• Articulate the value of teaching social sciences in the early childhood and primary school setting: cultural studies, environmental studies, and health education.
• Discuss developmental instructional models designed to foster an understanding of the social sciences in the early childhood and primary setting. Include Bloom's Taxonomy in the discussion.
• Summarize the characteristics of a high quality science program in the early childhood setting.
• Indicate and describe an inquiry model for the teaching of scientific principles and investigation. Include both an exploratory and guided discovery learning model.
• Discuss assessment principles for both the social sciences and sciences in the early childhood and primary setting.
• You may section the paper into early childhood and primary contexts if this structure is helpful.

• Learn to summarize stories.
• Learn how to read and respond to various science fiction works.
• Identify elements of science fiction writing such as character, theme, and message.
• Recognize futuristic elements.
• Write about reactions to selected science fiction pieces.
• Learn how dialogue and action determine the strengths and weaknesses of characters
• Discuss the author's intent and point of view in writing such fiction.
• Learn the influence of science fiction on culture.
• Demonstrate understanding of various well-known works of science fiction.
• Analyze how different circumstances have come together to shape how the writer uses various elements.

• Discuss the cognitive and developmental capabilities of early childhood students in the areas of math and science.
• Address various philosophical approaches to the teaching of math and science.
• Indicate instructional activities that support both critical thinking and problem-solving.
• Give examples of hands-on experiences in both the math and science content areas.
• Discuss the challenges in planning developmentally appropriate math and science lessons/activities.
• You may address math and science together or as separate content-areas in the narrative paper.

• Explain the importance of science-based dietary guidelines, dietary assessment, and understanding food labeling in achieving a healthy society.
• Identify the vitamins and minerals and the role they play in human biological function.
• Explain the basic structure and function of carbohydrates, fats, and proteins in human nutrition.
• Describe the steps involved in metabolism and the consequences of consuming too much or obtaining too little energy.
• Discuss the nutritional needs of special populations, including infants, pregnant women, and those with chronic disease conditions.
• Conduct a personal dietary analysis that includes self-reflection and recommendations.

• Identify the various search patterns used in forensic investigation and recognize the importance of Locard's Exchange Principle to forensic investigation.
• Recognize the major fingerprint patterns and explain their collection, identification and relationship to crime investigation.
• Explain the different techniques used for collection of physical and biological evidence.
• Discuss the various laboratory analyses used to identify drug, biological, and physical evidence.

• Define basic terminology foundational to the study of natural disasters and apply this vocabulary to specific situations.
• Identify and discuss major geological and meteorological theories and concepts (including specific facts and classifications of phenomena).
• Articulate how and why specific events occur, explaining specific causal factors and where these situations coincide.
• Develop mitigation strategies or evaluate existing mitigation plans.
• Differentiate between natural disasters and human-induced phenomena.
• Interpret real and hypothesized scenarios, some involving multiple variables operating simultaneously.
• Identify specific risks associated with specific geographical locations and resulting from specific phenomena.

• Monitoring of animals used in experiments and collection of body fluids for study.
• Administration techniques for drugs, recording of procedures, euthanasia techniques, and gross pathology.
• Preparation of results and preparation of statistics.

• Explain the age of Earth and methods used to decipher Earth history.
• Discuss the basic structure of Earth's interior and how different layers are identified using seismic waves.
• Explain plate tectonics and its importance to Earth's history and features.
• Describe the materials of Earth (rocks, minerals, magma) and how they are formed.
• Describe types of volcanoes and how they form.
• Explain why earthquakes happen and how they are measured.
• Describe major seafloor features.
• Explain the processes that form mountains.
• Describe the hydrologic cycle and the major ocean current systems and their impact on climate.
• Explain the structure and composition of the atmosphere and atmospheric characteristics such as precipitation and temperature.
• Discuss regional and global weather patterns and the formation of weather phenomena.
• Describe the classification of climates and discuss human influence upon and natural variation in climate patterns.
• Explain the characteristics of our solar system.

Course Description
Training necessary to safely handle a sailboat including rigging and launching; sailing; tacking and jibbing; landing, crewing, safety, and rescue techniques. Sailing is done on open water in sloop-rigged dinghies.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

• Discuss the training necessary for safe sailing
• Identify proper rigging and launching technique
• Describe Tacking and Jibbing
• Discuss landing a sailboat
• Explain the crew needs for a sailboat
• Discuss Boating safety
• Discuss the Coast Guard's role in safe boating
• Explain proper rescue techniques
• Identify additional open-water issues