Harrison County Schools

Curriculum Guide for PLVS Department

Course Name: Business Principles & Applications Grade Level Targeted: High School Unit (s): ______

Essential Questions
toward
Course Objectives / Kentucky
Core Content
Version 4.1 /

Key Vocabulary

/ Activities
and
Assessments /
Personal Wellness – Physical and personal wellness are affected by positive interaction in groups, exercise, fitness, strategies for remaining mentally and emotionally healthy, and knowledge of reproduction and sexuality issues.
PL-HS-1.1.01
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). DOK 2 / (e.g., respect, self-advocacy, cooperation, communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments)
PL-HS-1.1.02
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). DOK 3 / (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy)
PL-HS-1.1.03
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). DOK2
PL.HS.1.1.04
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. DOK 2
PL-HS-1.1.05
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. DOK 3
Behavioral Choices - Behavioral choices and habits contribute to the promotion of an individual’s physical health, the prevention of illnesses and diseases, and the ability to remain mentally and emotionally healthy.
PL-HS-1.1.06
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). DOK 3 / choices (e.g., tobacco, alcohol, and other drug use) on various body systems (e.g., circulatory, respiratory, nervous, digestive).
PL-HS-1.1.07
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). DOK 2 / communicable diseases (hepatitis, tuberculosis, STD/HIV/AIDS) and non-communicable diseases (cancer, diabetes, obesity, cardiovascular disease, arthritis, osteoporosis)
PL-HS-1.1.08
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). DOK 2 / unhealthy habits and behaviors (e.g., dietary, physical activity, tobacco, alcohol, steroids, other substance abuse, sexual activity, violent/aggressive behavior)
PL-HS-1.1.09
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. DOK 2 / mental and emotional problems (e.g., depression, anxiety, drug abuse, addictions, eating disorders, aggressive behaviors)
PL 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). / (e.g., cease enabling activities) (e.g., enhancing self esteem, building skills for success) (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. DOK 3 / (e.g., setting realistic goals, time, task and stress management, decision making, learning style preference, perseverance)
Nutrition - Nutritious foods are necessary for growth, development and maintenance of healthy bodies.
PL-HS-1.2.01
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. / (proteins, carbohydrates, fats, minerals, vitamins, water)
PL-HS-1.2.02
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. DOK 2
PL-HS-1.4.11
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. DOK 3

Psychomotor Skills - Development of psychomotor skills contributes to the development of social and cognitive skills.

PL-HS-2.1.01
Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). DOK 3
PL-HS-2.1.02
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). DOK 3
Fitness - Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities.
L-HS-2.2.01
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)
DOK 2 / (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)
(e.g., opportunity for interaction with others, cooperation, friendship, teamwork, respect for others, and tolerance)
e.g., reduces anxiety/stress, depression, provides better body image, improves self-discipline, and self-respect)
PL-HS-2.2.02
Students will apply techniques (e.g., practice, peer/teacher evaluation, individualized coaching) to achieve performance consistency in games and sports. DOK 3
PL-HS-2.2.03
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. DOK 3 / (Frequency, Intensity, Type, Time)
PL-HS-2.2.04
Students will compare offensive and defensive strategies and basic rules of play for a variety of games and sports.
Why should students:
·  Identify sources of consumer information that they might utilize to make effective consumer decisions?
·  Understand and be able to apply the Consumer Bill of Rights? /

Consumer Decisions/Advertising – Accessing and assessing consumer information, comparing and evaluating products and services, provides a basis for making effective consumer decisions.

/ Following classroom instruction and discussion students will:
·  Differentiate between types of print advertising utilized by businesses in today’s society.
·  Make selections of products based on advertising, providing rationale for selections.
Why should students:
·  Differentiate between needs and wants?
·  Understand and apply the decision making process?
·  Identify and describe how to overcome purchasing issues such as impulse purchasing, irrational buying decisions, etc?
·  Identify various purchasing options for life, such as food, clothing, and housing? / PL-HS-3.1.01
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). DOK 2 / Decision Making Process
Goods Services Demand
Comparison shopping
Price unit / Following classroom instruction and discussion students will:
·  Clearly establish needs vs wants, teacher driven.
·  Describe each step of the decision making process.
·  Evaluate a life plan, based on a random age/job/family assignment, choosing from a variety of purchasing options related to being the adult.
Why should students:
·  Compare products for price, quality, features, warranties, availability?
·  Understand warranties?
·  Be able to resist impulse purchases?
·  Understand and be able to employ strategies to comparison shop? / PL-HS-3.1.02
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. DOK 3 / (e.g., price, quality, features, availability, warranties, comparison shopping) / Following classroom instruction and discussion students will:
·  Evaluate warranties and make product decisions for similar products based on warranties and service plans.
·  Describe an impulse purchase and create a corrective action plan to avoid the circumstance.
·  Create a diagram to follow students through the decision making process, clearly setting goals and establishing criteria for comparing products for price, quality, features, availability, warranty, etc.
Why should students:
·  Explain characteristics of the free enterprise system, economic growth, and various basic economic concepts?
·  Set short and long term goals for self, family, life, and work? /

Financial Literacy – As consumers, individuals need economic knowledge as a base for making financial decisions impacting short and long term goals throughout one’s lifetime.

/ Following classroom instruction and discussion students will:
·  Create long-term financial goals, then establish a series of short term goals to reach the long-term goals.
·  From an assigned “person” with a particular job/specific salary, students will establish long-term financial goals, then create short-term goals in order to reach them.
Why should students:
·  Understand budgeting?
·  Understand how to correctly utilize basic banking services?
·  Understand the advantages and disadvantages of savings and investment options?
·  Understand how to use debit and credit cards responsibly?
·  Understanding establishing and maintaining good credit?
·  Understand how to establish and set a plan to achieve short and long-term financial goals. /

PL-HS-3.2.01

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. DOK 3 / Debit Credit
Liability
Assets / Following classroom instruction and discussion students will:
·  Create a budget for themselves (current).
·  Evaluate a budget as a young adult (teacher driven).
·  Demonstrate understanding of debit vs credit.
·  Describe an investing plan, given a specific amount of money at a particular age, with a long-range goal in mind.
·  Participate in groups in the Stock Market Game through the Kentucky Council on Economic Education, investing a hypothetical $100,000 over a period of about 8 weeks.
·  Describe the plethora of poor financial choices that they might make in their future that could lead to a lower credit rating, credit problems, etc.
·  Describe a variety of ways that making poor choices in regard to finances can effect their lives for years to come.
·  Design a print product that contrasts a variety of investing options for their future (stocks, bonds, mutual funds, CD’s, IRA’s, 401(k))
Why should students?
·  Be able to identify the variety of resources available to them in their community?
·  Be able to evaluate the services available to them? /

Community & Environment – People rely on and evaluate the services and resources provided through private, public, and non-profit agencies in order to make effective consumer decisions.

/ Following classroom instruction and discussion students will:
·  In scavenger hunt fashion, identify resources in Harrison County and Cynthiana that they might use in their future and list services they provide.
Why should students:
·  Understand how their actions and decisions might impact the environment and future generations?
·  Be able to understand common environmental issues such as conserving resources, reducing waste, conserving energy, the greenhouse effect, and global warming. / PL-HS-3.1.04
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). DOK 3 / Following classroom instruction and discussion students will:
·  Create a list of things that lead to environmental issues.
·  Given a variety of scenarios about environmental concerns and issues, students will establish a plan to be implemented by an “average family” that would reduce or eliminate the problem described.
e.g., conserving resources; reducing water, air, and land pollution; reducing solid waste; conserving energy).
Why should students:
·  Consider a variety of criteria, factors, and information when selecting a career path? /

Academic, Career Planning, Transition – Many factors need to be considered when selecting a career path and preparing for employment.

Why should students:
·  Research and analyze career options and various related education requirements and differences in earning potential, future career opportunities, and job satisfaction issues? / PL-HS-4.1.01
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. DOK 3 / Following classroom instruction and discussion students will:
·  Complete a comprehensive research project about their chosen career path, researching the on-line and print versions of the Occupational Outlook Handbook.
Why should students:
·  Understand the importance of and be able to demonstrate soft skills related to the job market?
·  Understand the importance of work experience, references and skills training in relation to securing a job?
·  Identify various skill enhancing opportunities such as on-the-job training, apprenticeships, job shadowing, co-op experiences, etc. that may lead to career advancement? / PL-HS-4.1.03
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. DOK 3 / Following classroom instruction and discussion students will: