Baking & Pastry (2020): Grades 9-12
Consistently demonstrate workplace safety, food safety, and sanitation techniques.
Generate resourceCertifications range from novice to master’s level, with a variety of specializations.
Generate resourceDiscuss the importance of planning and preparation in baking and pastry (Inventory of ingredients and equipment)
Generate resourceBasic Digital Photography
Students will gain an understanding of the careers available in the field of photography.
Generate resourceStudents will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 1.
Generate resourceReview a professional journal and develop a three- to five-minute presentation.
Generate resourceStudents will be able to understand and apply the multi-step process of “workflow”.
Generate resourceVerify correct exposure or adjust and reshoot (histogram, overexpose, underexposed)
Generate resourceCreate a contact sheet (using any of the following programs: Photoshop, Lightroom, Bridge)
Generate resourceBasic image editing (straighten, rotate, limited crop, adjust tonal range, contrast, and color correction)
Generate resourceStudents will be able to identify different types of digital cameras, the location of their basic components, and the benefits and drawbacks of each type.
Generate resourceStudents will demonstrate the appropriate use of the camera controls on a digital camera.
Generate resourceStudents will be able to use and identify memory devices and file types associated with digital cameras and scanners.
Generate resourceDemonstrate an understanding of digital file formats as they pertain to image capture (i.e. RAW, TIFF, JPEG).
Generate resourceDemonstrate an understanding of compression in digital file sizes as they pertain to image capture (i.e. extra fine, fine, basic, and normal).
Generate resourceDemonstrate and understanding of the difference between high and low resolution and how they are linked to Pixelization (Intended use of photograph i.e. print, email, photo sharing).
Generate resourceIdentify common memory cards and camera compatibilities (I.e. Compact Flash, SD, Micro SD, XD, and internal storage).
Generate resourceIdentify necessary equipment used for downloading images to a computer (i.e. cables, card readers).
Generate resourceDemonstrate an understanding of how to scan an image for use with a computer (flatbed scanner, film scanner, negative scanner).
Generate resourceIdentify basic digital camera parts and their functions (i.e. viewfinder or LCD monitor, lens, mode dial, shutter release, etc.).
Generate resourceIdentify some of the basic differences between digital Point and Shoot and DSLR cameras (i.e. size, weight, and lens options).
Generate resourceIdentify differences in types of photographic lenses for a DSLR (Wide 10-35mm, Standard 50-70mm, Telephoto 80amm and above).
Generate resourceStudents will be able to demonstrate basic proficiency in the use of Adobe Photoshop.
Generate resourceDemonstrate how to use Photoshop to set size and resolution for images based on the intended use of the image (web, print).
Generate resourceDemonstrate the use of selection tools (i.e. marquee, lasso, magic wand, quick selection tool).
Generate resourceDemonstrate different imaging file types and know their intended use (.psd .jpeg .png).
Generate resourceDemonstrate tonal adjustments (i.e. histogram, Brightness and Contrast, Shadow/Highlight correction, Levels, Dodge and Burn Tool).
Generate resourceDemonstrate techniques for photo retouching (i.e. healing brushes, red eye, clone stamp).
Generate resourceDemonstrate and use the Layers pallet (i.e. active layer, layer order, creating and deleting layers, and Opacity).
Generate resourceDemonstrate effective use of undo and redo (i.e. history pallet, step forward or backward).
Generate resourceDemonstrate the use of the Transform tool (i.e. scale, rotate, skew, flip, and distort).
Generate resourceStudents will be able to understand and practice copyright laws, ethics and legal issues dealing with photography as identified in United States Code Title 17 Chapter 1 Section 101.
Generate resourcePractice ethics and rules governing photojournalism (i.e. Editorial content must not be changed).
Generate resourcePractice correct usage of copyright laws (i.e. the right to reproduce, manipulate, distribute, plagiarize or exhibit another photographer’s work outside of fair use provisions).
Generate resourceDemonstrate understanding of ethics related to social and legal issues in subject choice (i.e. model releases, image appropriateness, and cultural sensitivity).
Generate resourceBusiness Communication 1: Grades 10-12 (2022)
Demonstrate proper phone technique.
Generate resourcePractice following oral directions and taking notes.
Generate resourceWatch or participate in a business meeting and take notes
Generate resourcePerformance Skills (choose one): Students will practice listening skills.
Generate resourceHave students evaluate email or another piece of writing looking for grammar, purpose, audience, and layout.
Generate resourceCompose and send either a good news or a bad news email
Generate resourcePerformance Skills (choose one): Students will demonstrate their understanding of effective written communication
Generate resourceEvaluate cadence, enunciation, pronunciation and tone
Generate resourceAnalyze a famous speech
Generate resourcePlan and present short presentations
Generate resourcePerformance Skills: Practice and use oral communication skills. This includes the following:
Generate resourceGive a specific example of a communication barrier in business
Generate resourceDemonstrate how altering non-verbal communication can change a message.
Generate resourcePractice nonverbal forms of communication.
Generate resourcePerformance Skills (choose one): Demonstrate nonverbal communication. This includes the following:
Generate resourceUse bias-free language.
Generate resourceTailor a presentation to an audience
Generate resourceClearly identified audience
Generate resourcePerformance Skills: Create a presentation on any subject that shows the following
Generate resourceEffective communication-Students will understand that effective communication results in the receiver understanding the intended message.
Generate resourceOrganizational barriers: the hindrances in the flow of information among the employees that might result in a commercial failure of an organization.
Generate resourcePhysical barriers: an element or a physical factor that acts as a distraction to hinder the flow of communication
Generate resourcePhysiological barriers: the limitations of the human body and the human mind (memory, attention, and perception)
Generate resourceLanguage barriers: Obstacles like the lack of knowledge of a specific language that obstructs communication.
Generate resourceCultural barriers: an issue arising from a misunderstanding of meaning, caused by cultural differences between sender and receiver.
Generate resourcePsychological barriers: the influence of the psychological state of the communicators (sender and receiver) which creates an obstacle for effective communication.
Generate resourceTechnology barriers: any miscommunication caused by technology integration, slow internet, lack of training on technology or other technology based interferences.
Generate resourceUse bias-free language to develop responsible ways of thinking and acting. Bias-free language does not discriminate and therefore includes all audience members in a fair and friendly manner.
Generate resourceEffective communication includes recognizing non-verbal cues, choosing the message, and recognizing barriers to communication. Students will identify and demonstrate effective non-verbal communication.
Generate resourceNonverbal communication is the transfer of information through the use of body language including eye contact, facial expressions, gestures and more.
Generate resourceCommunication Skills- Students will develop and practice effective spoken communication skills. Spoken Communication- refers to the production of spoken language to send an intentional message to a listener, especially in contrast to using gestures or mannerisms (non-verbal communication).
Generate resourceUnderstand correct use of the following components/characteristics of spoken language
Generate resourcePronunciation: how you say a word. This includes emphasizing different syllables, words, or phrases. Pronunciation can vary based on geography or tradition.
Generate resourceEnunciation: to pronounce a word clearly; articulating every syllable of the word
Generate resourceTone: is the inflection, the rise and fall of the sound, such as ending a question in a higher pitch. Often conveys specific emotions to the listener. Can include volume.
Generate resourceWritten Communication- Students will produce effective written communication documents.
Generate resourceUse effective writing to produce emails appropriate to task, purpose, and audience.
Generate resourceUse correct tone and professionalism (etiquette) for the audience and intended message
Generate resourceListening Skills- Students will develop and practice proficient listening skills in the workplace- including phone calls, video calls, and in person.
Generate resourceMake eye contact and exhibit other non-verbal cues, such as nodding, and smiling
Generate resourceChild Development
Analyze the importance of literacy in building the parent/child relationship, as well as enhancing children’s areas of development (This standard may be integrated into strands 4, 5, & 6.)
Generate resourceIdentify the influences that affects the development of low and high self-concepts
Generate resourceStudents will identify growth and development. (Standards may be integrated into each developmental age under Strands 4 and 5.)
Generate resourceDescribe the interrelationships between physical, cognitive, social, emotional, and moral aspects of developing the whole child
Generate resourceStudents will identify characteristics of birth defects, pregnancy, prenatal care and development, and childbirth.
Generate resourceIdentify genetic and environmental factors influencing birth defects and prenatal care.
Generate resourceIdentify the parts and functions of the female and male reproductive systems.
Generate resourceStudents will explain the growth and development of the neonate (newborn) and infant.
Generate resourceDefine nurturing and bonding and discuss the importance of the bonding process
Generate resourceStudents will practice age-appropriate positive guidance techniques and strategies for coping with challenging situations. (Standards may be integrated into each developmental age under Strands 4 and 5.)
Generate resourceAnalyze appropriate positive guidance techniques and identify parenting styles.
Generate resourceIdentify and discuss challenging situations which can cause stress in a child’s life
Generate resourceDescribe childhood feelings dealing with challenging situations and identify coping strategies.
Generate resourceStudents will examine issues related to the health and wellness of children. (Standards may be integrated into each developmental age under Strands 4 and 5.)
Generate resourceIdentify health and wellness considerations for infants through preschoolers.
Generate resourceEvaluate factors to consider in determining personal preparedness for parenthood
Generate resourceChild Development (2023-)
Discuss strategies for the caregiver to guide children through stressful situations
Generate resourceIdentify ways to help children cope with fears.
Generate resourceDiscuss how to teach moral behavior to the preschooler.
Generate resourceEvaluate the needs and rights of parents & children In the Early Childhood Education classroom.
Generate resourceDiscuss access to healthcare, services, clean food & water, outdoor play, and safety
Generate resourceEvaluate factors to consider in determining personal preparedness for child caregiving including career choices and parenting.
Generate resourceIdentify coping skills that caregivers can utilize to manage the demands of caregiving.
Generate resourceAll domains of child development are important; each domain both supports and is supported by the others.
Generate resourceGeneralizations of developmental stages can be identified but variations of cultural experience and individual differences must be considered. https://www.naeyc.org/resources/position-statements/dap/ principles
Generate resourceStudents will identify characteristics of genetic & environmental influences on a developing fetus, pregnancy, prenatal care and development, and childbirth.
Generate resourceIdentify genetic and environmental factors influencing birth defects and prenatal development.
Generate resourceGenes carry inherited traits which pass on physical characteristics from one generation to another
Generate resource23 pairs of chromosomes are in a fertilized ovum which equals a total of 46 chromosomes
Generate resourceEpigenetics: The study of how your behaviors and environment can cause changes that affect the way your genes work. https://www.cdc.gov/genomics/disease/epigenetics.htm
Generate resourceHealth risks for the mother and baby tend to increase if the mother is over age 35
Generate resourceTeen pregnancy increases risks for high blood pressure, lack of prenatal care, preterm birth, and low birthweight
Generate resourceUltrasound- utilizes sound waves to detect the health and development of the fetus
Generate resourceAmniocentesis – inserting a needle through the abdominal wall and into the uterus and withdrawing some amniotic fluid to detect birth defects
Generate resourceMaintain a proper diet; the placenta does not transfer essential nutrients to the fetus if a woman is undernourished
Generate resourceDiseases and infections (including STIs) the mother may have can be transferred or influence the development of the fetus
Generate resourceEnvironment/drugs: medication, alcohol, nicotine, pollution, radiation/x-ray, illegal drugs
Generate resourceFetal alcohol syndrome is a birth defect caused by alcohol consumption during pregnancy
Generate resourceSlow the fetal growth, cause low birth weight babies, varying levels of mental retardation, malformations, etc.
Generate resourceDamage may occur during the first weeks of pregnancy before a woman realizes she is pregnant
Generate resourceEnvironmental (i.e., Fetal alcohol syndrome (FAS), STD/STI related, drug influenced defects)
Generate resourceCombination of Genetic and Environmental (i.e., cleft lip/palate, neural tube defects, cerebral palsy)
Generate resourceGenetic counselors analyze genetic tests and inform and advise individuals and families on their risk for inheriting certain diseases
Generate resourceStronger genes are known as dominant and need only one to pass on the characteristic
Generate resourceWeaker genes are known as recessive and need two to pass on the characteristic
Generate resourceRecessive genes will only produce a trait when it is transmitted by both parents at the same time
Generate resourceX-linked: Trait or condition can be passed down from parent to child on the X chromosome.
Generate resourceTraits that are only carried on the x-chromosome (i.e., color blindness, hemophilia)
Generate resourceCarrier - someone who has the trait in the DNA but does not display the trait.
Generate resourceCombined effects of two or more genes. (i.e., skin color, hair color, height, eye color may work with dominant/recessive patterns) https://www.biologyonline.com/dictionary/additive-genes
Generate resourceSpecify lifestyle factors that minimize birth defects https://www.cdc.gov/ncbddd/birthdefects/ prevention.html
Generate resourceCesarean-surgery performed so the baby can be delivered through an incision made in the abdominal
Generate resourceEpidural: medication given to relieve pain during labor and delivery, that is injected into a space within the expecting mother’s spinal cord region that numbs from the abdomen or pelvis downward.
Generate resourceMidwife: registered nurse with additional training as a midwife or a person with formal training in childbirth without a nursing degree who delivers infants and provides prenatal and postpartum care
Generate resourceDelivery position of the fetus (normal and desired is head first and face down)
Generate resourceReasons for performing a C-section: The position of the baby, the umbilical cord wrapping around the baby’s neck, problems with the fetal heart rate, the fetus is under stress, the mother is in danger, etc.
Generate resourceTests for the newborn’s ability to adapt to and thrive in life outside of the uterus
Generate resourceThe medical team is observing the neonates (newborns) heart rate, breathing, muscle tone, response to stimulation and skin color
Generate resourceOvum (egg) - the female reproductive cell, which, after fertilization, becomes a zygote
Generate resourceOvaries - The female reproductive glands in which ovum are produced; the ovaries are in the pelvis,one on each side of the uterus
Generate resourceFallopian tubes - two long, slender ducts in the female abdomen that transport ovum from the ovary to the uterus; fertilization must take place in the fallopian tubes
Generate resourceUterus – Hollow, pear-shaped organ that expands during pregnancy to hold the growing fetus and contracts during labor to deliver the child
Generate resourceEndometrium lining - functions as the lining for the uterus. During the phase of the menstrual cycle, the endometrium thickens in preparation to accept a fertilized ovum. If an ovum was not fertilized, then the thickened lining is expelled during menstruation
Generate resourceCervix - The lower, narrow portion of the uterus that allows the expulsion of the endometrium lining, the entry of sperm and dilates during labor
Generate resourceVagina - the muscular tube leading from the external genitals to the cervix of the uterus in women, also known as the birth canal during labor
Generate resourceTesticles- Two sex glands that produce the male reproductive cells called sperm and the male hormone testosterone
Generate resourceAccessory Glands (Cowper’s Gland and Prostate Gland)- Provide fluid that lubricate the duct system and nourish the sperm
Generate resourceVas Deferens- The passageway carrying the sperm from the epididymis to the seminal vesicles
Generate resourceFailure to ovulate, age, stress, eating disorders, alcohol use, STIs, low sperm count, exposure to environmental toxins, maternal weight, radiation therapy or other cancer treatments.
Generate resourceHormonal medications, artificial insemination, advanced reproduction technologies; In Vitro Fertilization (IVF).
Generate resourceEggs or ovum are released from the ovaries during ovulation to begin the menstrual cycle
Generate resourceThe fertilized ovum (zygote) implants into the endometrium lining within the uterus
Generate resourceTender breasts, nausea, vomiting, menstrual period stops, frequent urination, fatigue, etc.
Generate resourceMood swings, fatigue, trouble breathing, swollen ankles, feet, and hands, etc.
Generate resourceRh factor, toxemia/pre-eclampsia, gestational diabetes, placenta previa, etc.
Generate resourceOften leads to low oxygen levels, trouble staying warm, trouble feeding and gaining weight, breathing problems, etc.
Generate resourcePreterm birth takes place more than three weeks before the baby is due — in other words, after less than 37 weeks of pregnancy, which usually lasts about 40 weeks
Generate resourceMiscarriage or spontaneous abortion is any pregnancy loss that takes place before the 20th week (5th month) in pregnancy
Generate resourceStillbirth is the birth of an infant that has died in the womb after having survived through at least the first 20 weeks of pregnancy
Generate resourceZygote (fertilized ovum) is the developing baby in the first two weeks of pregnancy
Generate resourceUmbilical cord- the connection between the fetus and the placenta that passes oxygen and nutrients from the mother to the child and returns waste products back to the mother
Generate resourcePlacenta- an organ attached to the endometrium lining that filters and transfers nutrients and oxygen to the fetus
Generate resourceAmniotic fluid- guards against jolts, keeps the fetus at a constant temperature, keeps the fetus from adhering to the endometrium lining
Generate resourceAmniotic sac- a very strong, clean and transparent membrane sac that surrounds the fetus and holds the amniotic fluid. It is broken to allow the baby to be delivered
Generate resourceWomb/Uterus – the uterus is called a womb when a fetus is growing inside of it.
Generate resourceBirth canal/vaginal canal- vagina is called the birth or vaginal canal during the delivery of the fetus.
Generate resourceThe most critical and greatest time of risk and vulnerability for birth defects depending on what the mother does or does not do during the pregnancy i.e.: taking drugs/medication
Generate resourceMost of the physical development occurs (every physical feature and vital organs form heart beats and brain waves begin, etc.)
Generate resourceQuickening (slight fetal movements felt by the mother) occurs usually during the 5th month
Generate resourcePhysically the most demanding time for the pregnancy mom due to discomforts of pregnancy
Generate resourceLanugo (fine hair) and vernix (waxy substance) both covering the fetus’ body begins to disappear
Generate resourceLightening (the dropping movement of the baby into Mom’s pelvic region in a head-down position in preparation for delivery) occurs in the last few weeks of pregnancy
Generate resourceIdentical twins develop when one ovum is fertilized by a sperm and then splits into two or more
Generate resourceFraternal twins develop when more than one separate ovum each are fertilized by a sperm
Generate resourceConjoined twins develop when the fertilized cells (identical twins) do not completely split apart before developing
Generate resourceLabor: Regular contractions of the uterus that result in dilation and effacement of the cervix.
Generate resourceAmniotic Sac: breaks, or is broken, releasing amniotic fluid. Often referred to as the water breaking.
Generate resourceEffacement: This refers to the thinning of the cervix in preparation for birth and is expressed in percentages.
Generate resourceDilation: The extent to which the cervix has opened in preparation for childbirth. It is measured in centimeters, with full dilation being 10 centimeters.
Generate resourceFontanels: Soft spots between the unfused sections of the baby’s skull. These allow the baby’s head to compress slightly during passage through the birth canal and allow for rapid growth after birth.
Generate resourceContraction: The regular tightening of the uterus working to push the baby down the birth canal.
Generate resourceUsually the longest stage of labor while the cervix dilates from 0-10 cm and becomes effaced
Generate resourceContractions begin to dilate the cervix. These become longer, stronger, and closer together
Generate resourceCrowning is when the baby’s head has passed through the birth canal and the top or “crown” stays visible at the vaginal opening without slipping back inside
Generate resourceThe purpose of contractions during this stage is to push the baby out of the uterus.
Generate resourceIs when the afterbirth, consisting of the amniotic sac, placenta, and umbilical cord is expelled
Generate resourceUsually lasts anywhere from five to 20 minutes or more. Mild contractions that last about a minute each will help separate the placenta from the uterine wall and move it through the birth canal
Generate resourceWeight: average birth weight of a full term healthy baby is 7-8 pounds and 20 inches in length. After birth, babies usually experience a slight weight loss
Generate resourceHead: the baby’s head may be elongated or misshapen as a result of his journey through the birth canal. The baby’s head may appear too large for its body. The head is 1/4th of the baby’s total size.
Generate resourceA child’s brain can triple in size during the first two years of life, due to this growth the fontanels allow expansion.
Generate resourceHearing develops in the womb and the fetus responds to sound. After birth, the baby will turn its
Generate resourceA newborn’s eye muscles are weak at birth; a newborn’s eyes look cross-eyed.
Generate resourceDuring the first week newborns see in shades of grey or contrasts (light and dark shadows) vs. the whole color spectrum.
Generate resourceThey can’t hold their heads up on their own, their neck and head must be supported.
Generate resourceCrying is a response to an unpleasant stimulus. A baby’s needs should be met consistently.
Generate resourceNeonates are fed on demand through breast-feeding or bottle-feeding; both have their pros and cons to identify and consider.
Generate resourceReflexes: survival skills for the newborn and a way for the physician to check the functioning of the baby’s neurological system
Generate resourceRooting- when the baby’s cheek is stroked, the baby will turn towards the side of his/her face that was stroked.
Generate resourceMoro (startle)- stimulated when there is loud noise or sudden movement such as when the arms are held and then suddenly released. It causes the baby to throw their legs and arms out with clenched fists.
Generate resourceBabinski- when the sole of the foot is stroked from heel to front the toes will fan out.
Generate resourceGrasping- when an item is placed in the palm of the hand, the baby’s fingers will grab around it.
Generate resourceDescribe causes, prevention, and consequences for infant Abusive Head Trauma(AHT).
Generate resourceAbusive head trauma (AHT), including shaken baby syndrome, is a severe form of child abuse that results in brain injury.
Generate resourceThe resulting injury can cause bleeding around the brain or on the inside back layer of the eyes.
Generate resourceAHT often happens when a parent or caregiver becomes angry or frustrated because of a child’s crying.
Generate resourceAbusive head trauma is preventable by responding to infant crying appropriately.
Generate resourceIf your coping threshold (how much a person can take of something) for crying is reached and there is no one around to relieve you by taking the baby, put the crying baby down in its crib, close the door, and go do something to relieve the stress (i.e. dance to loud music, vacuum, watch TV, etc.) Checking on the baby every 5-10 minutes.
Generate resourceNearly all victims of AHT suffer serious, long-term health consequences. Examples include:
Generate resourceAt least one of every four babies who experience AHT dies from this form of child abuse.
Generate resourceSIDS is the sudden, unexplained death of an apparently healthy child in their sleep (often under 1 years old)
Generate resourceHaving the child sleep on its back is a recommended WAY TO REDUCE THE RISK OF SIDS (you cannot really prevent SIDS, just reduce the risk). Also, not sleeping with soft bedding, pillows, or stuffed animals and avoiding smoking and second-hand smoke both during and after pregnancy
Generate resourceFever, lack of energy, difficulty breathing, persistent cough, severe headache and dizziness, prolonged diarrhea, constipation, or vomiting, and anything else that is not typical of the child.
Generate resourceCommunicable diseases are diseases that can be passed from one person to another i.e.: chicken pox
Generate resourceThe person is given a shot, or other form, (vaccination) of a weakened small amount of the disease so that the body might build up a resistance to it.
Generate resourceKnow current state seatbelt and car seat laws concerning children of all ages.
Generate resourceChildren under 12 should not sit in a seat where there is an airbag, even if the car can manually turn off the airbag.
Generate resourceThe safest place for a car seat is in the center of the back seat of the car.
Generate resourceExplore the biological/physical growth of children. Each of the domains of growth are interconnected and have implications that affect each other. NAEYC #2 https://www.naeyc.org/resources/position-statements/dap/principles
Generate resourcePrenatal: Formation of the nervous system begins within days of conception as networks of neural connections before most women know that they are pregnant.
Generate resourceThe sensory region of the brain develops first, followed by the motor regions, and then higher cognitive functions.
Generate resource2-6 years: Increases to 90% of adult weight, but this does not mean their brains are 90% finished.
Generate resourceA 4-5 year old can only sometimes control their impulses and still need support from adults because the parts of the brain that control impulses are still developing. The brain doesn’t finish developing until well into the third decade of life.
Generate resourceElectrical impulses begin to travel faster and faster, but children’s brains still tend to process experiences slower than adult brains.
Generate resourceCells that fire together, wire together. Meaning the more often a certain neural pathway is stimulated, the stronger that neural pathway becomes.
Generate resourceWhen we learn something new, and we practice what we have learned, we are creating synaptic connections, shaping how the neurons in our brain connect and communicate.
Generate resourceSensitive periods and plasticity: Just as plastic can be molded, brain networks can be changed. Some networks can be more easily changed during specific periods of development. (https://www. youtube.com/watch?v=M89VFIk4D-s )
Generate resourceLife experiences such as consistent relationships or learning something new and practicing what we have learned, we are shaping how the neurons in our brain connect and communicate.
Generate resourceEven though we may not remember experiences that happened very early in life, these experiences may still have a profound influence on the architecture of the brain and how young children experience and respond to future experiences.
Generate resourceProximodistal: Motor development proceeds from near to far (The infant needs to move their arm before they can move fingers)
Generate resourceCephalocaudal: Motor development proceeds from head to foot (The infant needs to hold their head up before they can crawl)
Generate resourceMost children follow a natural physical development sequence: lift their head, roll over, crawl (which some children skip), cruise, and then walking; in their own time.
Generate resourceGrowth tends to slow down as the child gets older, but there is rapid growth in the arms and legs
Generate resourceA toddler is curious and wants to be independent so create a safe environment for them to explore
Generate resourceAs a toddler’s motor skills increase they attain self-help skills: tasks that the child can do on their own. i.e.: feeding and dressing themselves.
Generate resourceDescribe the physical characteristics and skills of early childhood (3-6 years).
Generate resourceBodies become straighter and slimmer and the stomach flattens. The neck becomes longer, and the legs lengthen and grow straighter and firmer.
Generate resourceIdentify the progression of gross and fine motor skill activities during the early childhood stage.
Generate resourceA child’s nutrition affects the health, development, and function of their whole body.
Generate resourceFollow the guidelines set forth by the Food and Drug Administration. (www.choosemyplate.gov) https://www.healthychildren.org/English/Pages/default.aspx
Generate resourceIdentify consequences of poor nutrition (dental care, growth potential, childhood obesity & diabetes other chronic diseases)
Generate resourcehttps://www.cdc.gov/nutrition/about-nutrition/why-it-matters.html#:~:text=Vitamin%20and%20 mineral%20malnutrition%20impacts,heart%20disease%2C%20and%20some%20cancers
Generate resourceToilet learning should begin when the child is emotionally AND physically ready.
Generate resourceIf the child fights toilet learning or is consistently struggling, stop and try again at a later time.
Generate resourceExplore the cognitive growth of children. Cognitive development: how children think, explore, and figure things out. The development of knowledge, skills, problem solving and dispositions which help children think about and understand the world around them.
Generate resourceSensorimotor Stage: Ages birth-2 years old. Children learn through their senses and motor skills.
Generate resourceA stimulating sensory environment promotes brain development and learning that is critical for brain development in ages 0-3.
Generate resourceObject permanence: The realization that objects (including people) still exist when they can no longer be seen, touched, or heard.
Generate resourcePreoperational stage: Ages 2-7 years old. Children think in terms of their own activities and what they perceive now. Children learn through imaginative & symbolic play and continue to view the world in an egocentric manner. Beginning to identify symbols and that symbols have meaning.
Generate resourceUnderstands terms that are concrete (things that can be experienced through senses), such as ball, truck, and dog, but struggles with abstract terms such as respect, love, etc.
Generate resourceEgocentric: tendency to think about the world entirely from their own perspective.
Generate resourceConcrete Operational Stage: Ages 7- 11 years old. Begin to think logically about concrete events.
Generate resourceBegin to understand the concept of conservation. Example: that the amount of liquid in a short, wide, cup is equal to that in tall, skinny glass.
Generate resourceBegin using inductive logic, or reasoning from specific information to a general principle.
Generate resourceAcknowledged the roles that curiosity and active involvement play in learning, but placed greater emphasis on society and culture.
Generate resourceEach person’s thinking is shaped by others around them. People do not develop in isolation.
Generate resourcePiaget felt that development is largely fueled from within, while Vygotsky believed that external factors (such as culture) and people (such as parents, caregivers, and peers) play a more significant role.
Generate resourceLanguage development is the process by which children come to understand and communicate language during early childhood.
Generate resourceEffective language development is critical to a child’s ability to function in society.
Generate resourceThe more interaction a child has with speech, language, and communication the more prepared they are for learning.
Generate resourceRough-and-tumble: play that seems to be rough but there is no intent to harm.
Generate resourceExplore the social and emotional development of children.The child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others.
Generate resourceStage begins at birth until around 18 months. Infant learns basic trust, if the world is a secure place where their basic needs are met consistently.
Generate resourceIf social interaction inspires trust then they feel confident in exploring their world.
Generate resourceIn this stage toddlers either succeed or fail in gaining a sense of personal control over their actions and their bodies.
Generate resourceTemper Tantrums- a release of violent anger or frustration exhibited by screaming, kicking, crying, etc.
Generate resourceRealization that the child is an individual whose body, mind, and actions are separate from those of the people
Generate resourceInitiative is the motivation to accomplish more and make decisions on their own.
Generate resourceChildren develop initiative or self-confidence through opportunities to perform well, internal satisfaction means more than praise, and need to experience more success than failure.
Generate resourceHaving imaginary friends is common, normal, and shows good social and emotional skills. If the child does not play with real friends, then this could be a concern.
Generate resourceThe preschooler is gaining stronger inner self-control and self-management of emotions and can begin to relate to other’s emotions
Generate resourceThey are peer oriented and realize that having friends outside of their family is fun
Generate resourceJudging themselves if they are industrious or inferior, competent or incompetent, productive or useless, winners or losers.
Generate resourceSelf-pride depends on their own accomplishments and the perceptions of others, especially peers.
Generate resourceLifelong attachment develops when a caregiver consistently responds to an infant’s needs. This sets the stage for healthy relationships and emotional development throughout life.
Generate resourceBonding is the intense attachment that develops between caregivers and baby. It makes caregivers want to shower the baby with love, affection, and protection. Bonding gives motivation to get up in the middle of the night to attend to the baby’s needs.
Generate resourceDefine Attachment Theory: Caregivers who are available and responsive to an infant’s needs allow the child to develop a sense of security. The infant learns that the caregiver is dependable, which creates a secure base for the child to then explore the world.
Generate resourceSecure attachment: A relationship where the infant obtains both comfort and confidence from the presence of his/her caregiver.
Generate resourceIf the child’s basic needs are not met, loving, caring, stable attachments may not develop, which could result in an attachment disorder.
Generate resourceMoral Development: The process of learning to base one’s behavior on beliefs about what is right and wrong.
Generate resourceBeing a good example (modeling) is the best way to teach moral development to children
Generate resourcePreschoolers are beginning to understand the reasons behind the rules and develop a conscience (inner sense of right and wrong), which guides their behavior and helps them to make proper judgments
Generate resourceThe caregiver has a responsibility to teach and help a child develop moral behavior. They can be a good role model of it, set clear standards of behavior, respond to inappropriate behavior and talk about them in private, and continue to show love despite the misbehavior
Generate resourceChildren under 4 have a harder time separating fact from fantasy. They have real fears, but also imaginary ones, like monsters.
Generate resourcePreschoolers begin to differentiate between reality and fantasy or make believe
Generate resourceSeparation anxiety: the fear of being away from parents, familiar caregivers, or the normal environment. Develops as early as 6-7 months, but intensifies between 12-18 months.
Generate resourceHigh behavioral standards, parent/child communication is low, rigid rules, strict punishment, behavior must be obeyed without question.
Generate resourceChildren are obedient but not happy, feel guilty or depressed, sometimes rebel, have increased behavior problems.
Generate resourceIndulgent parents, little discipline, guidance, control, or expectations, highly nurturing and caring
Generate resourceChildren lack self-control and emotional regulation, immature, dependent on parents as adults.
Generate resourceIgnore children and their behavior, do not know or care about children’s lives
Generate resourceChildren are immature, sad, lonely, and at risk of injury and abuse, emotionally withdrawn, learn to provide for themselves
Generate resourceClearly stating what the child IS expected to do instead of TELLING THEM WHAT NOT TO DO. i.e.: “Walk in the house” vs. “Don’t run in the house.”
Generate resourceTo encourage a child to complete a task, tell them what needs to be done in short and simple steps (2 or 3 max) and then go and help them get started
Generate resourceSubstituting unacceptable or dangerous behavior for acceptable behavior by helping the child to pay attention to or focus on something else that is equally or more appealing
Generate resourceChildren up to two years old can easily be distracted to change their behavior like playing with a toy instead of the electrical outlet
Generate resourceSome behaviors just need to be redirected to an appropriate place such as having a child jump on a trampoline instead of on the bed
Generate resourceAttention is a powerful reinforcement to guide children in a positive or negative direction
Generate resourceIgnore the negative behavior when possible and reinforce the positive behavior
Generate resourceLimit the number of options provided and be careful of the choices you give by making sure that you can really stand by it
Generate resourceWhen children can make their own choices, even if it is within your limits, they not only get practice in making decisions, but they feel in control of the situation and are more willing to do what was asked
Generate resourceIdentify and discuss challenging situations which can cause stress in a child’s life
Generate resourceIncluding disabilities, new siblings, starting school, grief, death, divorce, illness, moving, etc.
Generate resourceDescribe childhood feelings dealing with challenging situations and identify coping strategies
Generate resourceChildren need to be told the truth of the issue in a calm and reassuring way
Generate resourceThey may not need to know all of the details, but enough that their imagination will not run away with false information
Generate resourceContinue to take care of the child by providing daily exercise or movement, eating nutritiously, having leisure time, enjoying hobbies, adequate sleep, relaxation methods, talking about feelings, etc.
Generate resourceThe adult lacks knowledge of discipline strategies or appropriate child expectations.
Generate resourceEmotional and verbal abuse – rejecting children, belittling them, humiliating them, blaming them or constantly scolding them, particularly for problems beyond their control, etc.
Generate resourcePhysical abuse- intentionally causing injury to a child such as hitting, shaking, burning, biting, etc.
Generate resourceSexual abuse- includes any inappropriate sexual behavior with a child in touching and non-touching forms; which includes touching, taking photographs, or inappropriate discussions, etc.
Generate resourceNeglect abuse- can be both physical and emotional. Intentionally failing to provide for a child’s basic needs; which include food, water, shelter, clothing, love attention, medical, etc.
Generate resourceUtah is a mandated reporting state. It is required by law to report any known or suspected maltreatment
Generate resourceComputer Systems 1 (2023)
Imaging drum, fuser assembly, transfer belt, transfer roller, pickup rollers, separate pads, duplexing assembly
Generate resourceImaging process: processing, charging, exposing, developing, transferring fusing, and cleaning
Generate resourceInk cartridge, print head, roller, feeder, duplexing assembly, carriage, and belt
Generate resourceAlways consider corporate policies, procedures, and impacts before implementing changes.
Generate resourceQuestion the user and identify user changes to computer and perform backups before making changes
Generate resourceEstablish a plan of action to resolve the problem and implement the solution
Generate resourceVerity full system functionality and, if applicable, implement preventive measures
Generate resourceUnderstand the trouble shooting process relating to motherboards, RAM, CPU’s, and power.
Generate resourcescope of the problem, restate the issue, or question to verify understanding)
Generate resourceEarly Childhood Education 1 (2023-)
Identify the types of training and careers in the early childhood education industry.
Generate resourceIdentify the advantages of obtaining the Child Development Associate (CDA) credential
Generate resourceIdentify the career options in the early childhood field. Ex: Child life specialist, child care center worker, elementary teacher/specialist, Headstart teacher/director, education coach, entrepreneur etc…
Generate resourceMethods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning.
Generate resourceDevelopmentally appropriate practice is designed to meet children “where they are, both as individuals and as part of a group”
Generate resourceServe and return- the two-way warm, responsive interaction between the child and the caregiver.
Generate resourcePlay facilitator- makes suggestions, asks questions, & supports social interactions in the play
Generate resourceUnoccupied- Children are relatively still and their play appears scattered. Allows children to practice manipulating materials, mastering their self-control and learning about the world.
Generate resourceSolitary- Children entertain themselves without any other social involvement. They can explore freely, master new personal skills like motor or cognitive skills, and prepare themselves to play with others
Generate resourceOnlooker- Children who sit back and engagingly watch other children playing, but do not join in. Children learn about the social rules of play and relationships; they explore different ways of playing or using materials and they learn about the world.
Generate resourceParallel- Children play next to each other but are not really interacting together. It’s like a warm up exercise—children work side by side on the same activity, practicing skills and learning new methods to engage together.
Generate resourceAssociative- children begin to be more interested in the other players. They can start to use their newfound social skills to engage with other children or adults during an activity or exploration.
Generate resourceCooperative- Children play cooperatively, adopt group goals, establish rules for play. Cooperation is an advanced skill that children need support to learn.
Generate resourceSupport children’s strengths and abilities(capability, potential or capacity)
Generate resourceDevelopment in learning occur at varying rates from child to child and uneven rates across different areas for each child
Generate resourceChildren are active learners from birth, creating meaning from their experiences
Generate resourceActive learning- being actively involved and engaged in the learning by doing, seeing and thinking; it is handson and active
Generate resourcePassive learning- sitting and listening without interaction with others, the instructor or manipulative objects (ex. puppet show)
Generate resourceConnections with home and community help children to feel psychologically safe
Generate resourceEffective uses of technology and media by children are active, hands on, engaging and impowering.
Generate resourceChild-directed or Child-initiated- a child decides what to do, the idea and the materials to use, the adult supports learning by following their lead
Generate resourceTeacher directed- a teacher decides what to do and how to do it (i.e. circle time, teaching a new game, teacher directed steps, routines, etc.)
Generate resourceOpen-ended questions- asking questions that require more than a yes or no answer, this is the ideal. Use the 5 W’s (who, what, where, when, why and how) to begin a question so children can answer with more description.
Generate resourceClose-ended questions- questions that require only a “yes” or “no” response. These limit or end conversations, discussions and learning. Not an effective method unless it is followed by an open-ended question.
Generate resourceStudents will support social and emotional development and implement positive guidance
Generate resourceStudents will develop a warm, positive, supportive and responsive relationship with each child
Generate resourceTemperament: how children approach, react to, and relate to the world around them
Generate resourceSupport children in taking pride in their own individual and cultural identity
Generate resourceOptimism: the belief that good things will happen to you and negative events are temporary setbacks to overcome
Generate resourceResiliency: Ability to withstand, recover from, and adjust to set backs or change
Generate resourceTeach children “feeling” words (happy, sad, excited, disappointed, etc.) and associate the name with a way they feel so they can articulate the feeling instead of acting out
Generate resourceGive permission to have all feelings, even negative and allow children to not feel ashamed
Generate resourceGive time, space and the means to work through their feelings; model calmness when discussing and dealing with feelings
Generate resourceActive listening: Adult listens thoughtfully and carefully to a child does not offer solutions, does not criticize.
Generate resourceReflectively recognizes and accepts the child’s thoughts and feelings. Repeat back to the child what they are feeling and saying.
Generate resourceFamily is a group of people, not necessarily biologically related that share emotional bonds, common values, goals, responsibilities and contribute significantly to each other’s well-being
Generate resourceDevelop a cooperative and collaborative relationship with families where you both make the interest of the child your focus
Generate resourceA partnership with families contributes to school success and provides a stable presence for the child
Generate resourceCommunicate with families by providing regular information concerning center business or happenings
Generate resourceStudents will guide children to function effectively in the group and to acquire social skills
Generate resourceCaregiver sets the example and expectations for how children relate to others by:
Generate resourceValidating children’s efforts, accomplishments, and progress not intellect
Generate resourceHelp children understand social rules, playing cooperatively, and contributing to a learning community
Generate resourceWhen communicating with children, staff and families state positive information before negative information
Generate resourceTeach, support and facilitate prosocial skills (compassion, empathy, sympathy, positive interactions, respect and support)
Generate resourceHelp children see that a conflict is a shared problem that can be solved by seeing, listening to and understanding both points of view and finding a solution that everyone can agree upon
Generate resourcePositive Guidance: consistent ways of supporting children to identify express and regulate emotions, communicate needs with others, develop deep and trusting relationships.
Generate resourceDiscipline: to teach a behavior by instruction and exercise in accordance with rules of conduct.
Generate resourcePunishment: A penalty inflicted for wrongdoing, a crime or offense. Physical or verbal attacks. Might teach obedience to authority (out of fear), but not self-control, which enhances self-respect. May restrain a child temporarily, but it does not teach self-discipline. Demeans the child and negatively affects the relationship
Generate resourceSelf-discipline is the overall goal of guidance and discipline. The ability for the child or person to direct their own behavior and not to be directed upon
Generate resourceAll children’s behavior is a form of communication. Review common reasons for children’s behaviors. (Child Development)
Generate resourceDiscuss reasons and guidelines for setting expectations. Review natural consequences in Child Development.
Generate resourceState your expectations clearly and firmly, discuss limits in advance, use consequences as a form of discipline when expectations are not met, give the child explanations for your expectations and then listen to what they have to say about it.
Generate resourceRespond to aggressive behavior in nonaggressive ways. i.e.: When responding to a 2-year-old having a temper tantrum, if the caregiver remains calm and nonaggressive, then the situation becomes deescalated and can be resolved quicker. If the child is going to harm themselves or someone else remove them from the situation
Generate resourceAdjust the environment so that items that might be a potential problem are placed out of sight
Generate resourceClearly stating what the child IS expected to do instead of TELLING THEM WHAT NOT TO DO. i.e.: “Walk in the house” vs. “Don’t run in the house.”
Generate resourceTo encourage a child to complete a task, tell them what needs to be done in short and simple steps (2 or 3 max) and then go and help them get started
Generate resourceSubstituting unacceptable or dangerous behavior for acceptable behavior by helping the child to pay attention to or focus on something else that is equally or more appealing
Generate resourceChildren up to two years old can easily be distracted to change their behavior like playing with a toy instead of the electrical outlet
Generate resourceSome behaviors just need to be redirected to an appropriate place such as having a child jump on a trampoline instead of on the bed
Generate resourceAttention is a powerful reinforcement to guide children in a positive or negative direction
Generate resourceIgnore the negative behavior when possible and reinforce the positive behavior
Generate resourceLimit the number of options provided and be careful of the choices you give by making sure that you can really stand by it
Generate resourceWhen children can make their own choices, even if it is within your limits, they not only get practice in making decisions, but they feel in control of the situation and are more willing to do what was asked
Generate resourceIncorporate observation techniques and guidelines while studying children and developing strategies to meet their needs.
Generate resourceObservation - Watching children with the clear goal of studying or understanding.
Generate resourceProvider shall ensure that no child is subjected to physical, emotional, or sexual abuse while in care
Generate resourceUtah law requires any person who has reason to believe that a child has been subjected to abuse, neglect, or dependency to immediately to notify the nearest office of Child and Family Services, a peace officer, or a law enforcement agency.
Generate resourceAny person who witnesses or suspects that a child has been subjected to abuse, neglect, or exploitation shall immediately notify Child Protective Services or law enforcement
Generate resourceInform parents, children and those who interact with the children of the center’s behavioral expectations and how any misbehavior will be handled
Generate resourceIndividuals who interact with the children shall guide children’s behavior by using positive reinforcement, redirection and by setting clear limits that promote children’s ability to become selfdisciplined Caregivers shall use gentle, passive restraint with children only when it is needed to stop children from injuring themselves or others, or from destroying property
Generate resourceInteractions with the children shall not include: restraining a child’s movement by binding, tying, or any other form of restraint that exceeds gentle, passive restraint
Generate resourceStandard- concise written descriptions of what students are expected to know and be able to do at a specific stage of their education. Age 3-5: https://www.schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9 Age 0-3: https://jobs.utah.gov/occ/provider/early_childhood.pdf
Generate resourceReflection/evaluation- a review of the activity including: any changes, children’s learning, teacher’s learning.
Generate resourceEarly Childhood Education 2 (2023-)
Students will complete and incorporate observations to strengthen every aspect of an early childhood program. Incorporate observation techniques and guidelines while studying children and developing strategies to meet their needs.
Generate resourceObservation - Watching children with the clear goal of studying or understanding how they are feeling, learning and thinking.
Generate resourceFundamental tool to support awareness of a child’s development, skills, interests, strengths, and play
Generate resourceUnderstand the child and their experience in the classroom, to better respond and interact with them
Generate resourceNaturalistic Observer: watches children and records their natural behaviors as they occur
Generate resourceAssessment- Evaluation or estimation of the nature, quality or ability of someone or something
Generate resourceFormal Assessments: include standardized tests and research instruments, recording data on carefully designed forms, and analyzing and interpreting data
Generate resourceInformal Assessments: observing children in the classroom, collecting samples of their work, interviewing parents, and talking with children
Generate resourceAnecdotal—short, recorded descriptions of incidents involving one or more children to provide data on a child’s interests, interactions, and progress
Generate resourceChecklist—gather observational information about children’s skills, behaviors, or attitudes (e.g. developmental milestones)
Generate resourceFrequency count—records the number of times something happens (e.g. how many times a child bites or is aggressive to another child) during a specified time period (e.g. hour or day) during a specified time period (e.g. hour or day)
Generate resourceExplore objective and subjective statements in observations and personal biases.
Generate resourceExplore your own personal biases in the early childhood education classroom and how they affect an observation.
Generate resourceObjective/factual statements- statements that rely on and are based on the solid facts as a foundation. They focus only on what you can see and hear.
Generate resourceSubjective/interpretive statements- rely on personal opinions, assumptions, and feelings about the behavior that has been observed.
Generate resource“Johnny did not want to build with blocks, I don’t think he likes playing blocks, so he sat and stared at them.”
Generate resourceUse completed observations to develop relationships with children and learning activities
Generate resourceYoung children are captivated by discovering and exploring their natural world. They insist that teachers and family members answer their questions about the world around them
Generate resourceWeather: the combination of sunlight, wind, snow, or rain, and temperature in a particular place at a particular time. Humans can plan and prepare for different weather conditions.
Generate resourceSunlight has an effect on surfaces. Objects can be seen when light is available to illuminate them. Light is required for plant growth.
Generate resourceLiving things (plants and animals, including humans) depend on their surroundings to get what they need, including food, water, and shelter, to survive.
Generate resourceBehavior patterns between parents and offspring can help animals, including humans, to survive.
Generate resourceAll things are made of matter. Various kinds of matter, such as wood, metal, and water, have different properties that can be observed, described, and classified.
Generate resourcePushing or pulling on an object can change the speed or direction of an object in motion.
Generate resourceAllow children to explore their surroundings and ask questions while they are doing so.
Generate resourcePoint out changes in children’s environment including the weather, seasons, etc.
Generate resourceProvide children with language to describe what they see, hear, touch, taste, etc.
Generate resourceBuild ramps, forts, levers, etc. with children and let them discover what will happen when using them.
Generate resourceSupport children’s curiosity in their exploration of their environment by encouraging problem solving and discovery.
Generate resourceThe purpose of Social Studies is to prepare children to become informed and engaged citizens in a culturally diverse, rapidly changing, and interdependent world
Generate resourceLearn about children’s preferences, interests, background, and culture. Adults share information about themselves and find commonalities with children and others.
Generate resourceHonor children’s family culture and maintain a respectful attitude when interacting with others.
Generate resourceEncourage children to respect and include all classmates, appreciate differences, and meet one another’s needs.
Generate resourceProvide direct instruction on appropriate social interaction skills with specific feedback.
Generate resourceIdentify and/or demonstrate the responsibilities of the lead and support teacher.
Generate resourceCreating a caring, equitable and developmentally appropriate community of learning (e.g. supervision of children, anticipate the needs of the children.)
Generate resourceTeaching to enhance each child’s development (e.g. Responsible for the pace and order of the lessons)
Generate resourcePlanning and implementing curriculum (e.g. create the daily plan for the class.)
Generate resourceProfessionalism (e.g. involve and direct support teachers to help with lessons and activities, crowd control, preparation, etc. Clean up and complete an evaluation of the day)
Generate resourceSupport Teacher: Help with activities, crowd control, preparation, and anticipate classroom/lead teacher needs. Make activity idea suggestions. Fulfill assignments of preparing activities from the lead teacher. Get involved in the activities and support the children. Help with clean-up and evaluating the day’s activities.
Generate resourceUnderstand calendaring, daily scheduling/routines, learning centers and group time.
Generate resourceScope and sequence-a summary of content to be taught and the order it will be taught
Generate resourceThemes- A main topic, idea, or concept around which the classroom activities are planned.
Generate resourceDaily schedule- represents the big picture and includes main activities that happen across the day.
Generate resourceRoutines- steps needed to complete each part of the schedule, provides structure and security.
Generate resourceLearning Centers (child-directed and teacher supported play)- purposeful way of dividing the classroom into different subject or learning areas (i.e., dramatic play, sensory, blocks, writing, etc.)
Generate resourceWhole Group Time (teacher led)- a time when children come together as a community of learners to share their thoughts, listen to one another, actively participate together and build a sense of respect and support for one another.
Generate resourceSmall Group Time (teacher led individualized support)- encourages children to explore and experiment with new or familiar materials, skills and ideas that adults have selected based on their daily observations of children’s interests, the developmental milestones, the Utah Early Childhood Core Standards, and local events.
Generate resourceStandard- concise written descriptions of what students are expected to know and be able to do at a specific stage of their education.
Generate resourceAge 3-5: https://www.schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9
Generate resourceReflection/evaluation- a review of the activity including: any changes, children’s learning, teacher’s learning.
Generate resourceTransitions- the process of moving from one lesson, space, or event to another during the school day
Generate resourceConcrete Cues- objects move from one place to another (hang up your coat as you go inside, tuck in your chair)
Generate resourceVisual Cues- items are used that the child can see to inform them of a change in activity (when you see your name you may go, turning off the lights)
Generate resourceAuditory Cues- sounds used to move children from one area to another (clean up song, ringing a bell)
Generate resourceNovelty Cues- involve the use of unusual or new actions and devices to move the children from one activity to the next (asking a question, tiptoeing to the door)
Generate resourceEverything in your space, including furniture, materials and supplies set the tone for the class
Generate resourceChildren will be inclined to act appropriately if the space is orderly and organized with a place for everything
Generate resourceCenters are defined and include a quiet/calming space where a child can be alone
Generate resourceChildren should have ownership in the space (ex. children’s artwork displayed at their eye level)
Generate resourceThe space should be inclusive (multicultural, non-sexist, differing abilities) through books, pictures and learning materials
Generate resourceContainers and shelves are child sized and labeled with words and pictures to support independence and language skills.
Generate resourceExplore the Utah Core Standards for Early Learning https://www.schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9
Generate resourceStudents will demonstrate how to support learning in English Language Arts for preschoolers.
Generate resourceThe English Language Arts strands includes speaking and listening, reading, and writing
Generate resourceLiteracy enables students to participate fully in their community and society.
Generate resourceLanguage is the basis for understanding and communicating in most aspects of life.
Generate resourceProvide opportunities for multiple readings/retellings of nursery rhymes or stories.
Generate resourceWhile reading to children, ask questions about what may happen next, how the book relates to their own experiences, how the characters in the story are feeling, etc.
Generate resourceSupply a variety of age-appropriate writing tools and materials in all areas of the classroom, including thin short pencils, crayons, markers, whiteboards, glue sticks, magnetic letters, paintbrushes, etc.
Generate resourceWriting down what children say, labeling their drawings, writing questions that could be asked of a visitor, or making a list of foods.
Generate resourceRead daily from a variety of texts, including narrative and informational genres.
Generate resourceReading, listening, writing, and dramatic play centers, eye level alphabet charts, picture/word labels, and samples of children’s work.
Generate resourceAnimated and engaging storytelling, pictures or drawings, posters, appropriate short multimedia presentations, drama, show and tell, signs, paintings, sculptures, puppets, and hand signs.
Generate resourceProvide a variety of texts representative of languages spoken in the classroom
Generate resourcemenus, books, magazines, charts, newspapers, maps, instruction booklets, labels, and store flyers
Generate resourceDrama provides creative opportunities for children to portray a variety of events, characters, or stories through taking on different roles, interacting with props, and engaging in dramatic interactions.
Generate resourceDance provides children the opportunity to use their bodies to move to music and express themselves through movement.
Generate resourceMusic offers students the opportunity to learn songs, create music, develop self-expression, and build cultural understanding with self and others.
Generate resourceVisual arts provide sensory, expressive, and social opportunities through the use of various media and materials to create drawings, pictures, or 3D art
Generate resourceLearning in Fine Arts is valuable for building curiosity and supporting children in expressing and communicating their ideas and experiences.
Generate resourceEngaging in fine arts reduces children’s stress and increases their cognition, self-awareness, selfdirection, social and cultural awareness, independence, language skills, physical and social-emotional development, and ability to make sense of the world around them.
Generate resourceProvide open-ended art experiences- all mediums are used to create and explore. An opportunity for exploration and expression without a look-alike result is the goal.
Generate resourceStudents will demonstrate how to support learning in Health Education for preschoolers.
Generate resourceThe Health Education strands include physical, mental, emotional, and social health.
Generate resourceMental and Emotional Health focuses on awareness and care for the mental and emotional health of self and others.
Generate resourceNutrition focuses on understanding the importance of nutritional food on health throughout life, including food choices, such as identifying healthy or less healthy foods, and how to properly fuel the body.
Generate resourceTalk about foods in the environment and discuss healthy foods during snack time.
Generate resourceHelp children acknowledge their feelings and teach them appropriate ways to handle those feelings.
Generate resourceStudents will demonstrate how to support Lifelong Learning Practices for preschoolers.
Generate resourceApproaches to Learning includes the concepts of curiosity, engagement, interest in learning, independence, flexibility, perseverance, imagination, and problem-solving.
Generate resourceLearning Engagement is the way children continue to develop the ability to actively explore and participate in the learning environment.
Generate resourceSocial development includes self-awareness, regulation and recognition of emotions, emotional responsiveness, managing stress, and the ability to interact with others effectively in social settings.
Generate resourceAcknowledge, respect, and validate children’s expression of all emotions as teaching opportunities.
Generate resourceHelp children develop citizenship skills to be responsible, accountable, and helpful.
Generate resourceCreate a learning environment that inspires a sense of wonder, delight, curiosity, and creativity.
Generate resourceRecognize and honor variations in cultural contexts relating to how children play and make sense of their experiences. Provide materials that are culturally relevant and inclusive of children that make up the learning community.
Generate resourceEmbed opportunities throughout the day to provide positive, affirming, and supportive, feedback to children.
Generate resourceMathematics is a way of thinking about patterns, relationships, and seeking multiple solutions to problems.
Generate resourceQuality learning environments should focus on actual hands-on experiences during play and interaction with others to incorporate well-designed mathematical experiences.
Generate resourceCounting and cardinality- the ability to identify numerals by name, count in sequence, use one-toone correspondence, and describe quantities of objects counted.
Generate resourceOperations and algebraic thinking- identifying and manipulating simple patterns, the understanding of addition as putting together and adding to, and the understanding of subtraction as taking apart and removing from.
Generate resourceMeasurement and Data- the ability to describe and compare measurable attributes of objects, classify objects, and count the number of objects in each category.
Generate resourceGive children adequate time to explore and experiment with manipulatives before starting teacher planned instruction.
Generate resourceDesign experiences where children explore and experience their environment to identify spatial relationships such as, “How many children fit inside the castle in the outdoor area?”
Generate resourceUse mathematical language to extend children’s understanding within the context of their experiences, such as: “Do you want half a glass of milk or a full glass of milk?” or “Would you like more or fewer grapes than I have?”
Generate resourceIntegrate mathematical experiences, including stories, chants, and songs to reinforce mathematical concepts such as “Five Little Speckled Frogs,” “Five Little Ducks,” and “The Three Billy Goats Gruff.”
Generate resourceIntegrate mathematics throughout the day (for example, counting snacks, identifying shapes, ordering objects by length or size).
Generate resourceThe goal of physical education is to develop healthy, responsible children who have the knowledge, skills, and dispositions to work together, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle.
Generate resourcePhysical development is integral to building children’s self-esteem, confidence, fitness, and well-being.
Generate resourceAs children refine their physical movements, they develop higher-order thinking skills that are necessary for future social and academic success.
Generate resourceGross (large) motor skills, including walking, kicking, hopping, galloping, running, sliding, skipping, leaping, and jumping, are the foundation of movement.
Generate resourceFine (small) motor skills, including the two-finger pincer grasp and manipulation of small objects, support the development of pre-writing skills.
Generate resourceLocomotor skills include walking, hopping, running, jumping, galloping, leaping, and sliding.
Generate resourceNon-locomotor skills include balancing on one foot, moving body parts in isolation, bending, twisting, turning.
Generate resourceContinually encourage, challenge, and strengthen children’s gross and fine motor skills by teaching, modeling, and providing many opportunities to:
Generate resourceRun, gallop, throw, catch, hop, kick, dance, jump, climb, pull, carry, stretch, bend, twist, and move isolated parts of the body. `
Generate resourcePractice building with large and small blocks, molding clay, using scissors or tongs, stringing beads, placing pegs in holes, assembling puzzles, using a computer mouse, and using a variety of writing utensils (pencils, crayons, markers) and art mediums (painting, printing, manipulating clay, stamping).
Generate resourceEarly Childhood Education 3 (2023-)
Students will receive Utah Pre-service Training and implement Utah Child Care Licensing Rules
Generate resourceUtah preservice-All students should complete the annual Utah preservice training
Generate resourceIndividual center health and safety plan based on Utah Childcare Licensing Rules
Generate resourceIdentify qualifications for directors, lead teachers, and supporting teachers in an early childhood setting.
Generate resourceMaintain the number of caregiver-to-child ratios for single-age groups of children in the table below:
Generate resourceSet Up the Environment- so staff can supervise and be accessible to children at all times
Generate resourcePosition Staff- If there is more than one staff member in a space, position yourselves so that you can observe and see children at all times
Generate resourceScan and Count- staff always know how many children are in their care and what they are doing
Generate resourceListen- listen for specific sounds or the absence of them that could indicate a potential danger
Generate resourceAnticipate Children’s Behavior- staff use what they know about their children to anticipate potential challenges
Generate resourceAll harmful objects and hazards are inaccessible to children; to view a list see the Child Care Center Rule Interpretation Manual, section 13
Generate resourceObjects and other items that are brought into the center (backpacks, things in pockets, etc.) may also be hazardous
Generate resourceItems with small parts or that fit through a paper towel tube are too small for children under the age of 2
Generate resourceKeep first-aid supplies in center, including at least antiseptic, bandages and tweezers
Generate resourceFire drills are conducted monthly and disaster drills at least once every 6 months
Generate resourceHealth and safety plan are located in the center and followed in an emergency or disaster
Generate resourceParents will receive a written report of every incident, accident, or injury involving the child
Generate resourceKeeping the facility clean, sanitized, and washing hands are key factors in preventing and reducing the spread of illness
Generate resourceToys and materials (bedding, dress-up clothing, etc.) should be cleaned weekly or more often if needed. (ie: for example if a toy is in a child’s mouth)
Generate resourceRub hands for at least 20 seconds including back of hands, between fingers and under fingernails.
Generate resourceA child who is ill with an infectious disease may not be cared for at the center except when the child shows signs of illness after arriving at the center
Generate resourceGloves should be worn during diapering/toileting practices, first-aid and when handling food
Generate resourceEach child age 2 years and older is offered a meal or snack at least once every 3 hours
Generate resourceProviders should be aware of food allergies and sensitivities and ensure that children are not served the food or drink of which they are allergic/sensitive
Generate resourceIdentify signs of child abuse, abusive head trauma, and sudden infant death syndrome.
Generate resourceProvider shall ensure that no child is subjected to physical, emotional, or sexual abuse while in care.
Generate resourceUtah law requires any person who has reason to believe that a child has been subjected to abuse,
Generate resourceneglect, or dependency to immediately notify the nearest office of Child and Family Services, a peace officer, or a law enforcement agency.
Generate resourceInform parents, children and those who interact with the children of the center’s behavioral expectations and how any misbehavior will be handled
Generate resourceIndividuals who interact with the children shall guide children’s behavior by using positive reinforcement, redirection and by setting clear limits that promote children’s ability to become selfdisciplined Caregivers shall use gentle, passive restraint with children only when it is needed to stop children from injuring themselves or others, or from destroying property
Generate resourceInteractions with the children shall not include: restraining a child’s movement by binding, tying, or any other form of restraint that exceeds gentle, passive restraint
Generate resourceDescribe causes, prevention, and consequences for infant Abusive Head Trauma(AHT).
Generate resourceAbusive head trauma (AHT), including shaken baby syndrome, is a severe form of child abuse that results in brain injury.
Generate resourceThe resulting injury can cause bleeding around the brain or on the inside back layer of the eyes.
Generate resourceAHT often happens when a parent or caregiver becomes angry or frustrated because of a child’s crying.
Generate resourceAbusive head trauma is preventable by responding to infant crying appropriately.
Generate resourceIf your coping threshold (how much a person can take of something) for crying is reached and there is no one around to relieve you by taking the baby, put the crying baby down in its crib, close the door, and go do something to relieve the stress (i.e. dance to loud music, vacuum, watch TV, etc.) Checking on the baby every 5-10 minutes.
Generate resourceAt least one of every four babies who experience AHT dies from this form of child abuse.
Generate resourceSIDS is the sudden, unexplained death of an apparently healthy child in their sleep (often under 1 year old)
Generate resourceNo toys, pillows, stuffed animals, bumper pads, or wedges in the crib or bassinet.
Generate resourceSleep infants in equipment designed for sleep, such as cribs or bassinets. Car seats, strollers, and swings should be avoided for sleeping.
Generate resourceDress infants in sleep clothing, such as sleepers and sleep sacks, instead using blankets
Generate resourceAvoid letting infants get too hot when they are sleeping. Signs of overheating include sweating, damp hair, flushed cheeks, heat rash, or rapid breathing.
Generate resourceSupervise sleeping infants by having them sleep in a location where you can see and hear them or by doing an in-person observation at least once every 15 minutes covering them with blankets.
Generate resourceAvoid letting infants get too hot when they are sleeping. Infants are too hot when you see them sweating or have damp hair, flushed cheeks, heat rash, or rapid breathing.
Generate resourceSupervise sleeping infants by having them sleep in a location where you can see and hear them or by doing an in-person observation at least once every 15 minutes.
Generate resourceStudents will evaluate and model developmentally appropriate practices with children
Generate resourceEverything in your space, including furniture, materials and supplies set the tone for the class
Generate resourceChildren will be inclined to act appropriately if the space is orderly and organized with a place for everything
Generate resourceCenters are defined and include a quiet/calming space where a child can be alone
Generate resourceChildren should have ownership in the space (ie: children’s artwork displayed at their eye level)
Generate resourceThe space should be inclusive (multicultural, non-sexist, differing abilities) through books, pictures and learning materials
Generate resourceContainers and shelves are child sized and labeled with words and pictures to support independence and language skills.
Generate resourceStudents will review guidance strategies in Early Childhood Education 1 Strand 3 & 4. Examine positive guidance strategies I-messages and problem solving.
Generate resourceI-messages: A specific description of behavior how it affects you, and your feelings about it.
Generate resourceAn i-message should follow this form “I feel when because , next time please .”
Generate resourceEx: “I feel worried when you climb up the slide because you might get hurt next time please use the ladder.”
Generate resourceEmotional intelligence: become more comfortable with labeling their emotions and communicating them to others.
Generate resourcePassive Intervention: Giving children time to work through their own problems. If a situation does not escalate to destructive or aggressive behavior, simply observe as the children seek a solution, or be present to serve as a gentle reminder to use words instead of action. Trust children to ‘figure it out’ and help as needed.
Generate resourcePhysical Intervention: Physically stop children when they are hurting each other. Then focus on actively resolving the conflict at hand.
Generate resourceEconomic & Entrepreneurship (2000): Grades 10, 11, 12
<ul><li>Analyze historical and contemporary examples in which individuals demonstrated respect and support for the rights, responsibilities, and dignity of all people.</li></ul>
Generate resource<ul><li>Analyze the causes, effects, strengths, and problems of the free enterprise system.</li></ul>
Generate resource<ul><li>Recognize how individual economic choices and actions affect self, family, and community.</li></ul>
Generate resource<ul><li>Demonstrate individual economic responsibility.</li></ul>
Generate resource<ul><li>Respect and defend individual rights and property.</li></ul>
Generate resource<ul><li>Explain how the major groups in a capitalist economy are independent entrepreneurs, workers, and consumers.</li></ul>
Generate resource<ul><li>Demonstrate the ability to resolve conflicts positively.</li></ul>
Generate resource<ul><li>Listen with respect to the ideas and views of others.</li></ul>
Generate resource<ul><li>Analyze the influence of economic institutions and mass communication on an individual's perception of the world.</li></ul>
Generate resource<ul><li>Organize resources and time efficiently</li></ul>
Generate resource<ul><li>Explain the relationship among sustainable economic growth, environmental issues, and other social goals</li></ul>
Generate resource<ul><li>Explain the relationship between saving, investment, and economic growth.</li></ul>
Generate resource<ul><li>Describe the nature and causes of business cycles.</li></ul>
Generate resource<ul><li>Identify and discuss major economic indicators; e.g., gross national product, inflation, unemployment, price indexes, stock and bond market indexes.</li></ul>
Generate resource<ul><li>Explain the role of entrepreneurs in organizing and allocating economic resources.</li></ul>
Generate resource<ul><li>Compare and contrast the basic forms of business ownership</li></ul>
Generate resource<ul><li>Explain the relationship between financial institutions and the federal reserve system in the creation and control of the money supply.</li></ul>
Generate resource<ul><li>Analyze the advantages and disadvantages of the four types of market structures; i.e., pure monopoly, oligopoly, monopolistic competition, pure competition.</li></ul>
Generate resource<ul><li>Explain opportunity cost, cost/benefit, and margin.</li></ul>
Generate resource<ul><li>Identify the principal elements of scarcity in the context of unlimited wants and limited resources.</li></ul>
Generate resource<ul><li>Evaluate the trade-offs involved in alternative uses of resources using the production possibilities curve.</li></ul>
Generate resource<ul><li>List and describe the primary factors of production.</li></ul>
Generate resource<ul><li>Compare and contrast the ways in which government economic policies both impede and promote economic growth within society.</li></ul>
Generate resource<ul><li>Give examples of consumer behavior responding to increased and decreased interest rate changes</li></ul>
Generate resource<ul><li>Explain how change in personal life situations helps to shape personal economic decisions.</li></ul>
Generate resource<ul><li>Compare and contrast the ways in which cultural variation within and among societies helps to increase differences in the economic value of resources.</li></ul>
Generate resource<ul><li>Explain the operation of supply and demand in the mixed-market economy of the United States</li></ul>
Generate resource<ul><li>Explain how free enterprise answers the basic economic questions of what, how, when, and for whom goods and services are produced.</li></ul>
Generate resource<ul><li>Illustrate the relationship between households, firms, government, and the international sector using the concept of the circular flow of economics</li></ul>
Generate resource<ul><li>Cite examples of how the philosophy of capitalism has impacted attitudes toward private property, private enterprise, and freedom of choice.</li></ul>
Generate resource<ul><li>Explain the role of the Invisible hand and the profit motive in redirecting self-interested behavior toward serving the public interest.</li></ul>
Generate resource<ul><li>Identify and compare examples of U.S. taxation throughout different historical periods with the current policies.</li></ul>
Generate resource<ul><li>Explain the impact of a current environmental issue.</li></ul>
Generate resource<ul><li>Explain how major economic indicators such as gross national product, unemployment, stock market, and consumer price index reflect the interaction among nations.</li></ul>
Generate resource<ul><li>Use natural resources and population density maps to predict the potential economic activity of a region.</li></ul>
Generate resource<ul><li>Locate historical and/or current regions where examples of the word=s major economic systems can be found, i.e., traditional, market, mixed market, command.</li></ul>
Generate resource<ul><li>Explain environmental problems existing in three different countries and the economic impact</li></ul>
Generate resource<ul><li>Identify examples of natural, human, and capital resources</li></ul>
Generate resource<ul><li>Show how economic knowledge can be used in any occupation.</li></ul>
Generate resource<ul><li>Explore the educational paths recommended to be a business or social economist</li></ul>
Generate resource<ul><li>Identify the role of an economist in industry and government.</li></ul>
Generate resourceStudents will demonstrate critical thinking skills through observing, reading, writing, listening, speaking and problem solving.
Generate resourceStudents will apply a geographical view of economics and how it influences and relates to the environment, resources, societies, and global connections.
Generate resourceStudents will demonstrate the economic impact of current or historical ideas, attitudes, events, movements, technology and governments and how they have influenced humanity.
Generate resourceStudents will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individual groups, institutions, and cultures. Explain why individuals, groups, and institutions respond to change in a particular way on the basis of shared assumptions and technologies.
Generate resourceStudents will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.
Generate resourceStudents will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote personal and public good
Generate resourceDevelop and apply observation, writing, reading, speaking listening, reasoning, analysis, interpretive, research, and presentation skills in economics
Generate resourceUse map and globe skills to identify and analyze economic resources, environments, and scenarios
Generate resourceDemonstrate that historical interpretation and knowledge of economic systems are socially influenced
Generate resourceIdentify and describe selected periods or movements of historical change within and across cultures
Generate resourceUse ideas, theories, and modes of inquiry drawn from history in the analysis of contemporary social arrangements
Generate resourceExplain why individuals, groups, and institutions respond to change in a particular way on the basis of shared assumptions and technologies.
Generate resourceDescribe the various forms and roles institutions take in furthering both continuity and change.
Generate resourceExplain how the scarcity of productive resources including, natural, human, and capital goods requires the development of economic systems to make basic decision about how goods and services are to be produced and distributed.
Generate resourceCompare and contrast the various economic institutions that comprise economic systems: households, firms, banks, government agencies, labor unions, corporations, and the stock market.
Generate resourceDemonstrate an understanding of, and a reasoned commitment to, the rule of law.
Generate resourceIdentify and describe both current and historical examples of the interaction and interdependence of individuals and societies.
Generate resourceEngineering Technology
Identify potential safety hazards and follow general laboratory safety practices.
Generate resourceIdentify potential safety issues and align with relevant safety standards to ensure a safe workplace/jobsite.
Generate resourceRef: https://schools.utah.gov/cte/engineering/resources under the Safety Program and Management tab.
Generate resourceUse personal protective equipment according to manufacturer rules and regulations.
Generate resourceComplete a basic safety test without errors (100%) before using any tools or shop equipment.
Generate resourceUse an engineering design process to solve a problem. (For example: Identify & define the problem (criteria & constraints), Brainstorm solutions, Create a model (predictive analysis) & build a prototype, Test the prototype (gather data), Iteration (redesign & optimize))
Generate resourceUse mathematics and science to produce technology (STEM) which often requires a multi- disciplinary approach. (Algebra, Geometry, Physics)
Generate resourceDemonstrate the relationship between a scientific method and an engineering design process. (For example: Record data, Sketch ideas, Analyze data to develop a mathematical model, Reach a conclusion (cause & effect))
Generate resourceStudents will apply the elements of an engineering design process to create a product or system.
Generate resourceIdentify the design problem and decide how to address it. (For example: Clearly define the problem based on wants and needs, Identify criteria and constraints and determine how they will affect the design, Investigate existing design solutions, Consider factors including safety, reliability, cost, quality control the environment, production, manufacturability, maintenance and repair, aesthetics ergonomics, and human factors)
Generate resourceCreate a model and a prototype of the proposed design. (For example: Mathematical models (spreadsheets and graphs), Technical drawings (isometric & orthographic), 3D solid models, Working prototype)
Generate resourceTest the prototype, record the results, and evaluate the performance of the design. (For example: Identify and record both failures and successes, Evaluate the performance of the prototype against the stated requirements)
Generate resourceRedesign the prototype by repeating the design process in order to further optimize the design. (For example: Learn from failed attempts and identify areas for improvement from testing, Reconsider any discarded ideas, Look for mathematical relationships and use them to identify the factors that affect the design the most, Repeat the steps of the design process until the prototype meets the requirements)
Generate resourceStudents will develop an understanding of the cultural, environmental, economic, and political effects of engineering, and the impacts of technology throughout history.
Generate resourceIn order to understand the effects of engineering on society, students should learn that engineers have improved the quality of life by introducing revolutionary technologies such as: Clean water systems, Transportation & infrastructure, Medicines & biotechnology, Electronics, Energy.
Generate resourceIn order to realize the impact of society on technology, students should learn that: The use of inventions and innovations has led to changes in society and the creation of new needs and wants, Each innovation introduces both solutions and new challenges.
Generate resourceStudents will recognize that engineers will have a role in solving current and future problems such as the National Academy of Engineering Grand Challenges.
Generate resourceDistinguish between six simple machines and their identifying characteristics. (For Example: Lever, Wedge, Inclined Plane, Screw, Wheel & Axle, and Pulley)
Generate resourceStudents will investigate future training opportunities and careers in engineering.
Generate resourceList and differentiate among different engineering disciplines. (For example: Aerospace, Biomedical, Civil, Chemical, Computer (both Hardware & Software), Electrical, Energy, Manufacturing, Mechanical)
Generate resourceInvestigate different types of occupational training. (For example: Trade school, Community College, University, Graduate Training)
Generate resourceExercise Science/Sports Medicine: Grades 11-12 (2022)
Legal Requirements/expectations
Generate resourceAccountability
Generate resourceDependability
Generate resourceCritical Thinking
Generate resourceTeamwork
Generate resourceProblem Solving
Generate resourceCommunication
Generate resourceWorkplace Skills
Generate resourceApply a compression wrap to a knee.
Generate resourceApply a compression wrap to an ankle
Generate resourcePrepare an ice bag/pack
Generate resourcePerformance Skill
Generate resourceStabilize head/neck in position found. (Optional additional skill)
Generate resourceDemonstrate crutch fitting to any size individual.
Generate resourcePerformance Skill
Generate resourceCompetently tape a wrist using the standard prophylactic taping method. (Optional additional skill)
Generate resourceCompetently tape a thumb using the standard prophylactic taping method.
Generate resourcePerformance Skill: Competently tape a thumb using the standard prophylactic taping method.
Generate resourceDemonstrate the proper techniques of static stretching for ALL major muscle groups.
Generate resourcePerformance Skill
Generate resourceCompetently tape an arch using the standard prophylactic taping method. (Optional additional skill)
Generate resourceCompetently tape an ankle using the standard prophylactic taping method.
Generate resourcePerformance Skill
Generate resourceExplain a HIPS assessment.
Generate resourceWrite a SOAP note
Generate resourcePerformance Skills
Generate resourceStudents will explore the fundamental aspects of Exercise Science/Sports Medicine.
Generate resourceRecognize the primary members of the sports medicine team to include: Coach, Athlete, Parents, Team Physician, Certified Athletic Trainer, and Allied Health professionals.
Generate resourceExplore a variety of therapeutic careers and describe the job duties and skills, education required, job settings, and potential salary for each of the following:
Generate resourceStudents will explore specific sports injuries of the upper extremities and apply athletic injury prevention principles.
Generate resourceStudents will be able to recognize common injuries and administer injury management.
Generate resourceIdentify proper personal protective equipment (PPE)/body substance isolation (BSI) precautions.
Generate resourceCompare and contrast the causes, signs, symptoms, and treatment of heat illnesses.
Generate resourceCompare and contrast the causes, signs, symptoms, and treatment of cold exposure.
Generate resourceIdentify the Gate Control Theory as a principle of pain management and describe the physiological process of the theory.
Generate resourceDescribe the physiological effects, indications, contraindications, and application of the following:
Generate resourceDescribe the five psychological phases an athlete experiences following an injury.
Generate resourceStudents will describe the injury and healing process, including basic injury assessment.
Generate resourceCategorize the stages of acute injury healing and explain the processes involved in each:
Generate resourceStudents will explore specific sports injuries of the head and neck and apply athletic injury prevention principles.
Generate resourceDescribe the basic principles and specialized equipment used in the prevention of athletic injuries.
Generate resourceDiscuss the legal ramifications of manufacturing, buying, and issuing equipment.
Generate resourceDescribe the basic components (kcal/gram, functions, energy vs. nutrients, healthy diet guidelines) of nutrition and the sources of the following nutrients.
Generate resourceIdentify the components of a pre and post event meal and explain the value of each.
Generate resourceStudents will explore the fundamentals of body composition and diseases and disorders related to body issues.
Generate resourceIdentify signs, symptoms, and effects of the Female Athlete Triad (three components).
Generate resourceStudents will explore specific sports injuries of the lower extremities and apply athletic injury prevention principles.
Generate resourceExamine the roll the cardiovascular / respiratory systems have on fitness/athletic performance.
Generate resourceIdentify and describe the structures and functions of the cardiovascular/respiratory systems and their interrelationship.
Generate resourceDescribe the importance of cardiac output, stroke volume, and heart rate during exercise
Generate resourceDescribe the effects exercise has on the cardiovascular / respiratory systems.
Generate resourceStudents will examine strength training principles, flexibility, and ergogenic aids.
Generate resourceCompare and contrast the difference between slow twitch and fast twitch muscles fibers.
Generate resourceCompare and contrast different types of movements related to strength training.
Generate resourceIdentify the different methods to increase flexibility and the safety / effectiveness of each.
Generate resourceCompare and contrast the physiological and psychological effects of ergogenic aids.
Generate resourceFood and Nutrition (2023): Grades 9-12
Students will consistently demonstrate food & kitchen safety procedures and sanitation techniques.
Generate resourceIdentify prevention, protocol and treatment for fires, chemical and heat-related incidents.
Generate resourceTo extinguish a grease fire, cover/smother the pan, pour baking soda/salt. Avoid water, flour or sugar on grease fires.
Generate resourceFollow manufacturer directions for all chemical use and storage, do not mix chemicals.
Generate resourceFirst Degree Burn and Second Degree Burn: immerse burn in cool water or use cool compress for 10-15 minutes.
Generate resourceWash hands after using the restroom, sneezing, coughing, changing diapers, etc.
Generate resourceTo reduce pest/insects, avoid crumbs or spills, keep food in airtight containers and dispose ofgarbage properly.
Generate resourcePathogens are any bacteria, virus, parasite, or fungi that can cause illness.
Generate resourceBacteria need certain conditions to grow. FATTOM: Food, Acid, Time, Temperature, Oxygen, and Moisture.
Generate resourceCommon symptoms of a food-borne illness include fever, headache, nausea, vomiting and diarrhea.
Generate resourceCommon types of food-borne illnesses may include: Campylobacter, Clostridium Perfringens, E-coli, Norovirus, Salmonella, Staphylococci, Hepatitis A, Botulism.
Generate resourcePopulations at most risk: Young Children, Older Adults, and Immune Compromised.
Generate resourceFoods like milk/dairy, meat, fish, eggs, poultry, shellfish/crustaceans, baked potatoes, tofu, sprouts, cooked rice, beans and vegetables, sliced melons or tomatoes, and lettuce are susceptible to pathogens. These are known as TCS foods (Time/Temperature Control for Safety).
Generate resourceFoods held in the danger zone for longer than 4 hours should be thrown out.
Generate resourceTime in the danger zone includes shopping, transportation, preparation, and holding for service.
Generate resourceIn a sink of cold, running water or a sink/container full of cold water, change the water every 30 minutes. Prepare and use food immediately.
Generate resourceCross-contact is when a food item containing an allergen comes in contact with another food.
Generate resourceThe 9 major food allergens include: tree nuts, eggs, milk, soy, wheat, peanuts, fish, sesame, and shellfish
Generate resourceCross-contamination is the transfer of pathogens from people, surfaces, or food to food.
Generate resourceFood should be stored 6 inches off the ground, label stored food correctly, and store ready-toeat (RTE) food separately or above raw food.
Generate resourceEquipment Storage: Store glasses and cups upside down on a clean, sanitized surface, and store utensils with handles up.
Generate resourceFood Preparation: clean and sanitize food contact surfaces and equipment, wash hands between task, never place cooked food on/in a container that has previously held raw meat, poultry or seafood.
Generate resourceClean and sanitize food contact surfaces and equipment after completing a task or after 4 hours of constant use.
Generate resourceStanding time is the time food continues to cook after the microwave has stopped.
Generate resourceCovering foods holds in moisture, helps foods cook more evenly, and prevents splattering.
Generate resourceIdentify abbreviation, food measurement terminology and demonstrate proper measuring techniques.
Generate resourceUse liquid measuring cups for liquid ingredients. Measure on a flat, level surface.
Generate resourceShortening is pressed into dry measuring cups and leveled or measured using the water displacement method.
Generate resourceButter is measured using the markings on the wrapper one stick/cube is generally ½ cup.
Generate resourceUse most effective tools for measuring. For example: use ¼ cup rather than 4 Tbsp.
Generate resourceA Standard Set of measuring spoons includes: 1 Tablespoon, 1 teaspoon, ½ teaspoon, and ¼ teaspoon.
Generate resourceThe amount of ingredients, overall length of cooking time and size or number of pans may be affected.
Generate resourceKnead: To work dough until smooth and elastic which further mixes ingredients and develops gluten.
Generate resourceFlour: To sprinkle or coat with a powdered substance often with flour, crumbs or seasonings.
Generate resourceMise en place: French for “to put into place”. Gathering all necessary tools and measuring/preparing ingredients for a recipe.
Generate resourceSauté: to brown or cook foods with a small amount of fat using low to medium heat
Generate resourceSteam: to cook by the vapor produced when water is heated to the boiling point
Generate resourceStudents will identify the sources and functions of carbohydrates and apply appropriate food preparation techniques.
Generate resourceIdentify carbohydrates, their sources and functions and the importance of whole grains in the body.
Generate resourceThese sugars include: glucose(grains, fruits & vegetables), lactose(dairy products), sucrose(table sugar), maltose(grains), and fructose(fruit).
Generate resourceComplex carbohydrates are starches. These include whole grains, refined grains, cereal products, dried beans, rice and pasta.
Generate resourceComplex starches break down into simple sugars during the digestion process.
Generate resourceDrink plenty of liquids, otherwise fiber can slow down or even block normal bowel function.
Generate resourceThe American Institute for Cancer Research recommends 30 grams of daily fiber.
Generate resourceFoods high in fiber: fruits and vegetables (especially the peels and skins), whole grains, legumes, nuts and seeds.
Generate resourceApply food selection and preparation guidelines related to quick & yeast breads, grains and pasta.
Generate resourceQuick breads: Breads made using instant leavening agents and are mixed to create limited gluten development.
Generate resourceExamples of quick bread include: muffins, pancakes, waffles, biscuits, cornbread, and fruit bread.
Generate resourceYeast Breads: Bread made using yeast as a leaving agent and are kneaded to create maximum gluten development.
Generate resourceLeavening Agents: makes the bread rise. Examples of leavening agents for quick breads include: baking powder, baking soda, eggs and steam.
Generate resourceBring water to a boil, add rice, cover the pan and reduce the heat to a simmer.
Generate resourceFresh Pasta: made from scratch using a simple dough recipe, rolled and cut by hand or a pasta maker or mold.
Generate resourceDry Pasta: dough pushed through a mold or cutter and dried for several days.
Generate resourcePasta Substitutes: Pasta substitutes for dietary restrictions such as: vegetable pasta, quinoa, and chickpea etc.
Generate resourceBring water to a boil, Slowly add pasta so the boiling does not stop, Cook uncovered until pasta is al dente (firm to the tooth), stirring occasionally.
Generate resourceStudents will identify the sources and functions of proteins and lipids and apply appropriate food preparation techniques.
Generate resourceThe body cannot manufacture essential amino acids so they must be obtained from food.
Generate resourceComplete proteins contain all nine essential amino acids. Food sources from animals such as meat, chicken, fish and milk products are complete proteins.
Generate resourceIncomplete proteins contain some, but not all, of the essential amino acids. These include but are not limited to grains, dried beans, nuts, and seeds.
Generate resourceEggs perform various functions in recipes such as adding texture, aeration, and formulation. This may affect substitution options for eggs in recipes.
Generate resourceEmulsifier (Mayonnaise)Identify storage and preparation methods related to eggs.
Generate resourceStore eggs in the original container in the refrigerator. When properly stored in the refrigerator, eggs may be stored for several weeks.
Generate resourceMethods of cooking eggs include: boiled or steamed in shell, scrambled, fried, and poached.
Generate resourceMost of the nutritional benefits of drinking raw milk are available from pasteurized milkwithout the risk of disease that comes with drinking raw milk.
Generate resourceSome of the purported health benefits of raw milk are digestibility and gut health. Raw milk dairies need to meet state regulations in order to sell their product in Utah.
Generate resourceHomogenized milk has had the fat particles broken down and evenly distributed so the fat will not separate from the milk.
Generate resourceMilk products scorch easily and need to be cooked at a low temperature with constant stirring.
Generate resourceMilk replacements such as; almond milk, soy milk or rice milk are comparable with cow milk in regards to nutritional value and are a viable substitute for people with special dietary needs.
Generate resourceCholesterol is essential for many body processes. Cholesterol produces hormones and bile acids. It is found in animal tissues, but is never present in plants.
Generate resourceHDL cholesterol is “good” cholesterol because it transports excess cholesterol found in the blood stream back to the liver.
Generate resourceLDL cholesterol is “bad” cholesterol because if too much LDL cholesterol is circulating in the- blood stream, it can be deposited in the arteries and increase the chance of heart disease or stroke.
Generate resourceIdentify the differences between saturated, monounsaturated, and polyunsaturated.
Generate resourceExamples: meat, poultry skin, whole milk, tropical oils, butter, shortening, and lard.
Generate resourceStudents will identify the sources and functions of select vitamins, minerals and water and apply appropriate food preparation techniques to foods high in these nutrients.
Generate resourceIdentify select vitamins, their food sources, functions and deficiencies in the body.
Generate resourceVitamin C: Helps to form collagen which holds the cells together and aids in healing. Prevents scurvy. Sources include citrus, strawberries, broccoli and peppers.
Generate resourceFolate or Vitamin B9 is one of the B Vitamins. Folate helps tissue to grow and cells to work. Folate reduces the risk of neural tube birth defects. Sources include legumes, dark leafy greens,citrus, and eggs.
Generate resourceVitamin A: Maintains normal vision and immune system. Prevents night blindness. Sources: Orange and dark green vegetables.
Generate resourceVitamin D: Works with the body to build and maintain healthy bones and teeth. Prevents bonesoftening and loss. Sources include milk products. Manufactured by the body with exposure to sunlight.
Generate resourceIdentify select minerals, their food sources, functions and deficiencies in the body.
Generate resourceCalcium(Macro mineral): Builds strong bones and teeth. Calcium deficiency causes bones to become weak this is called osteoporosis. Good sources are found in dairy products.
Generate resourceMicro/Trace Mineral: Usually needed in small amounts but are critical to health.
Generate resourceIron(Micro/Trace mineral): Helps to form the hemoglobin in red blood cells which carry oxygen throughout the body. Prevents anemia. Sources include red meat, spinach, black beans and dried fruit.
Generate resourceElectrolytes: Minerals that help maintain fluid balance in the body, maintain the heartbeat and help muscle and nerve action.
Generate resourceSodium(Electrolytes)Helps maintain the fluid balance and blood pressure in the body. Deficiency is not generally a concern, unless over-hydrating. Sources include salt and processed foods.
Generate resourcePotassium(Electrolytes)Helps maintain a regular heartbeat. Prevents muscle cramps. Sources include bananas, potatoes, and nuts.
Generate resourceUrine should be a pale yellow color. Darker urine is another indication of dehydration.
Generate resourceAthletes or anyone physically active needs to drink higher quantities of water, particularly in hot environments (heat of the day).
Generate resourceElectrolyte balance and carbohydrate replacement may needed for moderate to high-intensity activities lasting longer than 60 minutes.
Generate resourceApply food selection and preparation guidelines related to fruits and vegetables.
Generate resourceFruits and vegetables contain no cholesterol and are low in calories, fat, and sodium.
Generate resourceAlways wash fresh produce to remove pesticides and dirt that may remain on the skin
Generate resourceIdentify how to preserve nutrients in the preparation process of fruits and vegetables.
Generate resourceSelect fresh produce that is firm, free from decay, crisp, smooth, dense (heavy for size), free from bruises and have good color.
Generate resourcePrevent enzymatic browning of fresh produce by covering with liquid or dipping in an ascorbic acid liquid.
Generate resourceChoose a healthy eating pattern at an appropriate calorie level to help achieve and maintain a healthy body weight, support nutrient adequacy, and reduce the risk of disease.
Generate resourceFocus on variety, nutrient density, and portion sizes as defined by a nutrition facts label. Nutrition facts labels are based on a 2,000-calorie diet.
Generate resourceNutrient-dense foods provide vitamins, minerals, and other beneficial substances with relativelyfew calories.
Generate resourceTo meet nutrient needs within calorie limits, choose a variety of nutrient-dense foods across and within all food groups in recommended amounts.
Generate resourceLimit calories from added sugars and saturated fats, and reduce sodium intake.
Generate resourceReduce empty-calorie foods. Empty-calorie foods are those that are high in calories, sodium, and saturated fats with very little nutrient value.
Generate resourceChildren and teens should be physically active for at least 60 minutes every day.
Generate resourceGrains—Choose 100% whole grain. Make at least half of the grains consumed whole grain.
Generate resourceProtein—Choose a variety of foods from complete and incomplete protein sources. Keep portions small and lean.
Generate resourceVegetable—Choose a variety including fresh, frozen, canned, or dried. Eat more red, orange, and dark green vegetables.
Generate resourceFruit—Choose whole or cut-up fruits more often than fruit juice. Make half your plate fruits and vegetables.
Generate resourceDairy—Choose a variety of dairy products. Check for added sugars in low fat dairy products.
Generate resourceOils – Choose vegetable oils and naturally occurring oils in foods like seafood and nuts.
Generate resourceGeneral Financial Literacy (2015): Grades 11, 12
Students will understand principles of personal money management, including budgeting, managing accounts, and the role of credit and impacts on personal finance.
Generate resourceStudents will evaluate saving methods and investment strategies.
Generate resourceStudents will understand sources of income and the relationship between career preparation and lifetime earning power.
Generate resourceStudents will understand how values, culture, and economic forces affect personal financial priorities and goals.
Generate resourceAnalyze the role of cultural, social, and emotional influences on financial behavior.
Generate resourceEvaluate the role of emotions, attitudes, and behavior in making financial decisions.
Generate resourceRecognize that individuals are responsible for their own financial decisions and for subsequent positive and negative consequences.
Generate resourceRelate instant satisfaction and delayed gratification to impulse buying and planned expenditures.
Generate resourceDescribe the influence of social pressure and marketing strategies as related to purchasing decisions.
Generate resourceUnderstand that the study of economics is a social science and personal finance is a subset of that social science.
Generate resourceIdentify short- and long-term financial decisions and the impact they have on financial planning.
Generate resourceIdentify sources of income such as wages, commissions, investments, benefits, inheritance, and gifts.
Generate resourceEvaluate and compare career opportunities based on individual interests, skills, and educational requirements; the value of work to society; income potential; and the supply and demand of the workforce, including unemployment.
Generate resourceCompare income to the cost-of-living in various geographical areas and the impact it has on purchasing power.
Generate resourceUnderstand the effects of state, local, and federal taxes and voluntary deductions on wages and income, the difference between gross and net income, and the similarities and differences between wages and income.
Generate resourceRecognize and explore the correlation between education, training, and potential lifetime income.
Generate resourceCalculate the costs of post-high school training options and analyze the return on investment (ROI) based on career choices, including understanding the cost differences between public and private, and between nonprofit and for-profit education and training.
Generate resourceIdentify sources of funding to assist in post-high school education opportunities and the cost of repayment.
Generate resourceUnderstand the use and advantages of 529 plans and the benefit of planning early for paying for the cost of post-secondary education and training.
Generate resourceUtilize the FAFSA4caster to explore the FAFSA process. Seek guidance from school counselors.
Generate resourceIdentify components to be included on a resume and/or electronic professional profile, such as appropriate contact information; educational, work, and volunteer experience; skills; certificates obtained; accomplishments; interests; and references.
Generate resourceIdentify sources and strategies for and benefits of networking for finding employment, whether for summer jobs or full-time career placement.
Generate resourceDescribe and discuss financial institutions, and demonstrate how to manage personal financial accounts.
Generate resourceExplain the role of the Federal Reserve, the Federal Deposit Insurance Corporation (FDIC), and the National Credit Union Association (NCUA).
Generate resourceCompare the roles of financial institutions and their services, such as banks, credit unions, investment or brokerage firms, insurance companies, and loan agencies.
Generate resourceDemonstrate how to manage checking/debit and saving accounts, both manually and/or electronically, including reconciliation.
Generate resourceExplain how paying yourself first (PYF) early and often influences positive progress toward long-term financial goals.
Generate resourceIdentify and understand basic saving options such as savings accounts and Certificates of Deposit. Understand that savings are designed to preserve principal.
Generate resourceIdentify and understand investment options, including retirement planning, long- and short-term investments, and dividend re-investment plans. Understand that investments put principal at risk.
Generate resourceIdentify types of long-term retirement investments, such as IRA, Roth IRA, 401(k), and 403(b), as well as reasons to invest.
Generate resourceDemonstrate time value of money (TVM) principles by using the rule of 72 and by manipulating the five variables used in basic TVM calculations.
Generate resourceDiscuss the long-term investment potential associated with the stock market, focusing on fundamentals such as diversification, risk/reward, and investor behavior.
Generate resourceIdentify and define the types of financial risks, including inflation, deflation, and recession.
Generate resourceDefine common insurance options and their purposes, such as automobile, health, home owner/renter, whole/term life, long-term care and disability.
Generate resourceDefine terms of a basic insurance policy, such as contract, limits of coverage, premium, deductible, grace period, and lifetime limit.
Generate resourceUnderstand the similarities and differences between principal and interest on an amortization schedule.
Generate resourceEmphasize the importance of proactive budget priorities, such as pay yourself first, emergency/opportunity fund, insurance, and charitable or other voluntary contributions.
Generate resourceCompare tools for tracking of a budget, income and expenditures, such as the envelope system, paper tracking, and online or software options.
Generate resourceEmphasize the importance of comparison shopping, buying strategies, negotiation, and sales and marketing strategies in purchasing.
Generate resourceIdentify the process, rights, and responsibilities relating to renting, leasing, and purchasing a home.
Generate resourceIdentify the process, rights, and responsibilities relating to renting, leasing, and purchasing a vehicle.
Generate resourceDescribe and discuss the impact of credit and debt on personal money management.
Generate resourceDiscuss the purpose and role of credit and explain the value of building and maintaining a healthy credit rating, including elements of creditworthiness: character, capacity, capital, collateral, and conditions.
Generate resourceExplore and discuss the pros and cons of basic types of credit, such as unsecured vs. secured credit, credit cards, installment loans, revolving credit, student loans, and predatory lenders.
Generate resourceDescribe the risks and responsibilities associated with using credit, such as APR, grace period, late fees, finance charges, default rates, interest, and closing costs.
Generate resourceCalculate how long it takes to repay debt by making minimum payments on installment loans and revolving accounts.
Generate resourceLocate and use online calculators to determine how principal and interest aggregate monthly for long-term debt such as mortgages, vehicles, personal loans, and credit cards.
Generate resourceDescribe the personal and societal effects of bankruptcy and identify circumstances that lead to bankruptcy, such as uninsured medical costs, family break-up, or loss of job.
Generate resourceUnderstand the legal right to a free annual credit report (AnnualCreditReport.com).
Generate resourceEvaluate and identify components of a credit report, including derogatory remarks, and the warning signs of credit abuse, such as late fees, missed payments, collection notices, and bounced checks.
Generate resourceExplain the potential consequences of checking account mismanagement, such as non-sufficient funds (NSF) handling, overdraft processing, and the role of ChexSystems.
Generate resourceDefine rights and responsibilities of buyers and sellers under consumer protection laws.
Generate resourceUnderstand financial contracts tied to consumer purchases, such as cell phone, cable or satellite plans, and membership fees.
Generate resourceIdentify ways to avoid identity theft and fraud, such as securing sensitive financial data, using care when participating in online commerce, avoiding phishing and pharming, and properly disposing of sensitive documents.
Generate resourceDiscuss ways to avoid financial schemes such Ponzi schemes and other questionable and illegal practices.
Generate resourceIdentify the pros and cons of online commerce, including how to conduct transactions safely.
Generate resourceIdentify federal and state entities that exist to protect consumers from forms of fraud and abuse.
Generate resourceMarketing 1: Grades 10-12 (2021)
Deliver a sales pitch that attempts to persuade someone (using at least 6 of the steps of the selling process) to close a sale of a product or service. *You can use a DECA or FBLA Sales Presentation or create your own product or service.
Generate resourceStudents will be able to research career opportunities within the seven functions of marketing and demonstrate the skills necessary for success in the industry including: accountability, communication, dependability, teamwork, critical thinking, and problem solving.
Generate resourceCreate a promotional plan for a company or product/service that considers the 4 P’s and identifies the target market.
Generate resourceCreate a digital marketing advertisement that promotes a product and incorporates one of the above pricing strategies.
Generate resourceConduct primary and/or secondary research and analyze results for a real-life marketing problem with a community partner.
Generate resourceStudents will be able demonstrate communication, problem solving, teamwork, and critical thinking skills as they work towards finding solutions to a case study.
Generate resourcePerformance Skills: Choose 4 of the 6 marketing performance indicators (note: using DECA or FBLA events as a resource to fulfill objectives is encouraged)
Generate resourceStudents will understand the principles of marketing including the seven core functions, the 4P’s of the marketing mix and their practical application found in workplace settings and CTSOs.
Generate resourceDefine marketing as added value, a way to connect a business’ products and services to customers who want and need them and have the ability to buy. Then identify the seven core functions.
Generate resourceMarket Planning - identifying target market, determining appropriate marketing strategies, setting and measuring budget effectiveness
Generate resourceMarketing Information Management - gathering and analyzing information about: markets, customers, industry trends, competing businesses, and new technology
Generate resourcePricing - using financial information to see prices that cover costs and allow for a profit, researching and analyzing pricing of competitors, and adjusting prices as needed
Generate resourceProduct Service Management - Determining which products a business should offer to meet customer needs, possibly developing of a new product, and improving a current product such as Brands, Quantities, Colors, Sizes, Features
Generate resourcePromotion - Communicating with customers in an effort to influence behavior. All communication from an organization to a customer is considered promotion such as Personal selling, Advertising, Sales promotion, and Public relations
Generate resourceProduct Channel Management - a route a product takes from a product to a customer, on-time delivery, transferring product ownership, and where products are sold
Generate resourceSelling - All personal communication with customers such as Helping customers in a store, Making sales or product demonstrations, Providing any form of customer service
Generate resourcePrice - amount of money requested or exchanged for a product, should cover expenses and allow for a profit
Generate resourcePlace - activities involved in getting a product or service to the end user, may include: shipping, ordering processing, inventory storage, and stocking of goods. Describe that place can be both a physical location or online site.
Generate resourcePromotion - process of communication with customers and potential customers to inform, persuade, and remind about products, their price, and where they can be purchased
Generate resourceExplain how each component of the marketing mix contributes to successful marketing.
Generate resourceExplore and find examples of marketing all around us, including marketing-related careers, CTSO’s, case studies, guest speakers, and community partners
Generate resourceStudents will understand the concept of marketing planning; both the internal and external factors.
Generate resourceMarketing Plan - a strategic roadmap that businesses use to organize and track their promotional and financial goals
Generate resourceMarketing Position - refers to the consumer’s perception of a product in relation to competing products and how it is different
Generate resourceMarketing Share - the specific percentage of total industry sales of a product achieved by a single company in a given period of time
Generate resourceNiche Marketing - promoting and selling a product or service to a specialized segment of a market
Generate resourceMass Marketing - production and distribution of a product that will appeal to the highest amount of people possible without regard to segmentation
Generate resourceSituational Analysis (e.g. SWOT) - evaluating the internal and external factors of a business through market research to identify an organization’s current strengths, weaknesses, opportunities, and threats.
Generate resourceTarget marketing, focusing all marketing efforts on a very specific group of people through implementation of Marketing Segmentation which is the process of dividing a market of potential customers into specific groups based on different characteristics
Generate resourceDemographics; Who? (Personal characteristics such as Age, Gender, Income Level, Education Level, Race, Ethnicity)
Generate resourceGeographics/Location; Where? (Segmentation based on where people live such as Natural or Political Boundaries, Climate, Cultural influences, and Customs)
Generate resourcePsychographics/Interests; Why? (Involves grouping people with similar lifestyles, as well as shared attitudes, values, and opinions such as Activities, Attitudes, Personality & Values)
Generate resourceBehavioral; How? (Looking at the benefits desired by consumers such as shopping patterns, usage rate, benefits--and not just the physical characteristics of a product)
Generate resourceStudents will understand the concept of marketing information management: as the need to gather and evaluate information for use in making business decisions.
Generate resourceIdentify how marketing information from primary and secondary sources influences marketing decisions
Generate resourceDefine Primary Research as original research conducted to collect data specifically for a current objective. Examples may include conducting a survey, running an interview or a focus group, observing behavior, or doing an experiment. Primary research may utilize digital channels like emails, apps and in app purchasing. The researcher obtains this raw data directly and collects it specifically for current research needs.
Generate resourceDefine Secondary Research as purchased or contracted research that has been gathered by another company. This data may be purchased from any number of sources including companies such as Adobe, Qualtrics and Google, government agencies or even industry researchers and analysts.
Generate resourceExplore and discuss utilizing market information to make business decisions. Recognize that gathering data is only valuable when it is utilized for product improvement, finding new customers, and/or improving brand experience.
Generate resourceStudents will understand the concept of pricing as the strategies used to determine customer perception of value for a product or service with the ultimate goal to maximize profit.
Generate resourceIdentify goals for pricing: which include profit, market share and competition
Generate resourceIdentify diverse factors affecting price such as: perceived value, competitor pricing, convenience for customers, costs (distribution costs, employee costs) & expenses (determine profit margin)
Generate resourcebreak-even point--defined as the point when sales revenue (income) equals the cost (expenses) of making and distributing the product.
Generate resourcesupply and demand--defined as the interaction between seller and the buyer. Generally, as price
Generate resourceDiscuss how businesses use pricing strategies to attract customers and create value. (Strategies may include: odd/even pricing, loss leaders, prestige pricing, penetration pricing, price bundling, price lining, or everyday low pricing.)
Generate resourceStudents will understand the concept of Product Service Management: the strategies used to create, maintain, improve, and add to a product and service mix.
Generate resourceDefine the concept of product mix including: product lines: A group of closely related product items, product width/breadth: the total number of product lines that a company offers to sell and product depth: is the number of versions of a product that a firm offers.
Generate resourceUnderstand the importance of generating new products, services or ideas. Explore emerging products in the digital space including the following Software as a Service (SaaS) a way of delivering applications over the Internet—as a service.
Generate resourceUnderstand that successful products need to fill a need and/or solve a problem.
Generate resourceIdentify the components of the product life cycle (Development, Introduction, Growth, Maturity, Saturation, and Decline) Describe the different stages and common marketing strategies and goals used during each stage.
Generate resourceIntroduction Stage: is when a product is first launched in the marketplace. This is when the marketing team begins building product awareness and reaching out to potential customers. This stage is focused on advertising and marketing campaign implementation.
Generate resourceGrowth Stage: consumers have accepted the product in the market. That means demand and profits are growing. Competition begins and the marketing team seeks to establish a brand presence so consumers choose them over their competitors. Companies start thinking about new distribution channels, product features and other support services.
Generate resourceMaturity Stage: is when the sales begin to level off from the fast growth of the introduction period. Companies begin to reduce their prices so they can stay competitive amongst growing competition. They now focus on becoming more efficient and their marketing campaigns focus on differentiating themselves from competitors.
Generate resourceDecline Stage: during this stage sales decline and consumers lose interest in the product. Companies determine that this product has run its course and is ready to be discontinued. As a last attempt companies may change product packaging to try and revive it.
Generate resourceDefine promotion: the strategies used to build awareness of a brand and its product.
Generate resourceAdvertising: the act or practice of calling public attention to one's product or service.
Generate resourcePublic Relations: is a strategic communication process that builds mutually beneficial relationships for a company and the public or its markets.
Generate resourceSelling: is a process of persuasion to get potential customers to take action.
Generate resourceSales Promotion: marketing technologies aimed to increase the demand in particular products and increase brand awareness
Generate resourceDefine branding as a company name, logo, the design, or a combination used to identify and differentiate itself from the competition. Branding should connect with customers emotionally and motivate them to buy.
Generate resourceExplain the importance of creating a brand experience: the essence of what you represent, a company's positioning, and the experience you are trying to deliver at each interaction with your customers.
Generate resourceGive examples of advertising media: the means that marketers choose to use to communicate with their target audiences including:
Generate resourcePrint media: billboards, wrapped vehicles, LED tools, newspaper, magazine, direct mailers any medium that is physically printed out.
Generate resourceDigital Media: pay per click, e-mail, in apps, social media, texting, and push notifications
Generate resourceIdentify public-relations activities including a press release: is a written communication that reports specific but brief information about an event, circumstance, product launch, or other happening and publicity: is any promotional communication regarding a company or its products where the message is not paid for by the organization often benefiting from it.
Generate resourceDetermining a customers preferred communication styles and preferences (email, chat, phone, telephony, or in-person)
Generate resourceDiscuss examples of sales promotions which include: subscriptions, coupons, loyalty programs, samples, premiums, sponsorship, and product placement.
Generate resourceStudents will understand the concept of Product Channel Management as the strategies to distribute products to consumers.
Generate resourceDefine a channel of distribution as the network used to get a product from the manufacturer/ creator to the consumer (B2C) or industrial user (B2B). This may include agents, wholesalers, retailers, distributors, online retailers or end users through direct and indirect channels.
Generate resourceRecognize the impact of inventory and delivery systems (e.g. Just-In-Time, automated inventory, same day, next day, and two-day)
Generate resourceIdentify the methods of transportation for products including: trucks, air, ship, and rail.
Generate resourceDescribe the importance of international distribution channels. Disruptions in one area (Suez canal, Panama canal, Strait of Gibraltar) can have ripple effects throughout many markets.
Generate resourceStudents will understand the concept of Selling as the strategies and process to convince a potential customer to purchase a product or service and to remain a loyal customer.
Generate resourceExplain the importance of preparing for the sale by applying product knowledge of features and benefits.
Generate resourceResearch tactics to identify valuable information about potential prospects, determining decision maker contacts and overcoming common objections.
Generate resourceUnderstanding that conversion rate, is the percentage of users that take the desired action, is a main metric used in sales.
Generate resourceOvercome the customer’s objections by going back through the benefits to the customer
Generate resourceSuggestion selling: a sales technique where an employee asks a customer if they would like to include an additional purchase that might suit the customer.
Generate resourceFollow up (sales pipeline management, endless-chain method, asking for referrals from satisfied customers)
Generate resourceSales enablement is the activities, systems, processes, and information that support and promote knowledge-based sales interactions with clients and prospects.
Generate resourceDefine common sales enablement tools and how they promote smart business practices
Generate resourceMedical Anatomy and Physiology: Grades 10-12 (2018)
Students will select a topic and defend their position on a current medical ethics dilemma.
Generate resourcePerformance Skills
Generate resourceStudents will provide an oral and/or written report for each career exploration.
Generate resourceStudents will explore careers in healthcare. Students will participate in a minimum of three career exploration experiences to investigate a variety of health care careers related to therapeutic services, diagnostic services, health informatics, support services, and biomedical research and development pathways. NOTE: Electronically delivered career exploration experiences are permissible.
Generate resourcePerformance Skills
Generate resourceBody Plan and Organization-Students will explore and describe the body plan, organization, and homeostasis.
Generate resourceDescribe the six levels of structural organization of the human body and give an example of each level.
Generate resourceLymphatic System-Students will describe the structures and functions of the lymphatic system.
Generate resourceDistinguish between active and passive immunity and natural vs. artificial acquisition of immunity.
Generate resourceIdentify the following diseases and disorders associated with the lymphatic system.
Generate resourceCardiovascular System-Students will describe the structures and functions of the cardiovascular system.
Generate resourceDefine pulse and identify the general location of arteries where pulse may be felt.
Generate resourceIdentify the components of the conduction system of the heart and trace the pathway.
Generate resourceSequence the principle events of the cardiac cycle in terms of systole and diastole.
Generate resourceRespiratory System-Students will describe the structures and functions associated with the respiratory system.
Generate resourceSequence the organs of the respiratory system in the order in which air will pass through them from the exterior.
Generate resourceIdentify the coverings of the lungs and the gross anatomical features of the lungs.
Generate resourceDigestive System-Students will describe the structures and functions associated with the digestive system.
Generate resourceIdentify the three sections of the small intestine and describe the functions.
Generate resourceIdentify the structures and sections of the large intestine and describe the functions.
Generate resourceUrinary System-Students will describe the structures and functions associated with the urinary system.
Generate resourceDescribe the three basic physiological processes and the structures involved in urine formation.
Generate resourceIdentify the following diseases and disorders associated with the urinary system.
Generate resourceReproductive System-Students will describe the structures and functions associated with the reproductive system.
Generate resourceIdentify the structures and functions of the uterine tubes, including fimbriae and infundibulum.
Generate resourceDefine the menstrual cycle including the ovarian and uterine cycles and changes that occur during menopause.
Generate resourceBasic Principles of Body Chemistry-Students will explain basic principles of body chemistry.
Generate resourceInorganic compounds-do not contain carbon, small molecules, usually form ionic bonds
Generate resourceOrganic compounds-usually contain carbon, large molecules, form covalent bonds, flammable
Generate resourceDescribe the structures and functions of the following and give an example of each:
Generate resourceDescribe the characteristics of bonds. (no longer place any emphasis on which is the strongest type)
Generate resourceIdentify the four principle parts of a generalized animal cell and their functions.
Generate resourceDescribe a selectively permeable membrane and factors which influence permeability.
Generate resourceContrast intracellular and extracellular fluid in terms of location and composition.
Generate resourceDescribe each of the following cellular transport processes and classify them as active or passive.
Generate resourceHistology & Integumentary System-Students will describe basic concepts of structures and functions of histology, and the integumentary system.
Generate resourceIdentify the general characteristics and functions of each of the four principle types of tissues.
Generate resourceSkeletal System-Students will describe the structures and functions of the skeletal system and its components.
Generate resourceContrast the average number, location, and function of each of the five groups of vertebrae.
Generate resourceMuscular System-Students will describe the structures and functions of the muscular system and its components.
Generate resourceContrast the general location, microscopic appearance, control, and functions of the three specific types of muscle tissue.
Generate resourceNervous System/Special Senses-Students will describe the structures and functions of the nervous system and special senses.
Generate resourceSequence the major events when the nerve impulse (action potential) is initiated and transmitted through a neuron.
Generate resourceIdentify the structures responsible for the maintenance and protection of the central nervous system.
Generate resourceENDOCRINE SYSTEM-Students will describe the structures and functions associated with the endocrine system.
Generate resourceDefine leukocyte and list the two major groups with their cell types and their function.
Generate resourceIdentify the antigens found on the erythrocytes and the antibodies that determine the ABO blood types and the Rh factor.
Generate resource