Oracle I – Data Modeling WVEIS 1932
This is the first portion of the Database Design and Programming with SQL course and designed to provide the foundation
for future software engineers or database administrators. This course on conceptual data modeling and physical data
modeling will be award in this first of four required courses. Students will have the opportunity for certification through the
Oracle Academy at the completion of specific courses. Students will utilize problem-solving techniques and participate in
hands-on activities to develop an understanding of course concepts. Teachers should provide each student with real
world learning in software and database opportunities. Students are encouraged to become active members of the
student organizations FBLA, DECA, or Skills USA. The West Virginia Standards for 21st Century Learning include the
following components: 21st Century Content Standards and 21st Century Learning Skills. All West Virginia teachers are
responsible for classroom instruction that integrates learning skills, technology tools, and content standards and
objectives. Instructors for this course must have completed and received the Oracle certification.
Grade 9-12 Oracle I – Data Modeling
Standard: 1 Introduction to Data Modeling
BE.S.O1DM.1 Students will describe the roles of the database in our society, as well as the career opportunities in this
field.
Objectives Students will
BE.O.O1DM.1.1 cite examples of jobs, salary, and opportunities as a result of participating in the Oracle Academy.
BE.O.O1DM.1.2 describe the role a database plays in a business and determine its evolution.
BE.O.O1DM.1.3 demonstrate the difference between data and information.
BE.O.O1DM.1.4 describe how a database is used for e-businesses and cite examples.
BE.O.O1DM.1.5 identify specific areas of business that use database software and explain how it is integral to their
success.
Performance Descriptors (BE.PD.O1DM.1)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in introduction to Data standard in introduction to Data omissions in introduction to Data
Modeling. The student can select Modeling. The student can research Modeling. The student can cite
examples of jobs, salaries, and examples of jobs, salary, and examples of jobs, salary, and
opportunities as a result of participating opportunities as a result of participating opportunities as a result of participating
in the Oracle Academy; interpret and in the Oracle Academy; determine the in the Oracle Academy; describe the
prioritize the role a database plays in a role a database plays in a business and role a database plays in a business and
business and determine its’ evolution; determine its’ evolution; demonstrate determine its’ evolution; explain the
demonstrate the difference between data the difference between data and difference between data and
and information; explore how a database information; research how a database is information; describe how a database is
is used for e-businesses and cite used for e-businesses and cite used for e-businesses and cite
examples; and identify specific areas of examples; and identify specific areas of examples; and list specific areas of
business that use database software and business that use database software business that use database software
explain how it is integral to their success. and explain how it is integral to their and explain how it is integral to their
The student independently solves success. Application of knowledge and success. Performance needs further
problems and is self-directed. skills is thorough and effective, and the development and supervision.
student can work independently.
Standard: 2 Introduction to Entities, Attributes and Relationships
BE.S.O1DM.2 Students will explain conceptual data modeling and physical data modeling.
Objectives Students will
BE.O.O1DM.2.1 explain why conceptual modeling is important.
BE.O.O1DM.2.2 describe what an entity is and give examples.
BE.O.O1DM.2.3 describe what an attribute is and give examples.
BE.O.O1DM.2.4 describe what a relationship is and give examples.
BE.O.O1DM.2.5 draw a simple diagram.
BE.O.O1DM.2.6 read a simple diagram.
BE.O.O1DM.2.7 recognize the importance of clear communication when discussing business informational requirements.
Performance Descriptors (BE.O.O1DM.2)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard is introduction to entities, standard in introduction to entities, omissions in introduction to entities,
attributes and relationships. The student attributes and relationships. The student attributes and relationships. The
can justify why conceptual modeling is can establish why conceptual modeling student can discuss why conceptual
important; explain what an entity is and is important; describe what an entity is modeling is important; explain what an
give examples; explain what an attribute and give examples; describe what an entity is and give examples; explain
is and give examples; describe what a attribute is and give examples; describe what an attribute is and give examples;
relationship is and give examples; draw a what a relationship is and give explain what a relationship is and give
simple diagram; read a simple diagram; examples; create a simple diagram; read examples; draw a simple diagram;
and appreciate the importance of clear a simple diagram; and recognize the read a simple diagram; and understand
communication when discussing importance of clear communication the importance of clear communication
business informational requirements. when discussing business informational when discussing business
The student independently solves requirements. Application of knowledge informational requirements.
problems and is self-directed. and skills is thorough and effective, and Performance needs further
the student can work independently. development and supervision.
Standard: 3 Entities and Attributes
BE.S.O1DM.3 Students will identify and properly use entities and attributes, and track these in various sources of
information.
Objectives Students will
BE.O.O1DM.3.1 track entities from various sources.
BE.O.O1DM.3.2 track attributes from various sources.
BE.O.O1DM.3.3 decide when you should model a piece of information as an entity or an attribute.
BE.O.O1DM.3.4 model subtypes and supertypes.
Performance Descriptors (ET.PD.O1DM.3)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows inconsistent performance of
distinctive and sophisticated application a thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in entities and attributes. The standard in entities and attributes. The omissions in entities and attributes. The
student can interpret entities from various student can track entities from various student can trace entities from various
sources; interpret attributes from various sources; track attributes from various sources; trace attributes from various
sources; compare and contrast when you sources; decide when you should sources; discuss when you should
should model a piece of information as model a piece of information as an model a piece of information as an
an entity or an attribute; and model entity or an attribute; and model entity or an attribute; and model
subtypes and supertypes. subtypes and supertypes. Application of subtypes and supertypes. Performance
The student independently solves knowledge and skills is thorough and needs further development and
problems and is self-directed. effective, and the student can work supervision.
independently.
Standard: 4 Relationships
BE.S.O1DM.4 Students will establish a relationship between two entities, and discuss the differences and similarities
between relationships and attributes.
Objectives Students will
BE.O.O1DM.4.1 create a well-defined relationship between entities.
BE.O.O1DM.4.2 identify which relationship types are common and which are not.
BE.O.O1DM.4.3 give real-life example of uncommon relationship types.
BE.O.O1DM.4.4 choose between using an attribute or a relationship to model particular information.
BE.O.O1DM.4.5 resolve a m:m relationship into an intersection entity and two relationships.
BE.O.O1DM.4.6 resolve other relationships and know when to do so.
BE.O.O1DM.4.7 understand the basic rules of normalization.
Performance Descriptors (BE.PD.OIMD.4)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows inconsistent performance of
distinctive and sophisticated application of a thorough and effective application of fundamental knowledge and skills
knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in relationships in detail. The standard in relationships in detail. The omissions in relationships in detail. The
student can create a well-defined student can create a well-defined student create a well-defined
relationship between entities; identify relationship between entities; identify relationship between entities; name
which relationship types are common and which relationship types are common which relationship types are common
which are not; present real-life example of and which are not; provide real-life and which are not; give real-life
uncommon relationship types; choose example of uncommon relationship example of uncommon relationship
between using an attribute or a types; choose between using an types; decide between using an
relationship to model particular attribute or a relationship to model attribute or a relationship to model
information; resolve a m:m relationship particular information; resolve a m:m particular information; resolve a m:m
into an intersection entity and two relationship into an intersection entity relationship into an intersection entity
relationships; resolve other relationships and two relationships; resolve other and two relationships; resolve other
and know when to do so; and recognize relationships and know when to do so; relationships and know when to do so;
the basic rules of normalization. The and utilize the basic rules of and understand the basic rules of
student can independently solve normalization. Application of normalization. Performance needs
problems and is self-directed. knowledge and skills is thorough and further development and supervision.
effective, and the student can work
independently.
Standard: 5 Model Hierarchical/Recursive Relationship
BE.S.O1DM.5. Students will follow standard methods for developing common relationships, including the creation and
use of diagramming conventions and symbols.
Objectives
BE.O.O1DM.5.1 model advanced data constructs including recursive relationships and including the creation and use of
diagramming conventions and symbols.
BE.O.O1DM.5.2 develop an ER model using subtypes, supertypes and an exclusive arc.
Performance Descriptors (BE.PD.O1DM.5)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows inconsistent performance of
distinctive and sophisticated application a thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in model hierarchical/recursive standard in model hierarchical/recursive omissions in model
relationships. The student models relationships. The student can model hierarchical/recursive relationships. The
advanced data constructs including advanced data constructs including student lists the differences between
recursive relationships and including the recursive relationship and including the recursive and hierarchical relationships;
creation and use of diagramming creation and use of diagramming and identifies a supertype subtype
conventions and symbols; and design an conventions and symbols; and develop versus the use of an arc. Performance
ER model using subtypes, supertypes an ER model using subtypes, needs further development and
and an exclusive arc. The student supertypes and an exclusive arc. supervision.
independently solves problems and is Application of knowledge and skills is
self-directed. thorough and effective, and the student
can work independently.
Standard: 6 Unique Identifiers
BE.S.O1DM.6. Students will explain why unique identifiers are relevant and how to model them correctly.
Objectives Students will:
BE.O.O1DM.6.1. describe the problem of identification in the real world.
BE.O.O1DM.6.2. add unique identifiers to a model and know how they are represented.
BE.O.O1DM.6.3. recognize correct and incorrect unique identifiers.
Performance Descriptors (BE.PD.OIMD.6)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows inconsistent performance of
distinctive and sophisticated application a thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in unique identifiers. The standard in unique identifiers. The omissions in unique identifiers. The
student can evaluate the problem of student can describe the problems of student can identify unique identifiers in
identification in the real world; add unique identification in the real world; add the ERD model. Performance needs
identifiers to their models and know how unique identifiers to a model and know further development and supervision.
they are represented; and recognize how they are represented; and
correct and incorrect unique identifiers. recognize correct and incorrect unique
The student independently solves identifiers. Application of knowledge
problems and is self -directed. and skills is thorough and effective, and
the student can work independently.
Standard: 7 Constraints
BE.S.O1DM.7 Students will describe the difference and the similarities between domains arcs and subtypes.
Objectives Students will:
BE.O.O1DM.7.1 describe when an arc is needed in a model.
BE.O.O1DM.7.2 compare the similarities between arcs and subtypes.
BE.O.O1DM.7.3 describe various types of business constraints that cannot be represented in an ER diagram.
Performance Descriptors (BE.PD.OIMD.7)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in constraints. The student can standard in constraints. The student can omissions in constraints. The student
compare and contrast the similarities describe when an arc is needed in a can understand when an arc is needed
between arcs and subtypes and choose model; compare the similarity between in a model; identify similarities between
which to put in the ERD. The student arcs and subtypes; and describe various arcs and subtypes; and describe the
independently solves problems and is types of business constraints that cannot types of business constraints that
self- directed. be represented in an ER diagram. cannot be represented in an ER
Application of knowledge and skills is diagram. Performance needs further
thorough and effective, and the student development and supervision.
can work independently.
Standard: 8 Modeling Change
BE.S.O1DM.8 Students will understand the possibilities and difficulties that arise when time is incorporated into an entity
model.
Objectives Students will
BE.O.O1DM.8.1 use entity date or attribute date.
BE.O.O1DM.8.2. model life cycle attributes to all entities where needed.
BE.O.O1DM.8.3. analyze constraints that arise from using a time dimension.
BE.O.O1DM.8.4 utilize journaling.
Performance Descriptors (BE.PD.O1DM.8)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in modeling change. The standard in modeling change. The omissions in modeling change. The
student evaluates and justifies modeling student can use entity date or attribute student can make a decision about
change to all entities where needed; date; analyze constraints that arise by using entity date or attribute date;
investigates constraints; and utilizes using a time dimension and apply apply modeling attributes; list
journaling. The student can modeling techniques for modeling constraints that arise from using a time
independently solves problems and is change. Application of knowledge and dimension; and understand journaling.
self-directed. skills is thorough and effective, and the Performance needs further
student can work independently. development and supervision.
Standard: 9 Mapping the Entity Relationship Model
BE.S.O1DM.9 Students will transform an entity relationship model into a physical database design.
Objectives Students will
BE.O.O1DM.9.1 point out the need of a physical database design.
BE.O.O1DM.9.2 identify the concepts of the relational model.
BE.O.O1DM.9.3 agree on the necessity of naming rules.
BE.O.O1DM.9.4 demonstrate basic mapping.
BE.O.O1DM.9.5 determine how to transform complex concepts.
Performance Descriptors (BE.PD.O1DM.9)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in mapping the entity standard in mapping the entity omissions in mapping the entity
relationship model. The student can relationship model. The student can relationship model. The student can
propose the need of a physical database point out the needs of a physical explain the need for a physical
design; assess concepts of relational database design; identify the concepts database design; know the concepts of
model; apply standard naming rules; of the relational model; agree on the the relational model; lists naming rules
perform basic mapping and justify necessity of naming rules; demonstrate and conventions; illustrate basic
transforming complex concepts. The basic mapping; and determine how to mapping; and give examples of how to
student can independently solve transform complex concepts. Application transform complex concepts.
problems and is self-directed. of knowledge and skills is thorough and Performance needs further
effective, and the student can work development and supervision.
independently.
Standard: 10 Subtypes and Normalization
BE.S.O1DM.10 Students will increase the integrity of a database design by normalizing table data to the third normal form.
Objectives Students will:
BE.O.O1DM.10.1 describe the rules for mapping subtypes.
BE.O.O1DM.10.2 define normalization and explain its benefits.
BE.O.O1DM.10.3 place tables in third normal form.
BE.O.O1DM.10.4 define denormalization and explain its benefits.
Performance Descriptors (BE.PD.O1DM.10)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in subtypes and normalization. standard in subtypes and normalization. omissions in subtypes and
The student can reorganize rules The student can describe the rules for normalization. The student can discuss
mapping subtypes; evaluate mapping subtypes; define normalization the rules for mapping subtypes;
normalization; create first draft ERD to and explain its benefits; place tables in describe normalization and explains its
support third normal form; and identify third normal form; and define benefits; put tables in third normal
denormalization. The student can denormalizaton and explain its benefits. form; and explain denormalization and
independently solve problems and is self- Application of knowledge and skills is its benefits. Performance needs further
directed. thorough and effective, and the student development and supervision.
can work independently.
Standard: 11 Participating in a Local Student Organization
BE.S.O1DM.11 Students will participate in a local student organization.
Objectives Students will
BE.O.O1DM.11.1 assess the purposes and goals of the local student organization.
BE.O.O1DM.11.2 discover the benefits and responsibilities of participation in student organization as an adult.
BE.O.O1DM.11.3 demonstrate leadership skills through participation in student organization activities such as meetings,
programs, and projects.
Performance Descriptors (BE.PD.O1DM.11)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or
standard in participating in the local standard in participating in the student omissions in participating in the
student organization. The student can organization. The student can assess student organization. The student can
assess the purposes and goals of a local the purposes and goals of the local identify the purposes and goals of the
student organization; and evaluate the student organization; and discover the local student organization; explains the
benefits and responsibilities of benefits and responsibilities of benefits and responsibilities of
participation in a local student participation in a local student participation in a local student
organization as an adult; and incorporate organization as an adult; and organization as an adult; and discuss
leadership skills through participation in demonstrate leadership skills through leadership skills through participation
local student organization activities such participation in local student organization in local student organization activities
as meetings, programs, and projects. activities such as meetings, programs, such as meetings, programs, and
The student can independently solve and projects. Application of knowledge projects. Performance needs further
problems and is self-directed. and skills is thorough and effective, and development and supervision.
the student can work independently.
Standard: 12 Literacy and Numeracy
BE.S.01DM.12 Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems
associated with their career/technical content area and improve their thinking and reasoning skills.
Objectives Students will
BE.O.01dm.12.1 utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to
complete career/technical assignments and projects.
BE.O.01dm.12.2 demonstrate writing skills required to complete career/technical assignments and projects.
BE.O.01dm.12.3 demonstrate accuracy in calculating and measuring graphical work required to complete career/technical
assignments and projects.
BE.O.01dm.12.4 analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and
projects.
Performance Descriptors (BE.PD.01DM.12)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows inconsistent performance of fundamental
distinctive and sophisticated application a thorough and effective application of knowledge and skills characterized by
of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in literacy and
standard in literacy and numeracy. The standard in literacy and numeracy. The numeracy. The student selects a variety
student chooses a variety of technical student utilizes a variety of technical of technical sources (e.g., Internet,
sources (e.g., Internet, manuals, sources (e.g., Internet, manuals, manuals, journals, directions, reports,
journals, directions, reports, etc.) to journals, directions, reports, etc.) to etc.) to complete career/technical
complete career/technical assignments complete career/technical assignments assignments and projects; reproduces
and projects; performs writing skills and projects; demonstrates writing skills writing skills required to complete
required to complete career/technical required to complete career/technical career/technical assignments and
assignments and projects; assignments and projects; projects; illustrates accuracy in
communicates accuracy in calculating demonstrates accuracy in calculating calculating and measuring graphical
and measuring graphical work required and measuring graphical work required work required to complete
to complete career/technical to complete career/technical career/technical assignments and
assignments and projects; and assignments and projects; and projects; and explains tables, charts,
evaluates tables, charts, graphs and analyzes tables, charts, graphs and graphs and multiple data sources to
multiple data sources to complete multiple data sources to complete complete career/technical assignments
career/technical assignments and career/technical assignments and and projects. Performance needs further
projects. The student can independently projects. Application of knowledge and development and supervision.
solve problems and is self-directed. skills is thorough and effective and the
student can work independently.
st
Standard: 13 21 Century Learning Skills
BE.S.01dm.13 The student will
access and manipulate information for use in oral, written, or multimedia format using
appropriate technology skills.
apply sound reasoning processes to solve complex real-world problems and develop new ideas.
exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a
group member.
Objectives Students will
BE.O.01dm.13.1 search online using a range of technology tools and media to access relevant information needed for
problem solving.
BE.O.01dm.13.2 create information for oral, written, and multimedia communications, adhering to copyright laws.
BE.O.01dm.13.3 engage in problem solving and critical thinking processes to create and evaluate complex strategies in
order to independently solve problems.
BE.O.01dm.13.4 adapt to new situations by considering multiple perspectives and a commitment to continued learning.
BE.O.01dm.13.5 exhibit ethical behavior and positive leadership while working collaboratively in the school and/or
community.
BE.O.01dm.13.6 model legal and ethical behaviors in the use of technology.
Performance Descriptors (BE.PD.01DM.13)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows inconsistent performance of fundamental
distinctive and sophisticated application a thorough and effective application of knowledge and skills characterized by
of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in 21st century
standard in 21st century learning skills. standard in 21st century learning skills. learning skills. The student explains
The student assesses online technology The student searches online using a online technology tools and media to
tools and media to access relevant range of technology tools and media to access relevant information needed for
information needed for problem solving; access relevant information needed for problem solving; identifies information
critiques information for oral, written, problem solving; creates information for for oral, written, and multimedia
and multimedia communications, oral, written, and multimedia communications, adhering to copyright
adhering to copyright laws; integrates communications, adhering to copyright laws; discusses problem solving and
problem solving and critical thinking laws; engages in problem solving and critical thinking processes to create and
processes to create and evaluate critical thinking processes to create and evaluate complex strategies in order to
complex strategies in order to evaluate complex strategies in order to independently solve problems;
independently solve problems; interprets independently solve problems; adapts discusses new situations by considering
new situations by considering multiple to new situations by considering multiple perspectives and a commitment
perspectives and a commitment to multiple perspectives and a to continued learning; reviews ethical
continued learning; incorporates ethical commitment to continued learning; behavior and positive leadership while
behavior and positive leadership while exhibits ethical behavior and positive working collaboratively in the school
working collaboratively in the school leadership while working collaboratively and/or community; and describes legal
and/or community; and reinforces legal in the school and/or community; and and ethical behaviors in the use of
and ethical behaviors in the use of models legal and ethical behaviors in technology. Performance needs further
technology. The student can the use of technology. Application of development and supervision.
independently solve problems and is knowledge and skills is thorough and
self-directed. effective and the student can work
independently.
Standard: 14 Entrepreneurship Skills
BE.S.01DM.14 Students will access the opportunities, concepts, processes, and personal traits/behaviors associated
with successful entrepreneurial performance.
Objectives Students will
BE.O.01DM.14.1 assess global trends in entrepreneurship that are related to their career/technical program.
BE.O.01DM.14.2 determine entrepreneurial opportunities in venture creation related to their career/technical program.
BE.O.01DM.14.3 examine desirable entrepreneurial personality traits.
Performance Descriptors (BE.PD.01DM.14)
Above Mastery Mastery Partial Mastery
The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but
and exemplary performance with and proficient performance and shows inconsistent performance of fundamental
distinctive and sophisticated application a thorough and effective application of knowledge and skills characterized by
of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in
standard in entrepreneurship skills. The standard in entrepreneurship skills. The entrepreneurship skills. The student lists
student critiques global trends in student assesses global trends in global trends in entrepreneurship that
entrepreneurship that are related to their entrepreneurship that are related to are related to their career/technical
career/technical program; evaluates their career/technical program; program; describes entrepreneurial
entrepreneurial opportunities in venture determines entrepreneurial opportunities in venture creation related
creation related to their career/technical opportunities in venture creation related to their career/technical program; and
program; and assesses desirable to their career/technical program; and identifies desirable entrepreneurial
entrepreneurial personality traits. The examines desirable entrepreneurial personality traits. Performance needs
student can independently solve personality traits. Application of further development and supervision.
problems and is self-directed. knowledge and skills is thorough and
effective and the student can work
independently.