Logged into taskstream today and was greeted with this. have to complete it before I can continue. Not sure why this is here. It says national is collecting data, but it seems like National should have all this data about me??

Case Study 4: Adaptation of Subject-Specific Pedagogy for Students with Special Needs
A. Contextual Information for Case Study 4
1. Elements of a Learning Experience for 3 Days in a Unit
Grade: High School
Content Area: Industrial and Technology Education
Subject Matter: Graphic Arts Technology
Time Period for Whole Unit: 3 weeks

State-adopted Academic Content Standards for Students
Foundation Standards
1.0 Academics
2.0 Communications
2.2 Writing
Design and publish documents by using advanced publishing software and graphic programs.
2.6 Deliver Multimedia Presentations
Manufacturing and Product Development Industry
Graphic Arts Technology
A5.0 Students understand the functions, processes, and procedures required for the reproduction of printed products and the factors affecting the image-transfer process.

Learning Goals for Whole Unit
Students will be able to do the following, with a focus on Multimedia presentation:

* Combine text, images and sound and draw information from many sources (e.g. television broadcasts, videos, films, newspapers, magazines, CD-ROMS, the Internet, electronic media-generated images)
* Select an appropriate medium for each element of the presentation
* Use the media skillfully, editing appropriately and monitoring for quality
* Test the audiences response and revise the presentation accordingly

Case Study 3: Adaptation of Subject-Specific Pedagogy for English Learners
A. Contextual Information for Case Study 3
1. Elements of a Learning Experience for 2 Days in a Unit
Grade: High School
Content Area: Industrial and Technology Education
Subject Matter: Automotive Technology
Time Period for Whole Unit: 3 weeks

State-adopted Academic Content Standards for Students
Foundation Standards
1.0 Academics
1.2 Science – Academic Foundation Standards
Analyze situations and solve problems that require combining and applying concepts from more that one area of science.
4.0 Technology
Understand the influence of current and emerging technology on selected segments of the economy.
Engineering and Design Industry Sector
A. Architectural and Structural Engineering
A4.0 Students understand scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems:
A4.1 Understand the operating principles of internal and external combustion engines.
Transportation Industry Sector
C Vehicle Maintenance, Service, and Repair
C3.4 Understand the applications of alternative power sources.
C3.6 Understand the principles of converting energy from one form to another.

Learning Goals for Whole Unit
Students will be able to do the following with a focus alternative fuel sources:

* Identify 4 alternative fuels

Case Study 2: Assessment Practices
A. Contextual Information for Case Study 2
1. Elements of Learning Experience in a Unit
Grade: High School
Content Area: Industrial and Technology Education
Subject Matter: Energy and Utilities
Time Period for Whole Unit: 3 weeks

State-adopted Academic Content Standards for Students
Energy and Utilities Industry
D. Residential and Commercial Energy and Utilities:
D3.0 Students must understand the role and function of tools and machines in the residential and commercial energy and utilities industry:
D3.1 Know how to safely use power tools and hand tools, equipment, and machines common to residential and commercial energy and utilities system.
Investigation and Experimentation
As a basis for understanding proper and safe tool usage through real world experience, students will be given three job-specific scenarios. Students should identify the task being asked to complete and identify the appropriate tools required to complete the job in a timely and safe manner. Students will:
a. Identify the tasks that are required
b. Identify the appropriate tools necessary to complete the work in time and in a safe manner

Learning Goals for Whole Unit
Students will be able to do the following:

* Identify hand and power tools, machines, and equipment used in energy and utilities industry

Case Study 1: Subject-Specific and Developmentally Appropriate Pedagogy
A. Contextual Information for Case Study 1
1. Elements of Learning Experience in a Unit
Grade: Middle School, Grades 6-8
Content Area: Industrial and Technology Education
Subject Matter: Drafting Technology
Time Period for the Learning Experience: Two 45-minute sessions in two consecutive days

State-adopted Academic Content Standards for Students
Foundation Standards
1.0 Academics
1.2 Mathematics – Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers.
Engineering and Design Industry
A. Architectural and Structural Engineering:
A 7.0 – Students understand how to systematically complete an architectural project.

Learning Goals for the Learning Experience
Students will be able to lay out an isometric drawing.
Students will be required to show a top, front, and side view.
Students must measure accurately, to within 1/8”.

Instructional Resources Available
Drafting paper, drawing board, #2 and #4 pencil, architects’ ruler, eraser, T-Square, triangle, eraser shield, masking tape, protractor, drafting textbook, drafting paper with gridlines
2. Class Description