Lind-Ritzville Cooperative Schools: Floral DesignCourse: Floral Design Total Framework Hours: 180CIP Code: 010608 X Exploratory Preparatory Date Last Modified:09/14/2016Career Cluster: Agriculture, Food and Natural Resources Cluster Pathway: Plant Systems

COURSE OUTLINE BY UNITSUnit Title HoursUnit 1: Supervised Agricultural Experience Program 15Unit 2: History of Floral Design 10Unit 3: Principles of Design 30Unit 4: Selection of Cut Flowers and Greens 20Unit 5: Conditioning and Storing Cut Flowers and Greens 20Unit 6: Selecting Wire and Wiring Flowers 10Unit 7: Selecting Ribbons and Tying Bows 25Unit 8: Boutonnieres and Corsages 20Unit 9: Bud Vases 10Unit 10: Floral Design Holiday Sales 20

Total Hours: 180

COMPONENTS AND ASSESSMENTSPerformance Assessments: SAE Presentations: Demonstrates the ability to keep track of SAE activities utilizing record book or AET record book system. Demonstrate the ability to complete assigned portions of Program of Activities and National Chapter Application. Demonstrate ability to utilize AET system to update POA calendar as it relates to tasks assigned to student for planning and completion.

Leadership Alignment: The above performance assessments will embed instruction and assessment of

1.A.1 Use a wide range of idea creation techniques (such as brainstorming).1.A.2 Create new and worthwhile ideas (both incremental and radical concepts).1.A.3 Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.2.A.1 Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation. 2.B.1 Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems2.C.5 Reflect critically on learning experiences and processes.

3.A.1 Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts 4.A.1 Access information efficiently (time) and effectively (sources).6.A.2 Use digital technologies (computers, PDAs, media players, GPS, etc.),8.A.1 Set goals with tangible and intangible success criteria.8.A.2 Balance tactical (short-term) and strategic (long-term) goals.8.A.3 Utilize time and manage workload efficiently.8.B.1 Monitor, define, prioritize and complete tasks without direct oversight.8.C.1 Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.8.C.2 Demonstrate initiative to advance skill levels towards a professional level.8.C.3 Demonstrate commitment to learning as a lifelong process.8.C.4 Reflect critically on past experiences in order to inform future progress.10.A.1 Set and meet goals, even in the face of obstacles and competing pressures.10.A.2 Prioritize, plan and manage work to achieve the intended result

Leadership Alignment: The students will be able to demonstrate the ability to manage projects and produce results through their development and management of an SAE project.

Standards and CompetenciesUnit:DEMONSTRATE AN UNDERSTANDING OF SUPERVISED AGRICULTURAL EXPERIENCE PROG

Competencies Total Learning Hours for Unit: 15

SAE.01.01: Students will establish and conduct Supervised Agriculture Experience Projects (SAE).SAE.01.01.a. Explain the history of SAE.SAE.01.01.b. Explain the benefits of SAE projects to skill development, leadership and career success. SAE.01.01.c. Explain the connection between SAE and FFA.SAE.01.01.d. Explain the five types of SAE. (Entrepreneurship, Placement, Research, Exploratory, Improvement)SAE.01.01.e. Explore ideas for SAE projects.SAE.01.01.f. Explain how SAE projects support academic achievement. SAE.01.01.g. Select and establish an SAE project.SAE.01.01.h. Explain and keep records on established SAE projects.SAE.01.01.i. Explain SAE project Supervision, visitation and assessment. SAE.01.01.j. Explain how SAE projects benefit the community. SAE.01.01.k.Seek recognition for SAE project accomplishments.SAE.01.01.l. Explain the three circle concept for SAE, FFA Leadership, Classroom/Laboratory in an Agriculture Education program.

CS.01.03: Vision: Establish a clear image of what the future should look like.Level 1CS.01.03.01.a. Identify the benefits of developing vision. CS.01.03.02.a. Use various conceptualizing toolsCS.01.03.03.a. Analyze the risks and rewards of new experiences. CS.01.03.04.a. Describe techniques used to build consensus. Level

2CS.01.03.01.b. Utilize visioning skills to develop a plan.

CS.01.03.02.b. Compare conceptualizing tools to use in a given situation. CS.01.03.03.b. Analyze a case study involving a new experience for risk and rewards. CS.01.03.04.b. Demonstrate consensus building. Level 3

CS.01.03.01.c. Develop vision statements and plans for an organization. CS.01.03.03.c. Conduct a self-evaluation for personal reactions to new experiences.

CS.01.06: Continuous Improvement: Pursue learning and growth opportunities related to professional and personal aspirations.Level 1CS.01.06.01.a. Explain the reasons for having a leadership/personal growth plan. CS.01.06.02.a. Describe the role and purpose of a personal mentor.CS.01.06.03.a. Identify the different types of problem solving models and their applicability to specific situations.CS.01.06.05.a. Describe the value of being a life-long learner and the need for continuous development. Level 2CS.01.06.01.b. Develop a plan that includes specific goals for leadership and personal growth. CS.01.06.04.c. Make recommendations to adopt new emerging technologies.

Aligned Washington State StandardsArtsEducational Technology

Health and Fitness

H eal th 2 . 1 : U nde r s t and s dimensio n s an d indica t o rs o f heal t h . 2.1.1 Evaluates dimensions of health and relates to personal health behaviors.H eal th 3 . 1 : U nde r s t and s ho w f amil y , cul t u r e , an d en v i r o n men t a l f ac t o rs a f f ec t pe r sona l heal t h . 3.1.2 Analyzes how environmental factors impact health.3.1.3 Evaluates environmental risks associated with certain occupational, residential, and recreational choices.

Language

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r Languag e C on v en t io n s o f S t anda rd E nglis h 1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. K no w ledg e o f L a nguag e 3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Vocabula ry A cquisi t io n an d U s e 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Math Ratios and Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Expressions and Equations 7.EE Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Reading

Science

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Science and Engineering PracticesDeveloping and Using Models Modeling -Develop a model to predict and/or describe phenomena. (MS-PS1-1),(MS-PS1-4) -Develop a model to describe unobservable mechanisms. (MS-PS1-5)

Analyzing and Interpreting Data Analyzing -Analyze and interpret data to determine similarities and differences in findings. (MS-PS1-2)

Constructing Explanations and Designing Solutions -Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria

and constraints. (MSPS1-6) Obtaining, Evaluating, and Communicating Information -Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of

each publication and methods used, and describe how they are supported or not supported by evidence. (MS-PS1-3)

Crosscutting ConceptsSystems and System Models

Social Studies

Speaking and Listening

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r S peakin g an d L i s t e nin g C omp r ehensi o n a n d C ollabo r a t io n 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Pr esen t a t io n o f K no w ledg e an d I de a s 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Writing CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r W r i t in g

2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. R esea r c h to B ui l d an d Pr esen t K no w l e dg e 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

COMPONENTS AND ASSESSMENTSPerformance Assessments: 1.1 Demonstrate understanding of the importance of floriculture in a variety of historical situations.1.2 Identify the various types of floral designs developed and used throughout history.

1.3 Create a roman head wreath.

Leadership Alignment: The above performance assessments will embed instruction and assessment of

1.A.1 Use a wide range of idea creation techniques (such as brainstorming).1.A.2 Create new and worthwhile ideas (both incremental and radical concepts).1.A.3 Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.1.B.1, 1.B.3 Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.2.C.4-5, 3.A.1 Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.3.A.3, 3.B.2 Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.3.B.3 Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.4.A.1-2, 4.B.1 Use information accurately and creatively for the issue or problem at hand.4.B.2 Manage the flow of information from a wide variety of sources.5.B.1, 6.A.1 Use technology as a tool to research, organize, evaluate and communicate information.10.A.1 Set and meet goals, even in the face of obstacles and competing pressures.10.A.2 Prioritize, plan and manage work to achieve the intended result.10.B.1b Manage time and projects effectively.

Leadership Alignment: The students demonstrate the ability to communicate clearly and produce results through their development and presentation of a floral design history poster.

Standards and CompetenciesUnit:Unit 2 HISTORY OF FLORAL DESIGNCompetencies Total Learning Hours for Unit: 10CS.05.03: Research geographical data related to AFNR systems.

Level 1CS.05.03.02.a. Utilize the different types of AFNR systems related to various geographical areas. Level 2CS.05.03.02.b. Explore how AFNR systems differ across geographical areas. Level 3CS.05.03.01.c. Use computer systems to present trends in resource data.

CS.05.03.02.c. Evaluate the effects of implementing an AFNR system in a different geographical area.Aligned Washington State Standards

Arts

Arts 1 .0 T h e s t u d en t unde r s t and s a n d applie s a rts kn o w l edg e an d skill s i n d a n c e , music , theatre, a n d v isua l a rt s . 1.1 Understands and applies arts concepts and vocabulary.1.3 Understands and applies arts genres and styles from various artists, cultures, and times.1.4 Understands and applies audience conventions in a variety of arts settings and performances. Arts 3 .0 T h e s t uden t communi c a t e s t h r oug h t h e a rt s . 3.2 Uses the arts to communicate for a specific purpose.Arts 4 .0 T h e s t u d en t make s c o n n e c t ion s w i t hi n an d ac r os s t h e a rts to o t he r d i s ciplines , li f e , c u l t u r e s an d w o r k . 4.2. Demonstrates and analyzes the connections between the arts and other content areas.4.3. Understands how the arts impact and reflect personal choices throughout life4.4. Understands how the arts influence and reflect culture/civilization, place and time.

4.5. Understands how arts knowledge and skills are used in the world of work including careers in the artsEducational TechnologyHealth and FitnessLanguageMath

Reading

CC: R ea d i n g f o r Li t e r ac y i n S cie n c e an d T echnica l S ubj e c t s K e y I dea s a n d D e t ail s 2 - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.Cr a ft an d S t r uc t u re 4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Science Cr osscu tt in g C oncep ts -Scale, Proportion, and Quantity

-Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS-PS3-1),(MS-PS3-4)

-Cause and Effect-Patterns

Science and Engineering Practices-Obtaining, Evaluating, and Communicating Information -Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify

claims and findings. (MS-PS4-3)Social Studies

Speaking and Listening

C omp r ehensi o n a n d C ollabo r a t io n 1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Pr esen t a t io n o f K no w ledg e an d I de a s

4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

Writing

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r W r i t in g Pr oduc t io n a n d D is tr ibu t io n o f W r i t in g 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. R esea r c h to B ui l d an d Pr esen t K no w l e dg e 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

COMPONENTS AND ASSESSMENTSPerformance Assessments:Critique an arrangement using a rating scale based on the principles of design.

Leadership Alignment: The above performance assessments will embed instruction and assessment of1.A.3 Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.1.C.1 Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur2.C.3 Synthesize and make connections between information and arguments3.A.4 Utilize multiple media and technologies, and know how to judge their effectiveness as well as assess their impact8.C.2 Demonstrate initiative to advance skill levels towards a professional level.

Leadership Alignment: The students will demonstrate the ability to discuss the basic design principles used in flower arranging. Standards and Competencies

Unit:UNIT 3 PRINCIPLES OF DESIGNCompetencies Total Learning Hours for Unit: 30

use principles and elements of design to critiqueLevel 1

Identify the basic designs used in flower arrangingLevel 2

Identify the basic color schemes used in floral designLevel 3

Use a color wheel to determine appropriate combinationsAligned Washington State Standards

Arts

Arts 1 .0 T h e s t u d en t unde r s t and s a n d applie s a rts kn o w l edg e an d skill s i n d a n c e , music , theatre, a n d v isua l a rt s . 1.1 Understands and applies arts concepts and vocabulary.1.2 Develops arts skills and techniques.Arts 2 .0 T h e s t uden t demons tr a t e s t hinkin g skill s usin g a r t is t i c p r ocesses . 2.1. Applies a creative process to the arts (dance, music, theatre and visual arts):

- Identifies audience and purpose.- Explores, gathers, and interprets information from diverse sources.- Presents work to others in a performance, exhibition, and/or production.

2.3 Applies a responding process to an arts performance and/or presentation of dance, music, theatre and visual arts): Arts 3 .0 T h e s t uden t communi c a t e s t h r oug h t h e a rt s . 3.1 Uses the arts to express feelings and present ideas.3.2 Uses the arts to communicate for a specific purpose.

Arts 4 .0 T h e s t u d en t make s c o n n e c t ion s w i t hi n an d ac r os s t h e a rts to o t he r d i s ciplines , li f e , c u l t u r e s an d w o r k . Educational TechnologyHealth and FitnessLanguage

Math

Geometry 7.G Draw, construct, and describe geometrical figures and describe the relationships between them.Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Reading Science Cr osscu tt in g C oncep ts

-Scale, Proportion, and Quantity -Cause and Effect-Patterns

Science and Engineering Practices-Obtaining, Evaluating, and Communicating Information -Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each

publication and methods used, and describe how they are supported or not supported by evidence. (MS-LS1-8)Social Studies

Speaking and Listening

C omp r ehensi o n a n d C ollabo r a t io n 4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.C omp r ehensi o n a n d C ollabo r a t io n 1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Pr esen t a t io n o f K no w ledg e an d I de a s

4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks

Writing

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r W r i t in g Pr oduc t io n a n d D is tr ibu t io n o f W r i t in g 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism

COMPONENTS AND ASSESSMENTSPerformance Assessments: 4.1 Select an arrangement from a magazine. List each of the flowers and foliage used, classify them as line, mass, form, or filler, lastly create an itemized bill for that arrangement

Leadership Alignment: The above performance assessments will embed instruction and assessment of 1.A.3 Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.1.C.1 Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur2.A.1 Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation. 4.B.2 Manage the flow of information from a wide variety of sources8.A.1 Set goals with tangible and intangible success criteria.8.C.2 Demonstrate initiative to advance skill levels towards a professional level.10.A.1 Set and meet goals, even in the face of obstacles and competing pressures.11.B.1

11.B.1 Act responsibly with interests of the larger community in mind

Leadership Alignment: Student will creatively Identify the use of line, form, mass, and filler in flower arrangements.

Standards and CompetenciesUnit:Unit 4 SELECTION OF CUT FLOWERS AND GREENSCompetencies Total Learning Hours for Unit: 20

PS.01.03: Apply knowledge of plant physiology and energy conversion to plant systemsLevel 1Level 2PS.01.03.01.b.Explain requirements necessary for photosynthesis to occur and identify the products and by products of photosynthesis. Level 3PS.01.03.04.c Select plant growth regulators to produce desired responses from plants.

PS.02.01: Determine the influence of environmental factors on plant growthLevel 1PS.02.01.02.a. Describe the effects air, temperature, and water have on plant metabolism, and growthLevel 3PS.02.01.01.c Evaluate plant responses to varied light color, intensity, and durationPS.02.01.02.c Design, implement, and evaluate a plan to maintain optimal conditions for plant growth

Selection of Cut flowers and GreensLevel 1Classify flowers according to four groups based on form and shapeLevel 2Identify the most commonly used cut flowersLevel 3Identify the most commonly used foliage level 4Identify the availability of flowers and foliageLevel 5Identify the keeping quality of flowersLevel 6

Describe the method of pricing and packaging of the most commonly used flowers and foliageAligned Washington State Standards

Arts Arts 1 .0 T h e s t u d en t unde r s t and s a n d applie s a rts kn o w l edg e an d skill s i n d a n c e , music , theatre, a n d v isua l a rt s . 1.1 Understands and applies arts concepts and vocabulary.Arts 2 .0 T h e s t uden t demons tr a t e s t hinkin g skill s usin g a r t is t i c p r ocesses . 2.1. Applies a creative process to the arts (dance, music, theatre and visual arts):

- Implements choices of arts elements, principles, foundations, skills, and techniques in a creative work.2.2 Applies a performance and/or presentation process to the arts (dance, music, theatre and visual arts):

- Identifies audience and purpose of the work and/or performance.Arts 4 .0 T h e s t u d en t make s c o n n e c t ion s w i t hi n an d ac r os s t h e a rts to o t he r d i s ciplines , li f e , c u l t u r e s an d w o r k . 4.5. Understands how arts knowledge and skills are used in the world of work including careers in the arts.

Educational TechnologyHealth and Fitness

Language

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r Languag e C on v en t io n s o f S t anda rd E nglis h 2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. V ocabula ry A cquisi t io n an d U s e

6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

Math

Ratios and Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Reading

Science

S cienc e an d E n g inee r in g Pr ac t ice s -Analyzing and interpreting data -Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1) Constructing Explanations-Obtaining, evaluating, and communicating information

Crosscutting Concepts-Stability and Change

Social StudiesSpeaking and ListeningWriting

COMPONENTS AND ASSESSMENTSPerformance Assessments:5.1 Properly condition flowers that are delivered from a wholesaler

Leadership Alignment: The above performance assessments will embed instruction and assessment of 1.B.1 Develop, implements, and communicates new ideas to others1.C.1 Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur4.B.2 Manage the flow of information from a wide variety of sources7.B.1 Incorporate feedback effectively8.A.2 Balance tactical (short-term) and strategic (long-term) goals.

8.B.1 Monitor, define, prioritize and complete tasks without direct oversight.

Leadership Alignment: Student can confidently Inspect cut flowers for signs of deterioration and suggest possible causesStandards and Competencies

Unit:Unit 5 CONDITIONING AND STORING CUT FLOWERS AND GREENSCompetencies Total Learning Hours for Unit: 20

PS.01.02: Apply knowledge of plant anatomy and the functions of plant structures to activities associated with plant systemsLevel 1PS.01.02.01.a Diagram a typical plant cell and identify plant cell organelles and their functions PS.01.02.03.a Identify the components and the functions of plant stems PS.01.02.04.a.Discuss Leaf morphology and the functions of leavesPS.01.02.05.a Identify the components of a flower, the functions of a flower and the functions of flower componentsLevel 2PS.01.02.04.b.Explain how leaves capture light energy and allow for the exchange of gassesLevel 3PS.01.02.02.c.Relate the active and passive transport of minerals into and through the root system to plant nutrition. PS.01.02.05.c Apply the knowledge of flower structure to plant breeding, production and use.

PS.01.03: Apply knowledge of plant physiology and energy conversion to plant systemsLevel 1PS.01.03.01.a Explain the basic process of photosynthesis and its importance to life on earthPS.01.03.04.a Identify the five groups of naturally occurring plant hormones and synthetic plant growth regulatorsLevel 2PS.01.03.01.b.Explain requirements necessary for photosynthesis to occur and identify the products and by products of photosynthesis. PS.01.03.03.b.Explain the process of secondary plant growth.PS.01.03.04.b Identify the plant responses to plant growth regulators and different forms of tropism

PS.02.01: Determine the influence of environmental factors on plant growthLevel 1PS.02.01.02.a. Describe the effects air, temperature, and water have on plant metabolism, and growthLevel 2

PS.02.01.02.b. Determine the optimal air, temperature, and water conditions for plant growthAligned Washington State Standards

ArtsEducational TechnologyHealth and FitnessLanguageMath Ratios and Proportional Relationships

7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System 7.NS

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Geometry 7.G Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Statistics and Probability 7.SPDraw informal comparative inferences about two populations.

Reading

CC: R ea d i n g f o r Li t e r ac y i n S cie n c e an d T echnica l S ubj e c t s K e y I dea s a n d D e t ail s 2 - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.Cr a ft an d S t r uc t u re 4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade texts and topics.I n t eg r a t io n o f K n o w ledg e an d I dea s 9 - Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.R ang e o f R ea d i n g an d Le v e l o f T e x t C omple x i ty 10 - By the end of grade 10, read and comprehend science/technical texts in the grade text complexity band independently and proficientlyKey Ideas and Details Craft and StructureR ang e o f R ea d i n g an d Le v e l o f T e x t C omple x i ty 10 - By the end of grade 12, read and comprehend science/technical texts in the grade text complexity band independently and proficiently.

Science

S cienc e an d E n g inee r in g Pr ac t ice s -Analyzing and interpreting data -Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1) Constructing Explanations-Obtaining, evaluating, and communicating information- Constructing Explanations and Designing Solutions -Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (MS-LS2-2)

Crosscutting Concepts-Stability and Change-Cause and Effect

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

Social StudiesSpeaking and Listening CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r S peakin g an d L i s t e nin g

C omp r ehensi o n a n d C ollabo r a t io n

1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Pr esen t a t io n o f K no w ledg e an d I de a s 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience.

Writing

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r W r i t in g T e x t T y pe s an d P u r pose s 3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Pr oduc t io n a n d D is tr ibu t io n o f W r i t in g

4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

COMPONENTS AND ASSESSMENTSPerformance Assessments: 6.1 Wire a given flower or foliage using the correct wiring method.

6.2 Create a Tussie-Mussie arrangements utilizing wired flowers Leadership Alignment: The above performance assessments will embed instruction and assessment of2.C.1 Effectively analyze and evaluate evidence, arguments, claims and beliefs2.D.1 Solve different kinds of non-familiar problems in both conventional and innovative ways4.A.1 Access information efficiently (time) and effectively (sources).4.B.1 Use information accurately and creatively for the issue or problem at hand7.A.1 Adapt to varied roles, job responsibilities, schedules and contexts8.B.1 Monitor, define, prioritize and complete tasks without direct oversight.10.B.1 Demonstrate additional attributes associated with producing high quality products

Leadership Alignment: The students will demonstrate the ability to think creatively, reason effectively, make judgments and decisions, and solve problems through their safe work habits daily and through the Floriculture CDE.

Standards and CompetenciesUnit:Unit 6 SELECTING WIRE AND WIRING FLOWERSCompetencies Total Learning Hours for Unit: 10Wire flowers for corsages, arrangements, and wreaths. Level 1Select wire of appropriate size for specific flowers and foliageLevel 2Select the correct wiring procedure for different flowers and foliage. Level 3

Tape a flower stem or wire using correct floral tapeAligned Washington State Standards

Arts

Arts 1 .0 T h e s t u d en t unde r s t and s a n d applie s a rts kn o w l edg e an d skill s i n d a n c e , music , theatre, a n d v isua l a rt s . 1.1 Understands and applies arts concepts and vocabulary.1.2 Develops arts skills and techniques.1.4 Understands and applies audience conventions in a variety of arts settings and performances. Arts 2 .0 T h e s t uden t demons tr a t e s t hinkin g skill s usin g a r t is t i c p r ocesses . 2.1. Applies a creative process to the arts (dance, music, theatre and visual arts):

- Explores, gathers, and interprets information from diverse sources.- Uses ideas, foundations, skills and techniques to develop dance, music, theatre and visual art.- Reflects for the purpose of self-evaluation and improvement of the creative work.- Refines work based on feedback, self-reflection, and aesthetic criteria.- Performs work for others in a performance and/or production.

Arts 4 .0 T h e s t u d en t make s c o n n e c t ion s w i t hi n an d ac r os s t h e a rts to o t he r d i s ciplines , li f e , c u l t u r e s an d w o r k . 4.5. Understands how arts knowledge and skills are used in the world of work including careers in the arts.

Educational TechnologyHealth and Fitness

Language

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r Languag e C on v en t io n s o f S t anda rd E nglis h K no w ledg e o f L a nguag e

3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

V ocabula ry A cquisi t io n an d U s e 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word

parts, and consulting general and specialized reference materials, as appropriate.

Math

Ratios and Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Reading

Science

S cienc e an d E n g inee r in g Pr ac t ice s -Developing and using models

-Obtaining, evaluating, and communicating information

Crosscutting Concepts-Cause and Effect-Scale, proportion, and quantity.-Structure and function.

Social StudiesSpeaking and Listening

Writing

COMPONENTS AND ASSESSMENTSPerformance Assessments: 7.1 Select appropriate ribbon and construct a bow.

Leadership Alignment: The above performance assessments will embed instruction and assessment of 1.A.2 Create new and worthwhile ideas (both incremental and radical concepts).1.B.1 Develop, implements, and communicates new ideas to others1.C.1 Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur4.A.1 Access information efficiently (time) and effectively (sources).7.A.1 Adapt to varied roles, job responsibilities, schedules and contexts7.B.1 Incorporate feedback effectively8.A.1 Set goals with tangible and intangible success criteria.8.B.1 Monitor, define, prioritize and complete tasks without direct oversight.8.C.1 Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.

11.A.1 Use interpersonal and problem-solving skills to include and guide others toward a goal

Leadership alignment: Student can creatively construct bows from various sizes of ribbon depending on arrangement size and container.Standards and Competencies

Unit:Unit 7 SELECTING RIBBONS AND TYING BOWSCompetencies Total Learning Hours for Unit: 25

Selecting Ribbons and Tying BowsLevel 1

Select ribbon of appropriate size for a specific design.Level 2

Identify materials form which ribbons are made.Level 3

Construct a florist bow from several sizes of ribbon.Aligned Washington State Standards

Arts Arts 1 .0 T h e s t u d en t unde r s t and s a n d applie s a rts kn o w l edg e an d skill s i n d a n c e , music , theatre, a n d v isua l a rt s . 1.1 Understands and applies arts concepts and vocabulary.1.2 Develops arts skills and techniques.Arts 2 .0 T h e s t uden t demons tr a t e s t hinkin g skill s usin g a r t is t i c p r ocesses . 2.1. Applies a creative process to the arts (dance, music, theatre and visual arts):2.2 Applies a performance and/or presentation process to the arts (dance, music, theatre and visual arts):2.3 Applies a responding process to an arts performance and/or presentation of dance, music, theatre and visual arts): Arts 3 .0 T h e s t uden t communi c a t e s t h r oug h

t h e a rt s . 3.2 Uses the arts to communicate for a specific purpose.3.3. Develops personal aesthetic criteria to communicate artistic choices.Arts 4 .0 T h e s t u d en t make s c o n n e c t ion s w i t hi n an d ac r os s t h e a rts to o t he r d i s ciplines , li f e , c u l t u r e s an d w o r k .

4.3. Understands how the arts impact and reflect personal choices throughout lifeEducational TechnologyHealth and FitnessLanguage

Math

Ratios and Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Reading

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r R eadin g K e y I dea s a n d D e t ail s 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Science

Cr osscu tt in g C oncep ts -Patterns-Cause and effect: Mechanism and explanation.-Scale, proportion, and quantity.-Structure and function.

Social StudiesSpeaking and ListeningWriting

COMPONENTS AND ASSESSMENTSPerformance Assessments: 8.1 Construct one of the selected boutonnieres or corsages

Leadership Alignment: The above performance assessments will embed instruction and assessment of 1.A.1 Use a wide range of idea creation techniques (such as brainstorming).1.B.1 Develop, implements, and communicates new ideas to others1.C.1 Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur2.C.1 Effectively analyze and evaluate evidence, arguments, claims and beliefs4.A.1 Access information efficiently (time) and effectively (sources).4.B.1 Use information accurately and creatively for the issue or problem at hand8.A.1 Set goals with tangible and intangible success criteria.8.B.1 Monitor, define, prioritize and complete tasks without direct oversight.

Leadership Alignment: The students will demonstrate their ability to manage goals and time, work independently, and produce results through producing corsage arrangement.

Standards and CompetenciesUnit:Unit 8 BOUTONNIERES AND CORSAGESCompetencies Total Learning Hours for Unit: 20

PS.04.01: Create designs using plants.Level 1PS.04.01.01.a. Define design and identify design elements. PS.04.01.02.a. Discuss the applications of art in agriculture/horticulture. Level 3PS.04.01.02.c. Create and implement designs by following established principles of art.

Construct one of the selected boutonnieres or corsagesLevel 1

Select flowers appropriate for boutonniere or corsageLevel 2

Design a single or multiple flower boutonniereLevel 3

Design a single-bloom and multiple bloom carnation corsageAligned Washington State Standards

Arts

Arts 1 .0 T h e s t u d en t unde r s t and s a n d applie s a rts kn o w l edg e an d skill s i n d a n c e , music , theatre, a n d v isua l a rt s . 1.2 Develops arts skills and techniques.1.4 Understands and applies audience conventions in a variety of arts settings and performances. Arts 2 .0 T h e s t uden t demons tr a t e s t hinkin g skill s usin g a r t is t i c p r ocesses . 2.1. Applies a creative process to the arts (dance, music, theatre and visual arts):2.2 Applies a performance and/or presentation process to the arts (dance, music, theatre and visual arts): Arts 3 .0 T h e s t uden t communi c a t e s t h r oug h t h e a rt s . 3.2 Uses the arts to communicate for a specific purpose.

3.3. Develops personal aesthetic criteria to communicate artistic choices.Educational TechnologyHealth and FitnessLanguage

Math

Ratios and Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Reading

Science

Cr osscu tt in g C oncep ts -Patterns-Cause and effect: Mechanism and explanation.-Scale, proportion, and quantity.

-Structure and function.Social Studies

Speaking and Listening

C omp r ehensi o n a n d C ollabo r a t io n ( 9 - 1 0 ) 1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1d - Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Comp r ehensi o n a n d C ollabo r a t io n ( 1 1 - 12 ) 2 - Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Writing

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r W r i t in g Pr oduc t io n a n d D is tr ibu t io n o f W r i t in g 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

COMPONENTS AND ASSESSMENTSPerformance Assessments: 9.1 Design and construct a bud vase using three blossoms

Leadership Alignment: The above performance assessments will embed instruction and assessment of 2.A.1 Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation. 2.B.1 Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems2.C.1 Effectively analyze and evaluate evidence, arguments, claims and beliefs3.A.1 Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts 4.A.1 Access information efficiently (time) and effectively (sources).4.B.1 Use information accurately and creatively for the issue or problem at hand7.A.1 Adapt to varied roles, job responsibilities, schedules and contexts

7.B.1 Incorporate feedback effectively8.A.1 Set goals with tangible and intangible success criteria.8.B.1 Monitor, define, prioritize and complete tasks without direct oversight.8.C.1 Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.9.A.1 Know when it is appropriate to listen and when to speak9.B.1 Respect cultural differences and work effectively with people from a range of social and cultural backgrounds

10.A.1 Set and meet goals, even in the face of obstacles and competing pressures.11.A.1 Use interpersonal and problem-solving skills to include and guide others toward a goal11.B.1 Act responsibly with interests of the larger community in mind

Leadership Alignment: The students will demonstrate their ability to manage goals and time, work independently, and produce results through producing a Bud Vase arrangement and the Floriculture CDE.

Standards and CompetenciesUnit:Unit 9 BUD VASESCompetencies Total Learning Hours for Unit: 10

PS.04.01: Create designs using plants.Level 1PS.04.01.01.a. Define design and identify design elements. PS.04.01.02.a. Discuss the applications of art in agriculture/horticulture. Level 3PS.04.01.02.c. Create and implement designs by following established principles of art.

CS.03.02: Decision Making: Analyze situations and execute an appropriate course of action.Level 1CS.03.02.01.a. Analyze the steps in the decision-making process. CS.03.02.02.a. Select resources to help in the problem-solving process. Level 3CS.03.02.01.c. Make decisions for a given situation by applying the decision making process. CS.03.02.02.c. Use problem-solving skills

Bud Vase industry standardsLevel 1Select appropriate flowers and foliage to use in a bud vase arrangement level 2Design a one-bloom bud vase level 3Design a three-bloom bud vaselevel 4

design a bud vase for special occasions.Aligned Washington State Standards

Arts Arts 1 .0 T h e s t u d en t unde r s t and s a n d applie s a rts kn o w l edg e an d skill s i n d a n c e , music , theatre, a n d v isua l a rt s . 1.2 Develops arts skills and techniques.

1.4 Understands and applies audience conventions in a variety of arts settings and performances. Arts 2 .0 T h e s t uden t demons tr a t e s t hinkin g skill s usin g a r t is t i c p r ocesses . 2.1. Applies a creative process to the arts (dance, music, theatre and visual arts):

- Identifies audience and purpose.- Explores, gathers, and interprets information from diverse sources.- Uses ideas, foundations, skills and techniques to develop dance, music, theatre and visual art.

- Implements choices of arts elements, principles, foundations, skills, and techniques in a creative work-Refines work based on feedback, self-reflection, and aesthetic criteria.- Performs work for others in a performance and/or production.

2.2 Applies a performance and/or presentation process to the arts (dance, music, theatre and visual arts):- Identifies audience and purpose of the work and/or performance.- Selects artistic resources, materials and/or

repertoire to create, perform and present. Arts 3 .0 T h e s t uden t communi c a t e s t h r oug h t h e a rt s . 3.2 Uses the arts to communicate for a specific purpose.3.3. Develops personal aesthetic criteria to communicate artistic choices.

Educational TechnologyHealth and FitnessLanguage

Math

Ratios and Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Geometry 7.G Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Reading

Science

Cr osscu tt in g C oncep ts -Patterns-Scale, proportion, and quantity.

-Structure and function.Social StudiesSpeaking and Listening C omp r ehensi o n a n d C ollabo r a t io n ( 9 - 1 0 )

1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1d - Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.Pr esen t a t io n o f K no w ledg e an d I de a s ( 11 - 12 )

4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

Writing

COMPONENTS AND ASSESSMENTSPerformance Assessments: 10.1 Create a centerpiece for four holiday occasions

Leadership Alignment: The above performance assessments will embed instruction and assessment of1.A.1 Use a wide range of idea creation techniques (such as brainstorming).1.B.1 Develop, implements, and communicates new ideas to others1.C.1 Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur4.A.1 Access information efficiently (time) and effectively (sources).

Leadership Alignment: The students will demonstrate their ability to manage goals and time, work independently, and produce results through producing a Holiday table centerpiece arrangement and the Floriculture CDE.

Standards and CompetenciesUnit:Unit 10 FLORAL DESIGN HOLIDAY SALESCompetencies Total Learning Hours for Unit: 20

PS.04.01: Create designs using plants.Level 1PS.04.01.01.a. Define design and identify design elements. PS.04.01.02.a. Discuss the applications of art in agriculture/horticulture. Level 2PS.04.01.01.b. Explain design elements of line, form, texture and color and express the visual effect each has on the viewer.PS.04.01.02.b. Discuss principles of design that form the basis of artistic impression. Level 3PS.04.01.01.c Select plants, hard goods, supplies and other materials for use in a design based on a range of criteria.PS.04.01.02.c. Create and implement designs by following established principles of art.

Holiday Sales standardsLevel 1Select materials appropriate for a holiday arrangementLevel 2Construct an arrangement appropriate for a selected Holiday which may include: Halloween, Christmas, Valentines Day, Thanksgiving, Easter, Birthday or GraduationLevel 3

Create an itemized Bill for the customer receiving that arrangementAligned Washington State Standards

Arts

Arts 1 .0 T h e s t u d en t unde r s t and s a n d applie s a rts kn o w l edg e an d skill s i n d a n c e , music , theatre, a n d v isua l a rt s . 1.2 Develops arts skills and techniques.1.4 Understands and applies audience conventions in a variety of arts settings and performances. Arts 2 .0 T h e s t uden t demons tr a t e s t hinkin g skill s usin g a r t is t i c p r ocesses . 2.1. Applies a creative process to the arts (dance, music, theatre and visual arts):

- Identifies audience and purpose.- Uses ideas, foundations, skills and techniques to develop dance, music, theatre and visual art.- Implements choices of arts elements, principles, foundations, skills, and techniques in a creative work.- Refines work based on feedback, self-reflection, and aesthetic criteria.- Presents work to others in a performance, exhibition, and/or production.- Performs work for others in a performance and/or production.

2.2 Applies a performance and/or presentation process to the arts (dance, music, theatre and visual arts):- Identifies audience and purpose of the work and/or performance.- Selects artistic resources, materials and/or repertoire to create, perform and present.

- Presents, exhibits, and produces work and/or performance for others. -Reflects and self-evaluates work and/or performance to set goals. Arts 3 .0 T h e s t uden t communi c a t e s t h r oug h t h e a rt s .

3.2 Uses the arts to communicate for a specific purpose.Arts 4 .0 T h e s t u d en t make s c o n n e c t ion s w i t hi n an d ac r os s t h e a rts to o t he r d i s ciplines , li f e , c u l t u r e s an d w o r k . 4.5. Understands how arts knowledge and skills are used in the world of work including careers in the arts.

Educational TechnologyHealth and FitnessLanguage

Math

The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Expressions and Equations 7.EE Use properties of operations to generate equivalent expressionsSolve real-life and mathematical problems using numerical and algebraic expressions and equations.

Geometry 7.G Draw, construct, and describe geometrical figures and describe the relationships between them.Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Reading

ScienceCr osscu tt in g C oncep ts - Patterns.-Scale, proportion, and quantity.

Social Studies E conomic s

E co n 2 . 1 : U n de r s t and s t ha t peop l e h a v e to mak e choice s be t w ee n w an ts an d need s an d e v alu a t e t h e ou t come s o f t hos e choices . 2.1.1 Analyzes how economic choices made by groups and individuals in the global economy can impose costs and provide benefits

Speaking and Listening

CC: C olleg e an d C a r ee r R eadine s s A ncho r St anda r d s f o r S peakin g an d L i s t e nin g C omp r ehensi o n a n d C ollabo r a t io n 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Pr esen t a t io n o f K no w ledg e an d I de a s 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Writing

The 21st Century Skills should be taught and assessed throughout the course. This table should be included at the end of this document.21st Century Skills

Check those that students will demonstrate in this course:

LEARNING & INNOVATIONCreativity and Innovation

Think CreativelyWork Creatively with OthersImplement Innovations

Critical Thinking and Problem SolvingReason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve Problems

Communication and CollaborationCommunicate ClearlyCollaborate with Others

INFORMATION, MEDIA & TECHNOLOGY SKILLSInformation Literacy

Access and /evaluate InformationUse and Manage Information

Media LiteracyAnalyze MediaCreate Media Products

Information, Communications and Technology (ICT Literacy)

Apply Technology Effectively

LIFE & CAREER SKILLSFlexibility and Adaptability

Adapt to ChangeBe Flexible

Initiative and Self-DirectionManage Goals and TimeWork IndependentlyBe Self-Directed Learners

Social and Cross-CulturalInteract Effectively with OthersWork Effectively in Diverse Teams

Productivity and AccountabilityManage ProjectsProduce Results

Leadership and ResponsibilityGuide and Lead OthersBe Responsible to Others