Florida Department of Education
Curriculum Framework 

Program Title:	Geospatial/Geographic Information Systems (GIS) Technology
Program Type:	Career Preparatory 
Career Cluster:	Information Technology

Secondary – Career Preparatory	
Program Number	8600200	
CIP Number	0545070214	
Grade Level	9-12	
Program Length	4 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	FBLA, FL-TSA	
SOC Codes (all applicable) 	15-1199 – Computer Occupations, All Other	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	
*Special Note-- Any CTE Coverage suitable for Secondary or Postsecondary implementation accompanied by industry-recognized GIS Technician certification in accordance with 1012.39, F.S.

Purpose

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic benchmarks and relevant technical knowledge and skills needed to prepare for further education and careers in the Information Technology career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Information Technology career cluster. 

This program is designed to prepare students for employment as a GIS Technology Assistant or a GIS Technician.  Students are introduced to the concepts of Geospatial/Geographic Information System (GIS) and Remote Sensing (RS) Technology — an organized collection of computer hardware, specialized software, and geographic data designed to efficiently capture, store, update, manipulate, analyze, and display all forms of geographically referenced (spatial) information.  Students will research and learn detailed information about global and local matters related to political, environmental, commercial, and other areas, through the use of specialized geospatial tools and products.

This program offers a broad foundation of core knowledge, transferable skills, and applications to prepare students for future careers as skilled GIS professionals.  As GIS is a rapidly developing field, GIS professionals are in high demand and this program will prepare students for entry into the field.  The content of this program includes the development of the following computer skills and concepts:  computer application skills (e.g., word processing, spreadsheet, presentation, and desktop publishing), Internet browser applications, computer programming, advanced web tools, and basic concepts of relational databases and the tools to use them.  Additionally, this program stresses understanding and demonstration of GIS concepts, project management strategies, applications of geographic data elements and remotely sensed data, visualizations of spatial data, data inventory management, demographic and economic data analysis, data collection methods and techniques, and extensive exploration of GIS careers and job opportunities.

Additional Information relevant to this Career and Technical Education (CTE) program at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of four (4) credits. 

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8600260	Introduction to GIS/RS Technology	BUS ED 1 @2
COMPU SCI 6
ENG&TEC ED1@2
TEC ED 1 @2
TEC EN AID @7 G
Any CTE Coverage suitable for Secondary or Postsecondary implementation accompanied by industry-recognized GIS Technician certification in accordance with 1012.39, F.S.
	1 credit	15-1199	2	CT	
8600270	Essential GIS/RS Tools and Processes		1 credit	15-1199	2	CT	
8600280	GIS/RS Analysis and Modeling		1 credit	15-1199	2	CT	
8600290	Advanced GIS/RS Applications		1 credit	15-1199	2	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

Program Implementation

This program emphasizes the development of abilities and/or awareness necessary to function in a highly technological society.  The use of cooperative learning groups is recommended.  By learning and practicing group process skills, students will be prepared to work "together" in real work situations.  Program graduates will develop enhanced self-esteem as well as the problem-solving and teamwork skills necessary to succeed in careers and postsecondary education.  Students will gain knowledge about career paths, have access to business role models, and have choices they would not otherwise have.

The Geospatial/Geographic Information Systems (GIS) Technology program places a strong emphasis on workplace learning.  Shadowing and mentoring experiences with GIS professionals along with on-site trips to local businesses connect classroom learning to the workplace.  In-class guest speakers bring the real world into the classroom.  

Although a variety of GIS software applications and utilities are available in industry, the standards specified in this program focus on the underlying functions and associated competencies in alignment with the STARS program (www.digitalquest.com). 

Florida’s Career Readiness Skills for CTE Programs  

Employability Skills	
01.0	Apply academic skills to workplace scenarios.	
01.01	Use reading skills.	
01.02	Use writing skills.	
01.03	Use mathematical strategies and procedures.	
01.04	Use scientific principles and procedures.	
02.0	Design a solution to an industry problem.	
02.01	Use critical thinking.	
02.02	Use creativity.	
02.03	Make sound decisions.	
02.04	Solve problems.	
02.05	Reason. 	
02.06	Plan and organize.	
03.0	Manage resources within an industry project	
03.01	Manage time.	
03.02	Manage money or resources.	
03.03	Manage materials.	
03.04	Manage personnel.	
04.0	Oversee the subcomponents, operations and output of a technical or organizational system.	
04.01	Manage systems.	
04.02	Monitor systems.	
04.03	Improve systems.	
05.0	Use information for decision making.	
05.01	Locate information.	
05.02	Organize information.	
05.03	Use information.	
05.04	Analyze information.	
05.05	Communicate information.	
06.0	Apply relevant technology to workplace scenarios to aid productivity.	
06.01	Use technology.	
07.0	Interpret and express interpersonal communication.	
07.01	Communicate verbally.	
07.02	Listen actively.	
07.03	Comprehend written material.	
07.04	Convey information in writing.	
07.05	Communicate nonverbally.	
07.06	Interpret nonverbal communication.	
08.0	Interact with others to accomplish workplace goals.	
08.01	Collaborate with others in a team.	
08.02	Respond to customer needs.	
08.03	Exercise leadership.	
08.04	Negotiate to resolve conflict.	
08.05	Respect others.	
09.0	Manage personal behavior to maximize productivity and professional growth.	
09.01	Demonstrate responsibility and self-discipline.	
09.02	Adapt and show flexibility.	
09.03	Work independently.	
09.04	Demonstrate a willingness to learn.	
09.05	Demonstrate integrity.	
09.06	Demonstrate professionalism.	
09.07	Take initiative.	
09.08	Display positive attitude.	
09.09	Take responsibility for professional growth.	
Career Exploration & Planning 	
10.0	Explain career opportunities aligned with the regional economy and personal aspirations.	
10.01	Describe regional occupations that are high-demand, high-growth, high-wage and/or high-skill.	
10.02	Describe careers aligned with his or her interests, skills and values based on career assessment, experiential learning, career informational interviews, research and/or reflection.	
11.0	Explain postsecondary pathways aligned with his or her career aspirations.	
11.01	Compare and contrast postsecondary pathways, including education, employment, entrepreneurship and enlistment (the “Four Es”). 	
11.02	Compare and contrast regional postsecondary training provider options, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
11.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
11.04	Compare postsecondary training data for training programs of interest, such as total costs, average student loan debt, and median earnings and job placement rates after program completion.	
12.0	Develop a personalized career and academic plan.	
12.01	Prioritize an occupation, credential and postsecondary training provider for plan formation.	
12.02	Self-assess progress toward meeting graduation requirements and skill-development goals.	
12.03	Develop and complete a chronological checklist of steps and deadlines prior to postsecondary training or national service application that includes any required documentation to gather, writing prompts and examinations.	
12.04	Identify a variety of financial aid opportunities, including scholarships, grants, savings, work, work-study programs, private loans and federal loans.	
12.05	Develop a postsecondary training budget that is inclusive of living and school expenses.	
Job Attainment	
13.0	Find, assess and apply to job opportunities.	
13.01	Identify online job posts relevant to his or her career aspirations.	
13.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
13.03	Define what information, documentation and writing prompts are required for the positions.	
14.0	Communicate personal competence, character and fit for a job opportunity.	
14.01	Develop a resume.	
14.02	Write a cover letter.	
14.03	Curate a professional portfolio that includes work products.	
14.04	Prepare for and experience a mock job interview.	
15.0	Cultivate and leverage relationships to professionally advance.	
15.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
15.02	Develop a plan to cultivate a professional digital footprint.	
15.03	Develop a networking plan for a specific industry of interest.	

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Perform general computer application activities.
02.0	Design and prepare multi-view drawings. 
03.0	Understand the history, societal implications, underlying theories and industry applications of GIS technology.
04.0	Understand map types, purposes, and information they depict.
05.0	Demonstrate an understanding of coordinate systems, projections, scale, orthorectified imagery, earth geometry and geodesy and other concepts integral to geographic information systems.
06.0	Create, change, validate and manipulate data used to create a map.
07.0	Demonstrate language arts knowledge and skills.
08.0	Demonstrate mathematics knowledge and skills.
09.0	Demonstrate science knowledge and skills.
10.0	Customize the display of geospatial data. 
11.0	Manage, query and symbolize geospatial data.
12.0	Create a geospatial model. 
13.0	Introduction to data collection and uses. 
14.0	Layout and print maps.
15.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas.
16.0	Solve problems using critical thinking skills, creativity and innovation.
17.0	Use information technology tools.
18.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems and the larger environment.
19.0	Describe the importance of professional ethics and legal responsibilities.
20.0	Create surface models of spatial data to map distance.
21.0	Demonstrate density models of spatial data. 
22.0	Demonstrate different surface interpolation methods. 
23.0	Demonstrate different surface analysis methods. 
24.0	Use different statistical methods in raster analysis.
25.0	Interpret different types of spatial data used in 3D visualization and analysis.
26.0	Create network datasets using existing shapefiles and geodatabases.
27.0	Demonstrate the importance of health, safety and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.
28.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives.
29.0	Explain the importance of employability skill and entrepreneurship skills.
30.0	Create a 3D map using a GPS unit for use in a class wide project.
31.0	Create an extensive campus-based geospatial project.
32.0	Design an individual career plan that reflects the transition from school to work, lifelong learning, personal and professional goals.

Florida Department of Education
Student Performance Standards

Course Title:	Introduction to GIS/RS Technology
Course Number:	8600260
Course Credit:	1

Course Description:

While learning about the basics from the evolution of maps and projections, to learning about the modern uses of a geographic information system, students will complete many “hands-on” activities such as creating maps using compasses, rulers and tape measures.  Specific areas of focus for this course include fundamental GIS and remote sensing concepts, project management strategies and essential basic computer skills.  Students will acquire a basic understanding of geographic terms and concepts necessary for the appropriate use of GIS, including concepts of spatial variables, scale, map projection and map coordinate systems.  Students will also be exposed to the history of GIS, how GIS fits into overall information management systems and a variety of applications in which GIS can contribute to analysis and decision-making.  They will also use a software application used to simulate satellite movements and utilize data, imagery and GIS software to study their state, county and school campus. 

This hands-on course provides step by step instructions that will take the student from learning the basics of these programs; like launching a map, viewing and editing metadata, to creating new GIS dataset, and eventually to creating a layout representation of data that the students download from the Internet.  While learning these valuable skills, students will be using the same geospatial tools that GIS Technicians in the industry are using.

CTE Standards and Benchmarks	
01.0	Perform general computer application activities. The student will be able to:  	
01.01	Develop keyboarding skills to enter and manipulate text and data.	
01.02	Demonstrate basic computer file management skills.	
01.03	Use reference materials such as on-line help, vendor bulletin boards, tutorials and manuals available for application software.	
01.04	Use spreadsheet, presentation software and integrated software packages to enhance communication.	
01.05	Use computer networks (e.g., Internet, on-line databases) to facilitate collaborative or individual learning and communication.	
01.06	Use computers to access, retrieve, organize, process, maintain, interpret and evaluate data and information.  	
01.07	Prepare presentation graphics. 	
01.08	Apply geometric construction techniques.  	
02.0	Design and prepare multi-view drawings. The student will be able to:  	
02.01	Analyze challenges and identify solutions for design problems.	
02.02	Investigate the use of space, scale and environmental features to create three-dimensional form or the illusion of depth and form.	
02.03	Prepare multi-view scaled drawings or maps.	
02.04	Select proper drawing scale, views and layout.	
02.05	Prepare drawings containing horizontal and vertical surfaces.	
02.06	Prepare drawings containing circles and/or arcs.	
02.07	Prepare detail drawings.	
02.08	Draw a site plan.	
03.0	Understand the history, societal implications, underlying theories and industry applications of GIS technology. The student will be able to:  	
03.01	Discuss the history and societal implications of mapping and GIS.	
03.02	Describe the underlying theories of GIS.	
03.03	Identify industry applications for GIS technology.	
04.0	Understand map types, purposes, and information they depict. The student will be able to:  	
04.01	Compare and contrast various forms of maps in terms of purpose, information and application.	
04.02	Convert latitude and longitude information between DMS and DD forms. 	
04.03	Demonstrate how to read a topographical map. 	
04.04	Identify different types of maps.	
04.05	List the major elements of maps.	
04.06	Calculate straight line distances on the earth from latitudes and longitudes.	
05.0	Demonstrate an understanding of coordinate systems, projections, scale, orthorectified imagery, earth geometry and geodesy and other concepts integral to geographic information systems. The student will be able to:  	
05.01	Identify terminology associated with map coordinate systems and location, map scale, map projections and orienteering.	
05.02	Discuss the roles of several geometric approximations of the earth’s shape, such as geoids, ellipsoids and spheres.	
05.03	Describe characteristics of appropriate uses of common geospatial coordinate systems, such as geographic (latitude and longitude), UTM and State Plane coordinates.	
05.04	Interpret location using the Geographic Coordinate System to identify absolute location. 	
05.05	Explain, interpret and describe the characteristics and uses of common map datum and projections.	
05.06	Explain the Universe Transverse Mercator (UTM) coordinate system. 	
05.07	Interpret locations using the UTM coordinate system. 	
05.08	Demonstrate an understanding of how maps are created using aerial photography.	
05.09	Explain the State Plane Coordinate System (SPC).	
05.10	Interpret locations using the SPC system.	
05.11	Convert data between different datums and projections.  	
05.12	Explain the difference between aerial and orthorectifed images.	
06.0	Create, change, validate and manipulate data used to create a map. The student will be able to:  	
06.01	Identify sources of GIS information and their applicability to GIS projects.	
06.02	Identify the primary components of the GIS Project Management Model. 	
06.03	Discuss the elements of geospatial data quality including geometric accuracy thematic accuracy, resolution, precision and fitness for use.	
06.04	Create and customize a localized satellite map scenario using an appropriate GIS software application.	
06.05	Demonstrate the use of zooming, identifying, bookmarks, selecting and panning tools. 	
06.06	Utilize a GPS unit to collect waypoints, measure distance and calculate area.	
06.07	Explain the components of the map display and the tools in the tool bars of common mapping software.	
06.08	Explain the need for and uses of metadata.	
06.09	Demonstrate geocoding addresses, editing symbols, clipping data layers and creating buffers.	
06.10	Demonstrate various styles of displaying symbols of data, sorting querying and selection techniques. 	
06.11	Demonstrate editing feature data.  	
06.12	Demonstrate how to georeference an Image Data Layer and add Control Points.	
07.0	Demonstrate language arts knowledge and skills. The student will be able to:	
07.01	Locate, comprehend and evaluate key elements of oral and written information.	
07.02	Draft, revise and edit written documents using correct grammar, punctuation and vocabulary.	
07.03	Present information formally and informally for specific purposes and audiences.	
08.0	Demonstrate mathematics knowledge and skills. The student will be able to:	
08.01	Demonstrate knowledge of arithmetic operations.	
08.02	Analyze and apply data and measurements to solve problems and interpret documents.	
08.03	Construct charts/tables/graphs using functions and data.	
09.0	Demonstrate science knowledge and skills. The student will be able to:	
09.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.	
09.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings.	
09.03	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.	
09.04	Present information formally and informally for specific purposes and audiences.	

Florida Department of Education
Student Performance Standards

Course Title:	Essential GIS/RS Tools and Processes
Course Number:	8600270
Course Credit:	1

Course Description:

Students in this course will use their knowledge of mapping and cataloging to complete numerous geospatial applications.  They will learn techniques in displaying, managing, querying, symbolizing and create geospatial data.  Students will learn the skills required to work on and/or build advanced GIS projects. 

Students will follow a course of hands-on instruction to learn advanced skills ranging from introductory spatial analysis to examining spatial relationships within a specified area.  Additionally, they will study site suitability to using three-dimensional data generating software to gain a different perspective of their environment by modeling surfaces.  Students will use scenarios to map features and study relationships that exist in their local community. 

Students will use remote sensing applications and data to develop skills that will allow them to convert the images to data that they will use for different types of analyses.  The types of analyses will include image enhancement and analysis, feature extraction, vegetation mapping and change detection.

CTE Standards and Benchmarks	
10.0	Customize the display of geospatial data. The student will be able to:  	
10.01	Edit Layer Properties. 	
10.02	Create Layer Files.	
10.03	Edit an attribute table by adding a new field with calculating values.	
10.04	Perform relates and joins with data tables.	
11.0	Manage, query, and symbolize geospatial data. The student will be able to:  	
11.01	Label features.	
11.02	Insert, copy, and paste data into new data frames.	
11.03	Create graphs and reports from data.	
11.04	Demonstrate how to analyze land use, population and flood zone data.	
11.05	Create geospatial data.	
11.06	Symbolize a raster layer.	
11.07	Geocode addresses and resolve unmatched addresses. 	
11.08	Use dissolve features, hyperlink, spatially join data, and create buffer functions.	
11.09	Demonstrate understanding of the conceptual foundations of which geographic information systems (GIS) are based, including the problem of representing change over time and the imprecision and uncertainty that characterizes all geographic information.	
11.10	Compare advantages and disadvantages of standard spatial data models, including the nature of vector, raster and object-oriented models, in the context of spatial data used in the workplace.	
12.0	Create a geospatial model. The student will be able to: 	
12.01	Create a geodatabase, import existing feature classes into a geodatabase, and import multiple feature classes to a geodatabase.	
12.02	Plan and build a local data inventory.	
12.03	Acquire and integrate a variety of field data, image data, vector data and attribute data to create, update and maintain GIS databases.	
13.0	Introduction to data collection and uses. The student will be able to: 	
13.01	Explain spatial reference.	
13.02	Demonstrate how to georeference an Image Data Layer and add Control Points.	
13.03	Use geospatial software tools to perform basic GIS hardware and software capabilities, including real-time GPS/GIS mapping systems.	
13.04	Manipulate digital elevation models (DEM’s) to create slope, aspect, view shed and hill shade layers.	
13.05	Register aerial photographs or satellite images to a specific geographical coordinate system.	
14.0	Layout and print maps. The student will be able to:  	
14.01	Demonstrate the ability to define page margins and parameters for printing a specific size.	
14.02	Demonstrate effective use of map elements that must be included in a map including title, author, data, legend, scale bar, north arrow.	
14.03	Demonstrate effective use of page space through map scale and frame size.	
15.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. The student will be able to:	
15.01	Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.	
15.02	Locate, organize and reference written information from various sources.	
15.03	Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.	
15.04	Interpret verbal and nonverbal cues/behaviors that enhance communication.	
15.05	Apply active listening skills to obtain and clarify information.	
15.06	Develop and interpret tables and charts to support written and oral communications.	
15.07	Exhibit public relations skills that aid in achieving customer satisfaction.	
16.0	Solve problems using critical thinking skills, creativity and innovation. The student will be able to:	
16.01	Employ critical thinking skills independently and in teams to solve problems and make decisions.	
16.02	Employ critical thinking and interpersonal skills to resolve conflicts.	
16.03	Identify and document workplace performance goals and monitor progress toward those goals. 	
16.04	Conduct technical research to gather information necessary for decision-making.	
17.0	Use information technology tools. The student will be able to:	
17.01	Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email and internet applications.	
17.02	Employ computer operations applications to access, create, manage, integrate and store information.	
17.03	Employ collaborative/groupware applications to facilitate group work.	
18.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems and the larger environment. The student will be able to:	
18.01	Describe the nature and types of business organizations.	
18.02	Explain the effect of key organizational systems on performance and quality. 	
18.03	List and describe quality control systems and/or practices common to the workplace.	
19.0	Describe the importance of professional ethics and legal responsibilities. The student will be able to:	
19.01	Evaluate and justify decisions based on ethical reasoning.	
19.02	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities and employer policies.	
19.03	Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.	
19.04	Interpret and explain written organizational policies and procedures.	
19.05	Compare benefits and shortcomings of desktop, server, enterprise, and hosted (cloud) software applications.	
19.06	Discuss trends in geospatial technology and applications.	

Florida Department of Education
Student Performance Standards

Course Title:	GIS/RS Analysis and Modeling
Course Number:	8600280
Course Credit:	1

Course Description:

This course covers Surface Analysis, 3D modeling, and working with street networks. 

This course directs students through five types of applications in Surface Analysis.  It focuses on the various methods and uses of displaying continuous, or grid, data over a surface. Students will be expected to map data such as elevation, rainfall and temperature – data that differs from one location to the next on the surface of the earth.  The five types of analyses used in this course are: mapping distance, density, interpolation, surface analysis and statistics.  This course will conclude with a short project where student will use their newly acquired skills to perform surface analysis tasks to their local area. 

There is a strong emphasis on students viewing their local area and the world in three dimensions.  Students will learn skills such as viewing and displaying data, acquiring and processing data from online resources, displaying non-elevation data in 3D, applying surface analysis to 3D, adding raster and vector data, animating data and exporting projects.

Students will also explore in greater depth data layers previously studied in order to analyze the flow or navigation of networked data.  They will also delve into the specifics of network analysis and examine how problems dealing with geospatial networks and routing may be found in the business world and in communities.  The five types of network analyses covered in this course include Exploring Geospatial Networks, Finding the Best Route, Finding the Closest Facility, Determining Service Areas, and Modeling Real World Traffic Flow. 

CTE Standards and Benchmarks	
20.0	Create surface models of spatial data to map distance. The student will be able to: 	
20.01	 Create a straight line distance calculation.  	
20.02	Create a cost weighted distance calculation based on multiple inputs (costs). 	
20.03	Analyze an allocation grid created from a distance analysis calculation.	
21.0	Demonstrate density models of spatial data. The student will be able to:   	
21.01	Identify different distance density calculation techniques.	
21.02	Calculate density using both the kernel and simple calculation methods.	
22.0	Demonstrate different surface interpolation methods. The student will be able to: 	
22.01	Create a surface from a set of features using the Inverse Distance Weighted interpolation method. 	
22.02	Create a surface from a set of features using the Spline interpolation method.	
23.0	Demonstrate different surface analysis methods. The student will be able to: 	
23.01	Create elevation contour data from an elevation raster. 	
23.02	Calculate and display slope derived from an elevation raster. 	
23.03	Determine and display aspect from an elevation raster. 	
23.04	Create a hillshade surface from an elevation raster. 	
23.05	Calculate the viewshed of a surface to determine visible objects. 	
23.06	Calculate the cut/fill of a surface to estimate volume changes.	
24.0	
Use different statistical methods in raster analysis. The student will be able to:  	
24.01	Calculate cell statistics using temporal raster grid data. 	
24.02	Calculate neighborhood statistics and zonal statistics using raster grid data.	
25.0	Interpret different types of spatial data used in 3D visualization and analysis. The student will be able to:  	
25.01	Navigate various types of surfaces. 	
25.02	Explore methods of obtaining, downloading and extracting free data using the Internet. 	
25.03	Build 3D datasets. 	
25.04	Display 2D features onto a 3D surface. 	
25.05	Create shapefiles to view in a 3D environment. 	
25.06	Construct a 3D model of an urban environment.	
25.07	Display georeferenced data measurements in 3D. 	
25.08	Apply Interpolation methods. 	
25.09	Utilize georeferenced 2D data in a 3D environment to provide valuable information. 	
25.10	Create contour lines in a 3D environment. 	
25.11	Search, select, and download public domain data and imagery from the Nation Elevation Dataset (NED).	
26.0	Create network datasets using existing shapefiles and geodatabases. The student will be able to:	
26.01	Find the most efficient routes for multiple stops on a complex street network. 	
26.02	Generate directions from one location to another using a street network.	
26.03	Find the closest facility from a location on a complex street network. 	
26.04	Define service areas using a street network based on travel time. 	
26.05	Create an Origin-Destination Cost Matrix to communicate costs associated with travel from facilities to destinations in a geospatial network.	
26.06	Demonstrate modeling of real world traffic flow.	
27.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. The student will be able to:	
27.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	
27.02	Explain emergency procedures to follow in response to workplace accidents.	
27.03	Create a disaster and/or emergency response plan.	
28.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives. The student will be able to:	
28.01	Employ leadership skills to accomplish organizational goals and objectives.	
28.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.	
28.03	Conduct and participate in meetings to accomplish work tasks.	
28.04	Employ mentoring skills to inspire and teach others.	
29.0	Explain the importance of employability skill and entrepreneurship skills. The student will be able to:	
29.01	Identify and demonstrate positive work behaviors needed to be employable.	
29.02	Develop personal career plan that includes goals, objectives and strategies.	
29.03	Examine licensing, certification, and industry credentialing requirements.  	
29.04	Maintain a career portfolio to document knowledge, skills and experience.	
29.05	Evaluate and compare employment opportunities that match career goals.	
29.06	Identify and exhibit traits for retaining employment.	
29.07	Identify opportunities and research requirements for career advancement.	
29.08	Research the benefits of ongoing professional development.	
29.09	Examine and describe entrepreneurship opportunities as a career planning option.	

Florida Department of Education
Student Performance Standards

Course Title:	Advanced GIS/RS Applications
Course Number:	8600290
Course Credit:	1

Course Description:

This project-based, capstone course challenges students to apply all skills and techniques learned in the previous three courses to create their first extensive GIS project. In this project, students will work in teams to create a three-dimensional map of their campus using GIS tools.  Once the base map is completed, each student selects one of the designated campus-based projects to complete.  Students will be involved with all parts of the process including problem identification, data collection using GPS units, determining the appropriate type of analysis to be conducted or type of product to address the problem statement, performing the analysis, create their solution and formally presenting the project to interested stakeholders.  Each project integrates project planning, geographic problem solving, GIS tools and software applications, project management, data creation, data manipulation, data analysis, reporting and presentations. 

CTE Standards and Benchmarks	
30.0	Create a 3D map using a GPS unit for use in a class wide project. The student will be able to:  	
30.01	Demonstrate implementation of surface analysis, three dimension and networked data.	
31.0	Create an extensive campus-based geospatial project. The student will be able to:  	
31.01	Create a campus inventory.	
31.02	Plan a complete geospatial project.	
31.03	Implement a campus-based geospatial project. 	
31.04	Organize project into an effective report including map layouts.	
31.05	Present project using a written and/or oral report.	
32.0	Design an individual career plan that reflects the transition from school to work, lifelong learning, personal and professional goals. The student will be able to:  	
32.01	Research, compare, and contrast GIS technology careers (e.g., characteristics needed, skills required, education required, industry certifications, advantages and disadvantages of GIS technology careers, the need for GIS technology workers).	
32.02	Describe the variety of occupations and professions within the world of GIS technology including those where information technology is either in a primary focus or in a supportive role.	
32.03	Describe job requirements for the variety of occupations and professions within the global world of GIS technology. 	
32.04	Analyze personal skills and aptitudes in comparison with GIS technology career opportunities.	
32.05	Refine and implement a plan to facilitate personal growth and skill development related to GIS technology career opportunities.	
32.06	Develop and maintain an electronic career portfolio, to include, but not limited to the Resume and Letter of Application. 	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org .

Career and Technical Student Organization (CTSO)

CTSOs are co-curricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.