2014-15 Curriculum Study

New Ulm Public Schools 2014-15

Curriculum Study

Board Approved 4/23/15

FACS 14-15 Curriculum Study Page 2

Family And Consumer Science (FACS) Curriculum

Mission Statement Prepare students for family life, work life, and careers in the six focus areas of FACS

[foods and nutrition, child development, interior design, clothing and textiles, personal

and family living, consumer and resource management] and by providing opportunities

to develop the knowledge, skills, attitudes, and necessary behaviors.

Essential Learner Outcomes (ELOs) Students will: 1. Strengthen the well being of individuals and families across the lifespan. 2. Become responsible citizens and leaders in family, community, and work settings. 3. Promote optimal nutrition and wellness across the lifespan. 4. Manage resources to meet the material needs of individuals and families. 5. Balance personal, home, work, and family lives. 6. Use critical and creative thinking skills to address problems in diverse family, community, and work environments. 7. Successfully manage life, employment, and career development. 8. Function effectively as providers and consumers of goods and services. 9. Appreciate human worth and accepting responsibility for one’s actions and success in family and work life.


Family And Consumer Science (FACS) Curriculum Middle Level [Grades 6 - 8]

This curriculum to be proposed to the Middle School planning team.

Class Grade Duration New Course: FACS Explorations (‘16-’17) Grade 6 TBD

(Child Care, Family)

Family and Consumer Science Grade 7 TBD (Foods, Textiles and Design)

Foods Science Grade 8 TBD (Formerly Focus on Foods)

Fashion Design Grade 8 TBD

(Formerly Creative Threads)

New Course: Math and Quilting (‘16-’17) Grade 8 TBD


FACS Curriculum continued.....

Family And Consumer Science (FACS) Curriculum

High School [Grades 9 - 12]

Class Grade Credit Importance of Foods (‘15-‘16) Grades 9-12 1 New Course: Food Foundations (‘16-‘17) Culinary Arts Grades 9-12 1

(pre-req ~ Importance/Food Foundations)

International Foods Grades 10-12 1 (pre-req ~ Importance/Food Foundations) Interior Design/Textiles Grades 9-12 1 (Formerly Interior Design) Individualized Clothing Grades 9-12 1 New Course: World of Fashion (‘16-’17)

Families & Relationships Grades 9-12 1 (Formerly Family Living; Relationships)

Child Development Grades 9-12 1

Real Life Grades 10-12 1

(Formerly Survival)


FACS Explorations Grade 6


Family and Consumer Science Grade 7

Competencies:

• Understand and demonstrate basic food preparation and food safety techniques. • Understand and applies U.S. Dietary Guidelines and My Plate knowledge to personal eating plan. • Knows design concepts and applies to personal/home situations. • Identify areas of human development and apply developmental knowledge to care giving/babysitting. • Identify consumer rights and responsibilities and apply to consumer decision making skills • Create a simple budget to satisfy needs and wants • Analyze personal development and demonstrate strategies to manage roles and responsibilities • Introduce careers/occupations related to FACS

Implementation:

• Foods labs • Food safety training and poster • Use of MyPlate.gov and My Plate project • Color scheme project • Design sketch • Analyze and create simple budgets • Teamwork and leadership activities • Research and evaluate a consumer good or service • Operate a sewing machine to make a pillow • American Red Cross babysitting training lessons


Foods Science (Formerly Focus on Foods)

Grade 8


Fashion Design (Formerly Creative Threads)

Grade 8


Math & Quilting Grade 8



Food Foundations (Formerly Importance of Foods)

Grade 9-12

Content Standard: Analyze career paths within food science, food technology, dietetics, and nutrition industries. (9.1 NS) Competencies:

• Explain roles, duties and functions of individuals engaged in food science, food technology, dietetics, and nutrition industries.

• Analyze opportunities for employment and entrepreneurial endeavors. • Summarize education and training requirements and opportunities for career paths in food production and

services. Implementation:

• Utilize community partners as guest speakers, chef demonstrations, field trip hosts, interviews, etc. • Career presentations

Content Standard : Apply risk management procedures to food safety, food testing, and sanitation. (9.2 NS) Competencies:

• Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, methods of prevention.

• Use food service management safety/sanitation procedures. • Practice good personal hygiene procedures. • Demonstrate safe food handling and preparation, techniques that prevent cross-contamination and food borne

illness. Implementation:

• Overview and completion of different sections of IA State online food safety training • Ongoing demonstration of food safety/sanitation procedures in food labs

Content Standard: Demonstrate professional food preparation methods and techniques for selected menu categories to produce a variety of food products (8.5 NS)

Competencies: • Demonstrate skills in safe handling of tools and equipment. • Demonstrate skills for a variety of cooking methods: roast, broil, grill, pan-fry, sauté, braise, stew, poach, steam

and bake using appropriate equipment and technology. • Use weights and measurements tools to demonstrate proper measurement techniques. • Apply fundamentals of time, temperature and cooking methods to food preparation. • Prepare various meats, seafood, poultry, eggs, sauces, soups, vegetables, fruits, starches, dairy products, salads

using safe handling and professional preparation techniques. • Prepare breads, baked goods and desserts using safe handling and professional preparation techniques

Implementation:

• Demonstration • Lab • Research/Presentation • Portfolio of recipes/techniques


FACS Curriculum, Food Foundations (continued)... Content Standard: Evaluate nutrition principles, food plans, preparation techniques, and specialized dietary plans (9.3 NS) Competencies:

• Analyze nutrient requirements across the lifespan addressing the diversity of people, culture, and religions, • Analyze nutritional data. • Assess the influence of socioeconomic and psychological retention in prepared foods. • Analyze recipe/formula proportions and modifications for food production.

Implementation:

• Research/Presentation • Demonstration • Personal reflection • Lecture

Content Standard: Evaluate nutrition principles, food plans, preparation techniques, and specialized dietary plans (9.4 NS) Competencies:

• Analyze nutritional needs of individuals. • Utilize a selective menu. • Construct a modified diet based on nutritional needs and health conditions.

Implementation:


Content Standard: Evaluate nutrition principles, food plans, preparation techniques, and specialized dietary plans (9.3 NS) Competencies:

• Analyze nutrient requirements across the lifespan addressing the diversity of people, culture, and religions, • Analyze nutritional data. • Assess the influence of socioeconomic and psychological retention in prepared foods. • Analyze recipe/formula proportions and modifications for food production. • Analyze nutritional needs of individuals.

Implementation:



Culinary Arts

Grade 9-12 Content Standard: Analyze career paths within food production and service industries (8.1 NS) Competencies:

• Explain roles, duties and functions of individuals engaged in food production and service careers. • Analyze opportunities for employment and entrepreneurial endeavors. • Summarize education and training requirements and opportunities for career paths in food production and

services.

Implementation: • Utilize community partners as guest speakers, chef demonstrations, field trip hosts, interviews, etc. • Research career pathways, project/presentation

Content Standard : Demonstrate food safety and sanitation procedures (8.2 NS) Competencies:


• Use food service management safety/sanitation procedures. • Practice good personal hygiene procedures. • Demonstrate safe food handling and preparation. techniques that prevent cross-contamination and food borne


• Complete IA State online food safety training • Ongoing demonstration of food safety/sanitation procedures in food labs • Food safety topic demonstration/presentation

Content Standard: Demonstrate professional food preparation methods and techniques for selected menu categories to produce a variety of food products (8.5 NS) Competencies:

• Demonstrate skills in safe handling of tools and equipment. • Demonstrate skills for a variety of cooking methods: roast, broil, grill, pan-fry, saute, braise, stew, poach, steam



Implementation:



International Foods Grades 10-12

Content Standard: Analyze career paths within food science, food technology, dietetics, and nutrition industries. (9.1 NS) Competencies:

• Explain roles, duties and functions of individuals engaged in food science, food technology, dietetics, and nutrition industries.

• Analyze opportunities for employment and entrepreneurial endeavors. • Summarize education and training requirements and opportunities for career paths in food production and

services. Implementation:

• Utilize community partners as guest speakers, chef demonstrations, field trip hosts, interviews, etc. • Career presentations

Content Standard : Apply risk management procedures to food safety, food testing, and sanitation. (9.2 NS) Competencies:


• Use food service management safety/sanitation procedures. • Practice good personal hygiene procedures. • Demonstrate safe food handling and preparation, techniques that prevent cross-contamination and food borne


• Overview and completion of different sections of IA State online food safety training • Ongoing demonstration of food safety/sanitation procedures in food labs

Content Standard: Demonstrate professional food preparation methods and techniques for selected menu categories to produce a variety of food products (8.5 NS) Competencies:

• Demonstrate skills in safe handling of tools and equipment. • Demonstrate skills for a variety of cooking methods: roast, broil, grill, pan-fry, sauté, braise, stew, poach, steam



Implementation:



Interior Design/Textiles (Formerly Interior Design)

Grade 9-12

Content Standard - Analyze career paths within the housing, interior design, and furnishing industries. (11.1 NS) Competencies:

• Explain the roles and functions of individuals engaged in housing and interior design careers. • Analyze the opportunities for employment and entrepreneurial endeavors in the field. • Summarize education and training requirements and opportunities for career paths in textiles and apparel

services. • Analyze the impact of housing and interior design careers on local, state, and national, and global economics.

Implementation:

• Utilize community partners as guest speakers, field trip hosts, job shadow hosts, interviews, etc. • Research career pathways project/presentation • Timeline of housing/interior design

Content Standard - Evaluate housing and design concepts and theories, including green design, in relation to available resources and options (11.2 NS) Competencies:

• Evaluate the use of elements and principles of design in housing and commercial and residential interiors. • Analyze the psychological impact that the principles and elements of design have on individuals. • Analyze the effects that the principles and elements of design have on aesthetics and function.

Implementation:

• Create display/power point of functions of design. • Presentations of principles. • ‘Design time’ to tell what they think something should look like and analyze.

Content Standard - Apply housing and interior design knowledge, skills, and processes to meet specific design needs (11.3 NS) Competencies:

• Analyze product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment.

• Demonstrate measuring, estimating, ordering, purchasing, pricing, and repurposing skills. • Demonstrate design processes such as determining the scope of the project, programming, research, concept

development, proposal, schematic design, design drawing, and design presentation development. Implementation:

• Research various forms of product and implement into design. • Math worksheets of pricing before project. • Utilize different ways to create designs whether via computer or hand drawn.


FACS Curriculum, Interior Design/Textiles (continued)...

Content Standard - Demonstrate design, construction document reading, and space planning skills required for the housing, interior design and furnishing industries. (11.4 NS) Competencies:

• Evaluate floor plans for efficiency and safety in areas including but not limited to zones, traffic patterns, storage, and electrical and mechanical system.

• Draft and interior space to scale using architecture symbols. • Arrange furniture placement with reference to principles of design, traffic flow, activity, and existing architectural

features. • Demonstrate graphic communication skills (CAD, PowerPoint, sketching).

Implementation:

• Create floor plan • Final project design house • Draw to scale

Content Standard - Analyze design and development of architecture, interiors, and furnishings throughout the ages (11.5 NS) Competencies:

• Describe features of furnishings that are characteristic of various historical periods. • Explain societal and technological trends on periods of architecture and interior design through the ages. • Analyze future design and development trends in architecture, interiors, and furnishings.

Implementation:

• Research past and present designs. • Lecture/Examples

Content Standard - Evaluate client's needs, goals, and resources in creating design plans for housing and residential and commercial interiors (11.6 NS) Competencies:

• Assess financial resources needed to improve interior space. • Assess client’s community, family and financial resources needed to achieve housing and interior design goals. • Critique design plans to address client’s needs, goals, and resources.

Implementation:

• Interview potential client • Create a design firm


World of Fashion Grade 9-12

Content Standard - Analyze career paths within textile apparel and design industries. (16.1 NS) Competencies:

• Explain the roles and functions of individuals engaged in textiles and apparel careers. • Analyze the opportunities for employment and entrepreneurial endeavors in the field. • Summarize education and training requirements and opportunities for career paths in textiles and apparel

services. • Analyze historical development of fashion and designers of the 20th century.

Implementation:

• Utilize community partners as guest speakers, field trip hosts, job shadow hosts, interviews, etc. • Research career pathways project/presentation • Timeline of fashion • Fashion designer project

Content Standard - Demonstrate fashion, apparel and design skills (16.3 NS) Competencies:

• Explain ways in which fiber, fabric, texture, pattern can affect visual appearance. • Apply color schemes and theory to develop and enhance visual effects. • Utilize elements and principles of design in designing, constructing, and/or altering textile, apparel and fashion

products. Implementation:

• Create educational display or collection of a variety of fabrics and finishes • Simple quilting project using a color scheme • Field trip to local quilt shop to explore/evaluate color, texture, pattern, etc.

Content Standard - Demonstrate skills needed to produce, alter or repair fashion, apparel and/or textile products. (NS 16.4) Competencies:

• Demonstrate skills in using a variety of equipment, tools and supplies for fashion, apparel and textile construction, alteration, and repair.

• Demonstrate basic skills for producing textile products and apparel. Implementation:

• Construct sewing project using appropriate tools and equipment, sewing machine • Recycled or re-purposed sewing project • Portfolio of 10 sewing construction techniques


FACS Curriculum, World of Fashion (continued)... Content Standard - Explore and analyze elements of textile, apparel and fashion merchandising (16.5 NS) Competencies:

• Describe/analyze types of fashion retailers. • Describe basic apparel categories and steps of merchandising process. • Understands visual merchandising and its importance.

Implementation:

• Field trips/retail tours • Utilize community partners for interviews, guest speakers and job shadow experiences in merchandising • Create a buying plan for a local retailer • Create a visual merchandising plan


Families and Relationships (Formerly Family Living)

Grade 9-12

Content Standard - Analyze the effects of family as a system on individuals and society (6.1 NS) Competencies:

• Analyze family as the basic unit of society. • Analyze the role of family in transmitting societal expectations. • Analyze global influences on today’s families. • Analyze the role of family in teaching culture and traditions across the lifespan. • Analyze the role of family in developing independence, interdependence, and commitment of family members. • Analyze the effects of change and transitions over the life course. • Analyze the ways family and consumer sciences careers assist the work of the family.

Implementation:

• Connecting with the community and experience • Personal reflection of one’s own family • Research the history of family development and changes

Content Standard - Evaluate the effects of diverse perspectives, needs, and characteristics of individual and families (6.2 NS) Competencies:

• Demonstrate awareness of multiple diversities and their effects on individuals, families, and society. • Analyze the effects of social and cultural diversity on individual and families. • Analyze the effects of empathy for diversity on individuals in family, work, and community settings. • Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture, and ethnicity. • Analyze the effects of globalization and increasing diversity on individuals, families, and society.

Implementation:

• Role play different scenarios • Presentations • Lecture


Real Life (Formerly Survival) Grade 10-12

Content Standard - Analyze strategies to manage multiple roles and responsibilities (individual, career, family) (NS 1.1) Competencies:

• Apply management, planning and communication skills to create goals/life plan. • Analyze decision making and its impact on satisfying needs and wants • Apply consumer skills to decisions about housing, transportation, food, insurance, etc.

Implementation:

• Guest speakers on Stress & Wellness, Decision-Making • Role play and values and decision making activities • Self-awareness project • SMART goal setting • Communication activities

Content Standard - Demonstrate management of financial resources to meet the goals of individuals and families. (NS 2.6) Competencies:

• Evaluate the need for personal and family financial planning. • Apply management principles to individuals and family financial practices • Know and compare alternatives and decisions about credit, savings, investments and insurance for individuals

and families. • Analyze factors to establish and maintain financial well being (credit rating, checking, savings, etc)

Implementation:

• Guest Speakers on Credit and Borrowing, Identity Fraud, Savings and Investments, Managing Checking Accounts, Insurance, Housing and Buying a Car

• Create simple budgets for different scenarios • Checkbook simulation activity • Independent living simulation activity

Content Standard - Demonstrate transferable and employability skills in school, community and workplace settings. (NS 1.2) Competencies:

• Analyze potential career choices to determine knowledge, skills and attitudes associated with each career. • Demonstrate job seeking and job keeping skills • Apply and demonstrate communication, teamwork and leadership skills

Implementation:

• Guest speaker on job search and job interviews • Career interest and skill inventories • Career exploration research project • Create job application and cover letter • Mock interview with community HR professionals


Child Development Grade 9-12

Content Standard - Analyze career paths within early childhood, education, and related services (4.1 NS) Competencies:

• Explain the roles and functions of individuals engaged in early childhood, education, and services. • Analyze opportunities for employment and entrepreneurial endeavors. • Summarize education and training requirements and opportunities for career paths in early childhood education,

and services. Implementation:

• Research various jobs involved with childhood education • Discuss possible training avenues that could help employment. Ex. CPR, CDA certification

Content Standard - Analyze developmentally appropriate practices to plan for early childhood, education, and services (4.2 NS) Competencies:

• Analyze child development theories and their implications for educational and childcare practices. • Apply a variety of assessment methods to observe and interpret children’s growth and development. • Analyze abilities and needs of children and their effects on children's growth and development. • Analyze strategies that promote children’s growth and development.

Implementation:

• Observation time in other facilities • Role play various ages of children • Research theorists and development theory and apply into hypothetical situations

Content Standard - Demonstrate a safe and healthy learning environment for children (4.4 NS)

Competencies: • Implement strategies to teach children health, safety, and sanitation habits. • Plan safe and healthy meals and snacks. • Document symptoms of child abuse and neglect and use appropriate procedures to report suspected abuse or

neglect to the designated authorities. Implementation:

• Plan a cookbook full of snacks • Analyze current snack trends • Personal practice of sanitation habits • Reporting procedures reviewed in lecture


FACS Curriculum, Child Development (continued)... Content Standard - Analyze roles and responsibilities of parenting (15.1 NS) Competencies:

• Analyze parenting roles across the lifespan. • Analyze expectations and responsibilities of parenting. • Analyze consequences of parenting practices to the individual, family, and society.

Implementation:

• Robot babies taken home • Reflection on experience of parenting and what their parents are like.

Content Standard - Evaluate parenting practices that maximize human growth and development (15.2 NS) Competencies:

• Choose nurturing practices that support human growth and development. • Assess common practices and emerging research about discipline on human growth and development. • Assess the effects of abuse and neglect on children and families and determine methods for prevention. • Apply criteria for selecting care and services for children.

Implementation:

• Analyze aspects media shows on abuse and neglect • Steps to choose child care facility.

Content Standard -Analyze physical and emotional factors related to beginning the parenting process (15.4 NS) Competencies:

• Analyze biological processes related to prenatal development, birth, and health of child and mother. • Analyze the emotional factors of prenatal development and birth in relation to the health of parents and child. • Analyze implications of alternatives to biological parenthood.

Implementation:

• Lecture, discussion, terminology used

Documents

2014-15 Curriculum Study