This lesson is designed to follow the Intermediate SAEs:The Next Step. The objective is to continue to move students through the research and development of their Foundational Career SAE. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the advanced level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.

Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program11. Work-based Learning addresses the delivery of a continuum of work-based learning involving sustained, meaningful interactions with industry or community professionals that foster in-depth, firsthand engagement with the tasks required in a given career field. Experiences may be delivered in workplaces, in the community, at educational institutions and/or virtually, as appropriate, and include a range of activities such as workplace tours, job shadowing, school-based enterprises, internships and apprenticeships.

ACP Programs typically have students gather artifacts throughout high school to represent their learning and growth.  Many times these artifacts are gathered in a portfolio format.  This particular reflection on student learning is completed by having students complete an oral reflection about a particular artifact of their choice. The rubric is provided for the presentation with the intent that the student is able to link their experiences in and outside of the classroom to soft skills they will need in their future as a student and employee.  This type of reflection can reinforce current soft skills emphasized in your district and help student make the connection between school and career.

A comprehensive ACP Program has students create and revise Individualized Learning Plans annually.  This lesson provides examples of grade level ILP forms that can be modified by school districts to use with students prior to course registration on a yearly basis.  The ILP's can also be shared with parents during Parent Teacher Conferencing or ACP conferencing.  Students will reflect on their strengths, areas to improve, standardized test results, Career Clusters of interest, post-secondary planning, course selection and co-curricular involvement.

The students create an E-Portfolio using Google Sites.  The students create a resume and cover letter that they include in their E-portfolio.  In addition, the students have to upload six artifacts from a list provided on the rubric.  The E- portfolio is something they can add to throughout high school, edit, and keep as they move toward achieving their career goal.  The students share their E-portfolio with the class once they complete the project.  The students learn how important it is to be able to demonstrate their skills to their future employers.  

This lesson is designed to help students move from their Foundational SAE to an Immersion SAE. The students will continue to work on their Foundational SAE project based on their career interest, but they will also be introduced to Immersion SAEs. The teacher may choose to only use the Foundational SAE project to get started, but they should work toward helping their students move their SAE project to include one or more Immersion SAE projects. The students will participate in weekly Immersion SAE record keeping. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students. Over time the students expectations for their Immersion SAE projects can be expanded to include more record keeping and financial entries.

This is a unit about the design and manufacturing of a chair consisting of three lessons. First, students will research the stylistic trends throughout history by exploring a slide show presentation and viewing the Art of Seating from the Museum of Contemporary Art in Jacksonville, Florida. Students will choose a chair from this collection to use as inspiration. They will analyze the style, elements and principles of the design and participate in a discussion on form vs. function. A one-page written paper will be due at the end of this lesson.

Next, students will be tasked with creating an original 2-dimensional design of a chair. Students will have the option of drawing or using Google Sketchup for the design process which will extend over 2 days. The students will continue to be led in discussions related to innovation, form vs. function and other vocabulary will be introduced. Once the designs have been completed, students will write an artist statement for their display.

Lastly, students will learn about the KI company in Bonduel Wisconsin and the process of Lean Manufacturing, particularly cost effectiveness, standard work instructions and quality checks/internal audit. Students will be assigned to work in groups; they will choose one chair design from a group member. Student groups will create a list of materials needed to create the chair and will come up with a list of instructions on how to assemble it. Students will assign a cost value to each material used in the chair design and how much of the material is used. They will figure out the amount of time and resources it would take to create the chair such as wage, manpower, and tools needed. Students will create a chart with this information as they discover what it takes to go from the process of creating design to the manufacturing of the product. Students will then fill out an “internal Audit/quality check” form as their self assessment and reflection of their work and participation in this unit.

In this project, students will explore various careers associated with metalworking through research from the Occupational Outlook Handbook and real local job listings. They will then create a tailored resume for a job listing of their choice, showcasing the needed skills and relevant education/training and work history. The goal is to help students understand the different career paths in metalworking and the needed skills and education they will need to develop  to increase their employability in the industry as well as learn how to create a professional resume document. 

Students will solve a personal problem using the A3 model after discussing the decision making and problem solving process.

Lesson Objective: At the completion of this lesson, students will understand the meaning of scarcity and opportunity cost. Students will explain how scarcity and opportunity cost affects decisions made by households, businesses, and governments. Supplies NeededStudent Handout 1The Cost of Your Future (1 per student) (found in Task 3)Student Handout 2Scarcity and Opportunity Cost Quiz (1 per student) (found in Task 7)Student Handout Answer Key 2Scarcity and Opportunity Cost Quiz (found in "Resource Library")Teacher Resource 1Dingell hosts community round table on higher education (found in "Resouce Library")Video 1Gangnam Style (4:12) (found in Task 1)Video 2EconEdLink Opportunity Cost (found in Task 2)Video 3Four Years to Broke: The Real Cost of College (6:06) (found in Task 4)Video 4Production Possibilities Curve- Econ 1.1 (found in Task 5)  References “Dingell Hosts Community Round Table on Higher Education.” The Michigan Daily. N.p., 9 Apr. 2015. Web. 19 Apr. 2015. EconEdLink: Council for Economic Education. (n.d.). Economic Glossary. Retrieved from http://www.econedlink.org/economic-resources/glossary.php and http://www.econedlink.org/interactives/index.php?iid=190 EconEdLink: Council for Economic Education. (n.d.). "Opportunity Cost." Opportunity Cost. EconEdlink, n.d. Web. 19 Apr. 2015. Ferguson, Lisa. “4 Years to Broke: The Real Cost of College.” YouTube. YouTube, 30 Apr. 2014. Web. 19 Apr. 2015. G.S. and G.D. (2014, June 3). “The Hidden Cost of Gangnam Style.” Retrieved from http://www.economist.com/blogs/graphicdetail/2014/06/daily-chart-1 MBA dictionary. (n.d.). Retrieved November 15, 2014, from MBAResearch and Curriculum Center “PSY-Gangnam Style (Official Music Video).” YouTube. YouTube, 23 Oct. 2012. Web. 19 Apr. 2015.

Students will have the opportunity to research scholarships (both national and local), identify tips for applications, and write sample answers to aid in obtaining scholarships.

In this lesson, students will build towers out of notecards with a manufacturing twist to simulate real-life situations that can happen in industry.

The Web Portfolio encourages students to incorporate ACP information in the form of an online website.  An attachment in the resource library includes the career presentation requirements as well as the career presentation rubric. Waunakee Community High School students take a course called Career Workshop at the sophomore level.  They are required to choose two enhancement projects from a list of options.  Students have access to shared Google Docs related to these projects.  Web Portfolio is one of these options.  Other options that may be found under WISELearn Resources include a Career Infographic, Career Presentation, Career Cruising Video Project, Job Shadow, and Professional Interview.  

The Welding Fabrication & Robotics Associate Degree program prepares learners to program and operate CNC cutting and forming equipment, as well as robotic welders, and develops the skills needed to work in an advanced metal manufacturing environment. Learners also expand their print reading skills through fabrication layout, fixturing, and precision measurement. Welding metallurgy and machine shop principles are also studied. Critical thinking skills are built through problem-solving activities that foster teamwork, positive attitudes, and an understanding of global competition.

While touring the central lab area at Verso Corporation, the environmental engineers gave an example of how they use mathematics within their job responsibilities. Verso is mandated to complete environmental reports showing they meet the state environmental standards. Often times when data is collected, it is not in the proper units that the state reports require. This was something that both the environmental engineer and co-op engineer were working on--properly converting rates that are specified for the reports. Students will experience finding unit rates and using conversion factors to convert measurements and rates into alternate units of measure.