This website is designed to offer educators basic examples projects that illustrate career education instruction which meets the Common Core State Standards for Mathematics and English Language Arts. For more information about the Common Core State Standards, visit www.corestandards.org.
When you place the cursor over a given standard in a content area, it will highlight other standards that the example projects for that standard also align to. In many cases, one project will align to multiple standards.
CCSS Mathematics Codes
|
CCSS English Language Arts Codes
|
Evaluate and select the appropriate tool to perform a given task.
Based on diverse poetry selections and song lyrics, students create a poster that illustrates the figurative and connotative meaning of words associated with power tools (e.g., drill, saw, etc.). Relate these meanings to the appropriateness of specific tools for specific tasks.
Use appropriate protective equipment and handle AFNR tools and equipment to demonstrate safe and proper use of the tools and equipment.
In groups, students develop safety presentations about specific power tools using operating instructions that come with the tool as well as third-party manuals and other sources. Presentations can use different media (posters, slides, video) to convey key information on set up, adjusting, and maintenance from print and online sources. Students will include print glossary and bibliography to support each presentation. Students will complete the activity by discussing the advantages and disadvantages of each group's presentation approach for conveying critical safety information to those working in woodworking, metalworking, or both.
Students conduct online research on the history of power tools (World's First Power Tools, etc.), and write a research paper tracing the connections between American building and industrial history and the development of power tools, highlighting how these tools targeted specific tasks and how safety concerns lead to other developments. Develop a method of keeping records of injuries and safety. Make a graph and apply statistical/probability concepts to maintain or improve safety related to the classroom and shop.
Students conduct online research on the history of power tools (World's First Power Tools, etc.), and write a research paper tracing the connections between American building and industrial history and the development of power tools, highlighting how these tools targeted specific tasks and how safety concerns lead to other developments. Develop a method of keeping records of injuries and safety. Make a graph and apply statistical/probability concepts to maintain or improve safety related to the classroom and shop.
Understand design principles to be able to communicate needs to designers.
In groups, students develop mock client presentations (PowerPoint presentations) for an assigned wind/solar energy advertising campaign, including the overall marketing strategy, packaging and branding concepts (look, feel, and tag lines), advertising design and copy for both a print ad and online banner ads.
Students will research the Internet to find some statistics related to decisions about the product being developed and promoted. Then in a research report students will "distinguish between correlation and causation," examine how data are gathered and analyzed for similar products, and "evaluate reports based on (these) data." Students will make decisions about product design, development, safety features, and presentation/promotion based on the gathered and analyzed data and report how data influences those decisions. Include and display some of the research and conclusions in the advertising presentations.
Understand the use of social media in marketing communications to obtain customer attention and/or to gain customer insight.
Students research and write a paper on the history of social media in terms of how this phenomena had been used in marketing communications and its impact on one aspect of global politics, business, or popular culture. Using a blog format, students present summaries of their papers' key points and discuss one another's ideas online.
Utilize publicity to inform stakeholders of business activities.
Students read primary and secondary sources on post-WWII advertising history and then read at least two selected novels from the 1946-1960 heyday of advertising industry novels.* In group discussions, students will then compare and contrast themes, arguments, and social commentary of the authors. Lastly, students write a press release or public service announcement for a 1950s-era publisher of one of the novels, highlighting the importance of the novel to "urrent-day"society.
Produce multimedia presentations for the workplace
Students design spreadsheets for workplace applications [such as analyzing and managing data] (e.g., formulas and functions, graphs and charts, links, macros) and create and edit image, video, and audio files to produce a multimedia presentation for the workplace. Students should consider and properly manipulate both standard and derived quantities of measurement for the context as they develop presentations.
Design and manage reports of common computer issues and steps to their resolution.
Students will maintain and troubleshoot computer workstation (e.g., install software, scan for viruses, troubleshoot common problems). They will develop a record keeping method of common problems and create equations and solve them to calculate the experimental probabilities of these occurrences from the empirical situations. They will also develop troubleshooting procedures to decide steps to follow based on probabilities that particular solutions with solve particular problems.
Students explore literary references to the sensory qualities of food and evaluate themes (both explicit and implied) related to food preparation in three culinary works of fiction (e.g., Fried Green Tomatoes by Fannie Flagg, Like Water for Chocolate by Laura Esquivel, Good Grief by Lolly Winston, Chocolat by Joanne Harris). Students write an essay comparing and contrasting how the selected novels illustrate these links and use sensory language about foods.
Students work in teams to research (including Internet research, surveys, interviews) programs providing food assistance and/or nutrition/wellness services, including what legislation or social advocacy movement was responsible for their creation. Then, they select a program to represent and develop competing PowerPoint marketing presentations that "sell" their selected program to the city for continued funding (e.g., how the program works, effectiveness of program in terms of nutrition and wellness impacts, number of people served, ease of access for people to take part in the program, fundraising capability, safety record, etc.).
Identify some interrelationships among nutrients (e.g., vitamin D and calcium).
Students read three, recent medical articles from Internet sources on the interrelationships between vitamin D and calcium as well as recommendations for vitamin D and calcium intake for different age groups. These articles should present somewhat different interpretations of appropriate supplementation needs. Students will evaluate the sources, reasoning, and evidence and write an editorial on either the pros or cons of a certain age group taking vitamin D and calcium supplements.
Identify two key nutrient intakes to track (e.g., carbohydrates and protein).
Students research to find their optimum daily intact of carbohydrates and protein and what units of measure to use tracking the amount of these in the foods they plan to eat. Convert RDA values to these units if necessary and graph on a coordinate plane a system of inequalities showing the target range of these two nutrients. Make a menu plan for the day and determine how many carbohydrates and protein will be consumed from each food. Make any conversions needed, then plot protein and carbohydrates of each food on the target graph as a vector (directed line segment) starting at the origin and adding them tail to head moving toward the target area. Manipulate the results if needed by adjusting portion size. This can be represented with the vectors by scalar multiplication. Collect the carbohydrates and protein contents of each serving of each food as bivariate data in a table and make a scatter plot of this data. Describe any association seen in the data from the graph. Recalculate the values in the table for nutrient density-amount of each nutrient per volume of each serving.
Students write an essay that compares and contrasts the portrayal of those with epilepsy (or sometimes referred to as catalepsy) in William Golding's Lord of the Flies, Shakespeare's Julius Caesar and/or Othello, Tennyson's The Princess, and Edgar Allen Poe's Fall of the House of Usher.
In teams, students review at least three online and print sources of credible information about the causes of epilepsy, areas of brain affected, how to diagnose different types of epilepsy vs. seizures, and recommended treatment strategies. The group will synthesize the information collected into a four-minute YouTube video (with accompanying bibliography). As a group, students collaborate on a production plan that distributes involvement equally among the team members.
Students will research 20th century U.S. legislation related to the civil rights of those with epilepsy and history of anti-convulsive medications used to treat epilepsy. They will then develop a timeline that illustrates both the legislative changes and development and marketing of anti-convulsive medications. Students will write a summary narrative, drawing conclusions about interrelationships between events shown on the timeline.
Apply behaviors that promote health and wellness.
Have students document their weight prior to starting project. Using nutritional information on weight, exercise, and healthy practices, students create a nutritional plan to put into practice for one month. Document food intake and exercise for duration of the project utilizing myplate.gov food and exercise trackers. Students record weight each day at class, charting their progress.
Students work in teams to trace each other on paper. Students identify body planes, quadrants, and cavities on the body drawing.
Measure the height and weight of groups of elementary students. Use conversions to report measurements in inches, cm, and lb/kg. Plot on graph compared to age group pediatric charts. Report local group data compared to national data.
Calculate bleach solution in accordance with label. Use ratio, proportion, and percent when mixing solutions properly (e.g., cleaning solutions, sterilization solutions) as stated on the label.
Read and implement welding procedures.
Students research different types of presentations on welding procedures (e.g., textbook, YouTube video, etc.). Write definitions of key terms used, make a poster of steps to follow, and create a demonstration video for peers.
Students read 19th century crime/detective fiction as well as current articles on crime scene investigation techniques and write a paper comparing and contrasting how the novels read portray key criminal investigation skills and critical/analytical thinking with today's approach.
Students read the majority and dissenting opinions in Terry v. State of Ohio [392 US 1 (1968)], a key Supreme Court case regarding police behavior. In two groups, students prepare and present a debate on what is and is not appropriate police discretion.
Students individually calculate dimensions for a set of stairs that will make a 60-inch change of elevation and layout the stringer design on a section of non-perforated paper towels, properly showing details (e.g., marking to "drop the stringer," etc.). As a class, discuss construction terminology and its relationship to mathematical terminology (e.g., "dropping the stringer" could be compared to a vertical shift of a comparable graph by changing the y-intercept), impact of slope (rate of change), and how similar and congruent triangles could be incorporated as well as step functions. In groups, students graph a system of inequalities representing what is allowable for riser heights and tread depths.
Demonstrate knowledge of digital electronics terms and definitions.
Students develop an online glossary of digital electronics terms and definitions by creating a school-wide "wiki," working collaboratively to develop the wiki site, create ways for students and teachers to contribute and review content on the site, and rules for use.
Formulate and interpret graphs, charts, and written materials.
Students research information on creating effect charts and graphs and (as teams) create a tutorial video for other students that addresses when to use different types of graphs and charts, how to design graphs that best illustrate data, how to design charts that best communicate ideas and concepts, and common problems that make graphs and charts confusing or even misleading.
Identify major historical achievements and artistic influences that have impacted the engineering design process (e.g., form, function, measurement tools, and innovations).
Students read novels by Ayn Rand (Atlas Shrugged, The Fountainhead) and Robert Byrne (The Skyscraper) and write an essay comparing and contrasting themes presented and author's portrayal of engineers and modern skyscraper engineering.
Students describe and draw a mechanism (anything with a working part) in an exploded drawing to scale.
Students create a ramp from blocks or bricks and wooden strips. Using wooden cars, have students record the time it takes the car to reach the bottom of the ramp. Repeat the process, altering the height of the starting point, and chart and graph the data. Utilize results to calculate velocity and acceleration. Determine if there is a linear relationship between the height of the starting point and the results.