PL-04-1.1.1

Students will describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions, and making friends) that promote responsible and respectful behavior.


PL-04-1.1.2

Students will describe strategies for stress management, problem solving, conflict resolution, and communication (e.g., self-esteem, self-control, empathy, asking for help, forgiveness/reconciliation, how to apologize, active listening, anger management, standing up for one's rights).


PL-04-1.1.3

Students will describe how physical, social, and emotional changes occur during preadolescence.


PL-04-1.1.6

Students will describe how an individual’s behavior and choices relating to diet, exercise and rest affect body systems (e.g., circulatory, respiratory, digestive).


PL-04-1.1.7

Students will explain how strategies (e.g., diet, exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat, lice) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases.


PL-04-1.1.8

Students will identify behavior choices (tobacco, alcohol, illegal drug use) that result in negative consequences.


PL-04-1.1.9

Students will describe symptoms of common social and emotional problems (aggression, anxiety, depression).


PL-04-1.1.11

Students will identify self-management and coping strategies (goal setting, decision making and time management).


PL-04-1.2.1

Students will identify foods containing nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthy bodies.


PL-04-1.2.2

Students will describe key recommendations made in the Dietary Guidelines for Americans (weight management, physical activity, food groups to encourage) and the overall purpose of these guidelines.


PL-04-1.3.1

Students will identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers, dealing with threatening situations) while at home, school and play.


PL-04-1.3.2

Students will identify proper procedures (calling 911, Heimlich maneuver, stop, drop & roll, apply pressure) for dealing with emergency situations (choking, bleeding, burns).


PL-04-2.1.1

Students will apply fundamental motor skills: Locomotor: walking, running, skipping, hopping, galloping, sliding, leaping, and jumping. Nonlocomoter: turning, twisting, bending, stretching, swinging, swaying, and balancing. Fundamental manipulative skills: hitting, kicking, throwing, catching, striking, and dribbling.


PL-04-2.1.2

Students will explain the fundamental movement concepts: Body awareness - what the body is doing; Space awareness - where the body moves; Time - how quickly the body moves; Effort - how the body moves; Relationship - relationships that occur while the body moves.


PL-04-2.2.1

Students will describe physical and social benefits that result from regular and appropriate participation in phsycial activities: physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction); social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression.


PL-04-2.2.2

Students will explain the importance of practice for improving performance in games and sports.


PL-04-2.2.3

Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).


PL-04-2.2.4

Students will explain basic rules for participating in simple games and activities needed to make games fair.


PL-04-2.2.5

Students will explain how rules of play and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable.


PL-04-3.1.1

Students will explain the difference between wants and needs as it relates to consumer decisions.


PL-04-3.1.2

Students will identify major factors (price, quality, features) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.


PL-04-3.1.3

Students will explain ways consumer's buying practices are influenced by peer pressure and desire for status.


PL-04-3.1.4

Students will identify and describe consumer actions (reusing, reducing, recycling) that impact the environment.


PL-04-3.1.5

Students will identify and explain the available health and safety agencies in a community that provide services: Health department, Fire department, Sanitation, Police, Ambulance services.


PL-04-3.2.1

Students will explain the purpose of a budget and define the basic components (income, expenses, savings).


PL-04-4.1.1

Students will explain why people need to work (e.g., chores, jobs, employment) to meet basic needs (food, clothing, shelter).


PL-04-4.1.2

Students will identify jobs (e.g., farmer, nurse, truck driver) relating to Kentucky's Career Clusters and describe these jobs/careers.


PL-04-4.1.3

Students will describe how academic classes (e.g., reading and writing) relate to various jobs/careers.


PL-04-4.2.1

Students will describe how personal responsibility and good work habits (e.g., attendance, work done on time, follow directions) are important at home, school, and work.


PL-04-4.2.2

Students will describe team skills (e.g., cooperation, communication) and explain how these skills are used to complete tasks more efficiently at home, school, and work.


PL-04-4.3.1

Students will explain how technology tools (e.g., computer programs, Internet, email, cell phones) are used in homes, schools, and jobs.


PL-05-1.1.1

Students will describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions, and making friends) that promote responsible and respectful behavior.


PL-05-1.1.2

Students will recommend effective strategies for responding to stress, conflict, peer pressure, and bullying (e.g., fairness, compromise, standing up for one's rights, anger management, problem-solving, refusal skills, verbal/nonverbal communication).


PL-05-1.1.3

Students will describe how physical, social, and emotional changes occur during preadolescence.


PL-05-1.1.6

Students will describe how an individual’s behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).


PL-05-1.1.7

Students will explain how strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases.


PL-05-1.1.8

Students will explain risks associated with unhealthy habits and behaviors (tobacco, alcohol, illegal drug use).


PL-05-1.1.9

Students will explain the importance of social and emotional health and the symptoms of common social and emotional problems (aggression, anxiety, depression).


PL-05-1.1.10

Students will identify resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).


PL-05-1.1.11

Students will recommend self-management and coping strategies (goal setting, decision making and time management) for maintaining mental and emotional health.


PL-05-1.2.1

Students will identify the role of nutrients (protein, carbohydrates, fats, minerals, vitamins, water), which are important in the growth, and development of healthy bodies (e.g., strong bones and muscles, energy).


PL-05-1.2.2

Students will explain key recommendations made in the Dietary Guidelines for Americans (weight management, physical activity, food groups to encourage) and the overall purpose of these guidelines.


PL-05-1.3.1

Students will describe safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers, dealing with threatening situations) while at home, school and play.


PL-05-1.3.2

Students will identify proper procedures (e.g., calling 911, Heimlich maneuver, first aid) for dealing with emergency situations (choking, bleeding, burns, broken bones).


PL-05-2.1.1

Students will apply fundamental motor skills: Locomotor: walking, running, skipping, hopping, galloping, sliding, leaping, and jumping. Nonlocomoter: turning, twisting, bending, stretching, swinging, swaying, and balancing. Fundamental manipulative skills: hitting, kicking, throwing, catching, striking, and dribbling.


PL-05-2.1.2

Students will apply fundamental movement concepts: Body awareness - What the body is doing; Space awareness - Where the body moves; Time - How quickly the body moves; Effort - How the body moves; Relationship - Relationships that occur while the body moves.


PL-05-2.2.1

Students will explain how physical and social benefits that result from regular and appropriate participation in physical activities: physical benefits (e.g, weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction); social benefits: (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression).


PL-05-2.2.2

Students will explain the importance of practice for improving performance in games and sports.


PL-05-2.2.3

Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance) and the FITT Principle (Frequency, Intensity, Type, Time).


PL-05-2.2.4

Students will explain why basic rules for participating in recreational games (e.g., four-square, horseshoes, table tennis) are needed to make games fair and enjoyable.


PL-05-2.2.5

Students will explain how rules of play and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable.


PL-05-3.1.1

Students will explain the difference between wants and needs as it relates to consumer decisions.


PL-05-3.1.2

Students will identify major factors (price, quality, features) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.


PL-05-3.1.0

Students will identify and explain ways consumer's buying practices are influenced by peer pressure, desire for status, and advertising techniques (bandwagon, facts and figures, emotional appeal, endorsementm, testimonial).


PL-05-3.1.3

Students will identify and explain ways consumer's buying practices are influenced by peer pressure, desire for status and advertising techniques (bandwagon, facts and figures, emotional appeal, endorsement, testimonial).


PL-05-3.1.4

Students will describe consumer actions (reusing, reducing, recycling) and identify ways these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste).


PL-05-3.1.5

Students will identify and describe the available health and safety agencies in a community that provide services: Health department, Fire department, Sanitation, Police, Ambulance services.


PL-05-3.2.1

Students will describe various types of expenses (e.g., food, clothing, entertainment) and savings (e.g., piggy bank, bank account, savings bonds) and develop a simple savings plan that would achieve a specific goal.


PL-05-4.1.1

Students will identify and explain why people need to work (e.g., to earn money, to work with other people) to meet basic needs (food, clothing, shelter) and to provide self-satisfaction and enjoyment.


PL-05-4.1.2

Students will identify jobs (e.g., art/music teacher, carpenter, factory worker, engineer) relating to Kentucky's Career Clusters and describe these jobs/careers.


PL-05-4.1.3

Students will identify a range of academic skills acquired in school (e.g., mathematics, reading, writing) and explain their importance in the workplace.


PL-05-4.1.4

Students will describe how knowing one's own interests and abilities is helpful when selecting and preparing for a career path.


PL-05-4.1.5

Students will identify resources (e.g., Career Day, guest speakers, field trips, informal personal surveys) that can be used to obtain career information.


PL-05-4.1.6

Students will identify information that is important to include in the Individual Learning Plan (ILP): Club/organizations, Recognition/honors, and Interest/hobbies.


PL-05-4.2.1

Students will explain how and why personal responsibility and good work habits (e.g., school attendance, honesty, cooperation) are important at home, school, and work.


PL-05-4.2.2

Students will describe team skills (e.g., cooperation, communication) and explain how these skills are used to complete tasks more efficiently at home, school, and work.


PL-05-4.3.1

Students will explain the purposes of technology tools (e.g., computer programs, Internet, email, cell phones) and how these impact productivity in homes, schools, and jobs.


PL-06-1.1.1

Students will describe the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).


PL-06-1.1.2

Students will recommend effective strategies (e.g., communication, problem solving, decision-making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure, and bullying.


PL-06-1.1.3

Students will identify the physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.


PL-06-1.1.4

Students will explain basic structures and function of the reproductive system.


PL-06-1.1.5

Students will identify abstinence as the only sure means of preventing pregnancy.


PL-06-1.1.6

Students will describe how individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).


PL-06-1.1.7

Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).


PL-06-1.1.8

Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).


PL-06-1.1.9

Students will explain causes, symptoms and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental and emotional problems (e.g., depression, anxiety, eating disorders).


PL-06-1.1.10

Students will identify resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).


PL-06-1.1.11

Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.


PL-06-1.2.1

Students will describe how foods containing nutrients (proteins, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).


PL-06-1.2.2

Students will explain the importance of key recommendations for good health made in the Dietary Guidelines for Americans.


PL-06-1.3.1

Students will describe safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations) for dealing with a variety of health hazards (e.g., firearms, motorized vehicles or potentially unsafe or threatening situations) encountered by adolescents.


PL-06-1.3.2

Students will identify basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., choking, broken bones, shock, poisons, burns, allergic reactions, bleeding).


PL-06-2.1.1

Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling): locomotor - moving from one place to another (e.g., running, skipping, hopping); nonlocomotor - stationary (e.g., bending, stretching, twisting) movements.


PL-06-2.1.2

Students will identify principles of motor skill refinements (e.g., accuracy, technique, movement) that are necessary for skill development.


PL-06-2.2.1

Students will describe the physical, emotional/mental and social benefits gained from regular participation in leisure/recreational, or competitive physical activities: physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction body composition, decreased resting heart rate, reduced cholesterol levels); social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction); emotional/mental benefits (e.g., improved confidence, increased self-esteem, stress reduction, self-expression).


PL-06-2.2.2

Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.


PL-06-2.2.3

Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).


PL-06-2.2.4

Students will identify offensive and defensive strategies in games and sports.


PL-06-2.2.5

Students will identify rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) that are necessary during games and sports.


PL-06-3.1.1

Students will identify how wants and needs influence consumer decisions.


PL-06-3.1.2

Students will describe factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.


PL-06-3.1.3

Students will describe various factors that influence consumer decisions, such as peer pressure, impulses, desire for status and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.


PL-06-3.1.4

Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste, conserving energy).


PL-06-3.1.5

Students will identify and describe a range of resources and services provided by community agencies: Public health department, Fire department, Police department, Family resource center.


PL-06-3.2.1

Students will identify and describe basic components of a budget (e.g., income, fixed and flexible expenses, and savings) and develop a savings plan to achieve a specific goal.


PL-06-4.1.1

Students will identify and explain why people need to work (e.g., earn money, contribute to the community, enhance self-esteem) to meet basic needs (food, clothing, shelter) and for personal satisfaction and enjoyment


PL-06-4.1.2

Students will identify several job and career opportunities (e.g., sales associate, radio/television broadcaster, child care worker, parks recreation director, computer repair person) in Kentucky's Career Clusters that vary within and among community and regions.


PL-06-4.1.3

Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical) and explain how these skills impact job success and future career opportunities.


PL-06-4.1.4

Students will describe how informal assessments, work place visits, and guest speakers are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP).


PL-06-4.1.5

Students will identify resources (e.g., Internet, newspapers, magazines, counselors) and experiences (e.g., shadowing, mentoring) that can be used for locating job and career information.


PL-06-4.1.6

Students will identify how the components of the Individual Learning Plan (ILP) can be used as a career planning tool: Academic & career assessments, Career goals, Four year high school plan, Interest/hobbies, School and community activities, Work experiences.


PL-06-4.1.7

Students will identify available postsecondary options (e.g., community and technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP).


PL-06-4.2.1

Students will identify individual work habits/ethics (e.g., respect, time management, problem solving) and explain their importance in the workplace.


PL-06-4.2.2

Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving) and explain why they are important in the workplace.


PL-06-4.3.1

Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist).


PL-06-4.3.2

Students will explain the purposes of technology tools (e.g., robots, cell phones, computer techniques, scanners, personal digital assistant (PDA), laptop computers) and analyze how these impact productivity in homes, schools, and jobs.


PL-06-4.3.3

Students will identify communication skills important in the classroom and the workplace: letter writing, nonverbal communication skills (e.g., body language, facial expression, posture, dress), verbal skills.


PL-07-1.1.1

Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).


PL-07-1.1.2

Students will recommend and justify effective strategies (e.g. communication, problem solving, decision-making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure, and bullying.


PL-07-1.1.3

Students will describe physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.


PL-07-1.1.4

Students will explain basic structures and function of the reproductive system as it relates to the human life cycle.


PL-07-1.1.5

Students will identify the benefits (e.g., preventing pregnancy, preventing STDs, maintaining self-esteem) of abstaining from sexual activity.


PL-07-1.1.6

Students will describe how individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).


PL-07-1.1.7

Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).


PL-07-1.1.8

Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, inhalants, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).


PL-07-1.1.9

Students will explain causes, symptoms, and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental and emotional problems (e.g., depression, anxiety, eating disorders).


PL-07-1.1.10

Students will describe resources (e.g., guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g., drug addiction, eating disorders).


PL-07-1.1.11

Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.


PL-07-1.2.1

Students will explain how nutrients (protein, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).


PL-07-1.2.2

Students will describe key recommendations made in the Dietary Guidelines for Americans and explain how these recommendations contribute to good health.


PL-07-1.3.1

Students will explain how health hazards (e.g., firearms, motorized vehicles, or potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.


PL-07-1.3.2

Students will describe basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., choking, broken bones, shock, poisons, burns, allergic reactions, bleeding).


PL-07-2.1.1

Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling): locomotor - moving from one place to another (e.g., running, skipping, hopping); nonlocomotor - stationary (e.g., bending, stretching, twisting) movements.


PL-07-2.1.2

Students will interpret the role that principles of motor skill refinements (e.g., accuracy, technique, movement) have in skill development.


PL-07-2.2.1

Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities: physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels); social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction); emotional/mental benefits (e.g., improved confidence, increased self-esteem, stress reduction, self-expression).


PL-07-2.2.2

Students will access and describe techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) are used for improving performance in games and sports.


PL-07-2.2.3

Students will explain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratorycardiovascular endurance) and how the FITT Principle (Frequency, Intensity, Type, Time) can be used to maintain and improve fitness.


PL-07-2.2.4

Students will describe how offensive and defensive strategies are used in games and sports.


PL-07-2.2.5

Students will identify rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one's own performance leve, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) that are necessary during games and sports.


PL-07-3.1.1

Students will describe how wants and needs influence consumer decisions.


PL-07-3.1.2

Students will describe factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.


PL-07-3.1.3

Students will describe various factors that influence consumer decisions, such as peer pressure, impulses, desire for status, and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.


PL-07-3.1.4

Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste, conserving energy).


PL-07-3.1.5

Students will identify and describe resources and services provided by community agencies: Public health department, Fire department, Police department, Family resource center.


PL-07-3.2.1

Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of deposit), general types of investments (stocks, bonds, mutual funds) and explain why these practices are important in achieving personal financial goals.


PL-07-4.1.1

Students will identify and explain why people need to work (e.g., social contacts, make purchases for necessities, expand knowledge, develop skills to meet basic needs (food, clothing, shelter) and for personal satisfaction and enjoyment.


PL-07-4.1.2

Students will identify and describe how job and career opportunities (e.g., veterinarian, sales associate, interior designer, meteorologist, physical therapist) in each of Kentucky’s Career Clusters (Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) vary within and among communities and regions.


PL-07-4.1.3

Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical, inquiry skills) and explain how these skills impact job success and future career opportunities.


PL-07-4.1.4

Students will describe how a Career Interest Inventory, Learning Styles Inventory, and other formal assessments, job fairs, job shadowing, academic experiences/grades and hobbies are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP).


PL-07-4.1.5

Students will describe how resources (e.g., Internet, government publications, newspapers, magazines, counselors) and experiences (e.g., shadowing, mentoring) can be used for locating job and career information.


PL-07-4.1.6

Students will explain how the components of the Individual Learning Plan (ILP) can be used as a career planning tool: Academic & career assessments, Career goals, Four year high school plan, Interest/hobbies, School and community activities, Work experiences.


PL-07-4.1.7

Students will describe available 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).


PL-07-4.2.1

Students will describe individual work habits/ethics (e.g., loyalty, problem solving, communication skills, initiative, teamwork, responsibility) and explain their importance in the workplace.


PL-07-4.2.2

Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving, dividing work) and explain why they are important in the workplace.


PL-07-4.3.1

Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, automotive technician, meteorologist, food service industry).


PL-07-4.3.2

Students will explain the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs.


PL-07-4.3.3

Students will explain how certain communication skills are related to the workplace: letter writing (business letter); nonverbal communication skills (e.g., body language, personal appearance, facial expression, posture, dress); verbal skills; interview skills (e.g., friendly greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan questions to ask, listen carefully, thank interviewer).


PL-08-1.1.1

Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).


PL-08-1.1.2

Students will recommend and justify effective strategies (e.g., communication, problem solving, decision making, refusal skills, anger management, conflict resolution, relaxation techniques, time management) for responding to stress, conflict, peer pressure, and bullying.


PL-08-1.1.3

Students will explain how physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) occur during adolescence.


PL-08-1.1.4

Students will explain basic structures and function of the reproductive system and its impact on an individual's well-being.


PL-08-1.1.5

Students will identify the risks (e.g., STD's, unwanted pregnacies, HIV/AIDS) to being sexually active and strategies for delaying sexual activity (e.g., using refusal skills, talking with parents, doctors, counselors).


PL-08-1.1.6

Students will explain how individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, nervous, digestive).


PL-08-1.1.7

Students will explain symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).


PL-08-1.1.8

Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, inhalants, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).


PL-08-1.1.9

Students will explain causes, symptoms and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative) mental and emotional problems (e.g., depression, anxiety, eating disorders).


PL-08-1.1.10

Students will describe resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).


PL-08-1.1.11

Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, and decision-making) for maintaining mental and emotional health.


PL-08-1.2.1

Students will explain how nutrients (protein, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).


PL-08-1.2.2

Students will explain why key recommendations made in the Dietary Guidelines for Americans contribute to good health.


PL-08-1.3.1

Students will explain how health hazards (e.g., firearms, motorized vehicles, all terrain vehicles, personal water craft, potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.


PL-08-1.3.2

Students will explain how basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones) can help reduce the severity of injuries and save lives.


PL-08-2.1.1

Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling): locomotor - moving from one place to another (e.g., running, skipping, hopping); nonlocomotor - stationary (e.g., bending, stretching, twisting) movements.


PL-08-2.1.2

Students will analyze the principles of motor skill refinements (e.g., accuracy, technique, movement).


PL-08-2.2.1

Students will explain how physical, emotional/mental, and social benefits result from regular participation in leisure/recreational, or competitive physical activities: physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels); social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction); emotional/mental benefits (e.g., improved confidence, increased self-esteem, stress reduction, self-expression).


PL-08-2.2.2

Students will recommend and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.


PL-08-2.2.3

Students will explain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and how the FITT Principle (Frequency, Intensity, Type, Time) can be used to maintain and improve fitness.


PL-08-2.2.4

Students will describe how offensive and defensive strategies in games and sports make them interesting and enjoyable.


PL-08-2.2.5

Students will analyze the value of rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) during games and sports.


PL-08-3.1.1

Students will explain and give examples of wants and needs that influence consumer decisions.


PL-08-3.1.2

Students will explain factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.


PL-08-3.1.3

Students will describe various factors that influence consumer decisions, such as, peer pressure, impulses, desire for status, and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.


PL-08-3.1.4

Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste, conserving energy).


PL-08-3.1.5

Students will identify and explain the importance of resources and services provided by community agencies and how these resources benefit the overall community. Public health department, Fire department, Police department, Family resource center.


PL-08-3.2.1

Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of deposit), general types of investments (stocks, bonds, mutual funds) and develop a short-tem financial plan.


PL-08-4.1.1

Students will identify and summarize why people need to work (e.g., earn money, contribute to society, develop an identity as a worker, enhance self-esteem) to meet basic needs (food, clothing, shelter) and for personal satisfaction and enjoyment.


PL-08-4.1.2

Students will identify and explain how jobs and career opportunities in each of Kentucky's Career Clusters (Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) vary within and among communities and regions.


PL-08-4.1.3

Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical, inquiry skills) and explain how these skills impact job success and future career opportunities.


PL-08-4.1.4

Students will describe how Career Interest Inventory, Learning Styles Inventory, and other formal assessments, job fairs, job shadowing, academic experiences/grades, hobbies are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP).


PL-08-4.1.5

Students will explain and evaluate resources (e.g., Internet, newspapers, magazines, family members, counselors, employers) and experiences (e.g., shadowing, mentoring) that can be used for locating job and career information.


PL-08-4.1.6

Students will explain and give examples of how the components of the Individual Learning Plan (ILP) can be used as tools in career planning: Academic & career assessments, Career goals, Four year high school plan, Interest/hobbies, School and community activities, Work experiences.


PL-08-4.1.7

Students will describe how postsecondary choices (e.g., community technical colleges, 4-year colleges, military service) impact attaining career goals that are included in the Individual Learning Plan (ILP).


PL-08-4.2.1

Students will describe individual work habits/ethics (e.g., following directions, problem-solving, time management, respect, self-discipline, punctuality) and explain their importance in the workplace.


PL-08-4.2.2

Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving, dividing work) and explain why they are important in the workplace.


PL-08-4.3.1

Students will explain how jobs/careers (e.g., physical therapist, meteorologist, radio & television broadcaster, web designer) have been created as a result of scientific and technological advancements.


PL-08-4.3.2

Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs.


PL-08-4.3.3

Students will identify and explain skills used to seek, obtain, maintain, and change jobs/careers: Written communication (e.g., preparing resume, writing a business letter); Nonverbal communication skills (e.g., making eye contact, listening, smiling, body language, facial expression, posture dress); Verbal skills (e.g., speaking, giving responses, expressing appreciation, questioning, greeting); Interview skills (e.g., friendly greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan questions to ask, listen carefully, thank interviewer).


PL-EP-1.1.1

Students will identify effective social interaction skills (e.g., identifying emotions, listening, cooperation, etiquette, politeness, communication, sharing, empathy, following directions, and making friends) that promote responsible and respectful behavior.


PL-EP-1.1.2

Students will identify strategies for stress management, problem solving, conflict resolution, and communication (e.g., self-control, work and play collaboration, caring, reconciling, asking for help, active listening).


PL-EP-1.1.3

Students will identify ways that growth and development are unique to each person


PL-EP-1.1.6

Students will describe how an individual’s behavior and choices of diet, exercise and rest affect the body.


PL-EP-1.1.7

Students will identify strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues) that promote good health and prevent diseases.


PL-EP-1.1.8

Students will identify behavior choices (tobacco, alcohol) that result in negative consequences.


PL-EP-1.1.9

Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health.


PL-EP-1.2.1

Students will identify nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthy bodies.


PL-EP-1.2.2

Students will describe the overall purpose of the Dietary Guidelines for Americans.


PL-EP-1.3.1

Students will identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers) while at school, home and play.


PL-EP-1.3.2

Students will identify proper procedures to access emergency assistance (calling 911).


PL-EP-2.1.1

Students will apply fundamental motor skills. Locomotor: Walking, Running, Skipping, Hopping, Galloping, Sliding, Leaping, Jumping. Nonlocomotor: Turning, Twisting, Bending, Stretching, Swinging, Swaying, Balancing. Fundamental manipulative skills: Hitting, Kicking, Throwing, Catching, Striking, Dribbling.


PL-EP-2.2.1

Students will identify physical and social benefits that results from regular and appropriate participation in physical activites: physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements); social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression).


PL-EP-2.1.2

Students will identify the fundamental movement concepts: Body awareness - what the body is doing; Space awareness - where the body moves; Time - how quickly the body moves; Effort - how the body moves; Relationship - relationships that occur while the body moves.


PL-EP-2.2.2

Students will explain the importance of practice for improving performance in games and sports.


PL-EP-2.2.3

Students will identify the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).


PL-EP-2.2.4

Students will identify basic rules for participating in simple games and activities needed to make games fair.


PL-EP-2.2.5

Students will identify rules of play and sportsmanship for spectators and participants during games and/or activities that make them safe and enjoyable.


PL-EP-3.1.1

Students will identify the difference between wants and needs as it relates to consumer decisions.


PL-EP-3.1.2

Students will identify major factors (price, quality, features) to consider when making consumer decisions.


PL-EP-3.1.3

Students will identify ways consumer’s buying practices are influenced by peer pressure.


PL-EP-3.1.3

Students will identify ways consumer's buying practices are influenced by peer pressure.


PL-EP-3.1.4

Students will identify consumer actions (reusing, reducing, recycling) that impact the environment.


PL-EP-3.1.5

Students will identify the available health and safety agencies in a community that provide services: Health department, Fire department, Sanitation, Police, Ambulance services.


PL-EP-3.2.1

Students will describe different ways to save money (e.g., piggy bank, local bank, savings bonds).


PL-EP-4.1.1

Students will identify reasons why people work (food, clothing, shelter).


PL-EP-4.1.2

Students will identify jobs (e.g., teacher, police officer) relating to Kentucky's Career and describe these jobs/careers.


PL-EP-4.1.3

Students will identify how academic classes (e.g., reading and writing) relate to various jobs.


PL-EP-4.2.1

Students will identify how personal responsibility and good work habits (e.g., attendance, work done on time, follow directions) are important at home, school, and work.


PL-EP-4.2.2

Students will describe team skills (e.g., cooperation, communication) used to complete tasks more efficiently at home, school, and work.


PL-EP-4.3.1

Students will identify technology tools (e.g., electronic games, phones, computers) that are used in homes and schools.


PL-HS-1.1.1

Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments).


PL-HS-1.1.2

Students will apply and justify effective strategies for responding to stress, conflict, peer pressure, bullying, and harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy).


PL-HS-1.1.3

Students will identify and explain changes in roles, responsibilities, and skills needed to effectively work in groups throughout life (e.g., setting realistic goals, time and task management, planning, decision-making process, perseverance).


PL-HS-1.1.4

Students will explain the process of human reproduction and development (e.g., conception, birth, childhood, adolescence, adulthood) and its impact on an individual’s well being.


PL-HS.1.1.4

Students will explain the process of human reproduction and development (e.g. conception, birth, childhood, adolescence, adulthood) and its impact on an individual's well being.


PL-HS-1.1.5

Students will identify and evaluate the risks (e.g., STDs, unwanted pregnancies, HIV/AIDS) of being sexually active, and the strategies (e.g., abstinence, using refusal skills, talking with parents, doctors, counselors) for delaying sexual activity.


PL-HS-1.1.6

Students will analyze the effect of individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, and other drug use) on various body systems (e.g., circulatory, respiratory, nervous, digestive).


PL-HS-1.1.7

Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable diseases (hepatitis, tuberculosis, STD/HIV/AIDS) and non-communicable diseases (cancer, diabetes, obesity, cardiovascular disease, arthritis, osteoporosis).


PL-HS-1.1.8

Students will explain risks associated with unhealthy habits and behaviors (e.g., dietary, physical activity, tobacco, alcohol, steroids, other substance abuse, sexual activity, violent/aggressive behavior).


PL-HS-1.1.9

Students will compare causes, symptoms, consequences, and treatments of mental and emotional problems (e.g., depression, anxiety, drug abuse, addictions, eating disorders, aggressive behaviors) for individuals and families.


PL-HS-1.1.10

Students will recommend interventions (e.g., cease enabling activities), treatments (e.g., AA, outpatient therapy, group therapy), and other strategies (e.g., enhancing self esteem, building skills for success) as forms of help for negative behaviors or addictions (e.g., drug addictions, eating disorders).


PL-HS-1.1.11

Students will recommend and justify effective self-management and coping strategies (e.g., setting realistic goals, time, task and stress management, decision making, learning style preference, perseverance) for maintaining mental and emotional health.


PL-HS-1.2.1

Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, vitamins, water) on maintaining and promoting health.


PL-HS-1.2.2

Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how these recommendations contribute to good health.


PL-HS-1.3.1

Students will analyze how responsible use of machinery; motorized vehicles (e.g., all terrain vehicles, motorcycle, automobile, personal watercraft) and firearms reduce the risk of accidents and save lives.


PL-HS-1.3.2

Students will explain how proper first-aid procedures (e.g., CPR/rescue breathing) for responding to emergency situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart attacks, seizures) can help reduce the severity of injuries and save lives.


PL-HS-2.1.1

Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional).


PL-HS-2.1.2

Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual, dual, and team sports (e.g., golf, racket sports, softball, volleyball, basketball).


PL-HS-2.2.1

Students will explain how physical, emotional/mental, and social benefits result from regular participation in leisure/recreational or competitive physical activities: physical benefits (e.g., disease prevention, weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction, increased metabolism, reduction of body fat, decrease in cholesterol, decrease in heart rate); social benefits (e.g., opportunity for interaction with others, cooperation, friendship, teamwork, respect for others and tolerance); mental/emotional benefits (e.g., reduces anxiety/stress, depression, provides better body image, improves self-discipline and self-respect).


PL-HS-2.2.2

Students will apply techniques (e.g., practice, peer/teacher evaluation, individualized coaching) to achieve performance consistency in games and sports.


PL-HS-2.2.3

Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and apply the FITT Principle (Frequency, Intensity, Type, Time) to create a comprehensive exercise plan.


PL-HS-2.2.4

Students will compare offensive and defensive strategies and basic rules of play for a variety of games and sports.


PL-HS-2.2.5

Students will analyze the value and role of rules, fair play, cooperation, and sportsmanship for spectators/participants during games and sports.


PL-HS-3.1.1

Students will explain ways to make responsible buying decisions in relation to wants (e.g., technology, name-brand clothing, jewelry, electronics) and needs (food, clothing, housing).


PL-HS-3.1.2

Students will compare products and services based on these factors (e.g., price, quality, features, availability, warranties, comparison shopping) to consider when making consumer decisions.


PL-HS-3.1.3

Students will explain why various factors that influence consumer decisions, such as peer pressure, impulses, desire for status, and advertising techniques (jingles/slogans, facts and figures, glittering generalities, endorsement, testimonial, bandwagon, snob appeal, emotional appeal, free gifts/rewards) are influential.


PL-HS-3.1.4

Students will compare consumer actions (reuse, reduce, recycle, choosing renewable energy sources, using biodegradable packaging materials, composting) and analyze how these actions impact the environment (e.g. conserving resources; reducing water; air; and land pollution; reducing solid waste; conserving energy).


PL-HS-3.1.5

Students will describe the relationship among private, public, and nonprofit health agencies and compare the services provided by each agency: private health care facilities (e.g., private physicians, nursing homes, rehabilitation facilities), hospitals, public health departments and clinics, DES (Disaster and Emergency Services), Family Resource Centers, Medicare/Medicaid, nonprofit health organizations (e.g., American Heart Association, American Red Cross, American Cancer Society).


PL-HS-3.2.1

Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks), and credit (e.g., responsible use of debit and credit cards, establishing and maintaining good credit, cause and effect of bankruptcy), and explain their importance in achieving short and long-term financial goals.


PL-HS-4.1.1

Students will analyze and evaluate why people need to work and how a person's career choice impacts life long earning potential, career opportunities, and job satisfaction.


PL-HS-4.1.2

Students will identify and explain how job and career opportunities vary at the local, state, and national levels and how components of the Individual Learning Plan (ILP) (e.g., interest inventories, personality test, community service, resume, awards/recognition) can be a valuable resource for career research, selection, and preparation.


PL-HS-4.1.3

Students will describe academic and non-academic benefits (e.g., communication skills, computer/technical skills, mathematical skills, scientific observation and inquiry skills, teamwork skills, work experience, professional references, insight into tasks and work environments) acquired from a range of education and training options (e.g., college, apprenticeships, internships, on-the-job training, military) and interpret ways education and training can impact life-long earning potential and future career opportunities.


PL-HS-4.1.4

Students will analyze information (e.g., personality, values, interests, aptitudes and abilities, learning styles) from a variety of sources (e.g., Career Interest Inventory, Learning Styles Inventory, Career Aptitude Assessment, other formal 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).


PL-HS-4.1.5

Students will analyze and evaluate a variety of resources (e.g., Internet, print materials, guest speakers, mentors) that could be used to determine advantages and disadvantages (e.g., preparation, salary, benefits, demands of job, location, work environment) of various occupations.


PL-HS-4.1.6

Students will identify and describe supporting documentation that would be needed for the career portfolio/Individual Learning Plan (ILP): business letters (application, recommendation, follow-up); assessment data (e.g., interest, learning styles, aptitudes and abilities); resume; certifications/awards; samples of work (e.g., videos, artwork, portfolio entries); records of work experiences; transcripts.


PL-HS-4.1.7

Students will compare post-secondary options (e.g., community technical colleges, 4-year colleges, military service) that would be the most appropriate preparation for a specific career path.


PL-HS-4.2.1

Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace.


PL-HS-4.2.2

Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today's workplace.


PL-HS-4.3.1

Students will describe how job market changes have resulted from scientific advancements and the increased use of technology in the global economy.


PL-HS-4.3.2

Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs.


PL-HS-4.3.3

Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: conducting a job search, writing letters, networking, completing an application, securing a letter of reference, preparing a resume, applying interview techniques (e.g., learn about employer/job, questions to ask, materials to take, answers to questions you may be asked, verbal and nonverbal communication), using proper procedures when changing jobs (e.g., give advance notice, write a letter of resignation).