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Morgan County School District |
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Morgan County Curriculum 4.1 High School |
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PL/VS - Career Choices-Technology Education |
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1.4.01 (DOK 3) Supporting
The learner will be able to
analyze how responsible use of machinery; motorized vehicles (e.g., all terrain vehicles, motorcycle, automobile, personal watercraft) and firearms reduce the risk of accidents and save lives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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1.4.02 (DOK 2) ASSESSED
The learner will be able to
explain how proper first-aid procedures (CPR/rescue breathing) for responding to emergency situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart attacks, seizures) can help reduce the severity of injuries and save lives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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2.1.01 (DOK 3) Supporting
The learner will be able to
analyze the principles for motor skills (e.g., accuracy, techniques, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Psychomotor Skills |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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2.1.02 (DOK 3) Supporting
The learner will be able to
infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual, dual and team sports (e.g., golf, racket sports, softball, volleyball, basketball).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Psychomotor Skills |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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2.2.02 (DOK 3) Supporting
The learner will be able to
apply techniques (e.g., practice, peer/teacher evaluation, individualized coaching) to achieve performance consistency in games and sports.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fitness |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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3.1.01 (DOK 2) Supporting
The learner will be able to
explain ways to make responsible buying decisions in relation to wants (e.g., technology, name-brand clothing, jewelry, electronics) and needs (food, clothing, housing).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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3.1.02 (DOK 2) ASSESSED
The learner will be able to
compare products and services based on these factors (e.g., price, quality, features, availability, warranties, comparison shopping, impulse buying) to consider when making consumer decisions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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3.1.03 (DOK 2) ASSESSED
The learner will be able to
explain why various factors that influence consumer decisions, such as peer pressure, desire for status, and advertising techniques (jingles/slogans, plain folks, magic ingredients, facts and figures, glittering generalities, endorsement/testimonial, bandwagon, snob appeal, emotional appeal, free gifts/rewards) are influential.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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4.3.01 (DOK 2) Supporting
The learner will be able to
describe how job market changes have resulted from scientific advancements and the increased use of technology in the global economy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication/Technology |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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4.3.02 (DOK 3) assessed
The learner will be able to
explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools and jobs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication/Technology |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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