7E Version of Task

Transcripción

7E Version of Task

Texas Performance Standards Project
MIDDLE SCHOOL TASKS
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This guide links the Game of Life™ unit to the Texas Essential Knowledge and Skills (TEKS) for seventh
graders. Game of Life™ is a mathematics unit that allows students to research career paths of their
interest and develop an education plan, as well as a designing a suitable home based on their research
findings and a projected budget. This unit also has interdisciplinary connections to social studies and
English language arts. For example, students will use geometry to model and describe the physical
world, as addressed in the Mathematics TEKS. Students will also apply critical-thinking skills to organize
and use information acquired through established research methodologies from a variety of valid
sources, including electronic technology, as addressed in the Social Studies TEKS; and students will
analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical,
and contemporary contexts and provide evidence from the text to support their understanding, as
addressed in the English Language Arts and Reading TEKS. The following document includes the
applicable TEKS and the details of the Game of Life™ unit. The asterisks indicate the TEKS that are
testable on the State of Texas Assessments of Academic Readiness (STAAR™). The final section of this
document presents the applicable Texas College and Career Readiness Standards adopted by the Texas
Higher Education Coordinating Board (THECB) on January 24, 2008.
Description of Unit
In this project, students will begin to explore their career options. As a class, students will explore the
educational paths they will need for the career of their choice in order to gain a realistic idea of the
knowledge and coursework required. Then independently, students will further their college research to
develop a three to five year life plan that includes completion of higher learning, a family, career,
community involvement, and a residence of choice.
GAME OF LIFE™ (Grade 7)
1
© 2013 Texas Education Agency
INTERDISCIPLINARY
MATHEMATICS
INTERDISCIPLINARY
GVERYBODY
E
AME OF LGIFE
ON
™THE MOVE!
AME OF LIFE™
MIDDLE
PRIMARY
SCHOOL
TASKSTASKS
a+b=c
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TASKS
Goals
Students will meet these goals in their explorations:
 Become familiar with various career and educational opportunities related to interests
 Learn about the purpose of their field of study within society
 Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking,
and communication
 Explore unanswered questions and generate new questions
 Generate new ideas
 Build and apply critical thinking skills
Teacher Directions
Additional Teacher
Preparation & Notes
Elicit
When you picture your future self, what does your life look like?
What sorts of activities fill your days? Where do you live? What type
of lifestyle do you have? In what type of environment do you work?
What sort of profession might you have and what might be some of
your goals in this future career?
Ask students to write freely
in their journals about their
future dreams and goals. In
the Engage activity you will
help students see the
connections between career
paths/pursuits and lifestyle,
job satisfaction, and
personal/professional
fulfillment of goals.
Engage
Introduce students to the idea of pursuing higher learning and career
readiness. Conduct a whole class discussion on colleges, technical
schools, and career choices. You can use the following discussion
questions with students:

How many of you have thought about the career you
would like to pursue?


What types of careers interest you?


How long will your training take?


What will your salary be like?
Do you know what type of training is required for the
career of your choice?
What are the advantages or disadvantages of the
career that you choose?
How much would your college or technical school
cost?
2
Guide students in a
discussion connecting future
life goals to college and
career planning. Emphasize
the importance of planning,
research, and goal setting.

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What kind of lifestyle would you be able to afford
with the salary you would make?
Explore
Organize students into small groups with similar career paths. Groups
will determine the best institutions for their career. Next, they will
determine the advantages and disadvantages of each institution.
Students will calculate the cost of their chosen institution in addition
to living arrangements and food. Students will develop a plan of
study, so that they graduate in a timely manner.
Students may use any of these internet resources:
 www.careertech.org/career-clusters/glance/at-a-glance.html
 www.onetonline.org/find/career
 www.texascollegeandcareer.org
 http://nces.ed.gov/nceskids/tools/college/college1.asp
Explain
Within their small groups, students will create a chart for their career;
the chart will list their institutions, the advantages and disadvantages,
certificates/degrees offered, and cost to complete the institution.
They will present their findings to the class. Questions that might
guide their presentations include the following:
 What are your top choices as far as career pursuits?
 In which institutions might your career best be situated?
 What are the advantages and disadvantages of the
institution?
 What are the advantages and disadvantages you see related
to your plan for study?
 What types of professional certifications or degrees will you
need in order to pursue this career?
 What are the costs?
 What might be some of your plans for managing these costs
and fulfilling your plan of study?
Elaborate (Phase II)
Research process
1. Selecting a topic. Student will then continue to research
their individual career choice. Students will develop a
three to five year plan for their lifestyle options and Life
Card.
3
During the research process,
students work independently
to develop a complete 3-5
year action plan and profile
(Life Card) based on their
preliminary ideas.
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2. Asking guiding questions. Once students have selected
their career choice and Life Card, each student is
encouraged to think of three to five guiding questions,
such as:
a. Which employer is the most prestigious or highest
ranking in the field of your choice?
b. What are the entry-level skills required for that
career?
c. What is furthest level that you can go within your
career?
d. What type of lifestyle will you be able to have with
this salary range?
e. What kind of home will you be able to afford with
your salary?
3. Creating a research proposal. The student should include
these components in their research proposal:
a. The career he or she will study
b. Three to five guiding questions he or she will
investigate
c. The primary and secondary sources used to conduct
research
4. Conducting research. After the teacher has approved the
student proposals, each student will begin using the
resources he or she has identified and others he or she
may encounter. During this stage, the student will
develop an entry-level resume, maintain a budget,
develop a career goal plan to include key employers, and
submit a sketch of their home.
Explain
The product
The student will build a portfolio that includes his or her
resume, career goal plan, personal budget, My Life at a
Glance, and a sketch of their home. The student will create a
five-minute presentation marketing himself/herself for the
next position or level at the company pertaining to their
career.
Communication
In a five-minute presentation, students will present their selfmarketing presentation and portfolio. Audience members will
ask unscripted questions for the student to answer.
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Evaluate
Use the TPSP Middle School Rubric to assess each student’s learning.
Additionally, you may wish to develop self- or peer-assessments
based on the rubric that students could use to evaluate their
products.
A completed project consists of:
1. The research proposal, including guiding questions
2. Research notes and/or resource process sheets
3. The product, including references or works cited
In what ways did the student:
 Develop sophisticated, open-ended questions about the selfselected topic;
 Use a variety of sources that access advanced content and
include multiple perspectives;
 Collect data using the tools of the discipline;
 Analyze and interpret the data;
 Capture and apply their analysis through an original product;
and
 Communicate his/her research findings, learning, and ideas to
an audience using the language of the discipline.
Extend
The following activities are interdisciplinary extensions to this task.
Science
How might students extend their “My Life at a Glace” profile to
include activities that foster lifelong physical/mental health and
wellness? What strategies will they incorporate into their action plans
to remain in balance while pursuing their professional goals? Ask
students to research key areas of wellness such as nutrition, exercise,
sleep, and mental/emotional health. How might the demands of the
student’s chosen profession impact these critical areas? When
students survey the research literature, what current statistics might
they uncover related to the relative “health” of people in the
profession? What health concerns might appear on the path to
obtaining a degree or certification that enables the student to
practice in this profession? How will students proactively manage
their health in light of the institution’s demands? Create a Health
Card to include with your portfolio. The Health Card should include
key strategies you will take to stay healthy and a long-term plan for
self-managing your wellness.
5
The TPSP Middle School
Rubric can be downloaded at
http://www.texaspsp.org/mi
ddleschool/middle-schoolassessment.php.
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Social Studies
Where does your career or position sit in relation to society and the
history of the profession as a whole? Who are a few of the
experts/mentors that came before you (e.g., these might be people
from the local area, the region, nation, or even international figures)?
When did they live and what were their contributions? What do you
admire most about these individuals? Who are the current leaders in
this profession and what are their research goals? Pick at least 3 of
these individuals (past or present) and develop a short 1-2 paragraph
biography for each. Create a timeline depicting these key figures in
your profession and their accomplishments. Situate yourself along
that timeline and imagine what you might contribute. What are some
of the steps you will need to take to actualize your dream? Who are
people you might need to support you? Add the biographies and
timeline to your portfolio and adapt your 3-5 year plan to include
your strategy for getting to know the key people/or types of people
you think you will need for support as you engage in the pursuit of
your career.
English language arts
Write the biography of your life from the perspective of yourself as an
elderly, retired person looking back on your career, your personal life,
your accomplishments, and your connections to the community.
What sort of legacy will you leave? How would you like for other
people to remember you? What were your greatest achievements?
Who helped you along the way? How did you overcome the obstacles
you encountered in life?
Internet Resources:
Budgeting, check writing, and financial planning information for students
http://www.moneyinstructor.com/
Jobs and Careers
http://kids.usa.gov/teens-home/jobs/index.shtml
Occupational Outlook Handbook
http://www.bls.gov/ooh/
The College Board Career Browser
https://bigfuture.collegeboard.org/majors-careers
Salary Wizard
http://www.collegegrad.com/salaries/salaries.shtml
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Texas Essential Knowledge and Skills
The unit may address the following TEKS:
English Language Arts and Reading:
7.1
7.2
7.3
7.7
7.9
7.13
7.14
Reads grade-level text with fluency and comprehension
Understands new vocabulary and use it when reading and writing* (Testable on the Grade 7
Reading STAAR, Reporting Category 1)
Analyzes, makes inferences, and draws conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provides evidence from the text to support their
understanding* (Testable on the Grade 7 Reading STAAR, Reporting Category 2)
Understands, makes inferences, and draws conclusions about the varied structural patterns and
features of literary nonfiction and provides evidence from text to support their understanding*
(Testable on the Grade 7 Reading STAAR, Reporting Category 1)
Analyzes, makes inferences, and draws conclusions about the author's purpose in cultural,
historical, and contemporary contexts and provides evidence from the text to support their
understanding* (Testable on the Grade 7 Reading STAAR, Reporting Category 1)
Uses comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning* (Testable on the Grade 7 Reading STAAR, Reporting
Category 2, Reporting Category 3)
Uses elements of the writing process (planning, drafting, revising, editing, and publishing) to
compose text* (Testable on the Grade 7 Writing STAAR, Reporting Category 1, Reporting
Category 2, Reporting Category 3)
Mathematics:
7.1
Uses mathematical processes to acquire and demonstrate mathematical understanding
7.3
Applies mathematical process standards to add, subtract, multiply, and divide while solving
problems and justifying solutions
7.4
Applies mathematical process standards to represent and solve problems involving proportional
relationships
7.6
Applies mathematical process standards to use probability and statistics to describe or solve
problems involving proportional relationships
7.10
Applies mathematical process standards to use one-variable equations and inequalities to
represent situations
7.11
Applies mathematical process standards to solve one-variable equations and inequalities
7.12
Applies mathematical process standards to use statistical representations to analyze data
7.13
Applies mathematical process standards to develop an economic way of thinking and problem
solving useful in one's life as a knowledgeable consumer and investor
Social Studies:
7.9
7.21
Understands the location and characteristics of places and regions of Texas
Applies critical-thinking skills to organize and use information acquired through established
7
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research methodologies from a variety of valid sources, including electronic technology*
(Testable on the Grade 8 Social Studies STAAR)
7.22
7.23
Communicates in written, oral, and visual forms* (Testable on the Grade 8 Social Studies
STAAR)
Uses problem-solving and decision-making skills, working independently and with others, in a
variety of settings
Texas College and Career Readiness Standards
This unit may address the following Texas College and Career Readiness Standards:
English Language Arts:
I.A.1
I.A.2
I.A.3
II.A.2
II.A.3
II.A.4
II.A.10
II.A.11
II.B.1
II.B.2
II.B.3
II.D.1
III.A.2
III.B.1
III.B.2
Determines effective approaches, forms, and rhetorical techniques that demonstrate
understanding of the writer’s purpose and audience
Generates ideas and gathers information relevant to the topic and purpose, keeping careful
records of outside sources
Evaluates relevance, quality, sufficiency, and depth of preliminary ideas and information,
organizes material generated, and formulates thesis
Uses text features and graphics to form an overview of informational texts and to determine
where to locate information
Identifies explicit and implicit textual information including main ideas and author’s purpose
Draws and supports complex inferences from text to summarize, draw conclusions, and
distinguish facts from simple assertions and opinions
Identifies and analyzes how an author's use of language appeals to the senses, creates
imagery, and suggests mood
Identifies, analyzes, and evaluates similarities and differences in how multiple texts present
information, argue a position, or relate a theme
Identifies new words and concepts acquired through study of their relationships to other
words and concepts
Applies knowledge of roots and affixes to infer the meanings of new words
Uses reference guides to confirm the meanings of new words or concepts
Describes insights gained about oneself, others, or the world from reading specific texts
Adjusts presentation (delivery, vocabulary, length) to particular audiences and purposes
Participates actively and effectively in one-on-one oral communication situations
Participates actively and effectively in group discussions
8
III.B.3
IV.B.1
IV.B.2
IV.B.3
V.A.1
V.A.2
V.A.3
V.B.1
V.B.2
V.B.3
V.C.1
V.C.2
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Plans and delivers focused and coherent presentations that convey clear and distinct
perspectives and demonstrates solid reasoning
Listens critically and responds appropriately to presentations
Listens actively and effectively in one-on-one communication situations
Listens actively and effectively in group discussions
Formulates research questions
Explores a research topic
Refines research topic and devises a timeline for completing work
Gathers relevant sources
Evaluates the validity and reliability of sources
Synthesizes and organizes information effectively
Designs and presents an effective product
Uses source material ethically
Mathematics:
III.A.2
IV.A.1
IV.C.3
IV.D.1
IV.D.2
VI.A.1
VI.B.1
VI.B.2
VI.B.3
VIII.A.1
VIII.A.2
VIII.A.3
VIII.A.4
VIII.A.5
VIII.C.1
VIII.C.2
IX.A.2
IX.A.3
IX.B.1
Makes, tests, and uses conjectures about one-, two-, and three-dimensional figures and their
properties
Selects or uses the appropriate type of unit for the attribute being measured
Determines indirect measurements of figures using scale drawings, similar figure, the
Pythagorean Theorem, and basic trigonometry
Computes and uses measures of center and spread to describe data
Applies probabilistic measures to practical situations to make an informed decision
Plans a study
Determines types of data
Selects and applies appropriate visual representations of data
Computes and describes summary statistics of data
Analyzes given information
Formulates a plan or strategy
Determines a solution
Justifies the solution
Evaluates the problem-solving process
Formulates a solution to a real world situation based on the solution to a mathematic
problem
Uses a function to model a real-world situation
Uses mathematical language to represent and communicate the mathematical concepts in a
problem
Uses mathematics as a language for reasoning, problem solving, making connections, and
generalizing
Models and interprets mathematical ideas and concepts using multiple representations
9
IX.B.2
IX.C.1
IX.C.2
X.A.2
X.B.1
X.B.2
X.B.3
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Summarizes and interprets mathematical information provided orally, visually, or in written
form within the given context
Communicates mathematical ideas, reasoning, and their implications using symbols,
diagrams, graphs, and words
Creates and uses representations to organize, record, and communicate mathematical ideas
Connects mathematics to the study of other disciplines
Uses multiple representations to demonstrate links between mathematical and real-world
situations
Understands and uses appropriate mathematical models in the natural, physical, and social
sciences
Knows and understands the use of mathematics in a variety of careers and professions
Science:
I.D.1
I.D.2
I.D.3
III.D.1
III.D.2
Demonstrates literacy in computer use
Uses computer models, applications, and simulations
Demonstrates appropriate use of a wide variety of apparatuses, equipment, techniques, and
procedures for collecting quantitative and qualitative data
Uses search engines, databases, and other digital electronic tools effectively to locate
information
Evaluates quality, accuracy, completeness, reliability, and currency of information from any
source
Social Studies:
I.A.1
I.A.2
I.A.3
I.A.4
I.A.5
I.D.1
I.D.2
I.E.1
I.E.2
I.E.3
II.B.4
II.B.5
II.B.6
III.B.1
IV.A.1
Uses the tools and concepts of geography appropriately and accurately
Analyzes the interaction between human communities and the environment
Analyzes how physical and cultural processes have shaped human communities over time
Evaluates the causes and effects of human migration patterns over time
Analyzes how various cultural regions have changed over time
Identifies and evaluates the strengths and weaknesses of different economic systems
Analyzes the basic functions and structures of international economics
Identifies different social groups and examines how they form and how and why they sustain
themselves
Defines the concept of socialization and analyzes the role socialization plays in human
development and behavior
Analyzes how social institutions function and meet the needs of society
Evaluates how major philosophical and intellectual concepts influence human behavior or
identity
Explains the concepts of socioeconomic status and stratification
Analyzes how individual and group identities are established and change over time
Applies social science methodologies to compare societies and cultures
Identifies and analyzes the main idea(s) and point(s) of view in sources
10
IV.A.2
IV.A.3
IV.A.4
IV.A.5
IV.A.6
IV.B.1
IV.B.2
IV.B.3
IV.B.4
IV.C.1
IV.D.1
V.A.1
V.A.2
V.B.1
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Situates an informational source in its appropriate contexts
Evaluates sources from multiple perspectives
Understands the differences between a primary and secondary source and uses each
appropriately to conduct research and construct arguments
Reads narrative texts critically
Reads research data critically
Uses established research methodologies
Explains how historians and other social scientists develop new and competing views of past
phenomena
Gathers, organizes, and displays the results of data and research
Identifies and collects sources
Understands/interprets presentations critically
Constructs a thesis that is supported by evidence
Uses appropriate oral communication techniques depending on the context or nature of the
interaction
Uses conventions of standard written English
Attributes ideas and information to source materials and authors
Cross-Disciplinary Standards:
I.A.1
I.B.2
I.B.3
I.B.4
I.C.3
I.D.1
I.D.2
I.D.3
I.D.4
I.E.1
I.E.2
I.F.1
I.F.2
I.F.3
I.F.4
II.A.1
II.A.2
II.A.3
II.A.4
Engages in scholarly inquiry and dialogue
Constructs well-reasoned arguments to explain phenomena, validate conjectures, or support
positions
Gathers evidence to support arguments, findings, or lines of reasoning
Supports or modifies claims based on the results of an inquiry
Collects evidence and data systematically and directly related to solving a problem
Self-monitors learning needs and seeks assistance when needed
Uses study habits necessary to manage academic pursuits and requirements
Strives for accuracy and precision
Perseveres to complete and master tasks
Works independently
Works collaboratively
Attributes ideas and information to source materials and people
Evaluates sources for quality of content, validity, credibility, and relevance
Includes the ideas of others and the complexities of the debate, issue, or problem
Understands and adheres to ethical codes of conduct
Uses effective prereading strategies
Uses a variety of strategies to understand the meanings of new words
Identifies the intended purpose and audience of the text
Identifies the key information and supporting details
11
II.A.5
II.A.6
II.A.8
II.B.1
II.B.2
II.C.2
II.C.3
II.C.4
II.C.5
II.C.6
II.C.7
II.C.8
II.D.3
II.E.1
II.E.2
II.E.3
II.E.4
Analyzes textual information critically
Annotates, summarizes, paraphrases, and outlines texts when appropriate
Connects reading to historical and current events and personal interest
Writes clearly and coherently using standard writing conventions
Writes in a variety of forms for various audiences and purposes
Explores a research topic
Refines research topic based on preliminary research and devises a timeline for completing
work
Evaluates the validity and reliability of sources
Synthesizes and organizes information effectively
Designs and presents an effective product
Integrates source material
Presents final product
Presents analyzed data and communicates findings in a variety of formats
Uses technology to gather information
Uses technology to organize, manage, and analyze information
Uses technology to communicate and display findings in a clear and coherent manner
Uses technology appropriately
12
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Attachment 1
Grade Your Home
Step 1
Plan your living space. A single story home is one level. A two-story home will cost less
because the two-story home will have a smaller roof and foundation. Sketch ideas for rooms
under the roof include the footage for the garage area or patios for this project.
Step 2
Determine the finishing class and construction quality for your new home. The highest-quality
or executive grade, construction uses exterior masonry, shake, tile or architectural-grade
shingles, reinforced concrete foundation with a basement or crawl space, and irregular walls
and decorative openings. The above-average grade class has a concrete or block foundation,
some wall-height changes and architectural asphalt shingle roofing. Average grade construction
features basic asphalt roof shingles, concrete slab and square interior and exterior walls.
Step 3
Use the same grade for your bathroom finishing and construction materials as Step 2.
Executive grade construction has a minimum of four plumbing fixtures in each bath, electricity
for eight or more built-in appliances and wiring for more than 80 light fixtures in the home.
Above-average grade construction features three plumbing fixtures per bath, six built-in
appliances and recessed lighting. Average grade building quality allows for three basic plumbing
fixtures, three built-in appliances and 10 or fewer standard light fixtures.
Step 4
Use the same quality for your windows and doors as Step 2. The executive grade construction
has large multi-pane glass windows, skylights or decorative windows and four or more exterior
doors. Above-average grade construction features a decorative front door, quality exterior
doors and at least one large window with multi-pane glass. Average grade construction has
hardboard doors and vinyl windows.
Step 5
Use the same grade for basic features of the home as Step 2. Homes with specialized heating
and cooling features, such as solar or geothermal systems, and masonry fireplaces qualify as
executive grade construction. Above-average grade construction has one prefabricated fireplace
and a high-efficiency heating and cooling system. Average grade includes only a basic heating
system.
Step 6
Use the same grade for your kitchen as Step 2. The executive grade construction uses custom
cabinets, high-end appliances featuring built-in ovens, and finishes using granite or tiles. Aboveaverage grade construction has high-grade commercial cabinets, quality laminate counters and
a freestanding stove. Average grade kitchens have contractor-grade cabinets and lower-quality
laminate, with the homeowner buying the appliances.
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Attachment 2
Options Spreadsheet (Microsoft Excel file)
Attachment 3
Home Style Spreadsheet (Microsoft Excel file)
Attachment 4
Building Codes
The following represents just a few of the important home building rules that have been
established for our fictional community.
1. All occupied rooms must be at least 100 square feet with no wall being less than 10 feet
in length.
2. All hallways and stairways must be at least 3 feet in width.
3. A basement may be built in an executive grade home, nothing less.
4. If given a family identity, each child must have a bedroom.
5. Swimming pools must be at least 15 feet wide and 30 feet long.
6. Square footage will include everything under the roof including the garage and patio for
this project.
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Life Cards Marital Status: Single Marital Status: Married Children: none Children: none College Debt: College Debt: Balance in bank account: Balance in bank account: Marital Status: single Marital Status: Married Children: two Children: one College Debt: College Debt: Balance in bank account: Balance in bank account: Marital Status: single Marital Status: Married Children: Children: two College Debt: College Debt: Balance in bank account: Balance in bank account: Marital Status: Divorced Marital Status: Divorced Children: two Children: one College Debt: College Debt: Balance in bank account: Balance in bank account: Marital Status: Single Marital Status: Single Living with parents Living with parents (responsible for their care) College Debt: College Debt: Balance in bank account: Balance in bank account: Marital Status: Married Marital Status: Married Children: one on the way Living with parents (responsible for their care) Living with parents College Debt: College Debt: Balance in bank account: Balance in bank account: Texas Performance Standards Project
MIDDLE SCHOOL TASKS
Documento adjunto 1
Escoge el grado de tu vivienda
Paso 1
Planea tu espacio de residencia. Una casa de un piso solo tiene un nivel. Una casa de dos pisos
costará menos porque la casa de dos pisos tendrá un techo y cimiento más pequeños. Dibuja
ideas para cuartos bajo el techo e incluye los pies cuadrados para el área del garaje o los patios
para este proyecto.
Paso 2
Determina el grado de acabado y la calidad de construcción para tu casa nueva. La
construcción de calidad más alta o de grado ejecutivo utiliza mampostería de exterior, tejas de
madera o cerámica o tejas de grado arquitectónico, cimiento reforzado de concreto con un
sótano o espacio bajo la casa y paredes irregulares y aberturas decorativas. La clase de grado
superior a la media tiene un cimiento de concreto o de bloque, algunos cambios en la altura de
las paredes y techado de tejas de asfalto de grado arquitectónico. La construcción de clase
media tiene tejas de asfalto básico, losa de hormigón y paredes interiores y exteriores
cuadradas.
Paso 3
Utiliza el mismo grado para el acabado del baño y los materiales de construcción como en el
Paso 2. La construcción de grado ejecutivo tiene un mínimo de cuatro accesorios de tubería en
cada baño, electricidad para ocho o más electrodomésticos enpotrados y alambrado para más
de 80 accesorios de iluminación en la casa. La construcción de grado superior a la media tiene
tres accesorios de tubería para cada baño, seis electrodomésticos enpotrados y luces
enpotradas. La construcción de clase media permite tres accesorios de tubería básica, tres
electrodomésticos enpotrados y 10 o menos accesorios de iluminación de clase estándar.
Paso 4
Utiliza la misma calidad para tus ventanas y puertas como en el Paso 2. La construcción de clase
ejecutiva tiene ventanas grandes de multi-paneles, lucernarios o ventanas decorativas y cuatro o más
puertas exteriores. La construcción de grado superior a la media tiene una puerta principal
decorativa, puertas exteriores de calidad y al menos una ventana grande de multi-paneles. La
construcción de grado medio tiene puertas de tablero duro y ventanas de vinilo.
Paso 5
Utiliza el mismo grado para las características básicas de la casa como en el Paso 2. Las casas con
calefacción y refrigeración especializadas, tales como sistemas solares o de energía geotérmica, y
chimeneas de mampostería se clasifican como construcción de grado ejecutivo. La construcción de
grado superior a la media tiene una chimenea prefabricada y un sistema de calefacción y
refrigeración de alta eficiencia. La construcción de grado medio solamente incluye un sistema básico
de calefacción.
Paso 6
Utiliza el mismo grado para la cocina como en el Paso 2. La construcción de clase ejecutiva utiliza
gabinetes especialmente diseñados, electrodomésticos de alta calidad que tienen hornos enpotrados
y acabados de granito o azulejo. La construcción de grado superior a la media tiene gabinetes
comerciales de alta calidad, mostradores laminados de calidad y una estufa. Las cocinas de grado
MIDDLE SCHOOL TASKS
medio tienen gabinetes de calidad de contratista y laminado de calidad más baja y los dueños
compran los electrodomésticos.
MIDDLE SCHOOL TASKS
Documento adjunto 4
Códigos de construcción
A continuación tienes algunas de las reglas importantes para la construcción que se han
establecido para nuestra comunidad ficticia.
1. Todas los cuartos habitados deben tener por lo menos 100 pies cuadrados y ninguna
pared menos de 10 pies de longitud.
2. Todos los pasillos y las escaleras deben tener por lo menos tres pies de anchura.
3. Se puede construir un sótano en una casa de grado ejecutivo y nada menos.
4. Si se identifica la familia, cada niño debe tener una recámara.
5. Las piscinas deben medir por lo menos 15 pies de anchura y 30 pies de longitud.
6. Para este proyecto, los pies cuadrados incluirán todo bajo el techo incluyendo el garaje
y el patio.
MIDDLE SCHOOL TASKS
Tarjetas de la vida
Estado civil: Soltero/a
Niños: Ninguno
Deuda universitaria:
Saldo bancario:
Estado civil: Casado/a
Niños: Ninguno
Saldo bancario:
Niños: Dos
Niños: Uno
Saldo bancario:
Saldo bancario:
Niños:
Niños: Dos
Saldo bancario:
Saldo bancario:
Estado civil: Divorciado
Estado civil: Divorciado
Niños: Dos
Niños: Uno
Saldo bancario:
Saldo bancario:
Vive con los padres
Vive con los padres (responsable de su cuidado)
Saldo bancario:
Saldo bancario:
Niños: Un bebé en camino
Vive con los padres (responsable de su cuidado)
Vive con los padres
Saldo bancario:
Saldo bancario:

7E Version of Task

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