Course Syllabus
Comprehensive FACS I
Plankinton High School
Course Description
Comprehensive
FACS I is a one-year course, no prerequisite, designed to develop the total
well being of the student. This course will develop skills to empower the
student to become a productive, well-adjusted and healthy individual, family
member and worker.
Topics that will
be covered in this course
are:
-
Developing leadership through
FCCLA
-
Caring for children’s physical,
safety and developmental needs
-
Choosing and preparing
nutritious meals
-
Using consumer and family
resources
-
Choosing, caring for and
constructing clothing
-
Recognizing factors that affect
career choices
-
Developing consumer and money
management skills
-
Developing an understanding for
the homes and life around them
Instructional Philosophy and
Delivery Plan
Students will
be expected to meet all of the course goals and be able to demonstrate their
understanding of the concepts. To pass the course the students must
complete the course requirements at a minimum of a 70%. Instruction will be
done through lecture, individual and group work, use of technology,
projects, discussions, and hands-on learning. FCCLA projects will be
integrated into this course to enhance their learning and mastery of basic
skills. Students assessment will be based on individual and/or group work,
presentations, written reports, tests on concept knowledge and
demonstrations of important skills.
Community
resources will be accessed through speakers, field trips, and student
contacts. The following academic areas, language arts, social sciences,
math, and science, will be used to reinforce this course.
Course Goals
By completing
this course, students will achieve the following content standards:
(1.1)
Analyze strategies to manage multiple individual, family, career and
community roles and responsibilities. (1.1.5)
(1.2)
Analyze the reciprocal impact of individual and family participation in
community activities. (1.2.1, 1.2.8)
(2.1)
Analyze principles of human growth and development across the life span.
(2.1.1, 2.1.2, 2.1.3)
(3.1)
Explain the significance of the family as the basic unit of society.
(3.1.2)
(3.2)
Analyze family development and change across time and culture.
(3.3)
Analyze strong, healthy families. (3.1.1, 3.3.2, 3.3.3)
(3.4)
Analyze the relationship among families, communities, and employment.
(4.2)
(4.2.1, 4.2.2, 4.2.4)
(4.3)
Demonstrate communication skills that contribute to positive relationships.
(4.3.1, 4.3.2, 4.3.3, 4.3.5)
(4.4)
Demonstrate teamwork and leadership skills in the family, workplace,
and community.
(5.2)
Analyze societal conditions that impact parenting. (5.2.1)
(5.3)
(5.3.1, 5.3.4)
(6.2)
Evaluate the nutritional needs of individual and families in relation to
health and wellness across the life span. (6.2.1, 6.2.2, 6.2.3, 6.2.4)
(6.3)
Demonstrate planning, selecting, storing, preparing, and serving of foods to
meet nutritional needs of individuals and families across the life span.
(6.3.4)
(6.4)
Evaluate the factors affecting food safety, from production through
consumption. (6.4.1)
(7.1)
Demonstrate management principles to meet individual and family needs and
wants in relation to food clothing, shelter, health care, recreation, and
transportation. (7.1.1, 7.1.2, 7.1.4, 7.1.8)
(7.2)
Analyze the interrelationship between the economic systems and consumer
decisions and actions.(7.2.1)
(7.3)
(7.3.1, 7.3.2)
Transferable
Work Skills:
Foundations Skills
Basic skills:
Reading, Writing, Mathematics
Thinking
skills: Making Decisions, Solving Problems
Personal
Qualities: Individual Responsibility, Self Management
Competencies
Resources:
Allocates Time, Money, Human Resources
Interpersonal
skills: Participates as a Member of a Team, Exercises Leadership
Information:
Acquire and Evaluate Information, Interpret and Communicate Information, Use
Computers to Process Information
Major Course Projects
Students will
demonstrate their skills by completing the following projects:
-
The students will complete a
pair of pants or shorts that have an elastic or drawstring waist. This
project will be completed after they have completed their samples.
-
The students will complete
three of the Power of One projects from the FCCLA manual.
-
The students will go through
various food labs after they have passed a safety test, learned about the
nutrients and studied basic kitchen know how.
-
Students will complete a model
house of their choice after learning about structure and color.
Assessment Plan
The students
will be assessed in a variety ways, such as the use of checklists, essays,
tests, fill in the blank tests, demonstrations, matching quizzes/tests,
short answer exams, worksheets, written critiques, discussions,
presentations/speeches, brochure, multimedia presentations, observation,
budgets, group projects, and rating scales. Points will be awarded to each
of the activities they will be graded on.
COURSE
GOALS AND TECHNICAL STANDARDS |
LINKS TO
ACACEMIC CONTENT STANDARDS |
Students
will:
1.1
Analyze strategies to manage multiple individual, family, career and
community roles and responsibilities.
1.1.5
Determine goals for life-long learning and leisure.
1.2
Demonstrate transferable and employability skills in community and
workplace settings.
1.2.1
Examine potential career choices to determine the knowledge and
skills.
1.2.8
Demonstrate work ethics and professionalism.
2.1
Analyze principles of human growth and development across the life span.
2.1.1
Explain principles of human growth and development.
2.1.2
Examine the basic human needs and patterns that influence
individual development.
2.1.3
Examine the influences of personality, temperament, and
experience on learning and development.
3.1
Explain the significance of the family as the basic unit of society.
3.1.2
Describe the role of family in teaching culture to family members
across the life span.
3.3
Analyze strong, healthy families.
3.3.1
Identify the characteristics of strong, healthy families.
3.3.2
Demonstrate how the use of problem solving empowers family
members to meet goals.
3.3.3
Examine the role of family communication to enhance family
stability.
4.2
Analyze personal characteristics, needs and behavioral standards, which
influence relationships.
4.2.1
Examine the impact of personal characteristics on relationships.
4.2.2
Explain how self-esteem and self-image affect relationships.
4.2.4
Examine the effect of personal needs on relationships.
4.3
Demonstrate communication skills that contribute to positive
relationships.
4.3.1
Examine communication styles and their effects on relationships.
4.3.2
Demonstrate verbal and nonverbal behaviors and attitudes that
contribute to effective communication.
4.3.3
Demonstrate effective listening and feedback techniques.
4.3.4
Apply ethical principles in communication.
5.2
Analyze societal conditions that impact parenting.
5.2.1
Analyze the impact of personal, family and social development on
parenthood.
5.3
Evaluate parenting practices that maximize human growth and development.
5.3.1
Choose nurturing practices that support human growth and
development.
5.3.4
Describe the impact of abuse and neglect on children and families
and methods for prevention.
6.2
Evaluate the nutritional needs of individual and families in relation to
health and wellness across the life span.
6.2.1
Analyze the effect of nutrients on health, appearance, job
performance, and personal/family life.
6.2.2
Examine the relationship of nutrition and wellness to individual
and family health, throughout the life span.
6.2.3
Judge the impact of food and diet fads, eating habits, and eating
disorders on wellness.
6.2.4
Evaluate sources of food and nutrition information that
contributes to wellness.
6.3
Demonstrate planning, selecting, storing, preparing, and serving foods
to meet nutritional needs of individuals and families across the life
span.
6.3.4
Select, store, prepare and serve nutritious and aesthetically pleasing
foods that meet health and wellness needs of family members.
6.4
Evaluate factors affecting food safety, from production through
consumption.
6.4.1
Determine conditions and practices that promote safe food
handling.
7.1
Demonstrate management principles to meet individual and family needs
and wants in relation to food, clothing, shelter, health care,
recreation, and transportation.
7.1.1
Examine how individuals and families make choices to satisfy
needs and wants.
7.1.2
Apply management and planning skills and processes to organize
tasks and responsibilities to meet goals.
7.1.4
Apply consumer skills needed to purchase, create, and maintain
clothing.
7.1.8
Apply consumer information to decisions about recreational needs.
7.2
Analyze the interrelationships between the economic systems and consumer
decisions and actions.
7.2.1
Identify how individuals and societies make choices to satisfy
needs and wants with resources.
7.3
Demonstrate management of financial resources to meet the goals of
individuals and families across the life span.
7.3.1
Identify the need for personal financial planning.
7.3.2
Apply management principles to individual financial practices.
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Language Arts
Goal 1.4 (a,c)
Goal 2.3
(c)
Goal 2.4
(c)
Goal 3.1 (b,c)
Goal 3.2
(b)
Goal 3.3 (a,b,c)
Goal 4.1
(b)
Goal 4.2 (b,c)
Goal 4.3
(c)
Goal 4.4
(b)
Math
Goal 6.1
(a)
Goal 6.2
(b)
Science
None |
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