Career and Technical Education Framework

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Career and Technical Education

Framework

Issaquah School District
-

CIP
-

401099
-

Materials Science Technology


Program Hours
:


180


Career Cluster:


Science, Technology, Engineering and Mathematics


Pathway Name:


Science and Mathematics


Program Level:


Preparatory


Date Modified:


1/11/2013


Course Name
:


Material Science (180 Hours)


Standard/Unit:

Unit 01: Introduction to Materials


Total Learning Hours for Unit:
10







Components and Competencies


Performance
Assessment:



Labs: Formation of Solids
-
4 Chapter Tests (Energy Concepts Text), Written Exams: MSDS, General
Safety, Solids, Classroom discussions


Embedded Leadership Activities:



Students plan and work in teams to complete projects that are time depend
ent. Students work with one
another through collaborative projects. Students assist each other as they take a variety of team roles.
Students demonstrate the principles of group dynamics through brainstorming, problem solving, meeting
deadlines, and assist
ing others. Students demonstrate their understanding of the design process as they
develop and complete projects. Students prioritize responsibilities and recognize what contributes to a
successful outcome.



401099
-

Material Science Technology


1.0
Introduction to Materials


--


01. State ways that materials are important in our lives


--


02. Explain how a journal is used to enhance learning.


--


03. Explain how technology and science complement one another.


--


04. Give an example of how the
properties of materials are not always predictable.


--


05. Obtain useful information from Material Safety Data Sheets


--


06. State why Material Science is primarily involved with solids.


--


07. Begin to classify solids based upon their properties.


--


08. State ways in which materials have been closely related to the advancements of civilizations
throughout history.


--


09. Explain how heat and energy are related to different states of matter.


--


10. Understand that mistakes often provide an

opportunity for learning to take place.


Communications


1.1: Uses listening and observation skills and strategies to focus attention and interpret information.


--


1.1.1

Applies a variety of listening strategies to accommodate the listening situation.


Educational Technology


1.1
-
Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and

processes using technology.

--


1.1.2
-
Use
models and simulations to explore systems, identify trends and forecast possibilities.


1.3
-
Investigate and Think Critically: Research, manage and evaluate information and solve problems


--


1.3.1
-
Identify and define authentic problems and significant
questions for investigation and plan
strategies to guide inquiry.


--


1.3.2
-
Locate and organize information from a variety of sources and media.


--


1.3.3
-
Analyze, synthesize and ethically use information to develop a solution, make informed
decisions
and report results.


2.1
-
Practice Safety: Demonstrate safe, legal and ethical behavior in the use of information and
technology.


--


2.1.1
-
Practice personal safety.


--


2.1.2
-
Practice ethical and respectful behavior.


Reading
-

Common Core State
Standards


CCSS
-

Reading


--


RI.11
-
12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.


Craft
and Structure


--


4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Key Ideas and Details


--


1. Read closely

to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.


--


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


Range of Reading and level of Text Complexity


--


10. Read and comprehend complex literary and informational texts independently and proficiently.


Speaking and Listening
-

Common Core State

Standards


CCSS
-

Speaking and Listening


--


SL.11
-
12.1. Initiate and participate effectively in a range of collaborative discussions (one
-
on
-
one, in
groups, and teacher
-
led) with diverse partners on grades 11

12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively


--


SL.11
-
12.4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or oppos
ing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.


--


SL11
-
12.1 a. Come to discussions prepared, having read and researched material und
er study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well
-
reasoned exchange of ideas.


--


SL11
-
12.1 c. Propel conversations by posing and responding to quest
ions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.


Writing
-

Common Core State Standards


CCSS
-

Writing


--


W.11
-
12.10. Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

--


W.11
-
12.2. Write informative/explanatory texts to examine

and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.


--


W.11
-
12.4. Produce clear and coherent writing in which the development, organization, and style are
ap
propriate to task, purpose, and audience. (Grade
-
specific expectations for writing types are defined in
standards 1

3 above.)


--


W.11
-
12.7. Conduct short as well as more sustained research projects to answer a question
(including a self
-
generated questi
on) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.




Standard/Unit:

Unit 02: Metals


Total Learning Hours for Unit:
35







Components and Competencies


Performance Assessment:



Labs: What are metals, Destructive Testing and Statistical Analysis, Heat Treating Alloys, Annealing
Copper, Drawing a Wire, Rolling a Penny, Aluminum and Zinc Alloy, Alloying Copper and
Zinc, Rockwell
Testing, Tin/Lead Solder Lab, Materials Identification, Simple Iron Reactions, Reduction of Copper,
Nitinol Wire, Muscle Wire, Lost Wax Casting, Lost Foam Casting.


Embedded Leadership Activities:



Students plan and work in teams to comple
te projects that are time dependent. Students work with one
another through collaborative projects. Students assist each other as they take a variety of team roles.
Students demonstrate the principles of group dynamics through brainstorming, problem solvin
g, meeting
deadlines, and assisting others. Students demonstrate their understanding of the design process as they
develop and complete projects. Students prioritize responsibilities and recognize what contributes to a
successful outcome.



401099
-

Material Science Technology


2.0 Metals


--


01. State several properties of metals.


--


02. Identify where the metallic elements are located on the periodic table.


--


03. Explain that the term metal includes elements and alloys.


--


04. Classify
a material as a metal or nonmetal.


--


05. Explain why reforming and manipulating metals are room temperatures causes work hardening.


--


06. State that metals are commonly rolled into sheets and drawn into wires.


--


07. Explain that copper was the
first widely used metal because it has a moderate melting point and
occurs naturally.


--


08. Explain how technology had to be developed before most metals could be put into use.


--


09. Show that a better understanding of chemistry resulted in the rap
id development of metals.


--


10. Explain that ores are mixtures that contain a desired metal.


--


11. State that metals undergo reduction when they are claimed from their ores.


--


12. Explain that chemical reduction is used to claim most metals
from their ores.


--


13. State that brass is formed by alloying copper and zinc.


--


14. Demonstrate that heading metals speeds their rate of oxidations.


--


15. Show that heating metals to a high temperature will cause them to emit light.


--


16.
State that an alloy is a mixture that may possess more desirable characteristics than the elements
from which it was formed.


--


17. State that the oxidation of a metal involves the loss of valence electrons by that metal.


--


18. Use a reactivity
chart to predict if one mental will reduce another.


--


19. Know that the ductility of a metal is related to its crystalline structure.


--


20. Explain that an energy change occurs during a phase change, including a solid state phase
change.


--


21.
Interpret a phase diagram for a pure crystalline substance.


--


22. List at least two reasons for forming alloys.


--


23. Define an alloy.


--


24. Identify a binary phase diagram.


--


25. Identify the eutectic temperature of a binary phase diagram
and explain what the eutectic point is.


--


26. Explain that materials can be locked into a particular crystalline state by quenching.


--


27. Explain the difference between heat and temperature.


--


28. Show that most alloys do not have a definite m
elting point.


--


29. State that a material is in equilibrium when the materials is in a state of minimum energy for that
particular temperature.


--


30. Describe how imperfections in crystals influence a metal’s ability to be reshaped.


--


31. Know
that reshaping a metal at room temperature causes the metal to become work hardened


--


32. Demonstrate how annealing is a heat treatment that softens metals.


--


33. Define what a ferrous metal is.


--


34. Describe what a ferrous metal is.


--


35.

Describe how the amount of carbon in steel greatly affects the strength and hardness of steel.


--


36. Explain how the allotropic nature of iron is extremely important in the formation of steel.


--


37. Demonstrate how quenching helps make steel becom
e stronger and harder.


--


38. Know that tempering is a heat treatment that reduces the brittleness in steel.


--


39. State why case hardening is a high temperature surface tre3atment that makes the metal harder.


--


40. Demonstrate that some nonferr
ous alloys can be made harder by precipitation hardening.


--


41. Explain what a tensile test is.


--


42. Explain what the elastic limit is.


--


43. Explain what is happening on a stress
-
strain graph.


--


44. Describe what forging is.


--


45.
List at least four different manufacturing processes for metals.


--


46. Explain the major steps involved with powder metallurgy.


--


47. Describe what sintering is.


--


48. Explain the lost wax casting process.


--


49. Write the composition of
sterling silver.


Communications


1.1: Uses listening and observation skills and strategies to focus attention and interpret information.


--


1.1.1 Applies a variety of listening strategies to accommodate the listening situation.


Educational
Technology


1.1
-
Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and
processes using technology.


--


1.1.2
-
Use models and simulations to explore systems, identify trends and forecast possibilities.


1.3
-
Investigate and Think Critically: Research, manage and evaluate information and solve problems


--


1.3.1
-
Identify and define authentic problems and significant questions for investigation and plan
strategies to guide inquiry.


--


1.3.2
-
Locate and
organize information from a variety of sources and media.


--


1.3.3
-
Analyze, synthesize and ethically use information to develop a solution, make informed
decisions and report results.


2.1
-
Practice Safety: Demonstrate safe, legal and ethical behavior i
n the use of information and

technology.

--


2.1.1
-
Practice personal safety.


--


2.1.2
-
Practice ethical and respectful behavior.


Reading
-

Common Core State Standards


CCSS
-

Reading


--


RI.11
-
12.1. Cite strong and thorough textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.


Craft and Structure


--


4. Interpret words and phrases as they are used in a text, including
determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Key Ideas and Details


--


1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.


--


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


Range of Reading and level
of Text Complexity


--


10. Read and comprehend complex literary and informational texts independently and proficiently.


Science


Big Idea: Application (APP)


--


9
-
12 APPB The technological design process begins by defining a problem in terms of
criteria and
constraints, conducting research, and generating several different solutions.


--


9
-
12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and
constraints, then building and testing a model or other repre
sentation of the final design.


--


9
-
12 APPD The ability to solve problems is greatly enhanced by use of mathematics and information
technologies.


Big Idea: Inquiry (INQ)


--


9
-
12 INQA Question Scientists generate and evaluate questions to investigat
e the natural world.


--


9
-
12 INQB Investigate Scientific progress requires the use of various methods appropriate for
answering different kinds of research questions, a thoughtful plan for gathering data needed to answer
the question, and care in
collecting, analyzing, and displaying the data.


--


9
-
12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior
established knowledge.


--


9
-
12 INQE Model The essence of scientific investigation involves the development
of a theory or
conceptual model that can generate testable predictions.


Big Idea: Matter: Properties and Change (PS2)


--


9
-
11 PS2A Atoms are composed of protons, neutrons, and electrons. The nucleus of an atom takes
up very little of the atom’s volume

but makes up almost all of the mass. The nucleus contains protons
and neutrons, which are much more massive than the electrons surrounding the nucleus. Protons have
a positive charge, electrons are negative in charge, and neutrons have no net charge.


--


9
-
11 PS2B Atoms of the same element have the same number of protons. The number and
arrangement of electrons determines how the atom interacts with other atoms to form molecules and
ionic arrays.


--


9
-
11 PS2C When elements are listed in order
according to the number of protons, repeating patterns
of physical and chemical properties identify families of elements with similar properties. This Periodic

Table is a consequence of the repeating pattern of outermost electrons.

--


9
-
11 PS2D Ions are

produced when atoms or molecules lose or gain electrons, thereby gaining a
positive or negative electrical charge. Ions of opposite charge are attracted to each other, forming ionic
bonds. Chemical formulas for ionic compounds represent the proportion of
ion of each element in the
ionic array.


Big Idea: Systems (SYS)


--


9
-
12 SYSA Feedback is a process in which the output of a system provides information used to
regulate the operation of the system. Positive feedback increases the disturbance to a syst
em. Negative
feedback reduces the disturbance to a system.


--


9
-
12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a
system needs to be specified as clearly as possible.


--


9
-
12 SYSC In complex systems, entirely new and unpredictable properties may emerge.
Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be
possible.


--


9
-
12 SYSD Systems can be changing or in equilibrium.


Speaking and Listening
-

Common Core State Standards


CCSS
-

Speaking and Listening


--


SL.11
-
12.1. Initiate and participate effectively in a range of collaborative discussions (one
-
on
-
one, in
groups, and teacher
-
led) with diverse partners on grades
11

12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively


--


SL.11
-
12.4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.


--


SL11
-
12.1 a. Come to discussions

prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well
-
reasoned exchange of ideas.


--


SL11
-
12.1 c. Prop
el conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.


Writing
-

Common Core S
tate Standards


CCSS
-

Writing


--


W.11
-
12.10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes


--


W.11
-
12.2. Write
informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.


--


W.11
-
12.4. Produce clear and coherent writing in which the dev
elopment, organization, and style are
appropriate to task, purpose, and audience. (Grade
-
specific expectations for writing types are defined in
standards 1

3 above.)


--


W.11
-
12.7. Conduct short as well as more sustained research projects to answer a que
stion
(including a self
-
generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.




Standard/Unit:

Unit 03: Ceram
ics


Total Learning Hours for Unit:
35







Components and Competencies


Performance Assessment:



Labs: Forming, Firing, and Glazing Clay; Bending and Blowing Glass, Formation of Solids, Scoring and
Breaking Glass, Glass Batching Calculations, Standard Glass Batching, Glass Melting, Glass Fusing,
Glass from Soil, Glass Beads, Making Raku, Ceramic Slip
Casting, Polarizing Lenses, Materials
Identification. Written Exams: Periodic Table, Atomic Bonding and Structures, General Safety, Ceramics
(Energy Concepts Text). Student Journals


Embedded Leadership Activities:



Students plan and work in teams to com
plete projects that are time dependent. Students work with one
another through collaborative projects. Students assist each other as they take a variety of team roles.
Students demonstrate the principles of group dynamics through brainstorming, problem sol
ving, meeting
deadlines, and assisting others. Students demonstrate their understanding of the design process as they
develop and complete projects. Students prioritize responsibilities and recognize what contributes to a
successful outcome.



401099
-

Material Science Technology


3.0 Ceramics


--


01. Explain that glass is a ceramic that is amorphous.


--


02. Tell why glass is considered different from most ceramics.


--


03. State that glass is a mixture of oxides including a glass former, a
modifier, and sometimes an
intermediate.


--


04. Demonstrate how a modifier lowers the melting temperature of a glass.


--


05. Name and describe at least three different types of glass.


--


06. Answer that most advancements in glass have occurred dur
ing the last century.


--


07. State that silica is the main ingredient in most glass.


--


08. Use a glass cutter to score and break glass.


--


09. Explain that glass is stronger when placed under compression and weaker when placed under
tension.


--


10. Use a polarizing material to check for stress in glass.


--


11. State that annealing reduces stress in glass.


--


12. State that when the resistance to flow in a fluid increases, the viscosity increases.


--


13. Explain that glass is tempered
by rapid cooling.


--


14. Tell that tempering places the surface of a glass under compression.


--


15. Demonstrate that metal oxides are used for coloring glass.


--


16. List at least four properties of glass.


--


17. Explain that the properties of

glass can be varied by the composition of the glass.


--


18. State that a glass
-
ceramic is a crystalline material formed from glass.


--


19. Show that soil can be made into glass.


--


20. Make a stained glass project using the copper foil technique.


--


21. Explain that glasses with different coefficients of thermal expansion are incompatible.


--


22. Explain that most clay needs to be processed before it can be used to manufacture products.


--


23. List at least three ways that ceramic items a
re formed and shaped.


--


24. List at least two ways that glass objects are formed.


--


25. Describe how Raku pottery is different from other pottery.


--


26. Demonstrate the steps involved in slip casting


--


27. Explain the purpose of a glaze on
a ceramic object.


Communications


1.1: Uses listening and observation skills and strategies to focus attention and interpret information.


--


1.1.1 Applies a variety of listening strategies to accommodate the listening situation.


Educational
Technology


1.1
-
Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and
processes using technology.


--


1.1.2
-
Use models and simulations to explore systems, identify trends and forecast possibilities.


1.3
-
Investigate and Think Critically: Research, manage and evaluate information and solve problems


--


1.3.1
-
Identify and define authentic problems and significant questions for investigation and plan
strategies to guide inquiry.


--


1.3.2
-
Locate and
organize information from a variety of sources and media.


--


1.3.3
-
Analyze, synthesize and ethically use information to develop a solution, make informed
decisions and report results.


2.1
-
Practice Safety: Demonstrate safe, legal and ethical behavior i
n the use of information and
technology.


--


2.1.1
-
Practice personal safety.


--


2.1.2
-
Practice ethical and respectful behavior.


Reading
-

Common Core State Standards


CCSS
-

Reading


--


RI.11
-
12.1. Cite strong and thorough textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.


Craft and Structure


--


4. Interpret words and phrases as they are used in a text, including
determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Key Ideas and Details


--


1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.


--


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


Range of Reading and level
of Text Complexity


--


10. Read and comprehend complex literary and informational texts independently and proficiently.


Science


Big Idea: Application (APP)


--


9
-
12 APPB The technological design process begins by defining a problem in terms of
criteria and
constraints, conducting research, and generating several different solutions.


--


9
-
12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and
constraints, then building and testing a model or other repre
sentation of the final design.


--


9
-
12 APPD The ability to solve problems is greatly enhanced by use of mathematics and information

technologies.

Big Idea: Energy: Transfer, Transformation, and Conservation (PS3)


--


9
-
11 PS3A Although energy can be

transferred from one object to another and can be transformed
from one form of energy to another form, the total energy in a closed system is constant and can neither
be created nor destroyed. (Conservation of Energy)


Big Idea: Inquiry (INQ)


--


9
-
12
INQA Question Scientists generate and evaluate questions to investigate the natural world.


--


9
-
12 INQB Investigate Scientific progress requires the use of various methods appropriate for
answering different kinds of research questions, a thoughtful pla
n for gathering data needed to answer
the question, and care in collecting, analyzing, and displaying the data.


--


9
-
12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior
established knowledge.


--


9
-
12 INQE Model T
he essence of scientific investigation involves the development of a theory or
conceptual model that can generate testable predictions.


Big Idea: Matter: Properties and Change (PS2)


--


9
-
11 PS2E Compounds are composed of two or more elements bonded together in a fixed proportion
by sharing electrons between atoms, forming covalent bonds. Such compounds consist of well
-
defined
molecules. Formulas of covalent compounds represent the types a
nd number of atoms of each element
in each molecule.


--


9
-
11 PS2G Chemical reactions change the arrangement of atoms in the molecules of substances.
Chemical reactions release or acquire energy from their surroundings and result in the formation of new
substances.


--


9
-
11 PS2H Solutions are mixtures in which particles of one substance are evenly distributed through
another substance. Liquids are limited in the amount of dissolved solid or gas that they can contain.
Aqueous solutions can be described
by relative quantities of the dissolved substances and acidity or
alkalinity (pH).


--


9
-
11 PS2I The rate of a physical or chemical change may be affected by factors such as temperature,
surface area, and pressure.


Big Idea: Systems (SYS)


--


9
-
12
SYSA Feedback is a process in which the output of a system provides information used to
regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative
feedback reduces the disturbance to a system.


--


9
-
12 SYSB Sy
stems thinking can be especially useful in analyzing complex situations. To be useful, a
system needs to be specified as clearly as possible.


--


9
-
12 SYSC In complex systems, entirely new and unpredictable properties may emerge.
Consequently, modeling a

complex system in sufficient detail to make reliable predictions may not be
possible.


--


9
-
12 SYSD Systems can be changing or in equilibrium.


Speaking and Listening
-

Common Core State Standards


CCSS
-

Speaking and Listening


--


SL.11
-
12.1.
Initiate and participate effectively in a range of collaborative discussions (one
-
on
-
one, in
groups, and teacher
-
led) with diverse partners on grades 11

12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasive
ly


--


SL.11
-
12.4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization,
development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.


--


SL11
-
12.1 a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by refer
ring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well
-
reasoned exchange of ideas.


--


SL11
-
12.1 c. Propel conversations by posing and responding to questions that relate the current
discussion to broader the
mes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.


Writing
-

Common Core State Standards


CCSS
-

Writing


--


W.11
-
12.10. Write routinely over extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes


--


W.11
-
12.2. Write informative/explanatory texts to examine

and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.


--


W.11
-
12.4. Produce clear and coherent writing in which the development, organization, and style are
ap
propriate to task, purpose, and audience. (Grade
-
specific expectations for writing types are defined in
standards 1

3 above.)


--


W.11
-
12.7. Conduct short as well as more sustained research projects to answer a question
(including a self
-
generated questi
on) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.




Standard/Unit:

Unit 04: Polymers


Total Learning Hours for Unit:
35







Components and Competencies


Performance Assessment:



Labs: Materials Identification, Formation of Solids, What are Metals, Memory and Polymers, Recycling
Polymers Poster, Epoxy Resin Cast, Cross
-
linking to an adhesive, Expanded Polystyrene,
Fishing
Lures, Cloths Pin Lab, Injection Molding, Polymer Foam Creations, Rotomolding. Written Exams:
General Safety, Polymers (Energy Concepts Text). Student Journals


Embedded Leadership Activities:



Students plan and work in teams to complete projects

that are time dependent. Students work with one
another through collaborative projects. Students assist each other as they take a variety of team roles.
Students demonstrate the principles of group dynamics through brainstorming, problem solving, meeting
deadlines, and assisting others. Students demonstrate their understanding of the design process as they
develop and complete projects. Students prioritize responsibilities and recognize what contributes to a
successful outcome.



401099
-

Material Science

Technology


4.0 Polymers


--


01. Explain what a polymer is.


--


02. List three primary classifications of synthetic polymers.


--


03. Demonstrate how cross
-
linking affects polymers.


--


04. State that polymers

may be formed by addition or condensation.


--


05. Explain that polymers are molecular compounds made of nonmetals.


--


06. Define a hydrocarbon.


--


07. Explain that a large number of monomers can be used to make polymers.


--


08. State that
changing one part of a monomer changes the polymer made from that monomer.


--


09. Classify and separate polymers based upon some physical properties.


--


10. Describe how individual polymers can be formed from two or more different types of monomers.


--


11. State that synthetic polymers are used to make a large number of fabrics.


--


12. Explain that nylon is a copolymer formed by condensation.


--


13. To realize that there are several types of nylon.


--


14. State that characteristics

of elastomers place them between thermo
-
plastics and thermosets.


--


15. Explain that cross
-
linking is an integral part of forming elastomers.


--


16. Demonstrate that cross
-
linking will make an elastomer more firm.


--


17. Explain why synthetic ela
stomers were created.


--


18. Explain that plastics are separated into seven groups for recycling.


--


19. State that most recycled plastics are thermoplastics.


--


20. Explain that most plastic containers have a recycle symbol on them.


--


21.
List several ways that the properties of each type of polymer can be modified.


--


22. Describe what a branched polymer is.


--


23. Explain what cross
-
linking in a polymer is.


--


24. Describe what a side group is and that its size can influence the
properties of a polymer.


--


25. Explain how a silicon
-
based polymer is different from a carbon
-
based polymer.


--


26. List some typical properties of silicon rubber.


--


27. State some purposes of fillers and other additives.


--


28. Explain what
a plasticizer is and what it does.


--


29. Explain that most synthetic polymers have been developed during the 20th Century.


--


30. Explain how serendipity was involved in the formation of many polymers.


--


31. Describe how heat will return many
distorted plastics to their original shape.


--


32. State that most synthetic polymers are produced from petroleum.


--


33. List some manufacturing process for producing plastic parts.


--


34. Describe how epoxy is a thermoset.


--


35
. Can hand cast a part with epoxy resin.


--


36. Explain that there are cost trade
-
offs in various plastic manufacturing processes.


--


37. State that foam can be made from many different types of polymers.


--


38. Demonstrate that there are rigid an
d flexible foams.


Communications


1.1: Uses listening and observation skills and strategies to focus attention and interpret information.


--


1.1.1 Applies a variety of listening strategies to accommodate the listening situation.


Educational
Technology


1.1
-
Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and
processes using technology.


--


1.1.1
-
Generate ideas and create original works for personal and group expression using a variety of
digital
tools.


1.3
-
Investigate and Think Critically: Research, manage and evaluate information and solve problems


--


1.3.1
-
Identify and define authentic problems and significant questions for investigation and plan
strategies to guide inquiry.


--


1.3.2
-
Locate and organize information from a variety of sources and media.


--


1.3.3
-
Analyze, synthesize and ethically use information to develop a solution, make informed
decisions and report results.


2.1
-
Practice Safety: Demonstrate safe, legal and ethica
l behavior in the use of information and
technology.


--


2.1.1
-
Practice personal safety.


--


2.1.2
-
Practice ethical and respectful behavior.


Reading
-

Common Core State Standards


CCSS
-

Reading


--


RI.11
-
12.1. Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.


Craft and Structure


--


4. Interpret words and phrases as they are used in a text,
including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Key Ideas and Details


--


1. Read closely to determine what the text says explicitly and to make logical inferences from

it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.


--


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


Range of Reading
and level of Text Complexity


--


10. Read and comprehend complex literary and informational texts independently and proficiently.


Science


Big Idea: Application (APP)


--


9
-
12 APPB The technological design process begins by defining a problem in
terms of criteria and
constraints, conducting research, and generating several different solutions.


--


9
-
12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and
constraints, then building and testing a model or ot
her representation of the final design.


--


9
-
12 APPD The ability to solve problems is greatly enhanced by use of mathematics and information
technologies.


Big Idea: Ecosystems (LS2)


--


9
-
11 LS2F The concept of sustainable development supports adopt
ion of policies that enable people
to obtain the resources they need today without limiting the ability of future generations to meet their own
needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling,
and using few
er resources.


Big Idea: Energy: Transfer, Transformation, and Conservation (PS3)


--


9
-
11 PS3A Although energy can be transferred from one object to another and can be transformed
from one form of energy to another form, the total energy in a closed
system is constant and can neither
be created nor destroyed. (Conservation of Energy)


Big Idea: Inquiry (INQ)


--


9
-
12 INQA Question Scientists generate and evaluate questions to investigate the natural world.


--


9
-
12 INQB Investigate Scientific
progress requires the use of various methods appropriate for
answering different kinds of research questions, a thoughtful plan for gathering data needed to answer
the question, and care in collecting, analyzing, and displaying the data.


--


9
-
12 INQC Ex
plain Conclusions must be logical, based on evidence, and consistent with prior
established knowledge.


--


9
-
12 INQE Model The essence of scientific investigation involves the development of a theory or
conceptual model that can generate testable
predictions.


Big Idea: Matter: Properties and Change (PS2)


--


9
-
11 PS2E Compounds are composed of two or more elements bonded together in a fixed proportion
by sharing electrons between atoms, forming covalent bonds. Such compounds consist of well
-
def
ined
molecules. Formulas of covalent compounds represent the types and number of atoms of each element
in each molecule.


--


9
-
11 PS2G Chemical reactions change the arrangement of atoms in the molecules of substances.
Chemical reactions release or acquir
e energy from their surroundings and result in the formation of new
substances.


--


9
-
11 PS2H Solutions are mixtures in which particles of one substance are evenly distributed through
another substance. Liquids are limited in the amount of dissolved soli
d or gas that they can contain.
Aqueous solutions can be described by relative quantities of the dissolved substances and acidity or
alkalinity (pH).


--


9
-
11 PS2I The rate of a physical or chemical change may be affected by factors such as temperature,
surface area, and pressure.


Big Idea: Systems (SYS)


--


9
-
12 SYSA Feedback is a process in which the output of a system provides information used to

regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative

feedback reduces the disturbance to a system.

--


9
-
12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a
system needs to be specified as clearly as possible.


--


9
-
12 SYSC In complex systems, entirely new
and unpredictable properties may emerge.
Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be
possible.


--


9
-
12 SYSD Systems can be changing or in equilibrium.


Speaking and Listening
-

Common Core State

Standards


CCSS
-

Speaking and Listening


--


SL.11
-
12.1. Initiate and participate effectively in a range of collaborative discussions (one
-
on
-
one, in
groups, and teacher
-
led) with diverse partners on grades 11

12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively


--


SL.11
-
12.4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or oppos
ing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.


--


SL11
-
12.1 a. Come to discussions prepared, having read and researched material und
er study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well
-
reasoned exchange of ideas.


--


SL11
-
12.1 c. Propel conversations by posing and responding to quest
ions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.


Writing
-

Common Core State Standards


CCSS
-

Writing


--


W.11
-
12.10.
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes


--


W.11
-
12.2. Write informative/explanatory texts to examine and convey
complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.


--


W.11
-
12.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to

task, purpose, and audience. (Grade
-
specific expectations for writing types are defined in
standards 1

3 above.)


--


W.11
-
12.7. Conduct short as well as more sustained research projects to answer a question
(including a self
-
generated question) or solve

a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.




Standard/Unit:

Unit 05: Composites


Total Learning Hours for Unit:
35







Components and Competencies


Performance Assessment:



Labs: Destructive Testing, Stress Skin Composites, Laminate Wooden Beam, What are Metals, Hockey
Puck Lab, Concrete Hockey Pucks, Vacuum Bagging Laminates, Honeycomb Laminates. Written
Exams: General

Safety, Composites (Energy Concepts Text). Student Journals


Embedded Leadership Activities:



Students plan and work in teams to complete projects that are time dependent. Students work with one
another through collaborative projects. Students assist ea
ch other as they take a variety of team roles.
Students demonstrate the principles of group dynamics through brainstorming, problem solving, meeting
deadlines, and assisting others. Students demonstrate their understanding of the design process as they
dev
elop and complete projects. Students prioritize responsibilities and recognize what contributes to a
successful outcome.



401099
-

Material Science Technology


5.0 Composites


--


01. Define a composite.


--


02. Explain why composites are formed.


--


03. State the impact of the aerospace industry on the formation of many stronger and lighter
composites.


--


04. List the three major classifications of composites.


--


05. Define specific strength.


--


06. Define specific stiffness.


--


07.
Show that hollow tubes exhibit high specific stiffness


--


08. Explain what Young’s Modulus represents


--


09. Describe a stressed
-
skin composite.


--


10. Demonstrate that a delamination weakens a laminar composite.


--


11. Describe a three
-
point t
ester.


--


12. Describe wood as a natural composite.


--


13. Explain that wood is made up primarily of tubular cells composed of cellulose and held together by
lignin.


--


14. List some differences between softwoods and hardwoods.


--


15. Explain
that shrinkage in wood is due to loss of moisture and the amount of shrinkage is
dependent upon the grain orientation.


--


16. List at least four different human fabricated wood composites.


--


17. Explain the importance of the bond in a laminar compos
ite.


--


18. Describe concrete as a particulate reinforced composite.


--


19. List the main components of cement.


--


20. Clarify the difference between concrete and cement.


--


21. State that too much water weakens concrete when it is mixed.


--


22. State that concrete cures rather than dries.


--


23. Describe a good mix ration of components for concrete.


--


24. Describe a fiber reinforced composite.


--


25. Explain that there are many types of fibers that exist in many different physical

configurations.


--


26. Explain that the fiber supports the majority of the load in most fiber reinforced composites.


--


27. Explain how the amount of fiber and its orientation affect the composite’s strength.


--


28. State that glass fiber reinfor
ced polymers (fiberglass) are the most common fiber reinforced
composites.


--


29. List at least three commonly used types of fibers for fiber reinforced polymers.


--


30. Explain that metal and ceramic matrixes replace polymers for high temperature
applications.


--


31. Define what hybrid composites are and explain why they are being created.


--


32. Know the high expectations held for ceramic matrix composites and their major problem is a lack
of fracture strength.


--


33. Lay up a fiber reinf
orced composite.


--


34. List some characteristics of carbon and Kevlar fibers.


Reading
-

Common Core State Standards


CCSS
-

Reading


--


RI.11
-
12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.


Craft and Structure


--


4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meani
ngs, and analyze how specific word choices shape meaning or tone.


Key Ideas and Details


--


1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to su
pport conclusions drawn from the text.


--


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


Range of Reading and level of Text Complexity


--


10. Read and comprehend complex

literary and informational texts independently and proficiently.


Science


Big Idea: Application (APP)


--


9
-
12 APPB The technological design process begins by defining a problem in terms of criteria and
constraints, conducting research, and
generating several different solutions.


--


9
-
12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and
constraints, then building and testing a model or other representation of the final design.


--


9
-
12 APPD The
ability to solve problems is greatly enhanced by use of mathematics and information
technologies.


Big Idea: Energy: Transfer, Transformation, and Conservation (PS3)


--


9
-
11 PS3A Although energy can be transferred from one object to another and can be
transformed
from one form of energy to another form, the total energy in a closed system is constant and can neither
be created nor destroyed. (Conservation of Energy)


Big Idea: Inquiry (INQ)


--


9
-
12 INQA Question Scientists generate and evaluate ques
tions to investigate the natural world.


--


9
-
12 INQB Investigate Scientific progress requires the use of various methods appropriate for
answering different kinds of research questions, a thoughtful plan for gathering data needed to answer

the question,

and care in collecting, analyzing, and displaying the data.

--


9
-
12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior
established knowledge.


--


9
-
12 INQE Model The essence of scientific investigation involves the

development of a theory or
conceptual model that can generate testable predictions.


Big Idea: Matter: Properties and Change (PS2)


--


9
-
11 PS2E Compounds are composed of two or more elements bonded together in a fixed proportion
by sharing electrons b
etween atoms, forming covalent bonds. Such compounds consist of well
-
defined
molecules. Formulas of covalent compounds represent the types and number of atoms of each element
in each molecule.


--


9
-
11 PS2G Chemical reactions change the arrangement of at
oms in the molecules of substances.
Chemical reactions release or acquire energy from their surroundings and result in the formation of new
substances.


--


9
-
11 PS2H Solutions are mixtures in which particles of one substance are evenly distributed
through
another substance. Liquids are limited in the amount of dissolved solid or gas that they can contain.
Aqueous solutions can be described by relative quantities of the dissolved substances and acidity or
alkalinity (pH).


--


9
-
11 PS2I The rate of
a physical or chemical change may be affected by factors such as temperature,
surface area, and pressure.


Big Idea: Systems (SYS)


--


9
-
12 SYSA Feedback is a process in which the output of a system provides information used to
regulate the operation of

the system. Positive feedback increases the disturbance to a system. Negative
feedback reduces the disturbance to a system.


--


9
-
12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a
system needs to be speci
fied as clearly as possible.


--


9
-
12 SYSC In complex systems, entirely new and unpredictable properties may emerge.
Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be
possible.


--


9
-
12 SYSD Systems
can be changing or in equilibrium.


Speaking and Listening
-

Common Core State Standards


CCSS
-

Speaking and Listening


--


SL.11
-
12.1. Initiate and participate effectively in a range of collaborative discussions (one
-
on
-
one, in
groups, and
teacher
-
led) with diverse partners on grades 11

12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively


--


SL.11
-
12.4. Present information, findings, and supporting evidence, conveying a clear and
distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal

tasks.


--


SL11
-
12.1 a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well
-
reaso
ned exchange of ideas.


--


SL11
-
12.1 c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge id
eas and conclusions.


Writing
-

Common Core State Standards


CCSS
-

Writing


--


W.11
-
12.10. Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes

--


W.11
-
12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.


--


W.11
-
12.4. Produce
clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade
-
specific expectations for writing types are defined in
standards 1

3 above.)


--


W.11
-
12.7. Conduct short as well as more
sustained research projects to answer a question
(including a self
-
generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investig
ation.




Standard/Unit:

Unit 06: Material Science Lab Skills


Total Learning Hours for Unit:
30







Components and Competencies


Performance Assessment:



Labs, written exams, student journals


Embedded Leadership Activities:



Students plan

and work in teams to complete projects that are time dependent. Students work with one
another through collaborative projects. Students assist each other as they take a variety of team roles.
Students demonstrate the principles of group dynamics through b
rainstorming, problem solving, meeting
deadlines, and assisting others. Students demonstrate their understanding of the design process as they
develop and complete projects. Students prioritize responsibilities and recognize what contributes to a
successfu
l outcome.



401099
-

Material Science Technology


6.0 Material Science Lab Skills


--


01. Demonstrate familiarity with good laboratory practice


--


02. Use a microscope for measurement and observation of material structures


--


03. Operate a
digital camera to obtain high quality images of technical objects


--


04. Select appropriate devices and instruments for measurement of physical phenomena


--


05. Demonstrate mastery of basic arithmetic, including proportions, percentages, etc


--


06
. Show that data, calculations and results are reasonable


--


07. Use mental arithmetic and calculators as computation tools.


--


08. Manipulate and report accurately units for all calculations


--


09. Perform conversion of units from one systems to
another


--


10. Demonstrate use of significant figures, accuracy and precision


--


11. Demonstrate safe handling of acids, bases, flammable liquids, cryogenic fluids and compr.


--


12. Apply safely the information available in Material Safety Data
Sheets


--


13. Apply knowledge of chemical and environmental safety including waste disposal and recycling


--


14. Define flammability hazards of solvents such as flash point and explosive potential


--


15. Read basic chemical compound abbreviations,

e.g. HCl as hydrochloric acid


--


16. Demonstrate knowledge of chemical symbols and the periodic table of the elements


--


17. Demonstrate understanding of chemical concentrations and what they mean


--


18. Explain the importance of material
compatibility


--


19. Apply the scientific method in a laboratory and in a variety of technical situations


--


20. Describe the fundamental nature of liquids, solids and gasses


Reading
-

Common Core State Standards


CCSS
-

Reading


--


RI.11
-
12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.


Craft and Structure


--


4. Interpret words
and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Key Ideas and Details


--


1. Read closely to determine what the text says explic
itly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.


--


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


Range of Reading and level of Text Complexity


--


10. Read and comprehend complex literary and informational texts independently and proficiently.


Science


Big Idea: Matter: Properties and Change (PS2)


--


9
-
11 PS2C When
elements are listed in order according to the number of protons, repeating patterns
of physical and chemical properties identify families of elements with similar properties. This Periodic
Table is a consequence of the repeating pattern of outermost electr
ons.


--


9
-
11 PS2D Ions are produced when atoms or molecules lose or gain electrons, thereby gaining a
positive or negative electrical charge. Ions of opposite charge are attracted to each other, forming ionic
bonds. Chemical formulas for ionic compounds

represent the proportion of ion of each element in the
ionic array.


--


9
-
11 PS2E Compounds are composed of two or more elements bonded together in a fixed proportion
by sharing electrons between atoms, forming covalent bonds. Such compounds consist of
well
-
defined
molecules. Formulas of covalent compounds represent the types and number of atoms of each element
in each molecule.


--


9
-
11 PS2H Solutions are mixtures in which particles of one substance are evenly distributed through
another substance. Li
quids are limited in the amount of dissolved solid or gas that they can contain.
Aqueous solutions can be described by relative quantities of the dissolved substances and acidity or
alkalinity (pH).


--


9
-
11 PS2I The rate of a physical or chemical change

may be affected by factors such as temperature,
surface area, and pressure.


Speaking and Listening
-

Common Core State Standards


CCSS
-

Speaking and Listening


--


SL.11
-
12.1. Initiate and participate effectively in a range of collaborative
discussions (one
-
on
-
one, in
groups, and teacher
-
led) with diverse partners on grades 11

12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively


--


SL.11
-
12.4. Present information, findings, and supportin
g evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience,
and a range of formal and informal tasks.


--


SL11
-
12.1 a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or
issue to
stimulate a thoughtful, well
-
reasoned exchange of ideas.


--


SL11
-
12.1 c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; an
d clarify,
verify, or challenge ideas and conclusions.


Writing
-

Common Core State Standards


CCSS
-

Writing


--


W.11
-
12.10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes


--


W.11
-
12.2. Write informative/explanatory texts to examine

and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.


--


W.11
-
12.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade
-
specific expectations for writing types are defined in
standards 1

3 above.)


--


W.11
-
12.7. Conduct short as well as more sustained research projects to answer a question
(including a self
-
generated que
stion) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.




Standard/Unit:

Unit 07: Issaquah School District Thinking
Skills


Total Learning Hours for Unit:
All
Units







Components and Competencies


Performance Assessment:



Assessed in all units


Embedded Leadership Activities:



Taught in all units



Issaquah School District Thinking Skills


2.0 Thinking Skills


--


Analyzing


--


Cause and Effect


--


Classifying


--


Comparing/Contrasting


--


Decision Making


--


Determining Main Idea


--


Determining Point of View


--


Evaluating


--


Fact and Opinion


--


Finding Evidence




Standard/Unit:

Unit
08: Leadership and Employability
Skills


Total Learning Hours for Unit:
All
Units







Components and Competencies


Performance Assessment:



Embedded in all units


Embedded Leadership Activities:



Taught in all units



21st Century Skills


Collaborate with Others


--


3.B.1 Demonstrate ability to work effectively and respectfully with diverse teams


--


3.B.2 Exercise flexibility and willingness to be helpful in making necessary compromises to
accomplish a common goal


--


3.B.3 Assume shared responsibility for collaborative work, and value the individual contributions made
by each team member


Guide and Lead Others


--


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


--


11.A.2 Leverage strengths of others to accomplish a common goal


Manage Projects


--


10.A.1 Set and meet goals, even in the face of obstacles and competing pressures


--


10.A.2 Prioritize, plan and manage work to achieve the intended result


Produce Results


--


10.B.1.a Work positively and ethically


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10.B.1.b Manage time and projects effectively


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10.B.1.d Participate actively, as well as be reliable and punctual


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10.B.1.f Collaborate and cooperate effectively with teams


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10.B.1.h Be accountable for results


Solve Problems


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1.A.1 Use a wide range of idea creation techniques (such as brainstorming)


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1.A.2 Create new and worthwhile ideas (both incremental and radical concepts)


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1.A.3 Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize
creative efforts


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2.D.1 Solve different kinds of non
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familiar problems in both conventional and innovative ways


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2.D.2 Identify and ask significant q
uestions that clarify various points of view