HEC610 Foods and Family Grade 6 (1)sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/HEC610 Foods and... · Benchmark assessments for students in grades 6 through 8 are administered

P A R S I P P A N Y - T R O Y H I L L S T O W N S H I P S C H O O L S

A

C O U R S E O U T L I N E

FOR

FOODS AND FAMILY – GRADE 6

HEC 610

APPROVED BY THE BOARD OF EDUCATION

_________January 24, 2013_________ Developed as Life Skills – Grade 6: 1998 Revised: 2005 Revised as Foods and Family – Grade 6: 2008 Revised: 2013

Foods and Family – Grade 6 2

S T A T E M E N T O F P U R P O S E

The Foods and Family – Grade 6 curriculum is a quarter course elective that will address the social needs of the students. Students will learn about themselves, their families, and coping skills needed for living in this global society. Through interpersonal communication, personal management and critical thinking exercises, students will be exposed to effective strategies they can apply in their daily living. As this is the first opportunity to take a Family and Consumer Science course, the course includes hands-on food preparation as a life skill, in the context of basic kitchen procedures and nutritious snacks. Students will become aware of management skills needed to succeed in the workplace and will explore career opportunities to make informed choices based on aptitude, interest and values. This curriculum is being revised to include new student-centered objectives and activities that more appropriately link the learning to the New Jersey Student Learning Content Standards for Technology and for 21st Century Life and Careers as well as English Language Arts Speaking and Listening. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 6 through 8 are administered once per quarter.


T H E L I V I N G C U R R I C U L U M Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

A F F I R M A T I V E A C T I O N During the development of this course of study, particular attention was paid to material which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONSANDADAPTATIONSForguidelinesonhowtomodifyandadaptcurriculatobestmeettheneedsofallstudents,instructionalstaffshouldrefertotheCurriculumModificationsandAdaptationsincludedasanAppendixinthiscurriculum.InstructionalstaffofstudentswithIndividualizedEducationPlans(IEPs)mustadheretotherecommendedmodificationsoutlinedineachindividualplan.


C O U R S E G O A L S 1. To recognize the development of individual personalities. 2. To become familiar with basic principles of childcare. 3. To identify skills necessary to become an educated consumer while becoming familiar with personal finance skills. 4. To explore career opportunities and recognize responsibilities in the workplace. 5. To become familiar with essential kitchen abbreviations and measurements. 6. To experience food handling techniques. 7. To understand factors that influence food choices.


PARS I PPANY - TROY HI LLS TOW NS HI P S CHOOLS

C O U R S E P R O F I C I E N C I E S A N D G R A D I N G P R O C E D U R ES

T I T L E : F O O D S A N D F A M I L Y – G R A D E 6 IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY STUDENT LEARNING STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETINO OF THE ABOVE NAMED COURSE. This course serves as an introduction to Family and Consumer Science, progressing through personal development, child development, consumer education and introductory food preparation skills. The course develops communication, self-assessment, and practical arts as essential life skills. The student will be able to: PERSONAL DEVELOPMENT 1. identify factors which make up individual differences. 2. differentiate between heredity and external influences in relation to personal characteristics. 3. understand physical, intellectual, social, and emotional changes in adolescence. 4. identify and understand the factors contributing to self-concept. 5. build communication skills. CHILD AND FAMILY 6. identify and understand the basic principles of childcare. 7. identify the developmental stages of infants, toddlers and preschoolers. CAREER AND CONSUMER EDUCATION 8. develop skills needed to be an educated consumer. 9. learn the skills associated with personal money management. 10. recognize the link between school subjects and the world of work.

Foods and Family – Grade 6 6 COURSE PROFICIENCIES AND GRADING PROCEDURES (continued) FOOD PREPARATION 11. become familiar with essential kitchen abbreviations, measurements and equipment. 12. recognize and utilize safe kitchen work habits. 13. identify and use cooking terms, measurements, and preparation techniques as applied to recipes. 14. become aware of Choose My Plate government nutrition program. 15. understand factors that influence food choices.


A S S E S S M E N T P R O C E D U R E S

Students’ grades are based on the following:

QUIZZES 20%

WRITING 20% Student Work Folders Open-ended responses Reflection pieces

STRUCTURED DISCUSSIONS 20% Group sharing activities Debates Panel discussions

RESEARCH 20% Assigned readings; student-selected articles with expository essay as student project

FOOD LABORATORY EXPERIENCES 20%

Final Grade

Quarter Course Quarterly Exam

� Based on Marking Period Grade � Shall count as one regular test/major assessment in the marking period


PERSONAL DEVELOPMENT

PROFICIENCIES/OBJECTIVES STANDARDS

SUGGESTED EVALUATION/ TEACHER

ACTIVITIES ASSESSMENT NOTES

The student will be able to: Students will:

1. identify factors which account for 9.1.8.A.1 construct a list of personal Assess using teacher-

individual differences. 9.1.8.B.1 characteristics. made rubric

9.1.8.C.1 interview a classmate.

SL.6.1 draw a Venn diagram to

compare similarities and

differences.

2. differentiate between heredity and 2.1.8.A.2 write a short essay Teacher observation and

external influences in relation to 8.1.8.A.1

entitled, “What Makes Me journal entry

9.1.8.C.1

personal characteristics. 9.1.8.D.3 Unique?”, then randomly

9.1.8.D.4 select an unknown

classmate’s description to

read aloud. The class will

then attempt to identify

the person who wrote the

description.

2.4.8.A.2 discuss differences Teacher observation

between heredity and

9.1.8.C.2

SL.6.2 external influences; use

SL.6.5 Inspiration software to

construct a concept map

using selected, defined

terms.

8.1.8. A.3

design a concept map with Assess for completeness

“You” in center, including all

SL.6.1

influences that create a

person’s unique personality.


PERSONAL DEVELOPMENT (continued)





2. (continued) 2.4.8.A.2 list personal Journal entry Guest speaker:

characteristics related to Heraldry, Medieval

heredity and external Times (cross

curriculum). Play

influences .

Medieval music

1.3.8.D.2

design an art product Teacher-made project

depicting individual rubric

differences (e.g., collage,

banner, personal shield).

3. understand physical, intellectual, 2.1.8.E.1 compare photographs Written assessment

social and emotional changes in 2.1.8.E.3 from first through fifth

adolescence. 9.1.8.B.2 grades and list changes in

development to illustrate

changes in personality,

growth and development.

SL.6.2

role-play emotions and Teacher observation

discuss how to deal with

them in a positive way.


SELF-CONCEPT





4. identify and understand the factors SL.6.1 name a person they admire Assess using presentation

contributing to self-concept. and explain why they do rubric

in an oral presentation.

9.1.8.C.1 view photographs from Teacher observation Stereotypes in the

media.

Authentic Assessment

activity and assess

personal qualities they

exhibit.

2.1.8.E.1 participate in a group

Teacher observation and

folder check

2.1.8.E.2 discussion about how

2.2.8.C.1 students view themselves,

SL.6.1 both their areas of strength

and the areas they would

like to improve upon.

2.2.8.B.3 relate personal Journal entry

characteristics and one’s

self-concept to career

choices they might make

in the future.


INTERPERSONAL COMMUNICATION





5. build communication skills. 2.1.8.E.4 in groups, discuss their Teacher observation

9.1.8.C.1 comfort level in each

situation.

SL.6.1 identify appropriate

SL.6.2

behavior in each social

SL.6.3

group.

2.1.8.A.1 identify and list non- Quiz

verbal and verbal

2.2.8.A.1

communication skills that

will enhance relationships

in each group.

2.2.8.A.2 role-play scenarios that

Voluntary sharing – no

formal assessment

would be influenced by

poor communication

skills.

SL.6.2 role-play a job interview.

Assess using a question-

naire worksheet

SL.6.6


CHILDCARE





6. identify and understand the basic 2.4.8.A.2 use word processing to Assess using teacher- Baby-sitting, The

principles of childcare. 9.1.8.D.1 write a short essay on made rubric Basics and Beyond

“What it Means to be a video

Parent” using textbook

definitions to compare and

contrast differences

among parenting,

parenthood, and role of

the caregiver.

2.1.8.E.1

using magazine photos, Teacher observation of

compare and contrast group activities

2.1.8.E.2 characteristics of a good

caregiver.

write an advertisement for

Assess using teacher- Publish in school news-

2.4.8.C.3 made rubric paper

2.2.8.E.2 a parent. Google Docs authoring

-compare with class to

8.1.8.F.1

create the most desirable tool

SL.6.1

ad.

W.6.1

-present orally to class

W.6.1 write a paragraph on how Assess journal entry

W.6.10 one can be a good role

model for children.


CHILDCARE (continued)

PROFICIENCIES/OBJECTIVES SUGGESTED EVALUATION/ TEACHER



6. (continued) 2.1.8.D.4 participate in a selected Assess ability to carry-out

portion of the Red Cross instructions correctly.

Child Safety Program in

which they will have the

opportunity to practice

several anti-choking

techniques using the

“Choking Charlie” doll.

use the EBSCO database Assess using project EBSCO database

8.1.8.A.1 to research appropriate rubric

8.1.9.A.5 articles relating to

8.1.8.D.3 parenting and childcare.

RI.6.1 Students will then present

RI.6.2 their summations to the

class.

use a doll to demonstrate

Guided practice Bring at least 5 dolls

9.3.8.B.2 or ask student to

the proper technique for

SL.6.6 Teacher observation

bring in a doll.

holding an infant, diaper

changing, and feeding.

They will work in small

groups to practice the

proper methods.



PROFICIENCIES/OBJECTIVES STANDARDS SUGGESTED ACTIVITIES

EVALUATION/ TEACHER

ASSESSMENT NOTES


6. (continued) 2.1.8.D.1 work in small groups to Small group assessment

2.1.8.D.2 develop a “Code of Behavior using teacher-made

SL.6.1 for Babysitting.” They will rubric

then design an art form for

display purposes.

9.3.8.B.11

fill out a job application for a Application assessed

babysitting position for presentation and

accuracy

8.1.8.A.1 research careers that will

Written work assessed Media Center

8.1.8.A.5 for accuracy and

Research databases

include children or childcare or encyclopedias

appropriateness


PROFICIENCIES/OBJECTIVES STANDARDS SUGGESTED ACTIVITIES

EVALUATION/ TEACHER

ASSESSMENT NOTES


7. identify the developmental stages of SL.6.3 interview five parents to Assess using check Website:

infants, toddlers and preschoolers. SL.6.6 collect data related to sheet www.kidshealth.org

important child development

milestones.

8.1.8.A.4

create a spreadsheet using the

computer to chart specific

developmental tasks.

9.1.8.B.1 interview their parent(s) or

Assess using project Milestone examples:

rubric

First tooth, walk,

SL.6.1 guardian to provide a baby talk, etc.

SL.6.2 book featuring them from

birth to present, including

photos and milestones

documenting their growth

and changes, then share the

prepared books with the

class.

bring in a toy or photo of a

Teacher-made rubric Bring in toys for

9.3.8.B.5 for oral and written students who don’t

toy that is appropriate for have the resources or

W.6.10 presentation

different developmental young children at

stages of play and write a home, or bring in

store flyers that they

short paragraph on their

can cut out and put

choice. on a poster.







7. (continued) design a showcase that will Assess using a teacher-

9.1.8.B.1 display the toys and the created rubric

9.3.8.B.2 developmental stages

9.1.8.A.2 examine and play with Class assessment using

different toys to identify specific guidelines

safety features, age

suitability and stereotyping

8. develop skills needed to be an 9.2.8.A.6 keep a log for two weeks of Teacher-made rubric for Bring in newspapers,

educated consumer 9.2.8.B.1 the goods and services they oral and written presen- flyers and video of

9.2.8.B.3 have purchased, including: tation commercials.

9.2.8.B.7 kinds of product, where Journal writing

was it bought, who or what

influenced their decision to Evaluate computer

buy. Use computer to keep

logs and create a proficiencies

spreadsheet for class to

compare.

9.2.8.E.4

use predetermined Rubric with

guidelines to analyze predetermined guidelines

media in order to identify Assess using teacher-

ways advertisers sell their

products. The results will made rubric

then be shared with the

class.







8. (continued) 9.2.8.E.1

design their own Teacher assessment using Model an

advertisements. rubric

advertisement.

9.2.8.F.3

identify government Assess using computer www.consumer.gov

agencies that aid the checklist

consumer.

9. learn the skills associated with 9.2.8.E.3 using monopoly money, be Assess using teacher- Model food shopping

personal money management. 9.2.8.E.4 given a store flyer and a made guideline rubric while staying within a

budget to make purchases budget.

staying within specific

guidelines.

9.2.8.B.1 brainstorm ideas that will Teacher will make Identify ads and

articles that related to

9.2.8.B. 3 save resources. anecdotal notes

9.2.8.B.6 personal finance.

9.2.8.D.1 Budget estimates

9.2.8.B.6 plan daily menu and

estimate budget to

purchase food


CONSUMER AND PERSONAL FINANCE SKILLS





10. recognize the link between school 9.1.8.F.1 learn about the importance Class consensus and check Teacher resource

subjects and the world or work. 9.2.8.A.1 of an education using “The sheet book, Young Living

Real Game” which relates

specific school subjects to

job-related skills.

W.6.4

write a paragraph, “What I

Know About the World of

Work.”

9.1.8.F.2 take on different work “Who Am I” check sheet

Use “The Real

roles to compare several

9.2.8.D.1

Game” worksheets

issues related to career

preparation and

performance: education,

subjects studied, training,

salary compensation and

vacation benefits.

interview an adult about

Teacher-made rubric for

9.2.8.A.1 oral presentations

SL.6.1 his/her job and how he/she

prepared for his/her career.

SL.6.6


CONSUMER AND PERSONAL FINANCE SKILLS (continued)





10. (continued) 9.1.8.A.1 revisit the previously Teacher observation

prepared “Scale of Justice”

exercise to analyze

individual student

strengths and weaknesses.

write an open-ended Written response assessed

9.1.8.F.2 response to the question, for accuracy

W.6. “Are all jobs pretty much

equal?”

in groups, review want ads Assess using teacher- Speaker

9.3.8.B.7 made rubric

and report to class the

SL.6.2

meaning of various

abbreviated terms; write an

ad for a job.

explore career

Assess using teacher- Young Person’s

9.1.8.F.1 made rubric Occupational

opportunities in consumer- Outlook Handbook

RI.6.1

related fields of specific

RI.6.2

interest to the students.

RI.6.7

Students will then prepare

a written report with an

oral presentation which

will be delivered to the

class.


CARE AWARENESS AND WORKPLACE READINESS





10. (continued) RI.6.1 read and review the ten Student will self-assess

RI.6.2 guidelines for successful using checklist for role-

interviews and practice playing

same in groups.

9.3.8.B.3 list qualities necessary for Use of journals to gather, Teacher volunteers to

9.3.8.B.12 people to maintain a job. keep and use career interview

information. Teacher/class gives

tips for improvement

Self-check

improvement list

11. identify and use essential kitchen 9.1.8.A.1 observe a teacher Teacher observation of

abbreviations, measurements, and 9.3.8.B.5 demonstration of practical skill

equipment. measuring liquid and dry

ingredients.

9.1.8.A.2

select an index card Flour and water

representing a specific

measurement and use

correct equipment and

techniques to measure

accurately.


CONSUMER AND PERSONAL FINANCE SKILLS (continued)





11. (continued) 9.1.8.A.2 given a recipe, name the Teacher observation Choice of recipe

9.1.8.F.1 term which the

abbreviations represent

and select the correct

measuring utensil.

9.3.8.B.5

match 10 illustrations of Peer review

basic equipment to a list

RI.6.7

of terms.

12. recognize and utilize safe kitchen 9.1.4.E.2 view a food safety video Class discussion

work habits. (United Streaming)

2.1.8.D

participate in a hand- Chart results and

washing simulation. Three discussion

9.1.8.F.2 students wash hands coated

with cinnamon/oil mixture

using hot soapy water, cold

soapy water and plain cold

water. Students predict

results.

9.3.8.B.5 watch teacher demo and Chart results

participate in correct dish-

washing procedures






13. identify and use cooking terms, 9.3.8.B.5 watch demonstration of Teacher observation Granola

measurements and preparation recipes by teacher. Jello® “critters”

techniques as applied to recipes. 9.3.8.B.2

Yogurt fruit juice

role-play recipe

popsicles

9.3.8.B.5 preparation.

9.3.8.B.5

prepare recipes. Food lab rubric/check list

9.3.8.B.2 use recipes to name the Teacher observation Choice of recipe

terms which the

abbreviations represent

and select the correct

measuring utensils.

RI.6.7 be given 10 illustrations of

Peer review

basic equipment and will

match them to a list of

names.

14. become aware of Choose My Plate 2.6.8.A.2 use computer to access Teacher observation

Food guidance system. 8.1.8.A.5 ChooseMyPlate.com to

determine personal daily

food requirements.

9.3.8.B.5

use measuring equipment

to determine accurate

portion sizes.






15. understand factors that influence 2.1.8.B.1 list 10 favorite foods and, Class presentation

food choices. 2.6.8.A.2 using a checklist,

2.6.8.A.4 determine the factors that

influence their food

choices.

1.3.8.D.2 create an art product which Self-Evaluation Checklist

depicts a table setting

appropriate for a given

menu.

Foods and Family – Grade 6 24 B I B L I O G R A P H Y

TEXTBOOKS Clayton, C. Young Living. Columbus, Ohio: Glencoe/McGraw Hill, 2000. RESOURCES Carle, Megan and Jill. Teens Cook-How to Cook What You Want To Eat. Berkeley, California. Glencoe Publishing, 2004.

Kristenson,, Jodi. Career Decision-Making for Middle Schools. Learning Zone Xpress (www.learningzoneexpress.com) Packer, Alex J. How Rude! The Teenager’s Guide to Good Manners, Proper Behavior, and Not Grossing People Out. Minneapolis, Minnesota: Free Spirit Publishing, 1997. Real Game, The. National/Life Work Center U.S. (www.realgame.org) Young Person’s Occupational Outlook Handbook, Fifth Edition. JIST Publishing, 2005. (based on information from the US Department of Labor) Skills for Life, Web-Based Lesson Plans. Owatonna, Minnesota. Learning Zone Xpress (www.learningzoneexpress.com) MUSIC CDs The English Lute Song. Julianne Baird (Soprano), Ronn McFarlane (Lute). Troy, New York: Dorian Recordings, 1988. VIDEOS Baby-Sitting, The Basics and Beyond. Car Pool Productions, LLC, 1998. INTERNET RESOURCES EBSCO periodical database www.consumer.gov www.kidshealth.org www.mypyramid.gov www.healthyfridge.com

A P P E N D I X A

S A M P L E A U T H E N T I C A S S E S S M E N T

A-1

S A M P L E A U T H E N T I C A S S E S S M E N T SCENARIO Congratulations. You have been selected to be part of a team of middle school students who will work as after-school aides in the district’s Latchkey Program for elementary youngsters. Your duties will include tutoring, sport and game participation, and one-to-one big brother/big sister interactions. In order to help you to better understand and service the individuals in this program, your group advisor has requested that you and your team members engage in a self-reflection exercise. The purpose of this exercise is to become more aware of what your own needs, desires and behaviors were in grade school. This will better prepare you to understand and react more positively to the needs of those young students with whom you will be establishing a rapport. TASK: During this self- reflection activity, you are going to compare the physical, intellectual, social and emotional changes that you experienced from the first to the sixth grades.

Bring in two (2) pictures of yourself; one taken in the first grade and one taken recently.

Attach the pictures to a piece of paper.

Study the pictures, focusing on the ways your personality has changed since the first grade.

Indicate and evaluate what impact you think those changes had on your maturation.

In an oral presentation, share your reflections and conclusions with your team members for their assessment.

A-2 NAME DATE

ROTA PERIOD

L I F E S K I L L S Bring in two (2) pictures of yourself; one taken in the first grade and one taken recently. Attach the pictures to this piece of paper. Study the pictures focusing on the ways your personality has changed since the first grade. List the changes.

A-3

R U B R I C F O R A U T H E N T I C A S S E S S M E N T

CATEGORY EXEMPLARY DEVELOPING BEGINNING

Lists of personality characteristics Personality traits present, but not Missing personality traits

presented in a logical way divided into two clear lists for first

ORGANIZATION grade and sixth grade

Changes clearly described

All four developmental areas Some developmental areas covered, Missing essential characteristics

covered in detail with examples: but not all in the four areas of development:

CONTENT physical , intellectual, social and physical, intellectual social and

emotional Some examples, but not for all areas emotional

Comparison communicated with Difficulty communicating ideas Verbal description not coherent

confidence, clarity and enthusiasm or clear

Good eye contact while speaking

Eye contact not consistent No eye contact with audience

PRESENTATION

Vocal presentation not consistently

Clear, audible and expressive voice

audible and expressive Voice not audible to audience

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APPENDIXB: NJSLSSTANDARDS

2-ComprehensiveHealthandPhysicalEducation3-EnglishLanguageArts4-Mathematics5-Science8-Technology9-21stCenturyLifeandCareers

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APPENDIXC: CURRICULUMMODIFICATIONS&ADAPTATIONS

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HEC610 Foods and Family Grade 6 (1)sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/HEC610 Foods and... · Benchmark assessments for students in grades 6 through 8 are administered