Newport Fire Science/Fire CadetCourse: Fire Science/Fire Fighting (STEM) Total Framework Hours up to: 90CIP Code: 430100 Exploratory Preparatory Date Last Modified: 01/10/2017Career Cluster: Law, Public Safety, Corrections & Security Cluster Pathway: Emergency and Fire Management ServicesCourse Summary: A course that introduces students to the science and math behind careers Emergency and Fire Management Services. Students will use Math and Science as it pertains to the job including disaster zone calculations, American Heart Association and Medic First Aid Programs. Students will also use technology in exploring careers. This is a middle school exploratory program that introduces individuals to the duties of firefighters. Includes instruction in firefighting equipment operation and maintenance, principles of fire science and combustible substances, methods of controlling different types of fires, hazardous material handling and control, fire rescue procedures, public relations, and applicable laws and regulations.Resources and Standards used in Framework Development:National Fire Protection Association (NFPA 1001); Standard for Fire Fighter Professional Qualifications 2013 Edition: NFPA 1582: Standard on Comprehensive Occupational Medical Program for Fire Departments, 2013 Edition: NFPA 472: Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents, 2013 Edition: National Wildfire Coordinating Group Firefighter II standards; Washington State Fire Service Hazmat Awareness and Operations Training; First Responder/ EMS, CPR & First Aid. American Heart Association and the Medic First Aid Programs.

COMPONENTS AND ASSESSMENTSPerformance Assessments: Create a high school and beyond plan and a portfolio for a career in an area of choice. Using a career research tools (such as Career Cruising, ASVAB, , SkillsUSA), students will use computers to prepare a portfolio covering their personal interest, aptitudes and abilities and cross reference potential career pathways that appeal to them. The students will create a portfolio which will include:

Resume Application Application Letter Personal START Goals W-4 (Be able to setup formulas in a spreadsheet to determine pay and the impact of deductions) Personal Budget (Understanding the use of equations and formulas in spreadsheets) Life & Career Skills Rubrics Program Competency Checklist (Grades, Progress Reports) Leadership Final Project including a project, a presentation and a reflection paper Students will be able to create an Organizational Chart for various agencies under Emergency and Fire Management

Creation of portfolio to develop professional presentation skills for possible job, scholarship or post-secondary training opportunities. (Best Works including Reflection)

High School & Beyond Plan An assessment of personal strengths for success in the field of Firefighting. Attendance record showing evidence of showing up on time and ready to work Research of positions open within a variety of companies and compare/contrast their descriptions, duties, and expectations. Prepare responses to standard interview question. While participating in a community service project, the student will work with others to design a project and work-plan including team goals.

Leadership Alignment: SkillsUSA PDP Level 1.1 Complete a self-assessment and identify individual learning styles Students will use the SkillsUSA Frameworks including Personal Skills, Technical Skills and Work Place Skills

Standards and CompetenciesStandard/Unit: Career Planning/Personal Success: explores/analyze personal interests and aptitudes as they relate to education and career planning.Competencies Total Learning Unit Hours : 16 Complete, discuss, and analyze the results of personality, career interest, and aptitude assessments; Explore the career clusters as defined by the U.S. Department of Education and summarize the career opportunities in a cluster of personal interest; Use Career Cruising Online to create a personal career portfolio including academic, certification and technical-skill requirement, career

opportunities, expected wages, skills and aptitude necessary and the impact of technology on careers of personal interest. Determine academic/training or certification requirements for transition from one learning level to the next and explore opportunities for earning

credit/certifications in high school such as advanced placement, tech prep, International Baccalaureate, college in the high school, military and apprenticeship opportunities.

Develop and analyze tables, charts, and graphs related to career interests and make oral presentation regarding the career pathway of your choice. Develop an awareness of financial aid, scholarships, and other sources of income to support postsecondary education/training and discuss the impact

of effective college and career planning. Identify how performance on assessments such as the SAT®, ACT®, ASVAB®, COMPASS® and ACCUPLACER® impact personal academic and

career goals. Use an online Spreadsheet to prepare a personal budget reflecting desired lifestyle and compare and contrast at least three careers of interest in

regards to salary expectations and education/training costs. Students will learn and use various equations to dynamically update one or more spreadsheets.

Prepare a program of study for at least one career of interest Apply knowledge gained from individual assessment to a set of goals and a career plan Develop strategies to make an effective transition from school to career Identify industry certification opportunities Implement effective study skills for academic success; Develop personal goals using SMART (Specific Measurable Attainable Realistic Timely), objectives and strategies. Use interpersonal skills to facilitate effective teamwork; Use a problem-solving model and critical-thinking skills to make informed decisions; Use effective time-management and goal-setting strategies; Effectively use information and communication technology tools;

Identify skills that can be transferable among a variety of careers. Create and complete appropriate documents such as electronic portfolio, personal résumé, employment application, letter of intent, letters of

recommendation and thank you letters. Complete job search documents, including job applications and W-4 forms; Demonstrate proper interview techniques in various situations;

Aligned Washington State Standards

Mathematics

Expressions and Equations 8.EEWork with radicals and integer exponents.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.Understand the connections between proportional relationships, lines, and linear equations.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.Functions 8.F Define, evaluate, and compare functions.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Statistics and Probability 8.SP Investigate patterns of association in bivariate data.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

English Language Arts

RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;

analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,

and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or

characters. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting

to another, and show the relationships among experiences and events. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey

experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Educational Technology

1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools.1.2.1 Communicate and collaborate to learn with others.1.2.2 Develop cultural understanding and global awareness by engaging with learners of many cultures.1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.1.3.2 Locate and organize information from a variety of sources and media.1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results.1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions.2.1.1 Practice personal safety.2.1.2 Practice ethical and respectful behavior.2.2.1 Develop skills to use technology effectively.2.3.1 Select and use common applications.2.3.2 Select and use online applications.2.4.1 Formulate and synthesize new knowledge.

COMPONENTS AND ASSESSMENTSPerformance Assessments: Students will establish short-term goals that lead to employment in a chosen field under Emergency and Fire Management Services. Students (in teams) will use computers to research and prepare a report covering the basic requirements for training, certification, licensing and the personal characteristics required for employment in an emergency-based career. The report will be presented to the class. 6.A.1 – Students will use technology as a tool to research, organize, evaluate and communicate information.Leadership Alignment:

SkillsUSA PDP Level 1.1 Establish short-term Goals (Discover self-motivation techniques and establish short-term Goals ) Students will use the SkillsUSA Frameworks including Personal Skills, Technical Skills and Work Place Skills

Standards and CompetenciesStandard/Unit: Employability and Entrepreneurship skills for professional and workplace success:

Competencies Total Learning Unit Hours: 6 Demonstrate effective verbal, nonverbal, written, and electronic communication skills. Students will be able to effectively use word-processing and presentation software Evaluate the impact of positive and negative personal choices, including use of electronic communications such as social networking sites. Model characteristics of effective leadership, teamwork, and conflict management. Recognize the importance of a healthy lifestyle, including the ability to manage stress. Explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to

interact with a diverse population. and

Complete activities using project- and time-management techniques. Identify and model appropriate grooming and appearance for the workplace. Demonstrate dependability, punctuality, and initiative. Research positive interpersonal skills, including respect for diversity. Model appropriate business and personal etiquette in the workplace. Exhibit productive work habits, ethical practices, and a positive attitude. Demonstrate the ability to work with the other employees to support the organization and complete assigned tasks. Demonstrate willingness to learn and further develop skills Describe the importance of having a positive attitude and techniques that boost morale Show initiative by coming up with unique solutions and taking on extra responsibilities Explain the importance of setting goals and demonstrate the ability to set, reach, and evaluate goals Explain the importance of taking pride in work accomplished and extrinsic and intrinsic motivators that can be used to increase pride Identify how to prioritize work to fulfill responsibilities and meet deadlines. Research and compare published workplace policies and procedures. Summarize provisions of the Fair Labor Standards Act. Describe the consequences of breach of confidentiality.

Aligned Washington State StandardsEnglish Language Arts

RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content.f. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader

categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

g. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

h. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.i. Use precise language and domain-specific vocabulary to inform about or explain the topic.j. Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or

characters. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or

setting to another, and show the relationships among experiences and events. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey

experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Educational Technology

1.1.1 Generate ideas and create original works for personal and group expression using a variety of digital tools.1.2.1 Communicate and collaborate to learn with others.1.2.2 Develop cultural understanding and global awareness by engaging with learners of many cultures.1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.1.3.2 Locate and organize information from a variety of sources and media.1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results.1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions.2.1.1 Practice personal safety.

2.1.2 Practice ethical and respectful behavior.2.2.1 Develop skills to use technology effectively.2.3.1 Select and use common applications.2.3.2 Select and use online applications.2.4.1 Formulate and synthesize new knowledge.

Social Studies Civics:1.4 Understands civic involvement.

COMPONENTS AND ASSESSMENTSPerformance Assessments: Students will take written safety exams for each unit of study throughout the course. Students will also be assessed on safety practices when working. Instructors will prevent unsafe acts by calling a “Stop Safety” to ensure safe practices are followed.Students will create spreadsheets to track inventory and cost of equipment and use formulas and functions to update spreadsheets.Students will demonstrate their knowledge and application of safety procedures throughout the course in their various units of study.Students will use computers to will locate, interpret, and apply MSDS information, when asked by instructor, e.g., a site evaluation/inspection as occurs in industry. Students will be able to correctly interpret and apply measurements identified in MSDS.Students will use Work Place Skills to create a presentation (using technology) to Illustrate proper handling and storage practices, including working with hazardous materials, disposal, and recycling. Students will demonstrate (Technical Skills) how to use tools and equipment safely in the Work Place.

Science and Math Assessments: Students will be able to use MSDS to identify chemicals, their placement on the Periodic Table and the DOT handbook to identify references for

dealing with chemicals. Students will also identify if they are dealing with a liquid, solid, or gas using colors and boiling points. Students will be able to calculate “Zones” using topography, exposures, hazardous materials and interventions needed.

Leadership Alignment: Students will use the SkillsUSA Frameworks including Personal Skills, Technical Skills and Work Place Skills

Standards and CompetenciesStandard/Unit: Health and SafetyCompetencies Total Learning Unit Hours: 15 Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments. Explain emergency procedures to follow in response to workplace accidents. Students will be able to calculate “Disaster Zones” and understand the importance of Red, Yellow and Green Zones. Identify and apply OSHA and other health and safety regulations that apply to specific tasks and jobs in the occupational area Identify and apply EPA and other environmental protection regulations that apply to specific tasks and jobs in the occupational area Identify and apply Right-To-Know (Hazard Communication Policy) and other communicative regulations that apply to specific tasks and jobs in the

occupational area Explain procedures for documenting and reporting hazards to appropriate authorities Identify contact information for appropriate health and safety agencies and resources

Create a systematic safety program which would achieve OSHA compliance and promote a safe working environment Illustrate a safe environment for students in writing Identify, describe and demonstrate the effective use of Material Safety Data Sheets (MSDS) Read chemical, product, and equipment labels to determine appropriate health and safety considerations Identify, describe and demonstrate personal, shop and job site safety practices and procedures Demonstrate safe dress and use of relevant safety gear and personal protective equipment (PPE), including wrist rests, adjustable workspaces and

equipment, gloves, boots, earplugs, eye protection, and breathing apparatus Illustrate appropriate safe body mechanics, including proper lifting techniques and ergonomics Locate emergency equipment in your lab, shop, and classroom, including (where appropriate) eyewash stations, shower facilities, sinks, fire

extinguishers, fire blankets, telephone, master power switches, and emergency exits Demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab, shop, and classroom Describe safety practices and procedures to be followed when working with and around electricity Illustrate proper handling and storage practices, including working with hazardous materials, disposal, and recycling Demonstrate proper workspace cleaning procedures Illustrate First Aid procedures for potential injuries and other health concerns in the occupational area Describe the importance of emergency preparedness and an emergency action plan Illustrate procedures used to handle emergency situations and accidents, including identification, reporting, response, evacuation plans, and follow-up

procedures Identify practices used to avoid accidents Identify and describe fire protection, precautions and response procedures Discuss the role of the individual and the company/organization in ensuring workplace safety Discuss ways to identify and prevent workplace/school violence

Aligned Washington State StandardsMathematics Expressions and Equations 8.EE

Work with radicals and integer exponents.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.Understand the connections between proportional relationships, lines, and linear equations.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.Functions 8.F Define, evaluate, and compare functions.

1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.12. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Geometry 8.GUnderstand congruence and similarity using physical models, transparencies, or geometry software.1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines.2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.6. Explain a proof of the Pythagorean Theorem and its converse. 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.Statistics and Probability 8.SP Investigate patterns of association in bivariate data.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

English Language Arts

RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

k. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

l. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

m. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.n. Use precise language and domain-specific vocabulary to inform about or explain the topic.o. Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or

characters. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or

setting to another, and show the relationships among experiences and events. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey

experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Educational Technology

1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools.1.1.2 Use models and simulations to explore systems, identify trends and forecast possibilities.1.2.1 Communicate and collaborate to learn with others.1.2.2 Develop cultural understanding and global awareness by engaging with learners of many cultures.1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.1.3.2 Locate and organize information from a variety of sources and media.1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results.1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions.2.1.1 Practice personal safety.2.1.2 Practice ethical and respectful behavior.2.2.1 Develop skills to use technology effectively.2.3.1 Select and use common applications.2.3.2 Select and use online applications.2.4.1 Formulate and synthesize new knowledge.

Health and Fitness

1.1 Develop fundamental and complex movement skills, as developmentally appropriate.1.2 Safely participates in a variety of developmentally appropriate physical activities.1.3 Understand the concepts of health related physical fitness and develop and monitor progress on personal fitness goals.2.2 Understanding the concept of control and prevention of disease.2.3 Acquire skills to live safety and reduce health risks.3.1 Understand how environmental factors affect one’s health. (Air, water, noise, chemicals).3.2 Gather and analyze health information.3.3 Use social skills to promote health and safety in a variety of situations.4.1 Analyze health and safety information.

Science MS-PS1-4.

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

MS-PS1-2.

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

MS-PS1-5.

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

COMPONENTS AND ASSESSMENTSPerformance Assessments: Students shall be assessed using skills sheets from currently accepted professional standards organization for CPR/First Aid. Students will be assessed on their first aid/CPR skills and will be given a Healthcare Provider First Aid/CPR card from the current professional training organization. Students will also be assessed with written test and quizzes on their Technical Skills and Work Place Skills. Student will use appropriate emergency scenarios as well as demonstrate their ability to perform First Aid/CPR skills. Student will write an emergency incident report using the SOAP format using a given scenario. Students will work in groups to create a SkillsUSA Program of Work (including Fund Raisers and Community Activities) and Yearly Calendar; this includes planning and implementing a Fire Prevention Program (Week) for the community.

Science and Math Assessments: Students will understand and demonstrate the American Heart Association Standards for First-Aid/CPR which includes;

o Compression Rations for infants, children and adultso Assessment of patients which includes blood pressures, pulses, respiratory rates, body temperatureso Anatomy and Physiology of the Human Body to detect abnormalities in a quantitative manner

Medic First Aid Program (measured mathematically and scientifically)o Bleeding – amount of bloodo Shock – degrees of shocko Fractures – degrees of fractureso Burns – degrees and types of burns (anatomy of the skin)

AEDo Calculating pulse, respiratory rate, and degree of consciousness

Blood Borne Pathogenso Cell Level identification and counts

SOAPo Objective Components for patient care

Leadership Alignment: SkillsUSA PDP Level 2.3 Create a SkillsUSA program of work and yearly calendar Students will use the SkillsUSA Frameworks including Personal Skills, Technical Skills and Work Place Skills

Standards and CompetenciesStandard/Unit: First Responder/ EMS, CPR & First AidCompetencies Total Learning Unit Hours: 53

Attain First Aid/CPR Certificate Demonstrate proper use of AED

Be able to calculate, understand and record Blood Pressure to determine proper care Understand what Blood Borne Pathogens are and demonstrate use of PPE to reduce the spread Demonstrate skills of a Health Care Provider with a clear understanding of Basic Life Support Write emergency medical incident reports using SOAP format.

Aligned Washington State StandardsMathematics Expressions and Equations 8.EE

Work with radicals and integer exponents.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.Understand the connections between proportional relationships, lines, and linear equations.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.Functions 8.F Define, evaluate, and compare functions.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.12. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.Geometry 8.GUnderstand congruence and similarity using physical models, transparencies, or geometry software.1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines.2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.6. Explain a proof of the Pythagorean Theorem and its converse. 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.Statistics and Probability 8.SP Investigate patterns of association in bivariate data.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

English Language Arts

RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

p. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader

categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

q. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

r. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.s. Use precise language and domain-specific vocabulary to inform about or explain the topic.t. Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or

characters. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or

setting to another, and show the relationships among experiences and events. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey

experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Educational Technology

1.1.1 Generate ideas and create original works for personal and group expression using a variety of digital tools.1.1.2 Use models and simulations to explore systems, identify trends and forecast possibilities.1.2.1 Communicate and collaborate to learn with others.1.2.2 Develop cultural understanding and global awareness by engaging with learners of many cultures.1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.1.3.2 Locate and organize information from a variety of sources and media.1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results.1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions.2.1.1 Practice personal safety.2.1.2 Practice ethical and respectful behavior.

2.2.1 Develop skills to use technology effectively.2.3.1 Select and use common applications.2.3.2 Select and use online applications.2.4.1 Formulate and synthesize new knowledge.

Health and Fitness

2.2 Understanding the concept of control and prevention of disease.2.3 Acquire skills to live safety and reduce health risks.3.1 Understand how environmental factors affect one’s health. (Air, water, noise, chemicals).3.2 Gather and analyze health information.3.3 Use social skills to promote health and safety in a variety of situations.3.4 Understand how emotions influence decision-making.4.1 Analyze health and safety information.

Social Studies Civics:1.4: Understands civic involvement.

Science

MS-PS1-4.

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

MS-PS1-2.

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

MS-PS1-5.

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

MS-LS1-3.

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

21st Century Skills.Check those that students will demonstrate in this course:LEARNING & INNOVATION

Creativity and InnovationThink CreativelyWork Creatively with OthersImplement Innovations

Critical Thinking and Problem SolvingReason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve Problems

Communication and CollaborationCommunicate ClearlyCollaborate with Others

INFORMATION, MEDIA & TECHNOLOGY SKILLS

Information LiteracyAccess and /evaluate InformationUse and Manage Information

Media LiteracyAnalyze MediaCreate Media Products

Information, Communications and Technology (ICT Literacy)

Apply Technology Effectively

LIFE & CAREER SKILLS

Flexibility and AdaptabilityAdapt to ChangeBe Flexible

Initiative and Self-DirectionManage Goals and TimeWork IndependentlyBe Self-Directed Learners

Social and Cross-CulturalInteract Effectively with OthersWork Effectively in Diverse Teams

Productivity and AccountabilityManage ProjectsProduce Results

Leadership and ResponsibilityGuide and Lead OthersBe Responsible to Others