FCS 6th Grade

Instructional Guide 2024-2025

FCS 6th Grade

Utah Career and Technical Education 2022-2023 AT-A-GLANCE

Career and Technical Education provides all students access to high-quality, rigorous career-focused programs that result in attainment of credentials with labor market value.

Data Represents Secondary Education Source of Data: Utah State Board of Education

185,256 Students enrolled in CTE courses

of CTE concentrators 97% graduate in 4 years. Native American Caucasian Asian Pacific Islander Black Hispanic Economically disadvantaged Homelessness Students with disabilities 92.8% 95.1% 96.1% 96.4% 96.9% 97.0% 97.2% 98.1% 91.7% 72.2% of students who concentrated in a CTE Pathway placed in postsecondary education, military service, or employment, within six months after graduation. (October 1-December 31, 2021-2022)

97% Graduation rate for students 99% who are CTE concentrators

Graduation rate for students who are CTE completers

graduatio Compared to Utah’s statewide n rate of

88.3%

50.1% of students concentrated in a CTE Career Pathway. A concentrator is a student who has completed specific requirements in a single CTE program of study. 18.2% of students completed a CTE Career Pathway. A completer is a student who has completed specific course requirements and earned 3.0 credits in a single CTE program of study.

CREDENTIALS OF VALUE CTE Competency Certificates earned

144,201 * TOP CERTIFICATIONS Food and Nutrition 1 Child Development Woods 1 Commercial Photo 1 Interior Design 1 Exploring Computer Science 1

PORTABLE. STACKABLE. TRANSFERABLE. DRIVEN BY EMPLOYERS.

* Utah skill certifications, business, trade association, or other industry group

Utah Career and Technical Education

Top Pathways Students completing a CTE Career Pathway are recognized by the state of Utah and their high school by receiving a CTE Secondary Pathway Completer recognition Award. CTE Career Pathways with the Highest Completer Rates Health Science Broadcasting & Digital Media Programming & Software Development Business Information Management

WORKPLACE and COLLEGE READINESS 9th–12th grade CTE concentrators who earned credit, at “C” grade or better, in (CE, or IB, or AP) OR who passed skill certification/third-party industry exams. 85.2%

Engineering Automotive

Utah Members National Members 22,386 students are members of a Career and Technical Student Organization (CTSO).

3,365

2,487

227,000

442

16,208

2,667

198,000

6,272

3,275

264,487

2,029

380,432

1,850

309,565

236,529

945,988

Students who participate in school organizations in 10th grade have higher grade point averages and are more likely to be enrolled in college at 21 years of age than other students (ctsos.org).

47,015 students participated in

124,065 CTE Concurrent Enrollment (CE) credits earned

Students have opportunities to earn CE credits i CTE courses. CE provides prepared high school students with a challenging and rigorous college-level experience. Students in the program receive both college and high school credit.

n

College and Career Awareness is a middle school course designed to increase awareness of college and career pathways. Students explore high school, college, and career options based on individual interests , abilities , and skills . Students investigate high-skill and/or in-demand jobs in the Utah labor market, while developing workplace skills.

Utah CTE classes are open to all qualified students without regard to race, color, national origin, sex, disability, or age.

Utah State Board of Education | 250 East 500 South | P.O. Box 144200 | Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D. State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education

Published January 2024

CTE Knowledge Corner

CTE Key Vocabulary

Word/ Abbreviation

Defnition

Association for Career and Technical Education (National)

ACTE

Agriculture

AG

A group of careers and industries that are related by skills or products.

Career Cluster

College and Career Awareness

CCA

College and Career Readiness

CCR

Concurrent Enrollment

CE

Career and Technical Education

CTE

A secondary student who has met all of the requirements of a CTE pathway by completing 3.0 credits with one course being a concentrator course. A secondary student who has completed at least two courses, with at least one concentrator course, in a specifc CTE pathway. A Career Pathway is a sequence of courses within a student's area of interest that connects career interests and serves as an educational road map leading to a credential. Utah has developed 35 CTE Career Pathways that align with the national Career Clusters.

CTE Completer

CTE Concentrator

CTE Pathway

Career & Technical Student Organization

CTSO

CTSO for future leaders and entrepreneurs in careers in marketing, fnance, hospitality and management.

DECA

CTSO- for Future Educators

Educators Rising

CTSO- Future Business Leaders of America

FBLA

CTSO- Family, Career and Community Leaders of America

FCCLA

Family Consumer Science

FCS

CTSO- Future Farmers of America

FFA

CTSO-Future Health Professionals

HOSA

Information Technology

IT

A listserv is an automatic emailing service. As a member of a list, you will receive copies of all the mail that is sent to the group. Lists are used to share information and ideas, ask for help or clarifcation on topics, etc.

ListServ

Federal CTE funding

Perkins

CTSO- for Future Skilled Workers

SkillsUSA

Technology & Engineering

TE

CTSO- Technology Student Association

TSA

Utah State Board of Education

USBE

Utah Association for Career and Technical Education

UtahACTE

Work-Based Learning

WBL

Helpful Websites ● ACTE ● CSDCTE ● USBE- CTE ● UtahACTE

Utah CTE Career PATHWAYS Pathways to College & Career Readiness School Year 2024-2025

Career Cluster® > Career Pathway

Agriculture, Food & Natural Resources > Agricultural Mechanics Systems > Agricultural Production Systems > Animal & Veterinary Science > Food Science, Dietetics & Nutrition > Natural Resource Science > Plant Science Architecture & Construction > Architectural & Interior Design > Construction & Structural Systems Arts, Audio/Visual Technology & Communications

Education & Training > Pre-K: Early Childhood Education > K-12: Teaching as a Profession Engineering & Technology > Engineering Health Science > Health Science Hospitality & Tourism > Culinary Arts > Hospitality & Tourism Human Services > Family & Human Services > Personal Care Services Law, Public Safety, Corrections & Security > Protective Services Manufacturing > Manufacturing & Production > Welding & Machining Transportation, Distribution & Logistics > Automotive >Aviation >Diesel

> Broadcasting & Digital Media > Fashion Apparel & Textiles > Graphic Design & Communication Business, Finance & Marketing

>Business >Finance > Marketing Computer Science & Information Technology > Cybersecurity > Information Technology Systems > Programming & Software Development > Web Development

32 CTE Career Pathways

As of August 2023 ADA Compliant: August 2023

Year- at- a Glance FCS 6th Grade

FCS 6th Grade – A/B Day Schedule

Overarching Unit

Workplace Skills

Course Intro

Personal Skills

Clothing& Textile Design

Early Childhood/ Childcare

Interior Design

Food& Nutrition

Free Enterprise

Course Conclusion

Units

1 Week 4 Weeks

8Weeks

6Weeks

6Weeks

8Weeks

4Weeks

1Week

Pacing

None Strand 1 Strand5

Strand3

Strand 6 Strand 2 Strand 7 Strand 4

None

Standards

FCS 6th Grade – Semester Schedule

1st Quarter/3rd Quarter

2nd Quarter/4th Quarter

Overarching Unit

Workplace Skills

Personal Skills Clothing and Textile Design Early Childhood/Childcare Course Intro: 1Week Personal Skills: 2Weeks Clothing & Textile Construction: 4Weeks Early Childhood/Childcare: 3Weeks

Interior Design Foods & Nutrition Free Enterprise Interior Design: 3Weeks Foods & Nutrition: 4Weeks Free Enterprise: 2Weeks Course Conclusion: 1Week

Units

Pacing

Strand1 Strand3 Strand5

Strand2 Strand4 Strand7

Standards

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the frst two weeks of the semester. Post Assessment : Within the last two weeks of the semester.

SALTA Extensions: ● Consider precision partnering or individualized work for PBL and simulation assignments. ● Allow a student to develop potential new projects for the cluster area lesson. ● Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.). ● Consider more involved projects: (for example) instead of the student making something from a specifc recipe, have them research their recipe and plan the execution of the recipe in the allotted class time.

Unit 1

Personal Skills

PACING

KEY LANGUAGE USE(S)

INFORM EXPLAIN ARGUE NARRATE

A/B Day Schedule: 4 Weeks Semester Schedule: 2 Weeks

KEY STANDARD(S) Strand4 : Students will develop interpersonal skills. ● Standard 1

○ Explore effective personal, verbal, and nonverbal communication. ○ Recognize acceptable social behaviors and how to develop social skills.

■ Cyber Social Skills ■ Dealing with Stress ■ Dealing with peer pressure ■ Confict Resolution ○ Identify steps of decision-making ■ Identify ■ Brainstorm ■ Compare and contrast

● Talk to a trusted individual

■ Make a decision ■ Evaluate ○ Investigate personal values

END OF UNIT COMPETENCY

Students will be able to:

Communication Skills

● Demonstrate effective verbal and non-verbal communication strategies ● Identify barriers to effective communication and ways to overcome them ● Practice active listening skills

Social Skills

● Describe appropriate social behaviors for different situations ● Recognize the impact of online/cyber behaviors on relationships ● Demonstrate strategies for dealing with peer pressure, stress, and conficts

Decision Making

● Explain and apply the key steps in the decision-making process ● Gather and evaluate information from reliable sources to inform decisions ● Identify personal values and how they infuence decision-making

Interpersonal Relationship Skills

● Analyze the characteristics of healthy vs unhealthy relationships ● Demonstrate skills for communicating with empathy and respect ● Identify strategies for managing interpersonal conficts constructively

SCAFFOLDING IN ACTION

Skill Building

Communication Skills:

● Role-playing scenarios to practice verbal/non-verbal strategies ● Analyzing video examples of effective/ineffective communication ● Active listening activities like paraphrasing exercises ● Identifying communication barriers in sample situations and how to address them

Social Skills:

● Case studies examining social norms/expectations in different contexts ● Developing a personal code of cyber ethics and online citizenship ● Roleplaying scenarios dealing with peer pressure, stress, conficts ● Analyzing impacts of online behaviors through contemporary examples

Decision Making:

● Walking through the decision-making process for realistic scenarios ● Evaluating the trustworthiness and bias of different information sources ● Personal refections/writing on core values and their origins ● Analyzing how values infuence the choices of historical fgures

Interpersonal Relationships:

● Comparing/contrasting characteristics of healthy vs unhealthy relationships ● Practicing empathetic listening and "I" statements through partners

● Analyzing conficts through multiple perspectives ● Role-playing constructive confict resolution strategies

● Interview a professional who relies heavily on communication skills (e.g. teacher, counselor, customer service rep) ● Design a social media campaign to promote positive online behaviors ● Complete a personality/strength assessment and develop an interpersonal growth plan ● Read biographies about people who overcame interpersonal challenges

Extension

RESOURCES

● Personal Inventory Lesson ● Values Storybook (create a children’s story based on a value to be learned)

● Communication Lesson ● Communication Games ● Social Etiquette with Media Lesson

VOCABULARY

Communication Skills:

Decision Making:

● Verbal communication ● Nonverbal communication ● Active listening

● Decision-making process/model ● Brainstorming

● Evaluating options ● Analyzing infuences ● Critical thinking ● Problem-solving ● Goal-setting ● Refective thinking

● Paraphrasing ● "I" statements

● Open/closed questions ● Communication barriers ● Empathy

Social Skills:

Values and Relationships:

● Social norms ● Social cues ● Interpersonal boundaries ● Cyber ethics ● Online Citizenship ● Peer pressure ● Confict resolution ● Stress management ● Self-awareness ● Self-management ● Social awareness ● Relationship management ● Emotional intelligence ● Growth mindset ● Integrity ● Collaboration

● Personal values ● Core beliefs

● Healthy relationships ● Unhealthy relationships ● Respect ● Trust ● Interdependence ● Communication styles

Other key terms:

Unit 2

Basic Sewing

PACING

KEY LANGUAGE USE(S)

INFORM EXPLAIN ARGUE NARRATE

A/B Day Schedule: 8 Weeks Semester Schedule: 4 Weeks

KEY STANDARD(S) Strand5 : Students will identify sewing techniques and basic textiles. Standard 1: Demonstrate basic skills related to sewing construction. ● Basic Sewing ○ Basic Sewing machine parts

Standard 2: Explore basic textiles. ● Identify the two fber sources. ○ Natural ○ Manufactured

END OF UNIT COMPETENCY

Standard 1: Demonstrate basic skills related to sewing construction.

● Identify and label the main parts of a sewing machine. ● Thread a sewing machine correctly. ● Demonstrate proper techniques for operating a sewing machine, such as controlling speed, guiding fabric, and using appropriate seam allowances. ● Sew straight lines and simple curves using a sewing machine. ● Construct simple projects following step-by-step instructions and applying basic sewing techniques. ● Differentiate between natural and manufactured fbers by examining their characteristics and properties. ● Identify common examples of natural fbers (e.g., cotton, linen, wool, silk) and manufactured fbers (e.g., polyester, nylon, acrylic). ● Explain the advantages and disadvantages of using natural versus manufactured fbers in various textile products. ● Analyze fabric swatches or garments to determine the fber content and discuss its suitability for different purposes. ● Describe basic fabric construction methods (e.g., weaving, knitting, non-woven) and their effects on fabric properties. ● Demonstrate proper care techniques (e.g., washing, drying, ironing) for different types of fabrics based on their fber content and fabric construction.

Standard 2: Explore basic textiles.

SCAFFOLDING IN ACTION

Skill Building

Standard 1: Demonstrate basic skills related to sewing construction.

● Hands-on activities: Allow students to disassemble and reassemble a sewing machine to learn about its parts and functions. Provide opportunities for them to practice threading the machine and operating it under supervision. ● Guided practice: Provide step-by-step demonstrations of basic sewing techniques, such as seam allowances, backstitching, and pivoting corners. Have students follow along with scrap fabric or practice samples. ● Project-based learning: Assign simple sewing projects, such as a drawstring bag or a pillowcase, where students can apply their knowledge of sewing machine operation and construction techniques. ● Peer teaching: Encourage students to work in pairs or small groups, where those who grasp concepts quickly can assist and teach others. ● Hands-on exploration: Provide a variety of fabric swatches or samples for students to touch, observe, and compare their characteristics, such as texture, drape, and weight. ● Burn tests: Demonstrate and have students conduct burn tests on different fabric samples to identify natural and manufactured fbers based on their burn characteristics. ● Research and presentations: Assign students to research a specifc natural or manufactured fber and present their fndings to the class, including the fber's properties, uses, and care instructions. ● Fabric analysis: Have students analyze the fber content and fabric construction of garments or textile products they own or bring from home, discussing the suitability of the materials for their intended use. ● Virtual tours or feld trips: Arrange virtual tours of textile mills, factories, or museums to understand the production processes and origins of different fbers and fabrics. ● Pattern reading and alteration: Teach students how to read and interpret commercial sewing patterns, including understanding pattern symbols and instructions. Introduce basic pattern alteration techniques for a better ft. ● Sustainable and ethical textile production: Research and discuss the environmental and social impacts of textile production, exploring topics such as organic fbers, fair trade practices, and textile waste management. ● Textile science experiments: Conduct experiments to investigate the properties of different fabrics, such as strength, absorbency, insulation, or color-fastness, and analyze the results.

Standard 2: Explore basic textiles.

Extension

RESOURCES

● Clothing Lab Equipment Lesson ● Dishtowel Apron ● Fibers Lesson ● Sewing Projects for FCS 6th Grade (Crazy Stitching, Bookmark, Windsock) ● Sewing Machine Parts Lesson ● Pencil Roll VOCABULARY

Standard 1: Demonstrate basic skills related to sewing construction. ● Sewing machine parts: presser foot, feed dogs, needle, bobbin, spool pin, stitch length/width control, reverse lever/button ● Sewing techniques: seam allowance, backstitch, straight stitch, pivot, seam fnish, topstitch ● Construction terminology: pattern, grain line, selvage, right side/wrong side, notches, fabric layout ● Sewing notions: pins, scissors, seam ripper, tape measure, chalk/fabric marker ● Fabric preparation: prewashing, pressing, cutting layout ● Textile production: spinning, weaving, knitting, dyeing, printing ● Textile care: laundering, dry cleaning, ironing Additional key terms:

Standard 2: Explore basic textiles.

● Fiber sources: natural fbers, manufactured fbers, cellulosic fbers, protein fbers, synthetic fbers ● Natural fbers: cotton, linen, wool, silk ● Manufactured fbers: polyester, nylon, acrylic, rayon ● Fiber characteristics: absorbency, strength, elasticity, drape, breathability ● Fabric construction: woven, knitted, non-woven, felted ● Fabric properties: texture, weight, opacity, stretch, care instructions

Unit 3

Interior Design

KEY LANGUAGE USE(S)

INFORM EXPLAIN ARGUE NARRATE

A/B Day Schedule: 6 Weeks Semester Schedule: 3 Weeks

KEY STANDARD(S) Strand2 : Students will be introduced to the basic elements and principles of design in housing and interior design. Standard 1: Identify the elements (tools) of design: space, line, texture, shape/form. Standard 2: Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, scale and proportion. Standard 3: Describe the effect of color on shape, size, feelings, and moods. Standard 4: Explore the science of color and color combinations to form color schemes. Standard 5: Explore the impact of housing and interior design on families. ● Compare and contrast different housing options ○ Depending on the stage of life END OF UNIT COMPETENCY ● Defne and describe each element of design (space, line, texture, shape/form). ● Identify and analyze examples of different elements of design in various interior spaces or design samples. ● Demonstrate the ability to incorporate and manipulate elements of design in a simple design project or sketch. Standard 2: Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, scale, and proportion. ● Defne and explain the purpose of each principle of design (balance, emphasis, rhythm, harmony, scale, and proportion). ● Recognize and analyze the application of design principles in various interior spaces or design samples. ● Apply the principles of design effectively in a simple design project or sketch. Standard 1: Identify the elements (tools) of design: space, line, texture, shape/form.

Standard 3: Describe the effect of color on shape, size, feelings, and moods.

● Explain how color can infuence the perceived shape, size, and depth of objects or spaces. ● Discuss the psychological and emotional effects of different colors on human perception andmood. ● Demonstrate the ability to use color strategically to create desired visual and emotional impacts in a design project or sketch.

Standard 4: Explore the science of color and color combinations to form color schemes.

● Understand the color wheel and the relationships between primary, secondary, and tertiary colors. ● Identify and create different color schemes (e.g., monochromatic, complementary, analogous, triadic). ● Apply knowledge of color theory and color schemes in a design project or sketch.

Standard 5: Explore the impact of housing and interior design on families.

Compare and contrast different housing options (e.g., single-family homes, apartments, condos, townhouses) and their suitability for different family sizes and life stages. Analyze how interior design choices can infuence the functionality, comfort, and overall well-being of families in their living spaces. Propose design solutions that address the specifc needs and preferences of different family types or life stages.

SCAFFOLDING IN ACTION

Skill Building

Standard 1: Identify the elements (tools) of design: space, line, texture, shape/form. ● Visual scavenger hunt: Provide students with a list of design elements and have them identify examples in their surroundings or in design magazines/websites. ● Tactile exploration: Create a texture board or collection of materials with various textures for students to touch and analyze. ● Shape/form creation: Have students create 3D shapes or forms using modeling clay, wire, or other materials to understand the concept of form. Standard 2: Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, scale, and proportion. ● Design critique: Analyze existing interior design spaces or images, identifying the principles of design used and discussing their effectiveness. ● Design charades: Play a game where students act out or describe a design principle, and others have to guess which principle it is. ● Proportion exercise: Provide students with a grid or template and ask them to create designs that demonstrate proper scale and proportion.

Standard 3: Describe the effect of color on shape, size, feelings, and moods.

● Color psychology research: Have students research and present how different colors can evoke specifc moods or emotions. ● Color illusion activities: Demonstrate and explore optical illusions related to color and perception of shape and size. ● Color mood board: Create a mood board or collage using colors and

images that convey a particular emotion or atmosphere.

Standard 4: Explore the science of color and color combinations to form color schemes. ● Color mixing experiments: Provide students with primary colors and have them mix and create secondary and tertiary colors, understanding color relationships. ● Color scheme challenge: Give students a specifc color scheme (e.g., complementary, analogous) and have them create a design or artwork using that scheme. ● Virtual color scheme tools: Utilize online color scheme generators or design software to experiment with different color combinations. ● Case study analysis: Provide students with hypothetical family scenarios and have them analyze the housing and design needs for each situation. ● Virtual room design: Use online room design tools or software to create interior spaces tailored to specifc family requirements. ● Site visits or virtual tours: Visit or take virtual tours of different housing options (e.g., apartments, single-family homes) to observe and discuss their suitability for various family types. ● Explore the use of elements in specifc design styles or movements (e.g., minimalism, Art Deco, Bauhaus). ● Explore the use of color in various artistic movements or styles (e.g., Impressionism, Fauvism, Pop Art). ● Analyze how different cultural traditions and symbolism infuence color choices in design. ● Explore career opportunities in interior design, architecture, set design, visual merchandising, or related felds. Standard 5: Explore the impact of housing and interior design on families.

Extension

RESOURCES

● Traffic and Circulation Patterns Lesson

● Bedroom Floor Plan Lesson ● Furniture Arrangement Lab ● Storage Hunt Activity

VOCABULARY

Standard 1: Identify the elements (tools) of design: space, line, texture, shape/form. ● Space: positive, negative, open, closed ● Line: vertical, horizontal, diagonal, curved, zigzag ● Texture: rough, smooth, visual, actual ● Shape: geometric, organic,

Standard 3: Describe the effect of color on shape, size, feelings, and moods. ● Color psychology: warm, cool, energizing, calming ● Optical illusions: advancing, receding, size distortion

two-dimensional, three-dimensional ● Form: mass, volume, solid, void Standard 2: Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, scale, and proportion. ● Balance: symmetrical, asymmetrical, radial ● Emphasis: focal point, dominance, contrast ● Rhythm: repetition, pattern, movement ● Harmony: unity, consistency, cohesiveness ● Scale: size relationships, human scale ● Proportion: golden ratio, visual weight

Standard 4: Explore the science of color and color combinations to form color schemes. ● Color wheel: primary, secondary, tertiary ● Color schemes: monochromatic, analogous, complementary, triadic, split-complementary ● Color theory: hue, value, intensity, tints, shades Standard 5: Explore the impact of housing and interior design on families. ● Housing options: single-family, multi-family, apartment, condominium ● Life stages: single, couple, family with children, empty nesters, retirement ● Functional design: ergonomics, accessibility, safety ● Psychological impact: mood, well-being, productivity

Additional vocabulary terms:

● Design styles: contemporary, traditional, eclectic, minimalist ● Materials: natural, synthetic, sustainable, recycled ● Lighting: ambient, task, accent, natural ● Floor plans: open concept, closed concept, traffc fow ● Design software: CAD, 3D rendering, virtual reality

Unit 4

Child Development

PACING

KEY LANGUAGE USE(S)

INFORM EXPLAIN ARGUE NARRATE

A/B Day Schedule: 6 Weeks Semester Schedule: 3 Weeks

KEY STANDARD(S) Strand3: Students will be introduced to family responsibilities and child development. Standard 1: Examine attributes and issues related to family life. Recognize how individual responsibilities at home contribute to the family’s well-being. Standard 2: Identify aspects related to the care and development of children. ● Identify appropriate childcare skills for young children. ○ Child Safety ■ Six points of danger ■ Basic First Aid ● Develop or utilize age-appropriate learning activities for young children. ○ Developmentally Appropriate Practices (DAP) ● Understand skills related to appropriate child care. ○ The three keys of caregiving ■ Emotional ■ Physical ■ Guidance END OF UNIT COMPETENCY ● Identify and describe different types of family structures and dynamics. ● Explain the importance of effective communication, confict resolution, and decision-making in family relationships. ● Discuss the roles and responsibilities of individual family members in maintaining a functional and supportive home environment. ● Develop strategies for managing household tasks, budgeting, and sharing responsibilities among family members. ● Describe the basic principles of child safety, including the six points of danger and basic frst aid techniques. ● Demonstrate age-appropriate caregiving skills for young children, such as feeding, diapering, dressing, and providing emotional support. ● Apply the principles of Developmentally Appropriate Practices (DAP) to design learning activities that promote cognitive, physical, social, and emotional development in young children. ● Explain the three keys of caregiving (emotional, physical, and guidance) and their importance in promoting positive child development. Standard 2: Identify aspects related to the care and development of children. Standard 1: Examine attributes and issues related to family life. Recognize how individual responsibilities at home contribute to the family's well-being.

● Identify and discuss the various stages of child development, including physical, cognitive, social, and emotional milestones. ● Recognize the impact of family dynamics, parenting styles, and environmental factors on a child's overall development and well-being.

SCAFFOLDING IN ACTION

Skill Building

Standard 1: Examine attributes and issues related to family life. Recognize how individual responsibilities at home contribute to the family's well-being. ● Family scenarios/case studies: Present students with hypothetical family situations and have them analyze the dynamics, responsibilities, and potential solutions. ● Role-playing: Engage students in role-playing exercises where they simulate different family roles and responsibilities, practicing communication and confict resolution skills. ● Budgeting activities: Provide students with hypothetical family budgets and have them plan for expenses, allocate resources, and prioritize responsibilities. ● Guest speakers: Invite parents, family counselors, or family life educators to share their experiences and perspectives on effective family dynamics and responsibilities. ● Child safety simulations: Set up mock scenarios or stations where students can identify potential hazards and practice responding to safety concerns. ● Caregiving practice: Use dolls, mannequins, or role-playing scenarios to allow students to practice appropriate caregiving skills, such as feeding, diapering, and comforting techniques. ● Activity design and evaluation: Have students create and present age-appropriate learning activities for young children, applying the principles of Developmentally Appropriate Practices (DAP). ● Case studies: Provide case studies or scenarios related to different stages of child development, and have students analyze the developmental milestones, challenges, and appropriate caregiving strategies. ● Explore career paths in felds like early childhood education, child psychology, family therapy, social work, or pediatrics. ● Investigate the role of play in child development and the benefts of different types of play (e.g., physical, imaginative, constructive). ● Investigate the role of technology in facilitating or hindering family communication and relationships. Standard 2: Identify aspects related to the care and development of children.

Extension

RESOURCES

● Family Budget Lesson ● Childcare Lesson ● Childcare Review Game

● Keys of Caregiving Lesson ● Why Behaviors Differ Lesson ● Hand Puppets

VOCABULARY

Standard 1: Examine attributes and issues related to family life. Recognize how individual responsibilities at home contribute to the family's well-being. ● Family structure (nuclear, extended, blended, single-parent) ● Family roles and responsibilities ● Communication

Standard 2: Identify aspects related to the care and development of children. ● Child development (physical, cognitive, social, emotional) ● Developmental milestones ● Child safety ● Six points of danger (sharp objects, poisonous materials, electrical hazards, hot surfaces, water hazards, and choking hazards) ● First aid (CPR, bandaging, treating common injuries) ● Caregiving skills (feeding, diapering, dressing, comforting) ● Developmentally Appropriate Practices (DAP) ● Age-appropriate activities ● Three keys of caregiving (emotional, physical, guidance) ● Parenting styles ● Adverse childhood experiences (ACEs) ● Special needs and accommodations ● Early childhood education ● Play (physical, imaginative, constructive) ● Positive discipline ● Behavior management

● Confict resolution ● Decision-making ● Household management ● Work-life balance ● Budgeting ● Family dynamics ● Communication styles ● Confict resolution strategies

● Household chores and responsibilities ● Childcare options (daycare, nanny, family care)

● Child Advocacy ● Children's rights ● Trauma-informed care

Unit 5

Foods and Nutrition

PACING

KEY LANGUAGE USE(S)

INFORM EXPLAIN ARGUE NARRATE

A/B Day Schedule: 8 Weeks Semester Schedule: 4 Weeks

KEY STANDARD(S) Strand 1 : Students will identify and discuss the importance of food and nutrition. Standard 1: Demonstrate basic kitchen management, kitchen and food safety, and sanitation. ● Demonstrate basic kitchen management, kitchen food safety, and sanitation. ○ Kitchen management ■ Lab plan sheet ○ Kitchen and Food Safety ■ Cross-contamination

■ Temperature Danger Zone ■ General Equipment Safety

○ Sanitation

■ Poor Handwashing ■ Proper Dishwashing ■ Kitchen Cleanliness

● Recognize the MyPlate model and the USDA dietary guidelines ● Identify nutritional values of food and nutritional information on food labels ● Practice food preparation skills ○ Proper Measuring ○ Basic Cooking Terms ■ Cream ■ Fold ■ Simmer ■ Boil

■ Bake ■ Saute ■ Chop ■ Preheat ■ Beat/Whip ■ Grease

● Recipe Sequencing

○ Reading a recipe ○ Order of tasks ● Using basic appliances ● Identify basic kitchen equipment and tools ○ Runner Scrapper/Spatula ○ Whisk ○ Turner/Spatula ○ SaucePan

○ FryPan ○ Liquid Measuring Cups ○ Dry Measuring Cups ○ Measuring Spoons

END OF UNIT COMPETENCY

1. Demonstrate profciency in basic kitchen management, food safety, and sanitation practices: ● Develop and follow a lab plan sheet for organizing kitchen tasks and resources. ● Identify and prevent cross-contamination risks in the kitchen. ● Explain the temperature danger zone and its implications for food safety. ● Demonstrate safe handling and usage of kitchen equipment. ● Practice proper handwashing techniques and maintain cleanliness in the kitchen environment. ● Describe and implement proper dishwashing procedures. 2. Understand and apply the principles of the MyPlate model and the USDA dietary guidelines: ● Identify the food groups and their recommended proportions according to the MyPlate model. ● Explain the key recommendations and guidelines provided by the USDA for a balanced diet. ● Plan and create meals that align with the MyPlate model and dietary guideline 3. Interpret nutritional information and food labels: ● Identify and explain the different components of a nutrition facts label. ● Calculate and compare nutritional values, such as calories, macronutrients, and micronutrients, across different food products. ● Evaluate the nutritional adequacy of a meal or recipe based on the information provided on food labels. 4. Demonstrate profciency in basic food preparation skills: ● Accurately measure ingredients using appropriate dry and liquid measuring tools. ● Defne and apply basic cooking terms (e.g., cream, fold, simmer, boil, bake, sauté, chop, preheat, beat/whip, grease) in recipe preparation. ● Read and follow recipe instructions correctly, sequencing tasks in the proper order. ● Operate basic kitchen appliances safely and effectively. ● Identify and utilize essential kitchen equipment and tools (e.g., runner scraper/spatula, whisk, turner/spatula, saucepan, fry pan, measuring cups, and spoons) appropriately.

SCAFFOLDING IN ACTION

Skill Building

Kitchen safety and sanitation:

● Hands-on simulations: Set up mock scenarios or stations to practice proper handwashing, and cleaning techniques, and identify potential hazards in the kitchen. ● Video demonstrations: Show videos highlighting proper food handling, cross-contamination prevention, and kitchen sanitation best practices. ● Kitchen safety scavenger hunt: Have students identify potential safety hazards or violations in a kitchen setting and suggest ways to

mitigate them.

Nutrition and dietary guidelines:

● Interactive activities: Use online tools, apps, or games to help students plan balanced meals following the MyPlate model and dietary guidelines. ● Meal planning challenges: Provide students with specifc nutritional requirements or dietary restrictions and have them create meal plans that meet those criteria. ● Label reading exercises: Analyze and compare nutrition facts labels from various food products, discussing the implications for healthy eating. ● Cooking demonstrations: Conduct live or video demonstrations showcasing proper measuring techniques, cooking methods, and the use of kitchen equipment and tools. ● Recipe challenges: Assign students to prepare specifc recipes, focusing on accurate ingredient measurements, following instructions, and applying appropriate cooking techniques. ● Kitchen stations: Set up stations where students can practice essential skills, such as measuring ingredients, chopping vegetables, or operating kitchen appliances. ● Recipe deconstruction: Break down recipes into individual steps, and have students sequence the tasks in the correct order, explaining the rationale behind each step. ● Equipment sorting activities: Provide students with a collection of kitchen tools and equipment, and have them sort and identify each item by name and purpose. ● Kitchen tool scavenger hunt: Hide or place kitchen tools and equipment around the classroom or kitchen, and have students locate and identify them. ● Virtual kitchen tours: Use online resources or virtual reality tools to explore different kitchen setups and identify various equipment and tools. ● Math integration: Incorporate measuring conversions, fractions, and recipe scaling exercises to reinforce mathematical skills in a culinary context. ● Science integration: Explore the scientifc principles behind cooking techniques, such as chemical reactions, heat transfer, or food preservation methods. ● Language arts integration: Analyze recipe writing styles, create recipe cards or cookbooks, or practice reading comprehension with recipe instructions.

Food preparation skills:

Kitchen equipment and tool identifcation:

Cross-curricular connections:

● Explore different cultural cuisines and their traditional ingredients, cooking techniques, and dietary practices. ● Learn about local and seasonal food sourcing, organic farming, and reducing food waste. ● Investigate special dietary needs, such as vegetarian, vegan, gluten-free, or allergen-free diets. ● Investigate emerging food technologies, such as 3D food printing, plant-based meat alternatives, or food packaging innovations. ● Create marketing strategies, including branding, packaging design, and promotional campaigns for food products or services.

Extension

RESOURCES

● Food Safety Lab- Operation Risk ● Sanitation & Food Lesson ● Nutrition Jungle Adventure Lab ● Reading a Recipe Lesson

● Why do I need a recipe lesson? ● Measuring Lab- Oatmeal Bars ● Cooking Terminology Lesson ● Dietary Guidelines ● Food Labels- Lab Vanishing Rolls or Bandit Biscuits

VOCABULARY

Kitchen Management:

Nutrition:

● Lab plan sheet ● Organization ● Time management

● MyPlate ● Dietary guidelines ● Nutrition facts label ● Calories ● Macronutrients (carbohydrates, proteins, fats) ● Micronutrients (vitamins, minerals) ● Measuring (liquid, dry) ● Cooking terms (cream, fold, simmer, boil, bake, sauté, chop, preheat, beat/whip, grease) ● Recipe ● Recipe sequence ● Mise en place (prepared ingredients)

Kitchen and Food Safety:

● Cross-contamination ● Temperature danger zone (40°F - 140°F) ● Food poisoning

Food Preparation Skills:

● Foodborne illness ● Equipment safety

Sanitation:

● Handwashing ● Dishwashing ● Cleaning ● Sanitizing ● Food Handling

Kitchen Equipment and Tools:

Additional Vocabulary:

● Runner scraper/spatula ● Whisk ● Turner/spatula ● Saucepan ● Frypan ● Liquid measuring cups ● Dry measuring cups ● Measuring spoons

● Food groups (grains, vegetables, fruits, dairy, protein) ● Portion control ● Culinary techniques (chopping, dicing, mincing, slicing, etc.) ● Food safety practices (proper storage,

● Appliances (oven, stove, microwave, blender, mixer, etc.)

thawing, cooking temperatures) ● Kitchen organization and workfow ● Kitchen hygiene and personal grooming

Unit 6

Free Enterprise

PACING

KEY LANGUAGE USE(S)

INFORM EXPLAIN ARGUE NARRATE

A/B Day Schedule: 4 Weeks Semester Schedule: 2 Weeks

KEY STANDARD(S) Strand6 : Students will explore employability skills, entrepreneurship, and the principles of the free enterprise system. ● Standard 1: Develop employability skills ○ Identify characteristics of a good employee/student. (Soft Skills) ■ Communication Skills ■ People Skills/Social Skills ● Standard 2: Complete a FCS-related free enterprise experience. Develop a business plan that incorporates the following: ○ Four P’s of Marketing ■ Product ■ Price ● Proft/Loss Equation ■ Promotion ● Jingle ● Logo ● Slogan ■ Place ● Manufacturing to Distribution to Consumer ○ Evaluate the effectiveness of the process END OF UNIT COMPETENCY ● Identify Characteristics of a Good Employee/Student (Soft Skills) ○ Demonstrate effective verbal and written communication in various scenarios. ○ Exhibit active listening skills and provide constructive feedback. ○ Adapt communication style to suit different audiences and purposes. ○ Display teamwork and collaboration skills in group settings. ○ Show empathy, respect, and understanding in interpersonal interactions ○ Manage conficts effectively and practice problem-solving. ● Develop a Business Plan Incorporating the Four P’s of Marketing

○ Identify and develop a product that meets consumer needs. ○ Describe the unique features and benefts of the product. ○ Analyze factors affecting product pricing.

○ Develop a pricing strategy that balances cost, value, and proft margins. ○ Understand and apply basic fnancial principles to forecast business outcomes. ○ Design promotional strategies that effectively communicate product value to the target market ○ Create marketing materials, including a jingle, logo, and slogan. ○ Outline distribution channels from manufacturing to consumer.

○ Evaluate the most effcient and effective methods to deliver the product to the consumer.

SCAFFOLDING IN ACTION

Skill Building

● Identify Characteristics of a Good Employee/Student (Soft Skills) ● Communication Skills

○ Role-Playing Exercises: Create scenarios where students must practice active listening, provide feedback, and adapt their communication style to different audiences. ○ Public Speaking Workshops: Conduct sessions where students practice public speaking, presenting ideas clearly and concisely. ○ Writing Workshops: Assign projects that involve

writing emails, reports, and other business communications to enhance clarity and professionalism.

● People Skills/Social Skills

○ Group Projects: Facilitate group work to encourage teamwork, collaboration, and confict resolution ○ Peer Feedback Sessions: Implement sessions where students give and receive constructive feedback on interpersonal interactions.

○ Empathy Exercises: Use role-playing or discussion activities that help students understand and practice empathy in various situations. ● Develop a Business Plan Incorporating the Four P’s of Marketing ● Product

○ Market Research Projects: Have students conduct surveys and research to identify consumer needs and develop a product that meets those needs. ○ Product Development Workshops: Organize sessions where students brainstorm and prototype product ideas. ○ Pricing Strategy Simulations: Use case studies and simulations to teach students how to set prices based on cost, competition, and consumer demand. ○ Financial Literacy Workshops: Conduct workshops on basic fnancial principles, including cost analysis and proft margins. ○ Budgeting Exercises: Have students create and manage a budget for their business plan, forecasting potential profts and losses. ○ Financial Analysis Tools: Introduce software or tools that help students calculate and analyze fnancial data ○ Marketing Campaign Projects: Assign projects where students create comprehensive marketing campaigns,

● Price

● Proft/Loss Equation

● Promotion

including jingles, logos, and slogans. ○ Advertising Workshops: Conduct workshops on various advertising techniques and media channels. ○ Distribution Channel Simulations: Use simulations to teach students about different distribution methods and their effciencies. ○ Supply Chain Management Activities: Implement activities that help students understand the journey from manufacturing to consumer.

● Place

Extension

● Guest Speakers and Workshops: Invite professionals from various industries to speak about effective communication in the workplace. Host workshops on advanced communication techniques, such as negotiation and persuasion. ● Digital Marketing Projects: Have students create and manage digital marketing campaigns, including social media marketing, SEO, and email marketing. ● Financial Simulation Games: Use simulation games that replicate real-world fnancial decision-making scenarios to enhance students' fnancial literacy. ● Sustainability Projects: Engage students in projects focused on sustainable business practices and green supply chain management.

RESOURCES Activities:

● Food Trucks - Canvas ● Market Survey - Canvas ● Company Plan - Canvas ● Financial Report - Canvas

VOCABULARY

1. Soft Skills

5. Distribution and Supply Chain a. Manufacturing b. Distribution c. Supply Chain 6. Evaluation a. Effectiveness b. Feedback c. Benchmarking

a. Communication Skills b. People Skills c. Social Skills d. Teamwork e. Empathy f. Confict Resolution g. Active Listening

2. Four P’s of Marketing a. Product b. Price c. Promotion d. Place 3. Business Plan

a. Market Research

b. Target Market c. SWOT Analysis d. Financial Projections

4. Financial Concepts a. Proft b. Loss

c. Break-Even Point

Disciplinary literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines (Shanahan & Shanahan, 2012). Each discipline (e.g., science, math, history, art, technology, etc.) has a specialized vocabulary and components that DISCIPLINARY LITERACY Specific reading, writing, and communicating within a discipline.

are unique to that discipline. Secondary students need to be taught what is unique about each discipline and the “nuanced differences in producing knowledge via written language across multiple disciplines” (Moje, 2007, p. 9). Content literacy strategies typically include ways to approach text in any discipline; these strategies help with comprehension but are not sufficient for an in-depth understanding of a particular discipline. Content literacy strategies include predicting what the text might be about before reading, paraphrasing during reading, and summarizing after reading.

However, in addition to these strategies, students must learn and use specific strategies to comprehend complex text in the disciplines. For example, when reading historical documents, students need to contextualize information (When was it written? Who was the audience? What was going on in society at that time?); source the document (Who wrote it? For what purpose?); and corroborate conclusions (Do other documents written during that time have the same perspective and come to the same conclusions?).

English Language Arts

Mathematics

Social Studies

Science

• Story elements: who, what when, where, why • Literal vs. implied meaning • Themes Text structures • Genres: i.e., poetry, essay, fiction

• Search for the “truth” and for errors • Importance of each word and symbol • Interpretation of information presented in unusual ways • Mathematical modeling & problem solving

• Author’s perspective and bias; sourcing • Time period: contextualization • Corroboration of multiple perspectives and documents • Rhetorical constructions

• Facts based on evidence • Graphs, charts, formulas • Corroboration and transformation • Concepts such as data analysis, hypothesis,

observations, investigations

Literacy in the disciplines is crucial for several reasons. A secondary students’ ability to read complex texts is strongly predictive of their performance in college math and science courses (Alliance for Excellent Education, 2011). Yet students are reading less in high school than they did fifty years ago. The Common Core State Standards (CCSS) (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) emphasize close reading of complex text in the disciplines to build a foundation for college and career readiness.

Adapted from Shanahan, shanahanonliteracy.com