Family and Consumer Science I

 

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.

 

 

 

 

 

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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