Virtual Courseware Catalog · 2019-02-13 · Virtual Courseware Catalog Detailed virtual course...

Virtual Courseware Catalog

Detailed virtual course descriptions can be found on the learning platform websites for

Odysseyware and Edmentum Plato and Edgenuity (Sites are hyperlinked). Center Line

Partnership virtual course descriptions are located at the end of the catalog.

The following virtual classes are available for Center Line Public School students.

Virtual courses are delivered online and are monitored by certified Center Line

Public School teachers.

Virtual programs parallel programs offered in traditional settings, with

expectations determined by teachers of record and school administration.

There are many options for students who wish to take virtual courses. All

options require approval in order to properly schedule students and follow pupil

accounting requirements.

1) Enroll as a full time Academy 21 student and take virtual core and virtual

electives with Academy 21. (Grades 6-12)

2) Enroll as a part time student in the Center Line Partnership and take CLP

virtual electives, with limits per grade level. (Grades K-12)

3) Enroll as a full time Elementary, Wolfe Middle School, Center Line High

School, or Academy 21 student and take virtual electives with the Center

Line Partnership. (Grades K-12)

https://www.odysseyware.com/course-catalog

http://www.edmentum.com/course-catalog

https://www.edgenuity.com/wp-content/uploads/2017/07/Course-Description-Catalog.pdf





ACADEMY 21 Virtual Course Offerings

AC 21 9-12 CORE Learning Platform

English I Odysseyware

English I Fundamentals Odysseyware

English II Odysseyware

English II Fundamentals Odysseyware

English III Odysseyware

English III Fundamentals Odysseyware

English IV Odysseyware

English IV Fundamentals Odysseyware

Algebra I Odysseyware

Algebra I Fundamentals Odysseyware

Algebra II Odysseyware

Algebra II Fundamentals Odysseyware

Consumer Math Odysseyware

Geometry Odysseyware

Geometry Fundamentals Odysseyware

Pre-calculus Odysseyware

Trigonometry Odysseyware

Biology Odysseyware

Chemistry Odysseyware

Earth Science Odysseyware

Integrated Physics and Chemistry Odysseyware

Physics Odysseyware

Economics Odysseyware

Government Odysseyware

U.S. History: Foundations to Present Odysseyware

U.S. History: Reconstruction to Present Odysseyware

World Geography Odysseyware

World History Odysseyware








AC 21 9-12 FINE ARTS Learning Platform

Art History Odysseyware

Digital Arts Odysseyware

Media Studies Odysseyware

Music Appreciation Odysseyware

Music Theory Odysseyware

Digital Photography 1: Creating Images with Impact Edmentum Plato

Digital Photography 2: Discovering Your Creative Potential Edmentum Plato

Forensic Science 1: Secrets of the Dead Edmentum Plato

Forensic Science 2: More Secrets of the Dead Edmentum Plato

Music Appreciation: The Enjoyment of Listening Edmentum Plato

AC21 9-12 HEALTH and FITNESS Learning Platform

Health Education Odysseyware

Personal and Family Living Odysseyware

Physical Education Odysseyware

Physical Fitness Odysseyware

AC21 9-12 SCIENCE ELECTIVES Learning Platform

Environmental Science Odysseyware

Astronomy: Exploring the Universe Edmentum Plato

Biotechnology: Unlocking Nature’s Secrets Edmentum Plato

AC 21 9-12 ELECTIVES Learning Platform

Careers in Criminal Justice Edmentum Plato

Cosmetology: Cutting Edge Styles Edmentum Plato

Criminology: Inside the Criminal Mind Edmentum Plato

Early Childhood Education Edmentum Plato

Entrepreneurship: Starting Your Business Edmentum Plato

Fashion & Interior Design Edmentum Plato

Gothic Literature: Monster Stories Edmentum Plato

History of the Holocaust Edmentum Plato

Hospitality & Tourism: Traveling the Globe Edmentum Plato

Human Geography: Our Global Identity Edmentum Plato

International Business: Global Commerce in the 21st Century Edmentum Plato








AC 21 9-12 ELECTIVES (Cont’d) Learning Platform

Introduction to Agriscience Edmentum Plato

Introduction to Culinary Arts Edmentum Plato

Introduction to Manufacturing: Product Design & Innovation Edmentum Plato

Introduction to Social Media: Our Connected World Edmentum Plato

Law & Order: Introduction to Legal Studies Edmentum Plato

Personal & Family Finance Edmentum Plato

Real World Parenting Edmentum Plato

Sports & Entertainment Marketing Edmentum Plato

Veterinary Science: The Care of Animals Edmentum Plato

AC 21 6-12 WORLD LANGUAGE Learning Platform

French I Odysseyware

French II Odysseyware

Spanish I* (availability TBD) Odysseyware

Spanish II * (availability TBD) Odysseyware

AC 21 6-8 CORE Learning Platform

Language Arts 600 Odysseyware

Language Arts 600 Fundamentals Odysseyware





Mathematics 600 Odysseyware

Mathematics 600 Fundamentals Odysseyware





Science 600 Odysseyware










AC 21 6-8 CORE (cont’d) Learning Platform

History and Geography 600 Odysseyware

World Civilizations (700) Odysseyware

History and Geography 800 Odysseyware

AC 21 6-8 ELECTIVES Learning Platform

Career Explorations I Odysseyware

Career Explorations II Odysseyware

Career Explorations III Odysseyware

Keyboarding and Applications Odysseyware

Middle School Career Explorations Edmentum Plato

Middle School Journalism Edmentum Plato

Middle School Photography: Drawing with Light Edmentum Plato

Center Line High School Virtual Course Offerings

CLHS 9-12 VIRTUAL Learning Platform

Careers in Criminal Justice Edgenuity

Law & Order: Introduction to Legal Studies Edgenuity

National Security Edgenuity

Principles of Public Service: To Serve and Protect Edgenuity

Introduction to Renewable Technologies Edgenuity

International Business: Global Commerce in the 21st Century Edgenuity

Game Design I Edgenuity

Game Design II Edgenuity

Biotechnology: Unlocking Nature’s Secrets Edgenuity

Restaurant Management Edgenuity

Social Problems I: A World in Crisis Edgenuity

Social Problems II: Crisis, Conflicts & Challenges Edgenuity

Veterinary Science: The Care of Animals Edgenuity








Center Line Partnership Virtual Course Offerings

CLP K-12 VIRTUAL Learning Platform

Art IA (K-5) Google Classroom

Art IB (6-8) Google Classroom

Art IC (9-12) Google Classroom

Art IIB (6-8) Google Classroom

Art IIC (9-12) Google Classroom

Music IA (K-5) Google Classroom

Music IB (6-8) Google Classroom

Music IC (9-12) Google Classroom

Music IIB (6-8) Google Classroom

Music IIC (9-12) Google Classroom

Family and Consumer Sciences IA (K-5) Google Classroom

Family and Consumer Sciences IB (6-8) Google Classroom

Family and Consumer Sciences IC (9-12) Google Classroom

Family and Consumer Sciences IIB (6-8) Google Classroom

Family and Consumer Sciences IIC (9-12) Google Classroom

Physical Education IA (K-5) Google Classroom

Physical Education IB (6-8) Google Classroom

Physical Education IC (9-12) Google Classroom

Physical Education IIB (6-8) Google Classroom

Physical Education IIC (9-12) Google Classroom

Technology IA (K-5) Google Classroom

Technology IB (6-8) Google Classroom

Technology IC (9-12) Google Classroom

Technology IIB (6-8) Google Classroom

Technology IIC (9-12) Google Classroom

Virtual Course Name: Art IA








Grades: K-5 Course Length: 1 Semester Virtual Learning Teacher: Shelley Robinson Virtual Learning Course Description: Students will coordinate their hands and minds in explorations through the manipulation of various tools, processes, and media. Build observation skills and exploration of imagination. Learn to make choices that enhance communication of their ideas. Course Essential Questions:

● How can I use art in different ways to tell my story? (Standard 1, 2) ● Why do artists create? (Standard 4) ● How does art look in different parts of the world? (Standard 4) ● How does art connect to my life? (Standard 5)

Michigan Grade Level Expectations for Arts Education--Visual Arts Michigan Standards for Arts Education - Visual Arts. Perform (Standard 1), Create (Standard 2), Analyze (Standard 3), Analyze in Context (Standard 4), Analyze and Make Connections (Standard 5) MDE Grade Level Content Expectations for Visual Arts, Music, Dance, and Theater https://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7_458390_7.pdf Assignments: The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply visual arts education skills and




https://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7_458390_7.pdf






concepts to their personal lives and experiences. A semester course provides 20 hours of instruction for students K-5. Course Grading: Lessons are graded with a score of CR/NC, as determined by the teacher of record. Final grades, based on number of lessons during the semester:

NC = 0%-78% and CR = 83%-100% Optional In addition to virtual class, you may choose to have an extension experience on-site or off-site. Contact the CLP office for more information about approved extension experiences.








Course Name: Art IB, Art IIB, Art IC, Art IIC Grades: 6-8 (B) and 9-12 (C) Course Length: 1 Semester Virtual Learning Teacher: Julia Robine

Virtual Learning Course Description: Students will develop knowledge of the history and theory of art and the relationship between artist, artwork, and society. This includes researching and critiquing periods, styles, and works of art from early civilizations through modern and contemporary art.

Course Essential Questions: (Can be broken down 6-8, 9-12 as appropriate)

In what ways can art be created to solve problems? (Standard 1 & 2)

What impact does collaboration have on the outcome of visual arts? (Standard 2)

How is art considered to be inventive and innovative? (Standard 2)

How do I interpret art for meaning? (Standard 3)

In what ways has art changed through history? (Standard 4 & 5)

How are art and culture interrelated? (Standard 4 &5)

How I can use art to connect to my learning? (Standard 5)

How will the use of technology in art shape our present and future? (All standards) Michigan Grade Level Expectations for Arts Education – Visual Arts Note: Each visual art standard is described in a scope and sequence of skill depth. Refer to the MDE published grade level content expectations for details. PERFORM Standard 1 – Apply skills and knowledge to perform in the arts. Skills Acquired: Understand varying qualities of materials, techniques, media, and technology to solve problems and achieve desired effects; apply visual characteristics and organizational principles to communicate effectively, observe, analyze, and evaluate works of art, prepare and exhibit a finished product. CREATE








Standard 2 - Apply skills and knowledge to create in the arts. Skills Acquired: Identify, design, and solve creative problems; apply critical thinking strategies through the art making process; collaborate and communicate with others to create new ideas, initiate new ideas employing inventiveness and innovation, demonstrate reflective practices. ANALYZE Standard 3 - All students will analyze, describe, and evaluate works of art. Skills Acquired: Critically observe describe, analyze visual characteristics; interpret art for embedded meaning, function, and personal connections; describe choice of material and processes that influence the viewer; compare and contrast art, make personal connections to art ANALYZE IN CONTEXT Standard 4 - Understand, analyze, and describe the arts in their historical, social, and cultural contexts. Skills Acquired: Evaluate how art contributes to societies and cultures; articulate historical, social, and cultural contexts of artwork, interpret artwork ANALYZE AND MAKE CONNECTIONS Standard 5 – Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. Skills Acquired: connect visual arts to everyday life, identify careers; compare characteristics of dissimilar art works, develop an appreciation of how art is part of a global society; analyze and describe ways that visual arts are connected to other art disciplines and curricular areas. Assignments: The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content and must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply skills and concepts to their personal lives and experiences. A semester course will provide 90 hours of instruction in grades 6-12. Important: Students enrolled two (2) art courses will participate in a project based learning (PBL) experience for their second class. This will be designed by the student and correlate art experiences with the essential questions of the course.








Course Grading: Lessons are graded with a score of CR/NC, as determined by the teacher of record. Final grades, based on number of lessons during the semester:


Resources: MDE Grade Level Content Expectations for Visual Arts, Music, Dance, and Theater http://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7_458390_7.pdf

Edmentum, PLATO Art Appreciation http://www.edmentum.com/course/art-history-appreciation

Odysseyware, Art History https://www.odysseyware.com/courses/art-history




http://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7_458390_7.pdf

http://www.edmentum.com/course/art-history-appreciation

https://www.odysseyware.com/courses/art-history





Virtual Course Name: Family and Consumer Sciences IA Grades: K-5 Course Length: 1 Semester Virtual Learning Teachers: Dylan Abraham and Shelley Robinson Virtual Learning Course Description: Students develop an individual sense of well-being to become contributing members of society as a family member, worker, nurturer, consumer, citizen, and life-long learner. This not only helps learners with their present development tasks, but also will be incorporated into their life goals and role responsibilities. Development of these values and skills will create a responsible individual who is a contributing participant in society. Course Essential Questions:

● How can “reuse, reduce, recycle” help me? (Standard 2.2.3)

● How can I provide nutritious food choices for my family? (Standard 2.1.3)

Content Standards: (Balance of Family and Work) Demonstrate skills necessary to function in family roles and relationships which are transferable to roles and responsibilities within the workplace and community;

(Decision Making) Demonstrate responsible personal and family decision-making;

(Responsibility) Practice family, social and civic responsibility;

(Wellness) Develop a plan for individual and family wellness;

(Demographic Change) Examine demographic changes and their impact on society and the family;

(Consumerism) Practice responsible consumer and producer behavior, rights, and responsibilities;








(Impact of Technology) Assess the effects of technology on the family;

(Using Community Resources) Demonstrate the use of community resources to solve individual and family issues.

Family and Consumer Science Content Standards and Benchmarks Overview

https://www.michigan.gov/mde/0,4615,7-140-2629_53968-220553--,00.html

Assignments: The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply family and consumer science skills and concepts to their personal lives and experiences. A semester course provides 20 hours of instruction for students K-5. Course Grading: Lessons are graded with a score of CR/NC, as determined by the teacher of record. Final grades, based on number of lessons during the semester:


Virtual Course Name: Family and Consumer Sciences IB, IIB, IC, IIC Grades: 6-8 (B) and 9-12 (C) Course Length: 1 Semester




https://www.michigan.gov/mde/0,4615,7-140-2629_53968-220553--,00.html





Virtual Learning Teacher: Jennifer Haugh

Virtual Learning Course Description: Students develop an individual sense of well-being to

become contributing members of society as a family member, worker, nurturer, consumer,

citizen, and life-long learner. This not only helps learners with their present development tasks,

but also will be incorporated into their life goals and role responsibilities. Development of these

values and skills will create a responsible individual who is a contributing participant in society.

Course Essential Questions:

How can I fulfill family and work roles and relationships?

What kinds of skills help me to make healthy and responsible choices that will affect me, my family, my local community, and the larger global community?

How can responsible consumer behavior have an effect on the family?

In what ways can I participate in and understand the interrelatedness of family, social and civic activities, and my responsibility as a citizen?

Content Standards: (Balance of Family and Work) Demonstrate skills necessary to function in family roles and relationships which are transferable to roles and responsibilities within the workplace and community; (Decision Making) Demonstrate responsible personal and family decision-making; (Responsibility) Practice family, social and civic responsibility; (Wellness) Develop a plan for individual and family wellness; (Demographic Change) Examine demographic changes and their impact on society and the family;








(Consumerism) Practice responsible consumer and producer behavior, rights, and responsibilities; (Impact of Technology) Assess the effects of technology on the family; (Using Community Resources) Demonstrate the use of community resources to solve individual and family issues. Assignments: The 18 virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content and must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply family and consumer science skills and concepts to their personal lives and experiences. Important: Students enrolled two (2) family and consumer sciences will participate in a project based learning (PBL) experience for their second class. This will be designed by the student and correlate with the essential questions of the course. Course Grading: Lessons are graded by completion (CR/NC). “Completion” is determined by participation and content of the classwork submitted.

Students who complete 15 – 18 lessons will receive CR (83%-100%)

Students who complete 0-14 lessons will receive NC (0%-78%) Optional In addition to virtual class, you may choose to have an extension experience on-site or off-site. Contact the CLP office for more information about approved extension experiences.

Resources: Family and Consumer Science Content Standards and Benchmarks Overview

https://www.michigan.gov/mde/0,4615,7-140-2629_53968-220553--,00.html National Association of State Administrators of Family and Consumer Sciences

http://www.nasafacs.org/national-standards-and-competencies.html








Family and Consumer Science Educators of Michigan

http://www.fcsem.org/online-resources.html








Virtual Course Name: Music IA Grades: K-5 Course Length: 1 Semester Virtual Learning Teacher: Shelley Robinson Virtual Learning Course Description: Musical exploration and exposure to all different genres and instruments. Combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and innovative ways and to understand the works produced and performed by others. Course Essential Questions:

● How can I use my voice and instruments in creative ways to make music? (Standard 1)

● How does music affect my mind and body? (Standard 2)

● Why does certain music appeal to me the most? (Standard 3)

Michigan Grade Level Expectations for Arts Education--Music Michigan Standards for Arts Education - Music. Perform (Standard 1), Create (Standard 2),

Analyze (Standard 3), Analyze in Context (Standard 4), Analyze and Make Connections

(Standard 5)

MDE Grade Level Content Expectations for Visual Arts, Music, Dance, and Theater https://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7_458390_7.pdf Assignments: The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply performing arts education skills and concepts to their personal lives and experiences. A semester course provides 20 hours of instruction for students K-5. Course Grading:










Lessons are graded with a score of CR/NC, as determined by the teacher of record. Final grades, based on number of lessons during the semester:


Course Name: Music IB, Music IIB, Music IC, Music IIC, Grades: 6-8 (B) and 9-12 (C)








Course Length: 1 Semester Virtual Learning Teacher: Donna Chrzanowksi

Course Description: Musical Exploration and exposure to all different genres and instruments. Combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and innovative ways to understand the works produced and performed by others.


What are effective techniques to listen and respond to music? (Standard 3)

How does sight reading impact my interpretation of music? (Standard 1)

What skills are necessary to for me play music effectively? (Standard 3)

How have composers used device and technique with purpose? (Standard 3)

How has music been affected by societal and cultural influences in history? (Standard 4)

How has music impacted society in the past and present? (Standard 4)

In what ways is music connected to other arts? (Standard 5)

What role will music and media play in the future? (Standard 5)

Michigan Grade Level Expectations for Arts Education - Music Note: Each music standard is described in a scope and sequence of skill depth. Refer to the MDE published grade level content expectations for details. PERFORM Standard 1 – Apply skills and knowledge to perform in the arts. Skills Acquired: play with expression and technical accuracy with a moderate level of difficulty, perform using instruments and electronic media, perform a musical score of at least four staves, sight read accurately an expressively ANALYZE Standard 3 - All students will analyze, describe, and evaluate works of art. Skills Acquired: technical vocabulary, analyze varied repertoire of music, evaluation ANALYZE IN CONTEXT








Standard 4 - Understand, analyze, and describe the arts in their historical, social, and cultural contexts. Skills Acquired: classify genre by historical periods or culture, sources of American music genre, identify roles of musicians and achievements, analyze impact of electronic music media. ANALYZE AND MAKE CONNECTIONS Standard 5 – Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. Skills Acquired: cite examples of elements, artistic processes and organization is similar among the various arts, compare arts within a historical period, influences of disciplines outside the arts, comparison of roles in the various arts, analyze the use of music and media for the future.

Assessments: The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content and must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply performing arts education skills and concepts to their personal lives and experiences. A semester course will provide 90 hours of instruction in grades 6-12. Important: Students enrolled two (2) music courses will participate in a project based learning (PBL) experience for their second class. This will be designed by the student and correlate with the essential questions of the course. Course Grading: Lessons are graded with a score of CR/NC, as determined by the teacher of record. Final grades, based on number of lessons during the semester:

NC = 0%-78% and CR = 83%-100% Optional








In addition to virtual class, you may choose to have an extension experience on-site or off-site. Contact the CLP office for more information about approved extension experiences.

Resources: MDE Grade Level Content Expectations for Visual Arts, Music, Dance, and Theater http://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7_458390_7.pdf

Odysseyware, Music Appreciation, 9-12 https://www.odysseyware.com/courses/music-appreciation




http://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7_458390_7.pdf

https://www.odysseyware.com/courses/music-appreciation





Virtual Course Name: Physical Education IA

Grades: K-5

Course Length: 1 semester

Virtual Learning Teacher: Dylan Abraham

Virtual Learning Course Description: This virtual course stresses the development of physical fitness, systemic exercises, play, and games. The goals of the program are to improve health, promote a sense of well-being, develop sensory motor skills, and enhance self and social awareness. Each lesson outlines basic movement patterns and then allows the child to explore the movement through a variety of activities and games.

Essential Questions:

● How do parts of my body work together when I am physically active? (Standard 1 ● How do physical activities use different skills? (Standard 2) ● Why are playing games, participating in sports, and activities with others helpful in my

life? (Standard 4 & 5) ● What are the cultural roles of games, sports, and dance in society? (Standard 2) ● In what ways are playing games, participating in sports, and activities with others

beneficial? (Standard 4 & 5) Michigan Grade Level Expectations for Physical Education Michigan Physical Education Standards: Standard 1 - Motor Skills and Movement; Standard 2 - Concepts of Movement and Performance; Health-Enhanced Physical Activity and Fitness; Standard 4 -Personal Behaviors and Respect of Self and Others; Standard 5 - Physical Activity for Health, Enjoyment, Challenge, Self-Expression, and/or Socialization

MDE Grade Level Content Expectations for Physical Education https://www.michigan.gov/documents/mde/K_12_PE_Standards_Aug_17_ADA_compliance918_601116_7.pdf

Assignments:




https://www.michigan.gov/documents/mde/K_12_PE_Standards_Aug_17_ADA_compliance918_601116_7.pdf

https://www.michigan.gov/documents/mde/K_12_PE_Standards_Aug_17_ADA_compliance918_601116_7.pdf





The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content must be completed before the end of the semester. The depth of lesson content will assess a student’s ability to apply physical education concepts to their personal lives and experiences. A semester course provides 20 hours of instruction for students K-5.










Virtual Course Name: Physical Education IB, IIB, IC, IIC Grades: 6-8 (B) and 9-12 (C) Course Length: 1 Semester Virtual Learning Teacher: Ben Torres

Course Description: This virtual course stresses the development of physical fitness, systemic exercises, play, and games. The goals of the program are to improve health, promote a sense of well-being, develop sensory motor skills, and enhance self and social awareness. Also included are examining cultural and historical impacts of physical activity. Students will participate in individual and team sports with development of proper technique, knowledge of sports rules, and preparation.


How do parts of my body work together when I am physically active? (Standard 1)

How do physical activities use different skills? (Standard 2)

How can I observe the effects of physical activity? (Standard 3)

Why are playing games, participating in sports, and activities with others helpful in my life? (Standard 4 & 5)

How are cultural traditions related to movement? (Standard 1)

What are the historical and cultural roles of games, sports, and dance in society? (Standard 2)

How do life choices, economics, motivation, and accessibility have an impact on physical fitness? (Standard 3)

In what ways can planning and preparation help to manage stress in my everyday life? (Standard 3)

In what ways are playing games, participating in sports, and activities with others beneficial? (Standard 4 & 5)

Michigan Physical Education Standards








Note: Each physical education standard is described in a scope and sequence of skill depth. Refer to the MDE published standards for details. Standard 1 - Demonstrates competency in a variety of motor skills and movement patterns. Skills Acquired: Dance and rhythms, games and sports, aquatics, outdoor pursuits, individual-performance activities Standard 2 - Applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Skills Acquired: Games and sports, space, outdoor pursuits Standard 3 - Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness. Skills Acquired: Physical activity knowledge, physical activity engagement, fitness knowledge, assessment and program planning, nutrition, stress management Standard 4 - Exhibits responsible personal and social behaviors that respect self and others. Skills Acquired: Personal responsibility, accepting feedback, working with others, rules and etiquette, safety Standard 5 - Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Skills Acquired: Health, challenge, self-expression and enjoyment, social interaction Assessments: The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content and must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply physical education skills and concepts to their personal lives and experiences. A semester course will provide 90 hours of instruction in grades 6-12. Important: Students enrolled two (2) physical education courses will participate in a project based learning (PBL) experience for their second class. This will be designed by the student and correlate with the essential questions of the course.










Resources: MDE Physical Education Standards http://www.michigan.gov/documents/mde/K_12_PE_Standards_Aug_17_ADA_compliance9-18_601116_7.pdf

Edmentum, Physical Education, Levels 6-8 http://www.edmentum.com/course-

catalog?grade=376&subject=521&state=421




http://www.michigan.gov/documents/mde/K_12_PE_Standards_Aug_17_ADA_compliance9-18_601116_7.pdf

http://www.edmentum.com/course-catalog?grade=376&subject=521&state=421

http://www.edmentum.com/course-catalog?grade=376&subject=521&state=421





Virtual Course Name: Technology IA Grades: K-5 Course Length: 1 Semester Virtual Learning Teacher: Dylan Abraham Virtual Learning Course Description: Students develop skills in theory and methods of processing information in digital computers, design of computer software, and application of computers. Course Essential Questions:

● How do I choose which technological tools to use and when it is appropriate to use

them?

● How do I keep safe when working in an online environment?

● What are some important laws that I must observe while working with technology?

● How does netiquette affect my life?

● How can I transfer what I know to new technological situations/experiences?

● How do computers, technology and networks play a role in the careers in which I am

interested?

● What changes have happened in technological innovation that have impacted the

workplace and society?

● How can technology connect me to the world?

● What technological tools can we use to help us understand the world around us?

Michigan Technology Educational Standards for Students








Creativity and Innovation

PK-2.CI. Use a variety of digital tools (e.g., word processors, drawing tools, simulations,

presentation software, graphic organizers) to learn, create, and convey original ideas or

illustrate concepts.

3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable,

folk tale, mystery, tall tale, historical fiction)

3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by

creating or modifying works of art, music, movies, or presentations

3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand

these technologies are the result of human creativity

Communication and collaboration

PK-2.CC.1. Work together when using digital tools (e.g. word processor, drawing, presentation

software) to convey ideas or illustrate simple concepts relating to a specified project.

PK-2.CC.2. Use a variety of developmentally appropriate digital tools (e.g., word processor,

paint programs) to communicate ideas to classmates, families, and others.

3-5.CC.1. use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms,

videoconferencing, Moodle, Blackboard) and online resources for group learning projects

3-5-2.CC.2. identify how different software applications may be used to share similar

information, based on the intended audience (e.g., presentations for classmates, newsletters

for parents)

3-5-2.CC.3. use a variety of media and formats to create and edit products (e.g., presentations,

newsletters, brochures, web pages) to communicate information and ideas to various

audiences

Research and Information Literacy

PK-2.RI.1. Interact with internet based resources








PK-2.RI.2. Use digital resources (e.g., dictionaries, encyclopedias, graphs, graphic organizers) to

locate and interpret information relating to a specific curricular topic, with assistance from

teachers, school library media specialists, parents, or student partners.

3-5.RI.1. identify search strategies for locating information with support from teachers or

library media specialists

3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information

3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or

biased information

3-5.RI.4. understand that using information from a single Internet source might result in the

reporting of erroneous facts and that multiple sources should always be researched

Critical Thinking, Problem Solving, and Decision Making

PK-2.CT.1. Explain ways that technology can be used to solve problems (e.g., cell phones, traffic

lights, GPS units)

PK-2.CT.2. Use digital resources (e.g. dictionaries, encyclopedias, search engines, websites) to

solve developmentally appropriate problems, with assistance from teacher, parents, school

media specialist, or student partners.

3-5.CT.1. use digital resources to access information that can assist in making informed

decisions about everyday matters (e.g., which movie to see, which product to purchase)

3-5.CT.2. use information and communication technology tools (e.g., calculators, probes,

videos, DVDs, educational software) to collect, organize, and evaluate information to assist with

solving problems

3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g.,

global warming, economy, environment)

Digital Citizenship

PK-2.DC.1.Describe appropriate and inappropriate uses of technology (e.g., computers,

internet, e-mail. Cell phones) and describe consequences of inappropriate uses.








PK-2.DC.2. Know the Michigan cyber safety initiatives three rules (Keep Safe, Keep Away, Keep

Telling)

PK-2. DC.3. Identify personal information that should not be shared on the internet (e.g. name,

address, phone)

PK-2.DC.4 Know to inform a trusted adult if he/she doesn’t know is trying to communicate with

him/her or asking for personal information

3-5.DC.1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-

sharing, social networking, text messaging, cyber bullying, plagiarism)

3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence,

source citation)

3-5.DC.3. describe precautions surrounding personal safety that should be taken when online

3-5.DC.4. identify the types of personal information that should not be given out on the

Internet (name, address, phone number, picture, school name)

Technology Operations and Concepts

PK-2.TC.1. Discuss advantages and disadvantages of using technology

PK-2.TC.2. Be able to use basic menu commands to perform common operations (e.g., open,

close, save, print)

PK-2.TC.3. Recognize and name the major hardware components in a computer system (e.g.

computer, monitor, keyboard, mouse, printer)

PK-2.TC.4. Discuss the basic care for computer hardware and various media types (e.g., CDs,

DVDs)

PK-2.TC.5. Use developmentally appropriate and accurate terminology when talking about

technology








PK-2.TC.6. Understand that technology is a tool to help him/her complete a task, and is a source

of information, learning, and entertainment

PK-2.TC.7. Demonstrate the ability to navigate in virtual environments (e.g., electronic books,

games, and simulation software, websites)

3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video

recorders, projectors)

3-5.TC.2. describe ways technology has changed life at school and at home

3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals

3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and

storage media

3-5.TC.5. know how to exchange files with other students using technology (e.g., network file

sharing, flash drives)

Michigan Educational Technology Standards https://www.michigan.gov/documents/METS_K-2_129581_7.pdf https://www.michigan.gov/documents/METS_3-5_129585_7.pdf Assignments: The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply technology skills and concepts to their personal lives and experiences. A semester course provides 20 hours of instruction for students K-5. Course Grading: Lessons are graded with a score of CR/NC, as determined by the teacher of record. Final grades, based on number of lessons during the semester:

NC = 0%-78% and CR = 83%-100%




https://www.michigan.gov/documents/METS_K-2_129581_7.pdf

https://www.michigan.gov/documents/METS_K-2_129581_7.pdf

https://www.michigan.gov/documents/METS_3-5_129585_7.pdf





Optional In addition to virtual class, you may choose to have an extension experience on-site or off-site. Contact the CLP office for more information about approved extension experiences.








Virtual Course Name: Technology IB, IIB, IC, IIC Grades: 6-8 (B) and 9-12 (C) Course Length: 1 Semester Virtual Learning Teacher: Mike Quinn

Virtual Learning Course Description: Students develop skills in theory and methods of processing information in digital computers, design of computer software, and application of computers.


How do I choose which technological tools to use and when it is appropriate to use

them?

How do I keep safe while working in an online environment?

What are some important laws that I must observe while working with technology?

How does netiquette affect my life?

How can I transfer what I know to new technological situations/experiences?

How do computers, technology and networks play a role in the careers in which I am

interested?

What changes have happened in technological innovation that have impacted the

workplace and society?

How can technology connect me to the world?

What technological tools can we use to help us understand the world around us?

Michigan Technology Educational Standards for Students

Creativity & Innovation








6-8.CI.2. Create an original project (e.g., presentation, web page, newsletter, information

brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to

present content information to an audience; 9-12.CI.2. create a web page (e.g., Dreamweaver,

Google, Kompozer)

6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping

software; 9-12.CI.3. use a variety of media and formats to design, develop, publish, and present

projects (e.g., newsletters, web sites, presentations, photo galleries)

Communication and Collaboration

6-8.CC.3. identify effective uses of technology to support communication with peers, family, or

school personnel

Research and Information Literacy

8 & 9-12 RI.1. use a variety of digital resources to locate information for problem solving and

independent learning

Critical Thinking, Problem Solving, and Decision Making

6-8.CT.2. evaluate available digital resources and select the most appropriate application to

accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation

program); 9-12.CT.2. analyze the capabilities and limitations of digital resources and evaluate

their potential to address personal, social, lifelong learning, and career need

Digital Citizenship

6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy,

security, copyright, plagiarism, viruses, file-sharing); 9-12.DC.2. discuss possible long-range

effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures

and society

6-8.DC.3. discuss the consequences related to unethical use of information and communication

technologies; 9-12.DC.3. discuss and demonstrate proper netiquette in online communications








6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the

importance of technology in the past

6-8.DC.7. describe the potential risks and dangers associated with online communications

Technology Operations and Concepts

6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker,

calculator) to maximize the accuracy of technology-produced materials; 9-12.TC.2. use an

online tutorial and discuss the benefits and disadvantages of this method of learning

9-12.TC.3. explore career opportunities, especially those related to science, technology,

engineering, and mathematics and identify their related technology skill requirements

6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD

cards) and provide rationales for using a certain device for a specific purpose; 9-12.TC.5.

identify an example of an assistive technology and describe its potential purpose and use

6-8.TC.6. use accurate technology terminology; 9-12.TC.6. participate in a virtual environment

as a strategy to build 21st century learning skills

6-8.TC.7. use technology to identify and explore various occupations or careers, especially

those related to science, technology, engineering, and mathematics; 9-12.TC.7. assess and solve

hardware and software problems by using online help or other user documentation

Assignments: The virtual learning lessons will be posted on Google Classroom. These lessons will address the course essential questions and content and must be completed before the end of the semester. The depth of lesson content will assess students’ ability to apply technology skills and concepts to their personal lives and experiences. A semester course will provide 90 hours of instruction in grades 6-12.








Important: Students enrolled two (2) technology courses will participate in a project based learning (PBL) experience for their second class. This will be designed by the student and correlate with the essential questions of the course. Course Grading: Lessons are graded with a score of CR/NC, as determined by the teacher of record. Final grades, based on number of lessons during the semester:


Resources: Michigan Technology Educational Standards for Students

https://www.michigan.gov/documents/METS_6-8_129586_7.pdf https://www.michigan.gov/documents/9-12_150927_7.pdf




Virtual Courseware Catalog · 2019-02-13 · Virtual Courseware Catalog Detailed virtual course...

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Transcript of Virtual Courseware Catalog · 2019-02-13 · Virtual Courseware Catalog Detailed virtual course...