Public Business Services (PBS) Future Lab | |||
1st Nine Weeks (1st Quarter) (8 weeks) | 2nd Nine Weeks (2nd Quarter) (9 weeks) | 3rd Nine Weeks (3rd Quarter) (10 weeks) | 4th Nine Weeks (4th Quarter) (11* weeks) *includes STAAR dates and last week |
Cluster: Communication/Team Building Cluster: Health Science Cluster: Child Development | Cluster: Business, Marketing, Finance Cluster: Nutrition Cluster: Agriculture | Cluster: Culinary Cluster: Fashion | Cluster: The Arts, A/V Technology and Communications |
Communication/ Team Building (2 weeks)
Health Science (1 Week) CPR and First Aid
Anatomy and Physiology (Grapefruit Brain Lab--optional)
Child Development (3 Weeks)
Investigating Careers (1 week)
| Business, Marketing, Finance (5 Weeks)
Culinary Skills (cooking labs as needed throughout the unit) Section 1: Nutrition (1 Week)
Agriculture (1 Week)
Kitchen and Food Safety (2 Weeks) Safety and Sanitation
Required Residential Kitchen Test | Section 4: Cooking Labs (6 Weeks)
Sewing Skills Section 1: Hand Sewing (3 Weeks)
| Sewing Machine (5 Weeks) Sewing Safety Machine Parts Threading a Machine Winding a bobbin Sewing PROJECT
Design Section 1: Apparel (2 weeks)
Section 2: Textiles (2 Weeks)
Required Sewing Safety Test
|
Required Project Babysitting Business Portfolio - Create a Cover letter, Resume and business card to promote your babysitting business
Choices 360 | Required Project Required Residential Kitchen Test
Sugar Shocker - Compare 2 sugary snacks or beverages to determine which is healthier
OR Suggested: | Required Project Required Hand-Sewn Project Use hand sewing to create a pin cushion.
Cooking Labs | Required Project Required Required Sewing Safety Test Machine Sewn Project IDEAS: Tube Pillowcase, T-shirt Pillow, PJ’s |
Employability Skills: Professionalism Communication Skills Teamwork-Problem Solving | Employability Skills: Employability Skills Ethics
| Employability Skills: Self Management Skill
| Employability Skills: Conflict Resolution-Leadership Self- Management Skills
|
Imbedded Activities: PBL: Investigating Career
Integrate multiple life roles and responsibilities in family, work, and community settings. Investigate career opportunities within the Government and Public Administration Cluster | Imbedded Activities: PBL: Investigating Careers
Integrate knowledge, skills, and practices required for careers in food production and services. Investigate career opportunities within the Hospitality and Tourism Career Cluster | Imbedded Activities: PBL: Investigating Careers
Integrate knowledge, skills required for careers in the Business Cluster.
Investigate career opportunities within the Business Cluster, and practices | Imbedded Activities: PBL: Investigating Careers
Integrate knowledge, skills, and practices required for careers in textiles and apparels.
Investigate career opportunities within textiles and apparels |
Ongoing Processes throughout the Year: Explore College and Career options within the clusters and demonstrate characteristics required for personal, educational, and professional success | |||
Employability Skills | |||
Cycle 1: -Professionalism -Ethics 127.15(1)(A) 127.15(1)(E) 127.15(1)(F) 127.15(1)(G) 127.15(1)(H) 127.15(1)(I) 127.15(1)(K) 127.15(1)(L) 127.15(1)(M) | Cycle 2: -Teamwork -Problem Solving 127.15(1)(B) 127.15(1)(I) | Cycle 3: -Self Management Skill -Conflict Resolution -Leadership 127.15(1)(B) 127.15(1)(D) 127.15(1)(E) 127.15(1)(F) 127.15(1)(G) 127.15(1)(H) 127.15(1)(I) 127.15(1)(J) 127.15(1)(M) | Cycle 4: Communication Skills 127.15(1)(C)
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CHOICES 360 Activities L1 | |||
Interest Profiler OR | |||
Career Finder | |||
Units | TEKS (detailed) | Time Frame | |
Communication/ Team Building | §127.2 Career & College Exploration (1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to: (B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (3) The student analyzes educational and career opportunities. The student is expected to: (A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education; (4) The student develops skills for personal success. The student is expected to: (A) demonstrate effective time-management and goal-setting strategies; (B) identify skills that can be transferable among a variety of careers; (D) apply core academic skills to meet personal, academic, and career goals; (F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance. (8) The student creates an individual career and academic plan. The student is expected to: (B) document high school courses and postsecondary educational requirements for that career pathway;
(6) The student analyzes relationship development outside of the family (A) explores ways to promote positive friendships (B) assess the influence of peers on the individual | 2 weeks
| |
Health Science | §127.2 Career & College Exploration (1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to: (B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (3) The student analyzes educational and career opportunities. The student is expected to: (A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education; (4) The student develops skills for personal success. The student is expected to: (A) demonstrate effective time-management and goal-setting strategies; (B) identify skills that can be transferable among a variety of careers; (D) apply core academic skills to meet personal, academic, and career goals; (F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance. (8) The student creates an individual career and academic plan. The student is expected to: (B) document high school courses and postsecondary educational requirements for that career pathway;
§130.222. Principles of Health Science (3) The student uses verbal and nonverbal communication skills. The student is expected to: (D) accurately interpret, transcribe, and communicate medical vocabulary using appropriate technology. | 1 week | |
Child Development | §127.2 Career & College Exploration (2) The student investigates educational and training requirements for career and education pathways in one or more of the career clusters. The student is expected to: (A) research and describe applicable academic, technical, certification, and training requirements for one or more of the careers in an identified career cluster; (B) use available resources to research and evaluate educational and training options for one or more of the careers in an identified career cluster. (3) The student analyzes educational and career opportunities. The student is expected to: (A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education; (4) The student develops skills for personal success. The student is expected to: (A) demonstrate effective time-management and goal-setting strategies; (B) identify skills that can be transferable among a variety of careers; (D) apply core academic skills to meet personal, academic, and career goals; (E) explain the value of community service and volunteerism; (F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance. (6) The student investigates job-seeking skills. The student is expected to: (C) participate in a mock interview. (7) The student creates professional documents required for employment. The student is expected to: (A) write a resume; (B) write appropriate business correspondence such as a cover letter and a thank you letter; (C) complete sample job applications; and (D) explain protocol for selecting and using references. (8) The student creates an individual career and academic plan. The student is expected to: (B) document high school courses and postsecondary educational requirements for that career pathway; §130.277. Child Development (5) The student investigates strategies for optimizing the development of infants, including those with special needs. (A) explain the physical, emotional, social, and intellectual needs of the infant (6) The student investigates strategies for optimizing the development of toddlers (A) analyze the physical, emotional, social, and intellectual needs of the toddler (7) The student analyzes the growth and development of preschool children (A) analyze the physical, emotional, social, and intellectual needs of the preschool child | 3 Weeks | |
Investigating Careers; Business, Marketing, and Finance | §127.2 Career & College Exploration (1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to: (A) analyze and discuss the initial results of the assessments; (B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas. (3) The student analyzes educational and career opportunities. The student is expected to: (A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education; (B) explore and list opportunities for earning college credit in high school such as Advanced Placement examinations, International Baccalaureate examinations, dual credit courses, and local and statewide articulated credit courses; (C) investigate and describe various methods available to pay for college and other postsecondary training, including financial aid, scholarships, college savings, employee benefits, and other sources of income; (D) discuss the impact of effective college and career planning; (E) identify how performance on assessments such as the PSAT/NMSQT®, SAT®, ACT®, ASVAB®, and Texas Success Initiative (TSI®) impact personal academic and career goals; (F) investigate and describe the importance of co-curricular, extracurricular, career preparation, and extended learning experiences in developing college applications or resumes; (G) investigate and report on the steps required to participate or enroll in a variety of career and educational opportunities, including entry-level employment, military service, apprenticeships, community and technical colleges, and universities, as applicable to the career; (H) identify professional associations affiliated with a particular career pathway; and (I) define entrepreneurship and identify entrepreneurial opportunities within a field of personal interest. (4) The student develops skills for personal success. The student is expected to: (A) demonstrate effective time-management and goal-setting strategies; (B) identify skills that can be transferable among a variety of careers; (C) give oral professional presentations on a topic related to career and college exploration using appropriate technology; (D) apply core academic skills to meet personal, academic, and career goals; (F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance. *(5) The student investigates labor market information and recognizes the impact of college and career choices on personal lifestyle. The student is expected to: (A) analyze labor market trends related to a career of interest; (B) classify evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information; (C) analyze the effects of changing employment trends, societal needs, and economic conditions on career choices; (D) prepare a personal budget reflecting the student's desired lifestyle; and (E) use resources to compare salaries of at least three careers in the student's interest area. (6) The student investigates job-seeking skills. The student is expected to: (A) identify the steps of an effective job search; (8) The student creates an individual career and academic plan. The student is expected to: (A) select a career pathway in a desired field, such as military service, entrepreneurship, or industry; (B) document high school courses and postsecondary educational requirements for that career pathway; and (C) write a plan for starting one's career after the completion of high school and any postsecondary education.
§130.132. Principles of Business, Marketing, and Finance (1) The student demonstrates professional standards/employability skills required by business and industry. The student is expected to: (A) communicate effectively with others using oral and written skills; (B) demonstrate collaboration skills through teamwork; (C) demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace; (D) demonstrate a positive, productive work ethic by performing assigned tasks as directed; (E) comply with all applicable rules, laws, and regulations; (2) The student describes the characteristics of business. (A) explain the principles of supply and demand; (13) The student understands the importance of an effective marketing mix. (A) explain the concept of marketing strategies; (B) define each component of the marketing mix;
§130.384. Entrepreneurship (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (A) communicate effectively with others using speaking, listening, and writing skills; (B) demonstrate collaboration skills through teamwork; (C) demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace; (D) demonstrate a positive, productive work ethic by performing assigned tasks as directed; (E) demonstrate integrity by choosing the ethical course of action and complying with all applicable rules, laws, and regulations;
§130.141. Virtual Business (3) The student demonstrates online and off-line marketing, including establishing a web presence. (C) determine appropriate marketing of a virtual business office
| 1 week *Choices 360/Investigating Careers 5 weeks Business, Marketing, and Finance | |
Agriculture | §127.2 Career & College Exploration (1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to: (B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; (3) The student analyzes educational and career opportunities. The student is expected to: (A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education; (4) The student develops skills for personal success. The student is expected to: (A) demonstrate effective time-management and goal-setting strategies; (B) identify skills that can be transferable among a variety of careers; (D) apply core academic skills to meet personal, academic, and career goals; (F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance. (8) The student creates an individual career and academic plan. The student is expected to: (B) document high school courses and postsecondary educational requirements for that career pathway;
§130.2. Principles of Agriculture, Food, and Natural Resources (11) The student develops technical knowledge and skills related to plant systems. (A) describe the structure and functions of plant parts; (B) discuss and apply plant germination, growth, and development; (C) describe plant reproduction, genetics, and breeding; | 1 week
| |
Culinary Skills/Nutrition | §127.2 Career & College Exploration (1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to: (B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (3) The student analyzes educational and career opportunities. The student is expected to: (A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education; (4) The student develops skills for personal success. The student is expected to: (A) demonstrate effective time-management and goal-setting strategies; (B) identify skills that can be transferable among a variety of careers; (D) apply core academic skills to meet personal, academic, and career goals; (F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance. (8) The student creates an individual career and academic plan. The student is expected to: (B) document high school courses and postsecondary educational requirements for that career pathway;
§130.274. Lifetime Nutrition and Wellness (5) The student understands safety and sanitation. The student is expected to: (A) demonstrate safe and sanitary practices in the use, care, and storage of food and equipment; (B) explain types and prevention of foodborne illnesses; and (C) practice appropriate dress and personal hygiene in food preparation. (6) The student demonstrates knowledge of food-management principles. The student is expected to: (A) read and comprehend standard recipes; (B) correctly use standard measuring techniques and equipment (C) demonstrate correct food-preparation techniques (F) practice etiquette, food presentation, and table service appropriate for specific situations
| 7 Weeks | |
Hand and Machine Sewing | §127.2 Career & College Exploration (1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to: (B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (3) The student analyzes educational and career opportunities. The student is expected to: (A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education; (4) The student develops skills for personal success. The student is expected to: (A) demonstrate effective time-management and goal-setting strategies; (B) identify skills that can be transferable among a variety of careers; (D) apply core academic skills to meet personal, academic, and career goals; (F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance. (8) The student creates an individual career and academic plan. The student is expected to: (B) document high school courses and postsecondary educational requirements for that career pathway;
§130.103. Fashion Design I Lab (17) The student demonstrates effective repair and alteration techniques. (A) use appropriate measurement tools and measurement units (B) demonstrate appropriate use, selection, and care of equipment, tools, and notions (D) apply safety procedures while operating equipment; | 7 Weeks | |
Fashion Design | §127.2 Career & College Exploration (1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to: (B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (3) The student analyzes educational and career opportunities. The student is expected to: (A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education; (4) The student develops skills for personal success. The student is expected to: (A) demonstrate effective time-management and goal-setting strategies; (B) identify skills that can be transferable among a variety of careers; (D) apply core academic skills to meet personal, academic, and career goals; (F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance. (6) The student investigates job-seeking skills. The student is expected to: (B) describe appropriate appearance for an interview; (8) The student creates an individual career and academic plan. The student is expected to: (B) document high school courses and postsecondary educational requirements for that career pathway;
§130.102. Fashion Design 1 (6) The student analyzes the history of fashion, textiles, and apparel. (B) compare fashion history relative to current fashion trends (14) The student selects proper care and maintenance practices for apparel. (A) interpret labeling information to determine care procedures for apparel products (D) identify proper safety procedures when using care products and equipment (17) The student designs apparel products using principles of effective design. (E) sketch fashion drawings using basic design tools and techniques such as fashion drawing, draping, and flat pattern methods for fitting a garment
§130.106. Graphic Design and Illustration I (15) The student employs a creative design process to create original two- or three-dimensional projects. (A) create designs for defined applications
| 2 Weeks |
§127.2. College & Career Exploration 2022-23
(d) Knowledge and skills.
(1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to:
(A) analyze and discuss the initial results of the assessments;
(B) explore and describe the CTE career clusters;
(C) identify various career opportunities within one or more career clusters; and
(D) research and evaluate emerging occupations related to career interest areas.
(2) The student investigates educational and training requirements for career and education pathways in one or more of the career clusters. The student is expected to:
(A) research and describe applicable academic, technical, certification, and training requirements for one or more of the careers in an identified career cluster; and
(B) use available resources to research and evaluate educational and training options for one or more of the careers in an identified career cluster.
(3) The student analyzes educational and career opportunities. The student is expected to:
(A) describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education;
(B) explore and list opportunities for earning college credit in high school such as Advanced Placement examinations, International Baccalaureate examinations, dual credit courses, and local and statewide articulated credit courses;
(C) investigate and describe various methods available to pay for college and other postsecondary training, including financial aid, scholarships, college savings, employee benefits, and other sources of income;
(D) discuss the impact of effective college and career planning;
(E) identify how performance on assessments such as the PSAT/NMSQT®, SAT®, ACT®, ASVAB®, and Texas Success Initiative (TSI®) impact personal academic and career goals;
(F) investigate and describe the importance of co-curricular, extracurricular, career preparation, and extended learning experiences in developing college applications or resumes;
(G) investigate and report on the steps required to participate or enroll in a variety of career and educational opportunities, including entry-level employment, military service, apprenticeships, community and technical colleges, and universities, as applicable to the career;
(H) identify professional associations affiliated with a particular career pathway; and
(I) define entrepreneurship and identify entrepreneurial opportunities within a field of personal interest.
(4) The student develops skills for personal success. The student is expected to:
(A) demonstrate effective time-management and goal-setting strategies;
(B) identify skills that can be transferable among a variety of careers;
(C) give oral professional presentations on a topic related to career and college exploration using appropriate technology;
(D) apply core academic skills to meet personal, academic, and career goals;
(E) explain the value of community service and volunteerism; and
(F) define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance.
(5) The student investigates labor market information and recognizes the impact of college and career choices on personal lifestyle. The student is expected to:
(A) analyze labor market trends related to a career of interest;
(B) classify evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information;
(C) analyze the effects of changing employment trends, societal needs, and economic conditions on career choices;
(D) prepare a personal budget reflecting the student's desired lifestyle; and
(E) use resources to compare salaries of at least three careers in the student's interest area.
(6) The student investigates job-seeking skills. The student is expected to:
(A) identify the steps of an effective job search;
(B) describe appropriate appearance for an interview; and
(C) participate in a mock interview.
(7) The student creates professional documents required for employment. The student is expected to:
(A) write a resume;
(B) write appropriate business correspondence such as a cover letter and a thank you letter;
(C) complete sample job applications; and
(D) explain protocol for selecting and using references.
(8) The student creates an individual career and academic plan. The student is expected to:
(A) select a career pathway in a desired field, such as military service, entrepreneurship, or industry;
(B) document high school courses and postsecondary educational requirements for that career pathway; and
(C) write a plan for starting one's career after the completion of high school and any post-secondary education.