# Embedded English Language Arts and Literacy

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## Embedded Mathematics

 CVTE Learning Standard Number Math Content Conceptual Category and Domain Code Learning Standard Number Text of Mathematics Learning Standard 2A.01 6.RP1 N.Q.1 Understand the concept of a ratio & use ratio language to describe a ratio relationship between two quantities. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Performance Example:  Students will record, monitor and compare the weekly body fat-to-muscle ratio of a family member over a month and determine body fat-to-muscle gain or loss for the month and prepare a presentation that includes graphs and data displays. 2.C.02 4.G.3 7.RP.1  4. MD (Measurement and Data) Recognize a line of symmetry for a two dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Represent and interpret data. Geometric measurement: Understand concepts of angle and measure angles. Performance Example: Students will use symmetry and proportion to identify and apply the principles of three-dimensional documentation in a crime scene investigation. 2.C.02 G-CO.3 G-GPE.6 G-CO.9 4. MD (Measurement and Data) Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Find the point on a directed line segment between two given points that partitions the segment in a given ratio. Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Represent and interpret data. Geometric measurement: Understand concepts of angle and measure angles. Performance Example: Students will review a motor vehicle crash scenario, analyze skid marks and use precision measurements to calculate the direct distance from the point of striking impact to where the vehicle landed. 2.C.01 7.SP S-IC.3, 4, 5, 6. Use random sampling to draw inferences about a population. 1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.  Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.  Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.  Evaluate reports based on data.  Performance Example: Students will work in a cooperative group to develop and implement a sample survey to find out where their classmates generally stand with respect to the death penalty; students will prepare a brief presentation to present their findings.

## Embedded Science and Technology/Engineering

### Life Science (Biology)

 CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Biology Learning Standard 2.C.02 Genetics 3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary nucleotide pairs) of DNA, and describe its function in genetic inheritance. 3.2 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic code. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Distinguish among the end products of replication, transcription, and translation. Performance Example: Students will work in cooperative groupings and use presentation media, such as PowerPoint, to diagram the basis structure of DNA and how the process of DNA replication is applied in criminal investigations. 2.C.02 8.SP 4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. Performance Example: Students will design and conduct a scientific investigation demonstrating how ratios and proportions can be used to figure out someone’s height based on their footprints.

### Physical Science (Physics)

 CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Physics Learning Standard 2.C.02 Motion and Forces 1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration. 1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant. Performance Example: Students will participate in a speed detection demonstration and research the technology used in radar and lidar. 2.C.02 Scientific Inquiry Skills (SIS) SIS2. Design and conduct scientific investigations. Employ appropriate methods for accurately and consistently making observations making and recording measurements at appropriate levels of precision collecting data or evidence in an organized way Performance Example: Students will work as a team to evaluate a crime scene and apply accepted professional protocol in documenting and preserving evidence. 2.D.01 Scientific Inquiry Skills (SIS) Observe the world from a scientific perspective. Pose questions and form hypotheses based on personal observations, scientific articles, experiments, and knowledge. Read, interpret, and examine the credibility and validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories. Performance Example: Students will research a local case involving juvenile crime and prepare hypothetical outcomes of the case.

History
 CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of History Learning Standard 2.B 2.C 2.D USG.5.9 Together with other students, identify a significant public policy issue in the community, gather information about that issue, fairly evaluate the various points of view and competing interests, examine ways of participating in the decision making process about the issue, and draft a position paper on how the issue should be resolved. Performance Example: Students will work as a team to identify a law that should be changed or a law that needs to be passed and prepare a position paper highlighting their collective view points. 2.B 2.C 2.D USG.5.10 Practice civic skills and dispositions by participating in activities such as simulated public hearings, mock trials, and debates. Performance Example: Students will work attend committee hearings and legislative sessions to give testimony and assist in passing new legislation. 2.B 2.C USG.5.7 Analyze and evaluate decisions about rights of individuals in landmark cases of the United States Supreme Court such as Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Brandenburg v. Ohio (1969), Texas v. Johnson (1989), and Reno v. American Civil Liberties Union (1997). Performance Example: Given a crime scene scenario of a landmark case, students will complete a thorough investigation of the facts and prepare a brief synopsis (200–350 words) detailing their findings to be used in a five minute persuasive oral presentation.

DESE Statewide Articulation Agreements

No Statewide Articulation Agreements at this time.

Industry Recognized Credentials (Licenses and Certifications/Specialty Programs)
National Academies of Emergency Dispatch Certification (911 Dispatch)
American Heart Association CPR/AED, First Aid – Adult, Child, Infant
FEMA Leadership in Emergency Management Certification
OSHA
Potential Certifications
FEMA Leadership in Emergency Management Train the Trainer
ISAFE (Internet/Computer Safety Certification)
Iris Scan Certified
Youth Court Certified
ICS 100 Certified (Incident Command System)
NIMS 700 Certified (National Incident Management System)
E-911 Telecommunicator http://www.mass.gov/eopss/crime-prev-personal-sfty/report-emergency/e911/
Accredited Legal Professional (ALP)   from NALS…the association for legal professionals

1 Note: Although most Framework Teams provided information for the “Appendix”, not all teams did. Therefore, sub-headings within the “Appendix” without information have been deleted.

Disclaimer: Reference in the Appendices Section to any specific commercial products, processes, or services, or the use of any trade, firm or corporation name is for the information and convenience of the public, and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.

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