CE 1.1 Classify potential careers in the Human Services and Hospitality and Tourism Career Clusters. CE 1.2 Summarize potential careers in the Education and Training and Arts, A/V Technology and Communications Career Clusters. CE 1.3 Classify knowledge and skills associated with four* of the sixteen Career Clusters. CE 2.1 Summarize the importance of volunteerism. CE 2.2 Explain the purpose of goals for volunteering. CE 3.1 Exemplify community and civic responsibilities that support individual interests. CE 3.2 Implement volunteer projects based on community needs.
Nutrition & Wellness
NW 1.1 Apply dietary guidelines to meet nutrition and wellness needs. NW 1.2 Determine the effects of nutrients on health, appearance, and peak performance. NW 1.3 Describe the effect of physical activity on health, appearance, and peak performance. NW 2.1 Apply practices to promote safe food handling. NW 2.2 Describe food borne illness that cause health issues. NW 3.1 Explain how the steps in the food-processing system affect nutritional content. NW 3.2 Evaluate how resources affect nutritional decisions and planning. NW 3.3 Evaluate how food preparation techniques affect nutrition.
Child Development: Prenatal to Toddler
HDPT 1.1 Classify human development theories to predict infant and toddler’s behavior. HDPT 1.2 Categorize human development theories to predict infant and toddler behavior and windows or opportunity. HDPT 2.1 Examine prenatal development, pregnancy and child birth to determine healthy growth and delivery of a baby. HDPT 2.2 Analyze appropriate growth in the physical, emotional, social, and intellectual development of infants. HDPT 2.3 Distinguish appropriate growth in the physical, emotional, social, and intellectual development of toddlers.
School Skills
Speech
9-10.SL.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 9-10.SL.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 9-10.SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 9-10.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
Senior Capstone Experience
USING THE SENIOR EXPERIENCE CAPSTONE (80019) FRAMEWORK The Senior Experience Capstone Framework is intended to be a menu for school districts to use in designing a local Senior Experience Capstone program. The Senior Experience Capstone is divided into four components – the research paper, project, portfolio and presentation. The Framework is available on the South Dakota Department of Education website including downloadable forms that may be used for the local program. Refer to the Senior Experience and Entrepreneurship Experience Capstone: Resources and Rubrics handbook for additional forms. The Senior Experience Capstone is implemented as a stand-alone course or integrated into a Senior course. The Senior Experience Capstone is one of the three capstone options to fulfill the high school graduation requirements.