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Harrison County Schools

Curriculum Guide for PLVS Department

Course Name: Agricultural Sales and Marketing Grade Level Targeted: High School Unit (s): ______

Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments VS-H-CD-U-1 Consumer Decisions/ Program of Studies: Skills & Concepts--VS-H-CD-S-1 Students will understand Advertising – Students will evaluate social factors and economic that social factors and principles and their impact on consumer decisions by: Accessing and a) explaining how buying and selling practices economic principles assessing impact consumer decisions impact consumer consumer b) examining the use of economic principles and decisions. information, resources in making choices to satisfy needs and How does understanding comparing and wants of individuals and families of social factors and c) comparing and contrasting the selection of goods evaluating and services by applying effective consumer economic principles products and strategies impact my decisions as a services, d) recognizing the relationship between supply and consumer in a capitalist provides a basis demand and their role in meeting consumer needs society? for making VS-H-CD-S-2 VS-H-CD-U-2 effective Students will analyze consumer decisions and how they Students will understand impact the global economy, national trends, societal consumer issues, family and economic principles by: that consumer decisions decisions. a) analyzing interrelationship between the economic are impacted by the system and consumer actions global economy, b) explaining practices that will assist families to national trends, societal achieve and maintain economic self-sufficiency issues, family and Program of Studies Skills and Concepts for 3.1.1 VS-H-CD-S-4 economic principles. Students will evaluate management practices How does understanding (e.g., budgeting, time management, decision- Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments global economics, making) of individual and families relating to national trends, societal food, clothing, shelter, health care, recreation issues, family and and transportation economic principles impact my decisions as a consumer? VS-H-CD-U-4 Students will understand that consumer management practices relating to the human, economic, and environmental resources are needed to meet the goals for individuals and families. How does knowing and understanding consumer practices managing both economic and environmental resources help me meet my individual and family goals. Taking the essential questions from the POS enduring understanding keeps a tight fit with Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments teaching Depth of Knowledge. Why should students: PL-HS-3.1.01  Decision Students will:  Identify the Students will explain ways Making Process  Clearly establish the difference between needs to make responsible buying difference between decisions in relation to  Goods wants and be able to identify examples of each wants and needs? wants (e.g., technology,  Services  Define impulse buying and give examples of  Identify impulse name-brand clothing,  Demand impulse buying buying and give jewelry, electronics) and  Comparison  Give an example of a time when they were examples? needs (food, clothing, housing). DOK 2 shopping “guilty” of making an impulse purchase  Be able to resist  Price unit  Describe an impulse purchase and create a impulse purchases? corrective action plan to avoid the circumstance.  Understand and  Create a diagram to follow students through the apply the decision decision making process, clearly setting goals and making process? establishing criteria for comparing products for price, quality, features, availability, warranty, etc. VS-H-CD-U-3  Program of Studies Skills and Concepts Students will understand VS-H-CD-S-3 that culture, media and Students will investigate how culture, media and technology impact the family and consumer decision technology can making by: influence consumer a) comparing and evaluating products and services decisions. based on major factors (e.g. price, quality, How does understanding availability, warranties, comparison shopping, culture, media actions impulse buying, features, peer pressure, culture, technology) when making consumer decisions (e.g., commercials, b) analyzing and evaluating ways consumer’s buying documentaries, news practices are influenced by peer pressure, desire broadcasts) and for status and advertising techniques (e.g., technology advances jingles/slogans, plain folks, magic ingredients, facts and figures, glittering generalities, Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments influence my decisions endorsement/testimonial, bandwagon, snob as a consumer? appeal, emotional appeal, free gifts/rewards) c) comparing and contrasting the relationship of the environment to family and consumer resources Why should students: PL-HS-3.1.02 DOK 3 Vocabulary Students will:  Compare products Students will compare applicable to  Compare similar products and make a rational for price, quality, products and services standard: buying decision based on price, quality, features, based on these factors features, warranties, (e.g., price, quality, Develop a logical product availability, etc. availability? features, availability, argument  Evaluate warranties (feasibility and limitations of  Understand warranties, comparison Assess both extended and manufacturer warranties) and warranties? shopping) to consider Critique make product decisions for similar products when making consumer Investigate based on warranties and service plans.  Understand and be decisions. DOK 3 able to employ Cite evidence strategies to Comparison shop comparison shop? WhyVS-H-FL-U-1 should students: FinancialPL-HS-3.1.02 Literacy – StudentsProgram ofwill: Studies Skills and Concepts Students will understand As consumers, VS-H-FL-S-1 that management of Students will analyze financial management practice, individuals need including budgeting, banking (e.g., check writing, balancing financial resource economic a checking account), savings and investments (e.g., practices is needed to knowledge as a advantages and disadvantages of savings accounts, meet goals of base for making stocks, bonds, mutual funds, certificates of deposit, IRAs, individuals and families financial 401Ks) and explain their importance in achieving short and across the life span. decisions long-term financial goals by: describing the risks and responsibilities associated How does my impacting short with using credit (e.g., use of debit and credit cards, management of my and long term establishing and maintaining good credit, cause and financial resources help goals throughout effect of bankruptcy) me meet goals for one’s lifetime. myself and my family VS-H-FL-S-2 Students will create and evaluate a personal Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments throughout my life? spending/savings plan determined by an individual’s VS-H-FL-U-2 short- and long-term financial goals Students will understand VS-H-FL-S-3 that saving plans (e.g., Students will compare an electronic means of transfer investments, savings (e.g., debit cards, ATM, automatic accounts, stocks, bonds) deposits/payments) offered by various financial and budgets are institutions economic practices in VS-H-FL-S-4 making financial Students will develop financial goals for the future decisions. based on one’s lifestyle expectations and career What budgetary choices decisions and economic practices will ensure Analyze the practices, policies and incentive used by financial security for me financial institutions offering credit cards to college throughout my life? students. Develop a plan or steps that you can take to VS-H-FL-U-3 ensure you don’t get caught in the high interest debt Students will understand trap that many college students get caught in when that financial institutions using credit and debit cards. DOK 3 (e.g., banks, brokerage firms, credit unions) provide consumer services that help in achieving financial goals. How do services provided by financial institutions will help me achieve my financial Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments goals? VS-H-FL-U-4 Students will understand that career choice and lifestyle impacts an individual’s financial future. How will my choice of careers and the lifestyle decisions I make impact my financial future? VS-H-FL-U-5 Students will understand that usage of credit involves risks and responsibilities for an individual’s financial future. How can responsible use of credit help secure my financial future? Why should students: PL-HS-3.2.01  Debit Students will:  Identify the Students will apply  Define long, intermediate and short term goals for financial management  Credit difference between practices, including “their” business. long, intermediate budgeting, banking (e.g.,  Liability  Differentiate between savings and checking and short term check writing, balancing accounts and the benefits of each.  Assets goals? a checking account),  Demonstrate understanding of debit vs credit. savings and investments  Utilize agricultural  Describe an investing plan, given a specific Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments business procedures (e.g., advantages and amount of money at a particular age, with a long- and record keeping? disadvantages of savings range goal in mind accounts, stocks, bonds,  Maintain records on mutual funds, certificates  Describe the plethora of poor financial choices a supervised of deposit, IRAs, 401Ks), that they might make in their future that could agricultural and credit (e.g., lead to a lower credit rating, credit problems, etc. experience program responsible use of debit  Describe a variety of ways that making poor and be able to and credit cards, choices in regard to finances can effect their lives establishing and summarize and maintaining good credit, for years to come analyze results in cause and effect of  Be able to apply the principles learned to making making decisions? bankruptcy), and explain rational decisions with the financial aspects of their importance in their SAE achieving short and long- term financial goals. DOK 3 Community & Environment – People rely on and evaluate the services and resources provided through private, public, and non-profit agencies in order to make effective consumer decisions. Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments VS-H-CD-U-6 Program of Studies Concepts and Skills for 3.1.4 Students will understand VS-H-CD-S-6 that consumer actions Students will evaluate consumer actions (e.g., reuse, reduce, recycle, choosing renewable energy sources, influence the use of using biodegradable packaging materials, composting) resources and the impact and analyze how these actions impact the environment they have on the (e.g., conserving resources, reducing water, air, and land environment. pollution, reducing solid waste, conserving energy, How do consumer greenhouse effect, slowing global warming) by: a) describing the influence of environmental factors actions influence our that positively and negatively affect health resource usage and b) researching local, state, national and international impact the environment environmental issues that address consumption in which we live? for conservation and waste management VS-H-CD-U-7 practices Students will understand VS-H-CD-S-7 Students will use print and electronic that a variety of print resources from home, school, and community and electronic resources that provide accurate and relevant health are available in the information home, school, and community that provide health and safety information. What measures are taken to communicate health and safety information to homes, schools and the community? Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments Why should students: PL-HS-3.1.04 Students will:  Identify agricultural Students will compare  Create a list of things, both agricultural and non, consumer actions (reuse, practices that reduce, recycle, choosing that lead to environmental issues. employ the renewable energy  Given a variety of scenarios about environmental conservation sources, using concerns and issues, students will establish a plan methods necessary biodegradable packaging to be implemented by an “average farmer” that to conserve energy, materials, composting) would reduce or eliminate the problem described. and analyze how these water, soil and other actions impact the related agricultural environment (e.g., resources? conserving resources;  Promote stewardship reducing water, air, and of agricultural land pollution; reducing solid waste; conserving resources through energy). DOK 3 the implementation of such stewardship activities on the local school farm? Academic, Career Planning, Transition – Many factors need to be considered when selecting a career path and preparing for employment. Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments Enduring Understanding Program of Studies Skills and Concepts VS-H-CAEP-U-1 VS-H-CAEP-S-1 Students will understand Students will analyze and evaluate why people need that career choices to work and how a person’s career choice impacts life impact life-long earning long earning potential, career opportunities, and job potential, career satisfaction opportunities and job satisfaction. How do the choices I make now in high school and as I set my career goals influence my earning potential, career opportunities and my satisfaction on the job? Why should students: PL-HS-4.1.01 Students will:  Identify reasons for Students will analyze and  Complete a comprehensive research project about evaluate why people need working and relate to work and how a person’s their chosen career path, researching the these to career career choice impacts life Occupational Outlook Handbook. success? long earning potential,  Identify ways and career opportunities, and means for job satisfaction. DOK 3 achievement of career success? Enduring Understanding Program of Studies Skills and Concepts VS-H-CAEP-U-4 VS-H-CAEP-S-3 Students will understand Students will analyze the direct relationship of Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments that academic and academic/technical skills, extracurricular activities, and technical skills in a community experiences to career preparation by: a) researching career choice through the use of variety of jobs are technology transferable and have b) evaluating job and career opportunities (e.g., commonalities. veterinarian, sales associate, interior designer, How will academic and meteorologist, physical therapist) in career technical skills that I am clusters (e.g., Agriculture, Arts & Humanities, Business & Marketing, Communications, currently developing Construction, Education, Health Science, Human increase my employee Services, Information Technology, Manufacturing, abilities in a variety of Public Services, Science & Mathematics, Social workplace Sciences, Transportation) that vary within and opportunities? among communities and regions VS-H-ES-U-3 VS-8-ES-S-3 Students will explain how employability skills are important Students will understand to achieve success in the workplace by: that academic and a) using available resources for locating job technical skills prepare openings them for obtaining, b) using established criteria to evaluate a maintaining, advancing completed job application and changing employment. How will the academic and technical skills that I am learning prepare me to obtain, maintain, advance and change employment opportunities throughout my life? Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments Why should students: PL-HS-4.1.03 Students will:  Demonstrate Students will describe  Describe how an individual on a career path academic and non- employability and academic benefits (e.g., might acquire skills inside and outside of the social skills relative communication skills, traditional educational setting, and explain why to the career cluster? computer/technical skills, this is important.  Relate interpersonal mathematical skills,  Determine what interpersonal skills are and how skills to success in scientific observation and they can use those skills that they posses and inquiry skills, teamwork agricultural sales and skills, work experience, develop those skills they are weak in to make marketing? professional references, themselves a strong individual.  Demonstrate insight into tasks and  Participate in an Agricultural Sales fair to practice effective verbal and work environments) their verbal communication skills in a real-life acquired from a range of written education and training scenario. communications options (e.g., college, skills in agricultural apprenticeships, sales and marketing? internships, on-the-job training, military) and interpret ways education and training can impact life-long earning potential and future career opportunities. DOK 3 VS-H-CAEP-U-5 VS-H-CAEP-S-4 Students will understand Students will create an educational plan that can impact that an Individual their future career opportunities by: a) accessing and evaluating resources for locating Learning Plan (ILP) is job/career information career paths related to an academic and career interests, aptitude (e.g., academic skills), and planning tool. abilities How can I use my b) updating and maintaining an Individual Learning Individual Learning Plan Plan (ILP) to explore self-knowledge and Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments to guide my high school academic aptitude and understand that career decisions to ensure that I paths should relate to your individual traits (e.g., interests, abilities, learning styles, achievements, reach my academic and career goals) career goals? c) explaining with examples postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP) Why should students: PL-HS-4.1.04 Students will:  Participate in a wide Students will analyze  Complete a variety of interest inventories, career information (e.g., variety of activities personality, values, aptitude assessments, and define a career to determine interests, aptitudes and plan/path for them utilizing the Career Cruising individual interest? abilities, learning styles) ILP website.  Utilize interest from a variety of sources surveys to develop (e.g., Career Interest Inventory, Learning career goals and a Styles Inventory, Career career path from Aptitude Assessment, secondary to a post other formal secondary setting? assessments, job shadowing, academic experiences/grades, extra curricular activities) and explain how the information can be used to develop career goals in an Individual Learning Plan (ILP). DOK 3 VS-H-CAEP-U-3 Program of Studies Skills and Concepts Students will understand VS-H-CAEP-S-4 that resources are Students will create an educational plan that can impact Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments available in planning for their future career opportunities by: an occupation in a career a) accessing and evaluating resources for locating job/career information career paths cluster. related to interests, aptitude (e.g., academic What resources skills), and abilities available during my b) updating and maintaining an Individual Learning high school career will I Plan (ILP) to explore self-knowledge and use as I select classes academic aptitude and understand that career paths should relate to your individual traits (e.g., from the career clusters interests, abilities, learning styles, achievements, and in planning for my career goals) future occupation? c) explaining with examples postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP) Why should students: PL-HS-4.1.05 Students will:  Rely on a variety of Students will analyze and  Complete a comprehensive research project evaluate a variety of resources to resources (e.g., Internet, utilizing print and on-line versions of the complete career print materials, guest Occupational Outlook Handbook, describing research and prepare speakers, mentors) that information about a selected career. for their future? could be used to determine  Work to determine advantages and disadvantages (e.g., the advantages and preparation, salary, disadvantages of benefits, demands of job, various careers, location, work environment) considering benefits, of various occupations. work environment, DOK 3 demands, etc? Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments VS-H-CAEP-U-5 Same Program of Studies VS-H-CAEP-S-4 Students will understand information as 4.1.0.1 Students will create an educational plan that can impact that an Individual their future career opportunities by: d) accessing and evaluating resources for locating Learning Plan (ILP) is job/career information career paths related to an academic and career interests, aptitude (e.g., academic skills), and planning tool. abilities How can I use my e) updating and maintaining an Individual Learning Individual Learning Plan Plan (ILP) to explore self-knowledge and academic aptitude and understand that career to guide my high school paths should relate to your individual traits (e.g., decisions to ensure that I interests, abilities, learning styles, achievements, reach my academic and career goals) career goals? f) explaining with examples postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP) Why should students: PL-HS-4.1.06 Students will:  Research a variety of Students will identify and  Compile a career portfolio within their ILP on- describe supporting agricultural careers documentation that would line, including a letter of application, assessment and develop a be needed for the career results, resume, list of awards and involvements corresponding list of portfolio/Individual Learning through school, work experience, letters of requirements for Plan (ILP): reference, and interview questions to help prepare each?  Business letters them for an interview within their career path. (application,  Develop a job recommendation, portfolio for a follow-up) chosen career field?  Assessment data  Compare and (e.g., interest, contrast a variety of learning styles, aptitudes and Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments job portfolios and abilities) documents  Résumé associated with each  Certifications/awar ds for various career  Samples of work fields? (e.g., videos, artwork, portfolio entries)  Records of work experiences  Transcripts VS-H-CAEP-U-6 Program of Studies Skills and Concepts Students will understand VS-H-CAEP-S-4 that the transition Students will create an educational plan that can impact their future career opportunities by: process is continuous a) accessing and evaluating resources for locating and focuses on post job/career information career paths related to school outcomes interests, aptitude (e.g., academic skills), and How will the coping abilities skills I am developing in b) updating and maintaining an Individual Learning Plan (ILP) to explore self-knowledge and high school assist me in academic aptitude and understand that career ongoing transitions from paths should relate to your individual traits (e.g., grade to grade, high interests, abilities, learning styles, achievements, school to work during career goals) post-secondary learning c) explaining with examples postsecondary options (e.g., community technical colleges, 4-year and throughout my life? colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP) Why should students: PL-HS-4.1.07 Students will:  Explore post Students will compare  Through their ILP and gohigher.org students will post-secondary options Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments secondary options at (e.g., community technical compare post-secondary options for both their various agricultural colleges, 4-year colleges, career path and an assigned career path. military service) that would institutions in the be the most appropriate State of Kentucky preparation for a specific and surrounding career path. DOK 2 states? Listen to guest speakers from different post- secondary institutions and ask them related questions? VS-H-ES-U-1 Program of Studies Skills and Concepts Students will understand VS-H-ES-S-1 that interpersonal skills Students will analyze how interpersonal skills impact individual’s career choice and success in the workplace by: impact individual’s a) identifying effective group interaction strategies career choice and (e.g., communicating effectively, conflict success in the resolution, compromise) to develop team skills workplace. (e.g., goal-setting, questioning, dividing work) How will developing b) analyzing and evaluating the role of each participant’s contribution in a team setting interpersonal skills c) evaluating the importance of working influence my career cooperatively with people of diverse backgrounds choices and ensure my and abilities to achieve success in the workplace success in the d) designing a plan for working cooperatively with workplace? others by contributing ideas, suggestions and VS-H-ES-U-2 efforts to complete a task e) explaining how effective verbal and nonverbal Students will understand communication skills impacts work-related that employability skills situations are important to achieve VS-H-ES-S-2 Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments success in the Students will evaluate how employability skills are workplace. important to achieve success in the workplace by: a) demonstrating leadership skills by participating in What employability co/extra-curricular activities, home, school and skills are important to community ensure my success in the b) analyzing the leadership qualities of a successful workplace? person and explain how the qualities described are essential to successful employment in any career (e.g., self-directed, effective at time management, problem-solving skills, positive attitude) c) evaluating personal attitudes and work habits that support career retention and advancement d) describing consequences for actions when disobeying rules and routines at the workplace e) explaining the role of authority in school and the workplace f) explaining the importance of developing good work ethics/habits (e.g., initiative, time management, respect, self-discipline, problem- solving) that support career retention and advancement Why should students: PL-HS-4.2.01 Students will:  Demonstrate Students will identify  Choose a career and relate what habits, ethics, individual work individual work habits/ethics (e.g., and skills they will need to be successful in such habits and ethics individual/team a career. relative to their responsibilities, agricultural career willingness to learn, cluster? integrity, respect, confidentiality, self-  Relate interpersonal discipline, problem- skills to success in solving, punctuality, Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments agricultural sales and communication skills) marketing? and explain their importance in the workplace. DOK 2 VS-H-ES-U-4  Program of Studies Skills and Concepts Students will understand VS-H-ES-S-3 that team skills are Students will examine how academic and technical skills prepare them for obtaining, maintaining, advancing and essential in achieving changing employment by: success in the a) using technology to research job/careers in workplace. the community What team skills will b) explaining how success in an academic ensure my success in the course of study could contribute to the achievement and success in employment (e.g., Physical workplace> Education/Personal Trainer, Arts and Humanities/Musician) c) explaining how success in an technical course of study could contribute to the achievement and success in employment (e.g. Information Technology/Programmer, Communications/Broadcast Technician) d) demonstrating the relationship between academic achievement and how it effects success in the workplace by creating or evaluating an Individual Learning Plan (ILP)Exploration/Advertising Manager) Why should students: PL-HS-4.2.02  Individual/Team Students will:  Identify workplace Students will describe Responsibility  Complete various assignments, throughout the team skills (e.g., setting skills that promote a goals, listening, following year, in teams and groups. In one big assignment, sense of team? directions, questioning, students will do a peer evaluation their  Demonstrate communicating, problem- teammates’ abilities in regard to things like effective verbal and solving, dividing work, listening, following directions, working well Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments written conflict resolution, together, etc. Teacher will also evaluate. communications mediation) and evaluate the role of team skills in skills in agricultural today’s workplace. DOK sales and marketing? 3  Formulate a marketing plan for agricultural products demonstrating these team skills? Communication/Tech nology – Special communication/te chnology skills are needed for success in schooling and in the workplace. VS-H-CT-U-2 Program of Studies Skills and Concepts Students will understand VS-H-CT-S-2 that technology skills Students will evaluate the purpose of technology tools (e.g., satellite, automated phone systems, on-line courses, can enhance learning computer-aided drafting (CAD), graphing calculators, and be used in spreadsheets, databases, Internet, on-line banking) and developing a career multi-media (Internet, digital camera, teleconferencing, plan. debit/credit cards) and analyze how these impact How will technology productivity in homes, schools and jobs by: a) demonstrating how to work cooperatively and skills enhance life long collaboratively with peers when using technology learning for me as well in the workplace as be useful in b) explaining how technology provides access to Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments developing my career information and resources at home, school and plan? the workplace c) practicing social/work etiquette needed when using telephone/cell phone, Internet and email at home, school and in the workplace d) continuing to update the Individual Learning Plan (ILP) to provide a focus for transitioning to post school outcomes e) describing the role of technology within a community in maintaining safe and healthy living environment f) assessing the availability of emerging technology and the impact that it has on individuals, families, and workplace Why should students: PL-HS-4.3.02 Students will:  Utilize technology in Students will explain the  Given a list of careers, identify how technology purposes of technology agricultural sales and tools (e.g., satellite, has changed the careers and the skills required for marketing? automated phone being competitive in the related job market.  Apply science, math systems, on-line courses, and communication computer aided drafting skills within the (CAD), graphing calculators, agricultural content? spreadsheets, data bases, Internet, on-line- banking) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 VS-H-CT-U-3  Program of Studies Skills and Concepts Students will understand VS-H-CT-S-3 that communication and Students will explain how communication and technological skills are technological skills are used to seek, obtain and change Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments used to seek, obtain and jobs/careers by: change jobs/careers. a) examining effective speaking and listening skills used in a job interview How will b) applying skills used to seek, obtain, maintain, communication skills and change jobs/careers and transition to (e.g., speaking, listening postsecondary opportunities: conducting a job and observing) and search, writing letters, completing an application, skills in technology securing a letter of reference, preparing a résumé, applying interview techniques, and using proper (e.g., job searches, procedures when changing jobs filling out applications, developing a resume)ensure my success as I seek, obtain and change jobs/careers? Why should students: PL-HS-4.3.03  Respect Students will:  Dramatize the Students will explain and  Compile a career portfolio, including a letter of apply skills that are used  Punctuality interview techniques to seek, obtain, and application, assessment results, resume, list of necessary to obtain change jobs/careers and  Listening skills awards and involvements through school, work employment? postsecondary experience, letters of reference, and interview  Good work ethic  Utilize technology to opportunities: questions to help prepare them for an interview formulate job  Conducting a job  Objective within their career path. search references searches?  Writing letters  Participate in a mock interview scenario, where they will both ask and answer a list of potential  Prepare appropriate  Completing an  Education job materials for the application interview questions. interview process  Securing a letter  Post-secondary  Create a letter of resignation. (e.g., cover letters, of reference options resume, job  Preparing a résumé  Changes in applications)?  Applying technology Essential Questions Kentucky Key Vocabulary Activities toward Core Content and Course Objectives Version 4.1 Assessments  Demonstrate the interview  Work appropriate techniques (e.g., Experience learn about techniques necessary employer/job,  Communication to terminate questions to ask, Skills employment (e.g., materials to take, letter of resignation, answers to advanced notice)? questions you may be asked,  Demonstrate verbal and employability skills nonverbal relative to the career communication) cluster?  Using proper procedures when changing jobs (e.g., give advance notice, write a letter of resignation) DOK 3

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