nature, in the environ- Development of Dance Vocabulary ment, and in works of art, emphasizing line, color, shape/form, and 1.3 Name basic locomotor texture. and axial movements (e.g., skip, slide, stretch, roll). Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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nature, the environ ment, and works of art, emphasizing line, color, shape/form, texture, and space. 1.0 Artistic Perception Grade Two Content Standards 1.3 Perform short 1.2 Read, write, and 1.1 Use the vocabulary 1.3 Identify the elements Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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Artistic Perception Grade Three Content Standards 1.1 Combine and perform basic 1.3 Perform short movement 1.1 Read, write, and 1.3 Identify melody, 1.1 Use the vocabulary 1.3 Identify and describe 1.4 Compare and Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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specific move ing form, as they are ment, using appropriate aural examples of musical used in works of art dance vocabulary. forms, including rondo. and found in the environment. phrasing in dances learned or observed. 1.6 Identify, define, and use Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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Principles of Design 1.3 Use their knowledge of all the elements of art to describe similarities and differences in works of art and in the environment. 1.0 Artistic Perception Grade Five Content Standards 1.4 Incorporate the 1.1 Read, write, and per 1.4 Analyze the use of 1.1 Use the vocabulary 1.1 Identify and describe Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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and differences in media. 1.3 Describe how artists can show the same theme by using different media and styles. Analyze Art Elements and Principles of Design is effectively used in a work of art (e.g., symmetrical, asymmetrical, radial). 1.0 Artistic Perception Grade Six Content Standards 1.1 Demonstrate focus, 1.4 Use the principles of 1.2 Read, write, and 1.1 Use the vocabulary 1.4 Describe how balance Indicates a key content standard for the grade level. See page 23 for information on

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a drawing or video/com- puter documentation.) Students read, notate, listen to, analyze, and describe music and other aural infor mation, using the terminology of music. Read and Notate Music 1.1 Read, write, and perform intervals, chordal pat terns, and harmonic progressions. 1.2 Read, write, and perform rhythmic and melodic notation in duple, triple, and mixed meters. 1.3 Transcribe simple aural examples into rhythmic notation. in the treble or bass clef (level of difficulty: 1 on a

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relate to meaning in video, film, or electronic media. 1.0 Artistic Perception Grade Eight Content Standards 1.2 Demonstrate capacity 1.4 Analyze gestures and 1.4 Sight-read accurately 1.5 Analyze and compare 1.1 Use the vocabulary 1.2 Analyze and justify Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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111 High School Arts Content Standards—Theatre Component Strand: 1.0 Artistic Perception Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre. Proficient Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre Development of the Vocabulary of Theatre 1.1 Use the vocabulary of

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117 Proficient Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environ ment and in works of art, including their own. 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination. Analyze Art Elements and Principles of

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and learning music include a variety of traditional and new media. Quickly becoming the standard for the music industry, CD and DVD technology is playing an increasingly important role in music education. When teachers have access to both digital and analog technologies, they are better able to make use of the best in video and audio productions. Along with necessary playback equipment, a well-equipped music library is essential for teaching and learning. To learn about music, teachers and students

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175 Multiple Measures of Student Progress in the Arts Selected response items: Multiple choice, true-false, matching, enhanced choice Brief constructed responses: Fill in the blanks (words, phrases); write short answers (sentences, paragraphs); label a diagram or visual representa tion (Web, concept map, flowchart, graph or table, illustration). Products: Produce an essay, a research paper, a log or journal, a report, a story or play, an exhibit, a project, artwork, a model, a dance, a video or

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Science Framework (CA Dept. of Education)

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are based on genotypic ratios and can be used to predict possible progeny. The predictive (probabilistic) methods for determining the outcome of genotypes and phenotypes in a genetic cross can be introduced by using Punnett Squares and probability mathematics. Teachers should review the process of writing genotypes and help students translate genotypes into phenotypes. Teachers should emphasize dominant, reces sive, and incomplete dominance as the students advance to an explanation of monohybrid

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1 Chapter 1 Introduction to the Framework Introduction to the Framework 1

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and weather conditions. Students can also be taught to compare and sort objects on the basis of the objects’ properties and be encouraged to use mathematics to communi cate some of their observations. STANDARD SET 4. Investigation and Experimentation 4. Scientific progress is made by asking meaningful questions and con ducting careful investigations. As a basis for understanding this con cept and addressing the content in the other three strands, students should develop their own questions and

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such as coal, oil, and natural gas. Those resources are be ing consumed at rates far faster than their geologically slow formation rates. Uranium (for fission energy) and deuterium (for fusion en ergy) are also finite but are in abundant supply (deuterium is almost inexhaustible). Industrial waste and pollution result from nuclear power generation and the burn ing of fossil fuels. The extraction (mining) and processing (smelting) of both en ergy and nonenergy resources also have environmental

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strains of peas with variation of a single gene (such as flower color), Mendel showed that this model of blending was incorrect. In grade seven students will learn that every person has tens of thousands of genes and that there are slight variations, or alleles, of these genes in every indi vidual. Using the correct vocabulary is important: A person with a genetic disorder Chapter 4 The Science Content Standards for Grades Six Through Eight Grade Seven Focus on Life Sciences

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are based on genotypic ratios and can be used to predict possible progeny. The predictive (probabilistic) methods for determining the outcome of genotypes and phenotypes in a genetic cross can be introduced by using Punnett Squares and probability mathematics. Teachers should review the process of writing genotypes and help students translate genotypes into phenotypes. Teachers should emphasize dominant, reces sive, and incomplete dominance as the students advance to an explanation of monohybrid

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Career/Technical Education Framework (CA Dept. of Education)

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relatively easy to have the students learn keyboarding and software applications by using word processing in preparing papers or other writing assigned in English 9. Similarly, students may create graphs for papers, mathematics assignments, or laboratories while they are learning a spreadsheet or database program. In each case the teachers collaborate on the timeline and requirements. 2. Student choice in academic assignments. In this project academic teachers al- low students to determine certain elements of

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demonstration in computer lab How to display data from a market survey Minilecture; demonstration in computer lab Strategies for advertising Article reading; video; minilecture; exemplar How to write the report Assignment; minilecture; exemplar; draft report; feedback How and what to study for the test List on bulletin board; minilecture; study groups in class How to take and use notes Minilecture; exemplar; study groups in class How to organize work in a group and as an individual Minilecture to review

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relatively easy to have the students learn keyboarding and software applications by using word processing in preparing papers or other writing assigned in English 9. Similarly, students may create graphs for papers, mathematics assignments, or laboratories while they are learning a spreadsheet or database program. In each case the teachers collaborate on the timeline and requirements. 2. Student choice in academic assignments. In this project academic teachers al- low students to determine certain elements of

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85 Chapter 3 Administrative and Support Services Part 1 Career Technical Education for California’s Twenty-first Century be released during the other teacher’s preparation period for several days to complete a specific task, such as curriculum alignment, with the classes being covered by a substitute for the period. Additionally, technology allows for au- dio and video conferencing, which saves time and travel if the teachers work at different sites. And online courses can be used to address CTE

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343 Information Technology Industry Sector Information Technology (IT) careers involve the design, development, support, and management of hardware, software, multimedia, and systems integration services. The IT industry offers a dynamic and entrepreneurial working environment that has had a revolutionary impact on the economy and on society. IT careers are available not only in the IT industry but also in every other sector of the economy, from Agriculture and Natural Resources to Trans- portation

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industry-standard software and its applications. Assignment: Select and research a career that interests you (Career Planning and Manage- ment 3.1). Use an industry-standard word-processing program to write a short report (1,000 words) on what career you selected and why you are interested in that career (IT A7.1; Career Planning and Management 3.1). Prepare a ten-minute overview of your exploration of yourself and your career choice. The format will be an oral presentation with industry-standard

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Foreign Language Framework (CA Dept. of Education)

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64 Selected References Simulation, Gaming, and Language Learning. 1990. Edited by David Crookall and Rebecca L. Oxford. Boston: Heinle Thomson Learning. Teacher Preparation in Languages Other Than English: Quality and Effectiveness Standards for Subject Matter Programs in California. 1994. Handbook for Teacher Educators and Program Reviewers. Sacramento: Commission on Teacher Credentialing. Teaching Languages with Computers. 1989. Edited by Martha C. Pennington. Houston: Athelstan

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64 Selected References Simulation, Gaming, and Language Learning. 1990. Edited by David Crookall and Rebecca L. Oxford. Boston: Heinle Thomson Learning. Teacher Preparation in Languages Other Than English: Quality and Effectiveness Standards for Subject Matter Programs in California. 1994. Handbook for Teacher Educators and Program Reviewers. Sacramento: Commission on Teacher Credentialing. Teaching Languages with Computers. 1989. Edited by Martha C. Pennington. Houston: Athelstan

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Reading/Language Arts (CA Dept. of Education)

Chapter 1 Introduction to the Framework 1 1 Introduction to the Framework The framework uses the English- Language Arts Content Standards for California Public Schools as its curricular platform and aligns curriculum, assessment, instruction, and organizatio...

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Chapter 1 Introduction to the Framework 1 1 Introduction to the Framework The framework uses the English- Language Arts Content Standards for California Public Schools as its curricular platform and aligns curriculum, assessment, instruction, and organization to provide a comprehensive, coherent structure for language arts teaching and learning.

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Visual and Performing Arts Standards (CA Dept. of Education)

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Grades Nine Advanced Visual Arts Through Twelve– Note: The advanced level of achievement for students in grades nine through twelve can be attained at the end of a second year of high school study within the discipline of the visual arts and subsequent to the attainment of the proficient level of achievement. 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond

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Grades Nine Advanced Visual Arts Through Twelve– Note: The advanced level of achievement for students in grades nine through twelve can be attained at the end of a second year of high school study within the discipline of the visual arts and subsequent to the attainment of the proficient level of achievement. 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond

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