2015 – 2016
Florida Department of Education
Curriculum Framework 

Program Title:	Geospatial/Geographic Information Systems (GIS) Technology
Program Type:	Career Preparatory 
Career Cluster:	Information Technology

Secondary – Career Preparatory	
Program Number	8600200	
CIP Number	0545070214	
Grade Level	9-12, 30, 31	
Standard Length	4 credits	
Teacher Certification	BUS ED 1 @2
COMPU SCI 6 
TEC ED 1  @2
TEC EN AID 	@7 G
* See Note Below	
CTSO	Florida Technology Student Association (FL-TSA)	
SOC Codes (all applicable) 	15-1199 – Computer Occupations, All Other	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	
*Special Note-- Any Vocational Coverage suitable for Secondary or PSAV implementation accompanied by industry-recognized GIS Technician certification in accordance with FS 1012.39

Purpose

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic benchmarks and relevant technical knowledge and skills needed to prepare for further education and careers in the Information Technology career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Information Technology career cluster. 

This program is designed to prepare students for employment as a GIS Technology Assistant or a GIS Technician.  Students are introduced to the concepts of Geospatial/Geographic Information System (GIS) and Remote Sensing (RS) Technology — an organized collection of computer hardware, specialized software, and geographic data designed to efficiently capture, store, update, manipulate, analyze, and display all forms of geographically referenced (spatial) information.  Students will research and learn detailed information about global and local matters related to political, environmental, commercial, and other areas, through the use of specialized geospatial tools and products.

This program offers a broad foundation of core knowledge, transferable skills, and applications to prepare students for future careers as skilled GIS/RS professionals.  As GIS is a rapidly developing field, GIS professionals are in high demand and this program will prepare students for entry into the field.  The content of this program includes the development of the following computer skills and concepts:  computer application skills (e.g., word processing, spreadsheet, presentation, and desktop publishing), Internet browser applications, computer programming, advanced web tools, and basic concepts of relational databases and the tools to use them.  Additionally, this program stresses understanding and demonstration of GIS and RS concepts, project management strategies, applications of geographic data elements and remotely sensed data, visualizations of spatial data, data inventory management, demographic and economic data analysis, data collection methods and techniques, and extensive exploration of GIS/RS careers and job opportunities.

Additional Information relevant to this Career and Technical Education (CTE) program at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of two occupational completion points.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	Graduation Requirements	
A	8600260
8600270	Introduction to GIS/RS Technology
Essential GIS/RS Tools and Processes	1 credit
1 credit	15-1199	2	VO	
B	8600280
8600290	GIS/RS Analysis and Modeling
Advanced GIS/RS Applications	1 credit
1 credit	15-1199	2	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Table

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology 
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics
Honors 	Integrated Science 1	Marine Science 1 Honors	Physical Science	Physics 1	
8600260		3/87
3%	15/80
19%	5/83
6%	6/69
9%	9/67
13%	4/70
6%	4/69
6%	7/82
9%	4/66
6%	7/74
9%	9/72
13%	
8600270	3/87
3%	5/80
6%	7/83
8%	3/69
4%	11/67
16%	9/70
13%	3/69
4%	8/82
10%	8/66
12%	4/74
5%	3/72
4%	
8600280	22/87
25%	27/80
34%	2/83
2%	22/69
32%	8/67
12%	22/70
31%	24/69
35%	6/82
7%	20/66
30%	4/74
5%	24/72
33%	
8600290	21/87
24%	21/80
26%	1/83
1%	21/69
30%	1/67
1%	22/70
31%	21/69
30%	2/82
2%	18/66
27%	2/74
3%	21/72
29%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8600260	15/67
22%	9/75
12%	14/54
26%	#	#	#	#	
8600270	14/67
21%	8/75
11%	14/54
26%	#	#	#	#	
8600280	9/67
13%	15/75
20%	8/54
15%	#	#	#	#	
8600290	8/67
12%	14/75
19%	81/54
15%	#	#	#	#	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

Program Implementation

This program emphasizes the development of abilities and/or awareness necessary to function in a highly technological society.  The use of cooperative learning groups is recommended.  By learning and practicing group process skills, students will be prepared to work "together" in real work situations.  Program graduates will develop enhanced self-esteem as well as the problem-solving and teamwork skills necessary to succeed in careers and postsecondary education.  Students will gain knowledge about career paths, have access to business role models, and have choices they would not otherwise have.

The Geospatial/Geographic Information Systems (GIS) Technology program places a strong emphasis on workplace learning.  Shadowing and mentoring experiences with GIS professionals along with on-site trips to local businesses connect classroom learning to the workplace.  In-class guest speakers bring the real world into the classroom.  

Although a variety of GIS software applications and utilities are available in industry, the standards specified in this program focus on the underlying functions and associated competencies in alignment with the STARS program (www.digitalquest.com). 

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above. These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program. The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.
04.0	Perform general computer application activities.
05.0	Understand the history, societal implications, underlying theories, and industry applications of GIS technology.
06.0	Understand map types, purposes, and information they depict.
07.0	Demonstrate an understanding of coordinate systems, projections, scale, multi-spectral imagery, and other concepts integral to geographic information systems.
08.0	Create, change, and manipulate data used to create a map.
09.0	Layout and print maps.
10.0	Design an individual career plan that reflects the transition from school to work, lifelong learning, and personal and professional goals.
11.0	Demonstrate language arts knowledge and skills.
12.0	Demonstrate mathematics knowledge and skills.
13.0	Demonstrate science knowledge and skills.
14.0	Customize the display of geospatial data. 
15.0	Manage, query, and symbolize geospatial data.
16.0	Create a geospatial model. 
17.0	Create, change, and manipulate remotely sensed image data. 
18.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas.
19.0	Solve problems using critical thinking skills, creativity and innovation.
20.0	Use information technology tools.
21.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment.
22.0	Describe the importance of professional ethics and legal responsibilities.
23.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.
24.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.
25.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.
26.0	Create surface models of spatial data to map distance.
27.0	Demonstrate density models of spatial data. 
28.0	Demonstrate different surface interpolation methods. 
29.0	Demonstrate different surface analysis methods. 
30.0	Use different statistical methods in raster analysis.
31.0	Interpret different types of spatial data used in 3D visualization and analysis.
32.0	Create network datasets using existing shapefiles and geodatabases.
33.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.
34.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives.
35.0	Explain the importance of employability skill and entrepreneurship skills.
36.0	Demonstrate personal money-management concepts, procedures, and strategies.
37.0	Create a 3D map using a GPS unit for use in a class wide project.
38.0	Create an extensive campus-based geospatial project.

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title:	Introduction to GIS/RS Technology
Course Number:	8600260
Course Credit:	1

Course Description:

While learning about the basics from the evolution of maps and projections, to learning about the modern uses of a geographic information system, students will complete many “hands-on” activities such as creating their own maps using compasses, rulers and tape measures.  Specific areas of focus for this course include fundamental GIS and remote sensing concepts, project management strategies, and essential basic computer skills.  Students will acquire a basic understanding of geographic terms and concepts necessary for the appropriate use of GIS, including concepts of spatial variables, scale, map projection, and map coordinate systems.  Students will also be exposed to the history of GIS, how GIS fits into overall information management systems, and a variety of applications in which GIS can contribute to analysis and decision-making.  They will also use a software application used to simulate satellite movements and utilize data, imagery, and GIS software to study their state, county, and school campus. 

This hands-on course provides step by step instructions that will take you from learning the basics of these programs; like launching a map, viewing and editing metadata, to creating new shapefiles, and eventually to building a local map with data that you download from the Internet.  While learning these valuable skills, students will be using the same geospatial tools that GIS Technicians in the industry are using.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Perform general computer application activities. – The  student will be able to:  	MAFS.912.N-Q.1.3; MAFS.912.S-IC.2	SC.912.N.1.1	
04.01	Develop keyboarding skills to enter and manipulate text and data.			
04.02	Demonstrate basic computer file management skills.			
04.03	Use reference materials such as on-line help, vendor bulletin boards, tutorials, and manuals available for application software.			
04.04	Use spreadsheet, presentation software, and integrated software packages to enhance communication.			
04.05	Use computer networks (e.g., Internet, on-line databases) to facilitate collaborative or individual learning and communication.			
04.06	Use computers to access, retrieve, organize, process, maintain, interpret, and evaluate data and information.  			
05.0	Understand the history, societal implications, underlying theories, and industry applications of GIS technology. – The  student will be able to:  		SC.912.N.2.2; 3.2; SC.912.E.5.7; 5.8; 5.9; SC.912.P.10.16; 10.17; 10.18; 10.19; SC.912.N.12.17; SC.912.P.10.20; 10.21; SC.912.E.5.10; 5.8; 5.9	
05.01	Discuss the history and societal implications of mapping, GIS, and remote sensing.			
05.02	Describe the underlying theories of GIS and remote sensing technologies.			
05.03	Identify industry applications for GIS technology.			
06.0	Understand map types, purposes, and information they depict. – The  student will be able to:  		SC.912.N.1.1; SC.912.E.5.10; 6.2; SC.912.L.14.53	
06.01	Compare and contrast various forms of maps in terms of purpose, information, and application.			
06.02	Convert latitude and longitude information between DMS and DD forms. 			
06.03	Identify sources of GIS information and their applicability to GIS projects.			
06.04	Demonstrate how to read a topographical map. 			
07.0	Demonstrate an understanding of coordinate systems, projections, scale, multi-spectral imagery, and other concepts integral to geographic information systems. – The student will be able to:  		SC.912.N.1.1; SC.912.E.5.10	
07.01	Identify terminology associated with map coordinate systems and location.			
07.02	Interpret location using the Geographic Coordinate System to identify absolute location. 			
07.03	Identify terminology associated with maps, map scale, map projections, and orienteering.			
07.04	Explain the Universe Transverse Mercator (UTM) coordinate system. 			
07.05	Interpret locations using the UTM coordinate system. 			
07.06	Demonstrate an understanding of how maps are created using aerial photography.			
08.0	Create, change, and manipulate data used to create a map. – The student will be able to:  	MAFS.912.N-Q.1.3; MAFS.912.S-IC.2	SC.912.N.1.1; 1.2; SC.912.P.12.9.	
08.01	Identify the primary components of the GIS Project Management Model. 			
08.02	Utilize a GPS unit to collect waypoints, measure distance, and calculate area.			
08.03	Create and customize a localized satellite map scenario using an appropriate GIS software application.			
08.04	Demonstrate the use of zooming, identifying, bookmarks, selecting, and panning tools. 			
08.05	Explain the components of the map display and the tools in the tool bars of common mapping software.			
08.06	Explain the need for and uses of metadata.			
08.07	Demonstrate geocoding addresses, heads-up digitizing, editing symbols, clipping data layers, and creating buffers.			
08.08	Demonstrate various styles of displaying symbols of data, sorting querying, and selection techniques. 			
08.09	Demonstrate editing feature data.  			
08.10	Explain spatial reference. 			
08.11	Demonstrate how to georeference an Image Data Layer and add Control Points.			
09.0	Layout and print maps. – The student will be able to:  		SC.912.N.1.1	
09.01	Demonstrate the ability to define page margins and parameters for printing a specific size.			
09.02	Demonstrate effective use of map elements that must be included in a map including title, author, data, legend, scale bar, north arrow.			
09.03	Demonstrate effective use of page space through map scale and frame size.			
09.04	Demonstrate process of creating digital archives of maps utilizing the export command.			
10.0	Design an individual career plan that reflects the transition from school to work, lifelong learning, and personal and professional goals. – The student will be able to:  		SC.912.N.1.1; SC.912.L.17.13; 17.20	
10.01	Research, compare, and contrast GIS technology careers (e.g., characteristics needed, skills required, education required, industry certifications, advantages and disadvantages of GIS technology careers, the need for GIS technology workers).			
10.02	Describe the variety of occupations and professions within the world of GIS technology including those where information technology is either in a primary focus or in a supportive role.			
10.03	Describe job requirements for the variety of occupations and professions within the global world of GIS technology. 			
10.04	Analyze personal skills and aptitudes in comparison with GIS technology career opportunities.			
10.05	Refine and implement a plan to facilitate personal growth and skill development related to GIS technology career opportunities.			
10.06	Develop and maintain an electronic career portfolio, to include, but not limited to the Resume and Letter of Application. 			
11.0	Demonstrate language arts knowledge and skills. – The student will be able to:			
11.01	Locate, comprehend and evaluate key elements of oral and written information.			
11.02	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.			
11.03	Present information formally and informally for specific purposes and audiences.			
11.04	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.			
11.05	Present information formally and informally for specific purposes and audiences.			
12.0	Demonstrate mathematics knowledge and skills. – The student will be able to:			
12.01	Demonstrate knowledge of arithmetic operations.			
12.02	Analyze and apply data and measurements to solve problems and interpret documents.			
12.03	Construct charts/tables/graphs using functions and data.			
13.0	Demonstrate science knowledge and skills. – The student will be able to:			
13.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.			
13.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings.			
13.03	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.			
13.04	Present information formally and informally for specific purposes and audiences.			

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title:	Essential GIS/RS Tools and Processes
Course Number:	8600270
Course Credit:	1

Course Description:

Students in this course will use their knowledge of mapping and cataloging to complete numerous geospatial applications.  They will learn techniques in displaying, managing, querying, symbolizing, and create geospatial data.  Students will learn the skills required to work on and/or build advanced GIS/RS projects. 

Students will follow a course of hands-on instruction to learn advanced skills ranging from introductory spatial analysis to examining spatial relationships within a specified area.  Additionally, they will study site suitability to using three-dimensional generating software to gain a different perspective of their environment by modeling surfaces.  Students will use scenarios to map features and study relationships that exist in their local community. 

Students will use remote sensing applications and data to develop skills that will allow them to take images and convert them to data that they will use for different types of analyses.  The types of analyses will include using data in image analysis, feature extraction, vegetation mapping and change detection, and image enhancement.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
14.0	Customize the display of geospatial data. – The  student will be able to:  		SC.912.N.1.1; SC.912.E.5.10; 6.6;  	
14.01	Edit Layer Properties. 			
14.02	Create Layer Files.			
14.03	Edit an attribute table by adding a new field with calculating values.			
14.04	Perform relates and joins with data tables.			
15.0	Manage, query, and symbolize geospatial data. – The student will be able to:  	MAFS.912.N-Q.1.3	SC.912.E.6.2; 6.3; 6.4; 6.5; 6.6; 7.1; 7.2; 7.8; 17.2	
15.01	Label features.			
15.02	Insert, copy, and paste data into new data frames.			
15.03	Create graphs and reports from data.			
15.04	Demonstrate how to analyze land use, population, and flood zone data.			
15.05	Create geospatial data.			
15.06	Symbolize a raster layer.			
15.07	Resolve unmatched addresses while geocoding addresses. 			
15.08	Use dissolve features, hyperlink, spatially join data, and create buffer functions.			
16.0	Create a geospatial model. – The student will be able to: 		SC.912.N.1.1; SC.912.L.17.13; 17.20	
16.01	Create a geodatabase, import existing feature classes into a geodatabase, and import multiple feature classes to a geodatabase.			
16.02	Plan and build a local data inventory.			
17.0	Create, change, and manipulate remotely sensed image data. – The student will be able to: 		SC.912.N.1.1; SC.912.P.10.18; SC.912.E.6.4; SC.912.L.17.1; 17.3; 17.7; 14.53; SC.912.E.7.4; SC.912.E.6.2; 6.3; SC.912.L.17.4; SC.912.E.6.6; SC.912.L.16.10; SC.912.P.10.17; 10.18	
17.01	View single band and multispectral images. 			
17.02	Perform various manipulations to an image including creating a subset of an image, mosaic two georeferenced images, and orthorectification. 			
17.03	Perform image analysis by orthorectifying non-georeferenced digital images to existing map features.			
17.04	Use various tools in image analysis to extract land features from imagery data.			
17.05	Categorize land cover types using image analysis tools.			
17.06	Conduct vegetation analysis on imagery using image analysis tools.  			
17.07	Evaluate areas of change in images.			
17.08	Enhance an image by adjusting the brightness and contrast, adjusting the histogram, applying custom histogram stretches, sharpening and smoothing its appearance. 			
17.09	Convert an image from color IR to natural color by performing a resolution merge.			
18.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. – The student will be able to:			
18.01	Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.			
18.02	Locate, organize and reference written information from various sources.			
18.03	Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.			
18.04	Interpret verbal and nonverbal cues/behaviors that enhance communication.			
18.05	Apply active listening skills to obtain and clarify information.			
18.06	Develop and interpret tables and charts to support written and oral communications.			
18.07	Exhibit public relations skills that aid in achieving customer satisfaction.			
19.0	Solve problems using critical thinking skills, creativity and innovation. – The student will be able to:			
19.01	Employ critical thinking skills independently and in teams to solve problems and make decisions.			
19.02	Employ critical thinking and interpersonal skills to resolve conflicts.			
19.03	Identify and document workplace performance goals and monitor progress toward those goals. 			
19.04	Conduct technical research to gather information necessary for decision-making.			
20.0	Use information technology tools. – The student will be able to:			
20.01	Use personal information management (PIM) applications to increase workplace efficiency.			
20.02	Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.			
20.03	Employ computer operations applications to access, create, manage, integrate, and store information.			
20.04	Employ collaborative/groupware applications to facilitate group work.			
21.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment. – The student will be able to:			
21.01	Describe the nature and types of business organizations.			
21.02	Explain the effect of key organizational systems on performance and quality. 			
21.03	List and describe quality control systems and/or practices common to the workplace.			
21.04	Explain the impact of the global economy on business organizations.			
22.0	Describe the importance of professional ethics and legal responsibilities. – The student will be able to:			
22.01	Evaluate and justify decisions based on ethical reasoning.			
22.02	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.			
22.03	Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.			
22.04	Interpret and explain written organizational policies and procedures.			

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title:	GIS/RS Analysis and Modeling
Course Number:	8600280
Course Credit:	1

Course Description:

This course covers Surface Analysis, 3D modeling, and working with street networks. 

This course directs students through five types of applications in Surface Analysis.  It focuses on the various methods and uses of displaying continuous, or grid, data over a surface. Students will be expected to map data such as elevation, rainfall and temperature – data that differs from one location to the next on the surface of the earth.  The five types of analyses used in this course are: mapping distance, density, interpolation, surface analysis, and statistics.  This course will conclude with a short project where student will use their newly acquired skills to perform surface analysis tasks to their local area. 

There is a strong emphasis on students viewing their local area and the world in three dimensions.  Students will learn skills such as viewing and displaying data, acquiring and processing data from online resources, displaying non-elevation data in 3D, applying surface analysis to 3D, adding raster and vector data, animating data, and exporting projects.

Students will also explore in greater depth data layers previously studied in order to analyze the flow or navigation of networked data.  They will also delve into the specifics of network analysis and examine how problems dealing with geospatial networks and routing may be found in the business world and in communities.  The five types of network analyses covered in this course include Exploring Geospatial Networks, Finding the Best Route, Finding the Closest Facility, Determining Service Areas, and Modeling Real World Traffic Flow. 

Florida Standards	Correlation to CTE Program Standard #	
23.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
23.01	Key Ideas and Details		
23.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
23.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.		LAFS.1112.RST.1.2		
23.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
23.02	Craft and Structure		
23.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
23.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
23.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
23.03	Integration of Knowledge and Ideas		
23.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
23.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
23.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
23.04	Range of Reading and Level of Text Complexity		
23.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
23.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.						LAFS.1112.RST.4.10		
24.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
24.01	Text Types and Purposes		
24.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
24.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
24.02	Production and Distribution of Writing		
24.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
24.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
24.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
24.03	Research to Build and Present Knowledge		
24.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
24.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
24.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
24.04	Range of Writing		
24.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
25.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
25.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
25.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
25.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
25.04	Model with mathematics.
MAFS.K12.MP.4.1		
25.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
25.06	Attend to precision.
MAFS.K12.MP.6.1		
25.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
25.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
26.0	Create surface models of spatial data to map distance. – The student will be able to: 		SC.912.E.5.11; SC.912.N.3.5; SC.912.P.12.1; 12.9	
26.01	 Create a straight line distance calculation.  			
26.02	Create a cost weighted distance calculation based on multiple inputs (costs). 			
26.03	Analyze an allocation grid created from a distance analysis calculation.			
27.0	Demonstrate density models of spatial data. – The student will be able to:   	MAFS.912.N-Q.1.3; MAFS.912.S-IC.2	SC.912.N.3.5; SC.912.P.12.9	
27.01	Identify different distance density calculation techniques.			
27.02	Calculate density using both the kernel and simple calculation methods.			
28.0	Demonstrate different surface interpolation methods. – The student will be able to: 	MAFS.912.N-Q.1.3; MAFS.912.S-IC.2	SC.912.N.1.1; SC.912.E. 6.2; 7.3; 7.4	
28.01	Create a surface from a set of features using the Inverse Distance Weighted interpolation method. 			
28.02	Create a surface from a set of features using the Spline interpolation method.			
28.03	Create a surface from a set of features using the Kriging interpolation method.			
29.0	Demonstrate different surface analysis methods. – The student will be able to: 		SC.912.E.6.3; SC.912.P.12.1; SC.912.E.12.9	
29.01	Create elevation contour data from an elevation raster. 			
29.02	Calculate and display slope derived from an elevation raster. 			
29.03	Determine and display aspect from an elevation raster. 			
29.04	Create a hillshade surface from an elevation raster. 			
29.05	Calculate the viewshed of a surface to determine visible objects. 			
29.06	Calculate the cut/fill of a surface to estimate volume changes.			
30.0	
Use different statistical methods in raster analysis. – The student will be able to:  	MAFS.912.N-Q.1.3; MAFS.912.S-IC.2	SC.912.P.12.9; SC.912.N.4.2; SC.912.L.17.1	
30.01	Calculate cell statistics using temporal raster grid data. 			
30.02	Calculate neighborhood statistics and zonal statistics using raster grid data.			
31.0	Interpret different types of spatial data used in 3D visualization and analysis. – The student will be able to:  		SC.912.P.12.9	
31.01	Navigate various types of surfaces. 			
31.02	Explore methods of obtaining, downloading, and extracting free data using the Internet. 			
31.03	Build 3D datasets. 			
31.04	Display 2D features onto a 3D surface. 			
31.05	Create shapefiles to view in a 3D environment. 			
31.06	Construct a 3D model of an urban environment.			
31.07	Display georeferenced data measurements in 3D. 			
31.08	Apply Interpolation methods. 			
31.09	Utilize georeferenced 2D data in a 3D environment to provide valuable information. 			
31.10	Create contour lines in a 3D environment. 			
32.0	Create network datasets using existing shapefiles and geodatabases. – The student will be able to:			
32.01	Find the most efficient routes for multiple stops on a complex street network. 			
32.02	Generate directions from one location to another using a street network.			
32.03	Find the closest facility from a location on a complex street network. 			
32.04	Define service areas using a street network based on travel time. 			
32.05	Create an Origin-Destination Cost Matrix to communicate costs associated with travel from facilities to destinations in a geospatial network.			
32.06	Demonstrate modeling of real world traffic flow.			
32.07	Create a 3D map using a GPS unit for use in a class wide project.			
33.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. – The student will be able to:			
33.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.			
33.02	Explain emergency procedures to follow in response to workplace accidents.			
33.03	Create a disaster and/or emergency response plan.			
34.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives – The student will be able to:			
34.01	Employ leadership skills to accomplish organizational goals and objectives.			
34.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.			
34.03	Conduct and participate in meetings to accomplish work tasks.			
34.04	Employ mentoring skills to inspire and teach others.			
35.0	Explain the importance of employability skill and entrepreneurship skills. – The student will be able to:			
35.01	Identify and demonstrate positive work behaviors needed to be employable.			
35.02	Develop personal career plan that includes goals, objectives, and strategies.			
35.03	Examine licensing, certification, and industry credentialing requirements.  			
35.04	Maintain a career portfolio to document knowledge, skills, and experience.			
35.05	Evaluate and compare employment opportunities that match career goals.			
35.06	Identify and exhibit traits for retaining employment.			
35.07	Identify opportunities and research requirements for career advancement.			
35.08	Research the benefits of ongoing professional development.			
35.09	Examine and describe entrepreneurship opportunities as a career planning option.			
36.0	Demonstrate personal money-management concepts, procedures, and strategies. – The student will be able to:			
36.01	Identify and describe the services and legal responsibilities of financial institutions.			
36.02	Describe the effect of money management on personal and career goals.			
36.03	Develop a personal budget and financial goals.			
36.04	Complete financial instruments for making deposits and withdrawals.			
36.05	Maintain financial records.			
36.06	Read and reconcile financial statements.			
36.07	Research, compare and contrast investment opportunities.			

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title:	Advanced GIS/RS Applications
Course Number:	8600290
Course Credit:	1

Course Description:

This project-based, capstone course challenges students to apply all skills and techniques learned in the previous three courses to create their first extensive GIS and Remote Sensing project. In this project, students will work in teams to create a three-dimensional map of their campus using GIS and RS tools.  Once the base map is completed, each student selects one of the designated campus-based projects to complete.  Students will be involved with all parts of the process including problem identification, data collection using GPS units, determining the appropriate type of analysis to be conducted or type of product to address the problem statement, performing the analysis, create their solution, and formally presenting the project to interested stakeholders.  Each project integrates project planning, geographic problem solving, GIS/RS tools and software applications, project management, data creation, data manipulation, data analysis, report, and presentations. 

Florida Standards	Correlation to CTE Program Standard #	
23.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
23.01	Key Ideas and Details		
23.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
23.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
23.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
23.02	Craft and Structure		
23.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
23.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
23.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
23.03	Integration of Knowledge and Ideas		
23.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
23.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
23.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
23.04	Range of Reading and Level of Text Complexity		
23.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
23.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
24.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
24.01	Text Types and Purposes		
24.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
24.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
24.02	Production and Distribution of Writing		
24.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
24.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
24.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
24.03	Research to Build and Present Knowledge		
24.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
24.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
24.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
24.04	Range of Writing		
24.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
25.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Geospatial/Geographic Information Systems (GIS) Technology.		
25.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
25.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
25.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
25.04	Model with mathematics.
MAFS.K12.MP.4.1		
25.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
25.06	Attend to precision.
MAFS.K12.MP.6.1		
25.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
25.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
37.0	Create a 3D map using a GPS unit for use in a class wide project.			
38.0	Create an extensive campus-based geospatial project. – The student will be able to:  		SC.912.N.1.1, 1.2; SC.912.L.17.1; SC.912.L.17.18	
38.01	Create a campus inventory.			
38.02	Plan a complete geospatial project.			
38.03	Implement a campus-based geospatial project. 			
38.04	Organize project into an effective report including map layouts.			
38.05	Present project using a written and/or oral report.			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

Career and Technical Student Organization (CTSO)

Future Business Leaders of America (FBLA) and Business Professionals of America (BPA) are the intercurricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills for secondary students. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP). If needed, a student may enroll in the same career and technical course more than once. Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP. The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP. After achieving the competencies identified for the year, the student earns credit for the course. It is important to ensure that credits earned by students are reported accurately. The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml