FCS A B Int

Instructional Guide 2025 - 2026

FCS B

Year- at- a Glance FCS B

FCS B – A/B Day Schedule 1st Quarter

2nd Quarter

2nd Quarter

3rd Quarter

3rd-4th Quarter

4th Quarter

FCS Career Pathways Strand 1: Students will identify the six Family and Consumer Science career pathways and the associated clusters.

Overarching Unit

Personal Skills

MyPlate/ Dietary Guideline

Six Basic Nutrients

Childcare

Free Enterprise

Food Safety/ Measuring

Units

10-15 Days

15-20 Days

5-10 Days

10-20 Days

10-15 Days

8-12 Days

Pacing

Strand 5 Strand 7 Standard 1 Standard 5

Strand 7 Standard 3

Strand 7 Standard 2 Standard 4

Strand 6 Strand 4

Standards

FCS B – Semester Schedule

1 st Quarter/3 rd Quarter

2 nd Quarter/4 th Quarter

FCS Career Pathways Strand 1: Students will identify the six Family and Consumer Science career pathways and the associated clusters.

Overarching Unit

Personal Skills Food Safety Measuring and MyPlate Dietary Guidelines Personal Skills 10-15 days Food Safety and Measuring 15-20 days MyPlate 5-10 days Dietary Guidelines 5-10 days

Six Basic Nutrient Childcare Free Enterprise

Units

Six Basic Nutrients 10-15 days Childcare 15-20 days Free Enterprise 10-15 days

Pacing

Strand 5 Strand 7

Strand 4 Strand 6

Standards

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the first 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 develop lesson materials (graphic organizers, relevant articles, career brochures, etc.). ●​ Consider more involved projects. Instead of the student making something from a provided recipe, have them research their own recipe and plan the execution of the recipe in the allotted class time.

STRANDS AND STANDARDS FCS EXPLORATION

Learning that works for Utah CTE®

Course Description FCS Exploration (Integrated Model-Standards 1-7 Taught) — (.5 credit) This course provides students the opportunity to develop essential skills in the various career pathways related to Family and Consumer Sciences (FCS). Students will explore and cultivate skills in food and nutrition sciences, childcare, interior design, clothing and textile construction, fashion design and merchandising, consumerism, entrepreneurship, family relationships, personal responsibility, and career and job-related tasks.

Intended Grade Level

7-8 0.5

Units of Credit

Core Code

34.01.00.00.230

Concurrent Enrollment Core Code N/A Prerequisite N/A Skill Certification Test Number N/A Skill Certification Cut Score N/A Test Weight N/A License Area of Concentration

CTE and/or Secondary Education 6-12

Required Endorsement(s) Endorsement 1

Family & Consumer Sciences General

Endorsement 2 Endorsement 3

FCS Basic

FCS Essentials

FCS EXPLORATION Family and Consumer Sciences (FCS) Exploration – Integrated model to introduce students to all six disciplines within FCS programs. ** It is recommended that the FCS Exploration course be taught as a full semester (.5) credit course using all 7 strands. It may be divided into a two semester course using the A/B Model described below. FCS Exploration (A Model-Strands 1-4 Taught) — (.5 credit) This course provides students the opportunity to develop essential skills in the various career pathways related to Family and Consumer Sciences (FCS). Students will explore and cultivate skills in interior design, clothing and textile construction, fashion design and merchandising, consumerism, entrepreneurship and career and job-related tasks. Student leadership (FCCLA) may be an integral part of the course. (Teachers should dedicate 1-2 days to introduce standards 5-7 as it relates to FCS career pathways.) FCS Exploration (B Model-Strands 1 & 4-7 Taught) — (.5 credit) This course provides students the opportunity to develop essential skills in the various career pathways related to Family and Consumer Sciences (FCS). Students will explore and cultivate skills in food and nutrition sciences, childcare, consumerism, entrepreneurship, family relationships, personal responsibility, and career and job-related tasks. Student leadership (FCCLA) may be an integral part of the course. (Teachers should dedicate 1-2 days to introduce standards 2 & 3 as it relates to FCS career pathways.) STRAND 1 Students will identify the six Family and Consumer Science career pathways and the associated clusters. Standard 1 • Define the difference between career pathways and career clusters and how they are related. Cluster List • Define the CTE pathway concentrator and a pathway completer. Standard 2 • Complete FCCLA Step ONE Performance Skills • Conduct career research and pathway planning for a career of choice based on self-assessment results (could be YouScience career aptitude assessment, OR student personal interest). • (Career Investigation FCCLA STAR Event could be integrated.)

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FCS EXPLORATION

STRAND 2 Students will be introduced to elements of design, housing, interior design and apparel and how it impacts families, communities and careers. Standard 1 • Identify the elements (tools) of design: space, line, texture, shape/form, pattern, color. • Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, and scale/proportion. • Describe the effect of color on shape, size, feelings, and moods. • Explore the science of color and color combinations to form color schemes. Standard 2 Discuss how homes and businesses can be designed according to the activities, wants and needs of the occupants. Standard 3 Integrate consumerism/entrepreneurship and careers related to the interior design industry. • Explore the cost associated with owning a home and/or business. Standard 4 Discuss how interiors are affected by furniture arrangements and traffic patterns in the home and/or business. • Evaluate floor plans and the traffic patterns developed by furniture arrangements. • Create a floor plan and arrange furniture for an apartment, home and/or business implementing the elements and principles of design. Performance Skill • Utilize the elements and principles of design to create a floor plan for a home, business, or apartment.

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FCS EXPLORATION

STRAND 3 Students will participate in hands-on skill development related to sewing construction and textile design. Standard 1 Demonstrate proper care and use of sewing equipment. • Distinguish the parts of the sewing machine and their functions. • Demonstrate how to correctly thread the sewing machine. • Demonstrate how to correctly wind and insert a bobbin into the sewing machine. Standard 2 Identify industry based sewing equipment and follow safety standards. • Scissors/shears • Rotary cutter and mat board • Pins • Hand needles • Seam gauge • Measuring tape/tape measure • Seam ripper • Iron Standard 3 Apply basic industry sewing techniques.

• pattern markings • seam allowances • backstitch • pivot • casing • attach a button • measuring • pressing/ironing techniques • Identify the fold, lengthwise and crosswise grain of the fabric Standard 4 Explain the purpose of fashion. • Discuss how fashion is used as a means of expression. • Discuss proper laundering techniques.

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FCS EXPLORATION

Standard 5 Integrate consumerism, entrepreneurship, and careers related to the fashion and textile design industry. • Discuss brand names, advertising, merchandising and how they affect the consumer. Performance Skill Demonstrate competence in sewing machine use, care and safety with the completion of a soft good that includes all of the following:

• pattern markings • seam allowances • backstitch • pivot • casing • attach a button • measuring • pressing/ironing techniques

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FCS EXPLORATION

STRAND 4 (Note: Start of FCS explorations part B) tions part B) Students will explore employability skills and the principles of the free enterprise system. Standard 1 Explore the importance of employability skills. • Identify characteristics of a good employee. • Effective communication • Problem-solving • Teamwork • Critical thinking • Dependability • Accountability • Legal requirement/expectations (i.e. adhering to USDA or OSHA) • Discuss how social skills and conflict resolution are helpful in obtaining and maintaining a job. Standard 2 Complete a free enterprise experience. Develop a business plan following project management principle. • Select a product or service to sell. • Conduct and analyze a market survey. • Design packaging for the product if applicable. • Establish a price for the product. • Conduct an advertising campaign. • Produce and sell the product. • Evaluate the effectiveness of the process/business plan. Performance Skill Develop a business plan using a fictitious product. AND/OR Practice the characteristics of a good employee, could be a part of classroom expectations.

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FCS EXPLORATION

STRAND 5 Students will explore skills related to Family & Human Services. Standard 1 Identify key milestones throughout different developmental stages.

• Infancy (neonatal -1 year) • Toddler (1-5 years of age) • Childhood (6-11years of age)

• Adolescents (12-18 years of age) • Adulthood (18-65 years of age) • Late Adulthood (65- ?) Explain challenges that lead to growth in each developmental stage. Standard 2 Discuss supports and challenges related to different generations.

• Explain the role different generations play in society. • Identify ways different generations support one another. Standard 3 • Identify ways that self-concept is important for professionals in the behavioral health industry to understand for potential clients. • Self-concept: a combination of self-esteem and self-image • Discuss ways to help others build positive self-concept. Some examples may include accepting yourself, forgiving yourself and others, strengthening family relationships learning a new skill, reaching out to others, be positive, be assertive, making a new friend, improving a friendship, do something nice for someone, recognizing your strong points, not comparing yourself to others, set and accomplish goals, give yourself credit for your positive qualities, live within your values system, care about other people, positive self-talk. Standard 4 • Identify and define personal values (tangible and intangible) and discuss how they may govern a potential client’s actions. • Values: anything in life that is important to us. They determine how we live and how we tell the difference between right and wrong. • Tangible values: material things in our lives that usually cost money to obtain (Ex: jewelry, cars, clothes, etc.) • Intangible values: non-material things that usually can’t be bought with money (Ex: love, honesty, kindness, etc.) Standard 5 Define short and long-term goals. Discuss how short-term goals are the stepping stones to achieving long-term goals. Discuss the qualities of successful goals. • Goals: plans you make to help you reach or accomplish something in the future. • Two Types of Goals:

• Short-Term Goals: usually accomplished quickly (1-3 days) • Short-term goals help individuals achieve long-term goals. • Long-Term Goals: usually takes longer to accomplish (Months-Years) • Successful goals are realistic, measurable and specific.

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FCS EXPLORATION

Standard 6 • Identify strategies for adapting and coping with challenging issues. • Define stress. • Stress: the body’s reaction to pressure, either mentally or physically • Signs of Stress: • Physical: tiredness, injury, insomnia, headache, tense muscles, etc.

• Emotional: worrying, irritability, crying, feeling anxious, nightmares, depression, etc. • Behavior: acting-out, inability to eat, extreme anger, hitting/punching, nail biting, nervous twitch, etc. • Identify and review stress management skills (causes and effects, management techniques). • Stress Management Techniques: acknowledge it, good diet, regular sleep, exercise, building good relationships, get organized, make a “to-do” list, don’t procrastinate, mentally count down, take a break, laugh, say “no” to things, listen to music. Standard 7 Explore local programs related to public health. • Research : Studying disease and injury prevention • Education : Promoting healthy lifestyles and educating people on the dangers of substances like tobacco and alcohol • Response : Detecting, preventing, and responding to infectious diseases • Policy : Recommending policies and advocating for laws to keep people safe • Services : Administering services like vaccination programs and school nutrition programs Performance Skill Create a public health message for one of the developmental stages that helps to support the wellbeing of that age group. Interview someone from a different generation and explore the key relationships they have with other generations. (grandparenting, elderly doctor visits, meals, holidays, work schedules) Identify ways to strengthen bonds across different generations.

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FCS EXPLORATION

STRAND 6 Students will participate in activities regarding early childhood education. Standard 1

Outline the responsibilities of childcare providers who work in early childhood careers. • Identify safety hazards, accident prevention and emergency situation procedures. • Discuss types and signs of child abuse and how to prevent it. • Differentiate between negative and positive methods of guidance for children. Standard 2 Describe the developmental value of play. • Identify age-appropriate activities that promote creative play. • Discuss how play influences social, emotional and physical development. Standard 3 Plan and/or prepare a food experience that appeals to children, promotes healthy eating habits, and follows current USDA nutritional guidelines for preparing foods for children. Standard 4 Demonstrate a hands-on early childhood education experience. • Select a theme, games, healthy snacks, stories, fingerplays, art project, and science or sensory projects to use for childcare activities. Standard 5 Integrate consumerism, entrepreneurship and careers related to early childhood education. (Pre-School, K-3) • Investigate the costs associated with childcare for one year. Performance Skill Create a plan for an early childhood education provider that includes any two of the following: • Food experience • Art • Fingerplay • Sensory project • Appropriate play according to developmental age group

• Game • Story

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FCS EXPLORATION

STRAND 7 Students will determine the importance of proper nutrition and food preparation and techniques. Standard 1 Apply lab management and safety procedures. • Identify food safety and sanitation guidelines. • Practice recipe conversions including doubling and halving. • Demonstrate correct measuring techniques. • Demonstrate proper use and care of kitchen equipment. • Identify cooking terms. • Demonstrate food preparation procedures. • Recognize table settings and appropriate social interactions during mealtimes. Standard 2 Students will analyze basic nutrition information that is practiced in dietetic careers. • Identify the six basic nutrients. (carbohydrates, protein, lipids, vitamins, minerals and water) • Identify food sources for the six basic nutrients. Standard 3 Discuss the current USDA Dietary Guidelines and MyPlate. Standard 4 Prepare healthy recipes that include the six basic nutrients. Standard 5 Integrate consumerism, entrepreneurship and careers related to the food and nutrition industries. Performance Skill Demonstrate food safety, sanitation, lab management, and healthy food choices in a food lab setting.

FCCLA Integration into FCS Exploration : STAR Events : Illustrated Talk, Interpersonal Communications, Life Event Planning, Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, Leadership, National Programs in Action, Focus on Children Skill Demonstration Events : Impromptu Speaking. National Program : Power of One, Student Body, FACTS-Families Acting for Community Traffic Safety.

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REVISED: DECEMBER 2024

Unit 1

Personal Skills

Pacing

Key Language Use(s)

●​ 10-15 Class Periods

Narrate Argue Inform Explain

Key Standard(s) Strand 5: Students will explore skills related to Family & Human Services. Standard 1 : Identify key milestones throughout different development stages.

●​ Infancy (neonatal - 1 year) ●​ Toddler (1 - 5 years of age) ●​ Childhood (6 - 11 years of age) ●​ Adolescents (12 - 18 years of age) ●​ Adulthood (18 - 65 years of age) ●​ Late Adulthood (65 - ?)

●​ Explain challenges that lead to growth in each development stage Standard 2 : Discuss the supports and challenges related to different generations ●​ Explain the role different generations play in society. ●​ Identify ways different generations support one another Standard 3 : Identify ways that self-concept is important for professionals in the behavioral health industry to understand for potential clients. ●​ Self-concept: a combination of self-esteem and self-image. ●​ Discuss ways to help others build positive self-concept. Some examples may include accepting yourself, forgiving yourself and others, strengthening family relationships, learning a new skill, reaching out to others, be positive, be assertive, making a new friend, improving a friendship, do something nice for someone, recognizing your strong points, not comparing yourself to others, set and accomplish goals, give yourself credit for your positive qualities, live within your value system, care about other people, positive self-talk. Standard 4 : Identify and define personal values (tangible and intangible) and discuss how they may govern a potential client’s actions. ●​ Values: anything in life that is important to us. They determine how we live and how we tell the difference between right and wrong. ●​ Tangible values: material things in our lives that usually cost money to obtain (Ex: jewelry, cars, clothing, etc.) ●​ Intangible values: non-material things that usually can’t be bought with money (Ex: love, honesty, kindness, friendships, etc.) Standard 5 : Define short and long-term goals. Discuss how short-term goals are the stepping stones to achieving long-term goals. Discuss the qualities of successful goals.

●​ Goals: plans you make to help you reach or accomplish something in the future. ●​ Two types of goals: ○​ Short-term goals: usually accomplished quickly (1-3 days); help you achieve long-term goals. ○​ Long-term goals: usually take longer to accomplish (months to years) ●​ Successful goals are realistic, measurable, and specific. Standard 6 : ●​ Identify strategies for adapting and coping with challenging issues. ●​ Define stress. ○​ Stress: the body’s reaction to pressure, either mentally or physically ○​ Signs of stress: ■​ Physical: tiredness, injury, insomnia, headache, tense muscles, etc. ■​ Emotional: worrying, irritability, crying, feeling anxious, nightmares, depression, etc. ■​ Behavior: acting out, inability to eat, extreme anger, hitting/punching, nail biting, nervous twitching, etc. ●​ Identify and review stress management skills (causes and effects, management techniques). ○​ Stress management techniques: acknowledge it, good diet, regular sleep, exercise, building good relationships, get organized, make a “to-do” list, don’t procrastinate, mentally count down, take a break, laugh, say “no” to things, listen to music. Standard 7 : Explore local programs related to public health. ●​ Research: Studying disease and injury prevention ●​ Education: Promoting healthy lifestyles and educating people on the dangers of substances like tobacco and alcohol. ●​ Response: Detecting, preventing, and responding to infectious diseases ●​ Policy: Recommending policies and advocating for laws to keep people safe. ●​ Services: Administering services like vaccination programs and school nutrition programs.

End of Unit Competency ●​ I can identify and explain different development stages.

●​ I can identify and explain the roles of different generations in society.

●​ I can identify and narrate ways to build self-concept in myself and others.

●​ I can identify my values.

●​ I can explain the difference between short-term and long-term goals.

●​ I can identify and describe the different types of stress.

●​ I can explain different techniques to manage stress.

●​ I can identify different local programs related to public health. Performance Objectives: ●​ Create a public health message for one of the developmental stages that helps to support the well-being of that age group. ●​ Interview someone from a different generation and explore the key relationships they have with other generations. (grandparenting, elderly doctor visits, meals, holidays, work schedules) ●​ Identify ways to strengthen bonds across different generations. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions)

Differentiation in Action Skill Building

Strand 5, Standard 1: Developmental stages ●​ Guided Internet Research

○​ Students will use teacher-curated resources and search strategies to conduct focused online research on the stages of human development (e.g., infancy, childhood, adolescence, adulthood, late adulthood). ○​ Teachers will model how to evaluate credible sources and extract key information. ●​ Structured Analysis of Developmental Changes ○​ Using graphic organizers or comparison charts, students will identify and analyze common physical, cognitive, emotional, and social challenges that individuals may face at each stage of development. ○​ Teachers will provide guiding questions to support critical thinking and analysis. ●​ Case Studies and Biography Application ○​ Students will read or view case studies or biographical examples (provided or approved by the teacher) that illustrate real-life developmental experiences. ○​ Through small-group discussion or written reflection, students will connect theory to practice by identifying specific

challenges and explaining how they relate to the stage of development.

Strand 5, Standard 2 : Generations ●​ Interview someone of a different generation.

○​ Teachers will model effective interview techniques, including how to develop open-ended questions, practice active listening, and take accurate notes. ○​ Students will be provided with a sample interview guide and a rubric outlining expectations for respectful communication and depth of inquiry. ●​ Create lists of ways to strengthen bonds between generations. ○​ After interviews, students will engage in small-group discussions to synthesize insights and identify themes from their interviews. ○​ Students will use a think-pair-share or gallery walk protocol to share and refine their ideas. Strand 5, Standard 3 : Self-Concept and Personal Development: ●​ Self-reflection activities ○​ Students will participate in structured self-reflection through guided journaling prompts, the creation of personal mission statements, and values clarification activities. ○​ Teachers will model reflective thinking and provide sentence stems or graphic organizers to support student responses.​ ●​ Explicit Instruction on Emotional Intelligence Skills ○​ Lessons will introduce core concepts of emotional intelligence, including self-awareness, self-regulation, and self-management strategies. ○​ Teachers will use explicit instruction, including modeling, role-playing, and think-alouds, to teach these skills. ○​ Students will engage in scenario-based activities to practice recognizing and managing emotions in themselves and others. ●​ Personality/strengths assessments to explore individual traits ○​ Students will complete personality or strengths inventories (e.g., You Science). ○​ Teachers will facilitate discussions to help students interpret their results and make connections to learning preferences, communication styles, and career goals.

Strand 5, Standard 4 : Personal Values ●​ Create a vision board

○​ Students will identify and illustrate both tangible (e.g., career, lifestyle) and intangible (e.g., integrity, compassion) values through the creation of a personal vision board. ○​ Teachers will guide students in brainstorming values, using examples and a values inventory for support.​ ●​ Role-playing scenarios demonstrating responsible decision-making

○​ Students will participate in structured role-play activities to practice making thoughtful, ethical decisions in real-life scenarios (e.g., peer pressure, time management, conflict resolution). ○​ Teachers will introduce a decision-making model (such as the STOP or DECIDE model), model its use, and then facilitate student practice through guided feedback and peer observation. ○​ Students will create vision boards or goal ladders to visually represent their short-term and long-term aspirations—personal, academic, and career-related. ○​ Teachers will model the process of breaking down big goals into actionable steps using tools like SMART goals and goal-setting frameworks. ○​ Teachers will lead students through guided mindfulness exercises, including deep breathing, progressive muscle relaxation, and meditation. ○​ These sessions will be modeled and practiced regularly to help students develop self-regulation and emotional resilience. ○​ Reflection prompts or mood check-ins will be used to help students track their responses over time. ○​ Students will keep stress logs or reflective journals to track triggers, responses, and coping strategies. ○​ Teachers will provide structured templates and sentence starters to support meaningful reflection. ●​ Research and present different stress management methods ○​ Students will engage in guided research to explore a range of evidence-based stress management techniques, such as time management, exercise, creative expression, or digital detoxing. ○​ In small groups or individually, they will present their findings through multimedia presentations or visual aids, strengthening both content knowledge and communication skills. ●​ Role-playing effective communication and conflict resolution ○​ Through teacher-facilitated role-play scenarios, students will practice using assertive communication, active listening, and conflict resolution strategies in realistic situations. ○​ Feedback protocols will be used to reflect on what worked and what could be improved. Strand 5, Standard 7 : Public Health ●​ Connect with district-approved community mental health resources and spokespeople (Reach out to Patti Larkin, CTE Specialist, for Information) ●​ Identify personal stressors through stress logs or journals Strand 5, Standard 5 : Personal Goals ●​ Creating vision boards or goal ladders Strand 5, Standard 6 : Stress and Coping Strategies ●​ Mindfulness and relaxation technique practice

○​ Teachers will coordinate opportunities for students to interact with local mental health professionals or guest speakers, either through classroom visits, virtual panels, or field trips. ○​ Students will prepare guided questions in advance and reflect on key takeaways through follow-up discussions or journal entries. ●​ Create public service campaigns promoting healthy development in different developmental stages ○​ Students will design public service campaigns (e.g., posters, videos, social media posts, presentations) that promote healthy development across different life stages, such as childhood, adolescence, or adulthood. ○​ Teachers will provide clear criteria, graphic organizers, and exemplars, guiding students through research, message development, and media creation. ●​ Peer mentoring programs pair upperclassmen with underclassmen ○​ Peer mentoring programs pair upperclassmen with underclassmen ○​ Service learning projects, tutoring/mentoring younger students ○​ Lessons analyzing influences like media, peer pressure, and social norms ○​ Guest speakers sharing inspirational stories of perseverance ●​ Service learning projects, tutoring/mentoring younger students ○​ Students will participate in service learning opportunities that involve tutoring or mentoring younger students, within the school or through local partnerships. ○​ Teachers will guide students through planning, reflection, and impact analysis , helping them connect their service to broader developmental and social outcomes ●​ Lessons analyzing influences like media, peer pressure, and social norms ○​ Through structured lessons and media analysis, students will explore how media, peer influence, and societal expectations shape attitudes and behaviors. ○​ Teachers will model critical questioning techniques , use case studies or real-world examples , and facilitate Socratic seminars or debates to deepen understanding. ●​ Guest speakers sharing inspirational stories of perseverance ○​ Teachers will invite guest speakers (e.g., community leaders, alumni, professionals) to share personal stories of overcoming adversity . ○​ Students will engage in active listening protocols , take notes, and reflect through writing or group discussion.

Extension

Resources/ Suggested Lesson(s) Activities: ●​ Roadmap of Life - Canvas (1 day) ●​ Positive Talk Flower - Canvas (.5 day)

●​ I am Unique - Canvas (.5 day) ●​ All About Me T-shirt - Canvas (.5 day) ●​ ABC’s of Values - Canvas (2-3 days) ●​ Decision Making Infographic - Canvas (.5 day) ●​ SMART Goals - Canvas (.5 day) ●​ Self-Reflection Assignment - Andrea Smith FCS Integrated Google Drive (link in Canvas) (.5 day) ●​ Values Story Book - Emalee Brown FCS Int Folder (2-3 days) Skills : ●​ Students will complete unit notes on different standards from the teacher's lectures. ●​ Students will reflect on past decisions to determine effective decision-making skills (i.e., good vs. bad past decisions). ●​ Students will create lists of values, both tangible and intangible. ●​ Students will create short and long-term goals, ensuring they are specific, measurable, and timely. ●​ Students will practice different stress-relieving activities to determine which is best for them. Scaffolded Learning: For new learners : ●​ Consider scaffolded notes or limit the scope of assignments or projects. ●​ Provide one-on-one guidance or precision partnering for classroom activities or projects. For accelerated learners : ●​ Consider having students develop visual representations (i.e., art, paper sculptures) of values. ●​ Allow students to create more specific goals in different areas of their lives, instead of generalizations (i.e., one goal for the school, one goal for personal relationships, one goal for extracurriculars, etc.) ●​ Have students lead the class in their stress-relieving activities or activities they have researched. Vocabulary ●​ Character Traits ●​ Developmental Tasks

●​ Personal Skills ●​ Personal Values ●​ Values ●​ Tangible Values ●​ Intangible Values ●​ Short-term goals ●​ Physical Stress ●​ Behavioral Stress ●​ Distress ●​ Stress Reducer ●​ Generational ●​ Public Health ●​ Policy

●​ Roadblocks ●​ Self Esteem ●​ Self Concept

●​ Self Confidence ●​ Long-Term Goals ●​ Stress ●​ Emotional Stress ●​ Eustress ●​ Stressor ●​ Stress Management ●​ Self Image

Unit 2

Food Safety/ Measuring

Pacing

Key Language Usage

●​ 15-20 Class Periods

Narrate Argue Inform Explain

STANDARDS Strand 7: Students will determine the importance of proper nutrition, food preparation, and techniques . Standard 1 : Apply lab management and safety procedures. ●​ Identify food safety and sanitation guidelines. ●​ Practice recipe conversations, including doubling and halving. ●​ Demonstrate correct measuring techniques. ●​ Demonstrate proper use and care of kitchen equipment. ●​ Identify cooking terms. ●​ Demonstrate food preparation procedures. ●​ Recognize table settings and appropriate social interactions during mealtimes. Standard 4 : Prepare healthy recipes that include the six basic nutrients. Standard 5 : Integrate consumerism, entrepreneurship and careers related to the food and nutrition industries. End of Unit Competency ●​ I can identify food safety and sanitation guidelines. ●​ I can identify cooking terms and demonstrate food preparation. Performance Objectives: ●​ Demonstrate food safety, sanitation, lab management, and healthy food choices in a food lab setting. Language Functions & Features: ■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information ●​ I can explain how to calculate and formulate basic equivalent conversions. ●​ I can narrate correct measuring techniques.

■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Differentiation in Action Skill Building Stand 7, Standard 1 : Lab Management and Safety ●​ Kitchen safety scavenger hunts to identify hazards

○​ Students will participate in a scavenger hunt activity within the kitchen or lab space to identify potential safety hazards. ○​ Teachers will facilitate a debrief discussion to reinforce safe practices and correct misconceptions. ●​ Proper hand-washing and sanitization demos and practice ○​ Teachers will provide live or video demonstrations on proper hygiene techniques, followed by student practice with feedback. ○​ Visual aids and checklists will be used to reinforce steps. ●​ Measurements and conversions practice activities ○​ Students will engage in measuring station rotations and math integration activities that focus on accurate measurements and recipe conversions. ○​ Teachers will provide real-life kitchen tools and problem-solving prompts to connect math to cooking contexts. ●​ Equipment operation and maintenance guides/videos ○​ Students will view step-by-step instructional videos or user guides on safe and proper use of kitchen equipment. ○​ Teachers will follow up with hands-on demonstrations and supervised practice to ensure students can independently operate and care for tools. ●​ Cooking terms and techniques flashcards or matching games ○​ Students will use flashcards, matching games, or digital quizzes to reinforce culinary terminology and foundational techniques.​ ○​ Teachers will incorporate spaced repetition and peer collaboration to support retention.

●​ Setting proper place settings and table manners exercises ○​ Students will participate in interactive table-setting drills and role-playing activities to practice proper dining etiquette. ○​ Teachers will provide visual guides and rubrics to support accuracy and etiquette standards. ●​ Follow recipes step-by-step, doubling or halving as needed ○​ Students will follow written or visual recipes, ○​ Teachers will use think-alouds and guided instruction to support math applications like doubling or halving. Strand 7, Standard 5 : Food Consumerism and Careers: ●​ Grocery store scavenger hunts ○​ Students will complete scavenger hunts in a grocery store or through virtual tours, examining product placement, nutrition labels, and marketing techniques. ○​ Teachers will guide students to analyze how branding, health claims, and price points influence consumer behavior. ○​ Students will use mock budgets, grocery ads, and meal templates to plan nutritious meals within financial constraints. ○​ Teachers will introduce cost-analysis tools and model the decision-making process. ●​ Research and present on careers in the Culinary and Nutrition Fields ○​ Students will conduct guided research and present on food-related careers such as chef, nutritionist, or food scientist. ○​ Teachers will provide career research frameworks and presentation rubrics to support academic and professional communication. ○​ Teachers will invite industry professionals to share their career paths, workplace experiences, and insights. ○​ Students will prepare questions in advance and complete reflection activities post-visit. practicing step-by-step execution while adjusting measurements as needed. ●​ Practice Consumer Skills ●​ Guest speakers

●​ Entrepreneurial projects

○​ Students will brainstorm, develop, and pitch a food product or small business idea, incorporating branding, cost analysis, and marketing strategies. ○​ Teachers will facilitate ideation workshops, provide business plan templates, and guide students through peer critique and revision. ●​ Food truck or restaurant management simulations ○​ Students will participate in interactive simulations where they make management decisions about menu planning, staffing, pricing, and customer service. ○​ Teachers will use rubrics and reflection tools to evaluate strategic thinking and outcomes. ●​ Virtual Field Trips ○​ Students will engage in virtual field trips (videos or live tours) of food processing or manufacturing facilities. ○​ Teachers will facilitate pre-visit questions and post-visit reflections to reinforce learning. ●​ Cultural food labs exploring global cuisine and traditions ○​ Students will prepare traditional dishes from diverse cultures while learning about the historical, cultural, and regional contexts behind the cuisine. ○​ Teachers will integrate multimedia resources and class discussions to deepen cultural understanding. ●​ Create instructional videos modeling cooking techniques ○​ Students will script, film, and edit how-to cooking videos demonstrating techniques like sautéing, kneading, or making a roux. ○​ Teachers will model video planning and provide rubrics for clear communication and technical accuracy. ●​ Practice plating, garnishing, and food presentation skills ○​ Teachers will model plating techniques using examples and visual aids. Students will then practice with real dishes, receiving feedback on presentation and creativity. ●​ Conduct taste tests and sensory evaluation experiments ○​ Students will participate in structured taste tests,

Extension

evaluating food samples based on texture, aroma, flavor, and appearance using sensory evaluation forms. ○​ Teachers will guide students through data collection and analysis, linking it to both culinary and scientific principles. ○​ Students will use tools or databases to analyze the nutritional content of recipes and propose modifications for dietary needs (e.g., low-sodium, gluten-free). ○​ Teachers will introduce nutrition labels, dietary guidelines, and modeling tools like MyPlate. ●​ Special projects like canning, bread baking, and cake decorating ○​ Students will complete hands-on specialty projects, applying advanced techniques in focused culinary areas. ○​ Teachers will provide step-by-step demos, safety protocols, and opportunities for creative expression. ●​ Design nutritional analysis for recipes and dietary modifications

Resources/ Suggested Lesson(s) Activities: ●​ Kitchen Safety/Sanitation Memes - Canvas (.5 day) ●​ Dishwashing Infographic - Canvas (.5 - 1 day) ●​ Kitchen Math Assignment - Canvas (.5 - 1 day) ●​ Kitchen Equivalents Spoons Game - Canvas (.5 - 1 day)

●​ Reading A Recipe - Canvas (.5 - 1 day) ●​ Great Recipe Race - Canvas (.5 - 1 day) ●​ Cooking Skit - Canvas (1 - 2 days) ●​ Cooking Equipment Matching Game - Emalee Brown FCS Int Folder Google Drive, Foods & Nutrition folder (.5 - 1 day) ●​ Doubling & Halving A Recipe - Emalee Brown FCS Int Folder Google Drive, Foods & Nutrition folder (.5 - 1 day) ●​ Kitchen Equipment BINGO - Emalee Brown FCS Int Folder Google Drive, Foods & Nutrition folder (.5 - 1 day) Skills : ●​ Students will complete unit notes on different standards from the teacher's lectures. ●​ Students will research recipes online and list different safety or sanitation situations to look out for. ●​ Students will physically identify all equipment in the kitchen. ●​ Students will use worksheets, online resources, or other math fraction activities to practice fraction multiplication and division to be able to multiply and divide recipe amounts. ●​ Students will practice measuring techniques while acquiring ingredients for a recipe during

a cooking lab. ●​ Students will demonstrate appropriate food preparation procedures when cooking with their lab groups. Scaffolded Learning : For new learners : ●​ Consider scaffolded notes or limit the scope of assignments or projects. ●​ Provide one-on-one guidance or precision partnering for classroom activities or projects, especially cooking labs. ●​ Assign kitchen tasks where the student excels or is capable of performing well. For accelerated learners : ●​ Consider having students teach/reteach the class how to complete fraction math. ●​ Students can create safety or sanitation PSA videos. ●​ Students can demonstrate to the class how to perform specific food preparation procedures (i.e., cut, dice, saute, cream, whip). ●​ Students can research, plan, and execute their own recipes for a cooking lab. Vocabulary ●​ Sanitation ●​ Danger Zone ●​ Foodborne Illness ●​ Chill ●​ Cross-Contamination ●​ Separate ●​ Clean

●​ Wet Ingredients ●​ Dry Ingredients ●​ Beat ●​ Chop ●​ Boil ●​ Whip

Unit 3

My Plate/Dietary Guidelines

Pacing

Key Language Usage

●​ 5-10 Class Periods

Narrate Argue Inform Explain

Standards Strand 7: Students will determine the importance of proper nutrition and food preparation techniques. Standard 3 : Discuss the current USDA Dietary Guidelines and MyPlate.

End of Unit Competency ●​ I can explain the current USDA Dietary Guidelines.

●​ I can identify proper food and nutrition preparation techniques. Performance Objectives: ●​ Demonstrate food safety, sanitation, lab management, and healthy food choices in a food lab setting. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Differentiation in Action Skill Building Hands-On Activity Options: ●​ Create visual plate models using actual food items ○​ Students use real or model food items to create

visual MyPlate portions, reinforcing nutrition concepts through manipulatives and tactile engagement.

○​ Teachers facilitate with modeling and guided feedback to ensure accuracy and understanding. ○​ Students engage in cooking labs where they plan and prepare meals that follow the Dietary Guidelines. ○​ Students keep daily food journals and compare their intake to MyPlate recommendations using apps or analysis tools. ○​ Through in-person or virtual tours, students learn how to evaluate real-world food choices in a retail setting. ○​ Students plan and pack balanced lunchboxes, using MyPlate as a guide. I nteractive Learning Opportunities : ●​ MyPlate menu-planning activities and challenges ○​ Students engage in interactive challenges to build menus within MyPlate guidelines, promoting teamwork and decision-making. ○​ Teachers facilitate with scaffolding tools such as menu templates or digital planners. ●​ Online games/quizzes about Dietary Guidelines and food group recommendations ○​ Students use online platforms to test their knowledge of food groups and guidelines. ○​ Teachers use real-time data for feedback and reteaching. ●​ Video tutorials explaining the rationale behind the Dietary Guidelines ○​ Students watch short, engaging videos that explain the rationale and science behind dietary guidelines. ●​ Interactive websites allow them to input data and get personalized feedback ○​ Students input their data (e.g., age, activity level) into nutrition planning tools to receive personalized dietary guidance. ○​ Teachers assist with interpretation and goal-setting, supporting student agency. ●​ Group discussions analyzing real sample menus for nutrition adequacy ●​ Cook and prepare sample meals ●​ Daily food intake ●​ Grocery store tour ●​ Nutritious Lunchbox

○​ In small groups, students critique menus for nutritional adequacy and suggest improvements using MyPlate criteria. ○​ Teachers guide with question prompts and rubrics to deepen analysis.

Project-Based Learning Options : ●​ Research Projects

○​ Students explore how dietary guidance has changed over time, creating timelines or presentations. ○​ Teachers support with research frameworks and source evaluation tools. ○​ Students design posters, videos, or social media campaigns promoting the Dietary Guidelines. ○​ This integrates health, design, and communication standards, promoting real-world impact. ○​ Student teams plan, prep, and present a balanced MyPlate meal, explaining their ingredient choices and nutrition rationale. ○​ Teachers assess using performance rubrics and peer feedback. ○​ Students prepare questions and interview a local nutritionist or dietitian about how they apply the Guidelines in their work. ○​ Students analyze a favorite meal, identify areas for improvement, and modify it to align with the Dietary Guidelines. ○​ Teachers support through analysis tools and structured reflection. ○​ Students sample snacks from each food group in a structured taste test, using sensory evaluation charts to assess flavor, texture, and appeal. ○​ Teachers guide discussions connecting taste experiences to nutritional value and food group functions, encouraging active engagement and real-world application.

●​ Public health campaigns

●​ MyPlate meal-prep challenge

●​ Interview a nutrition professional

●​ Dietary Analysis and Recipe Modification

●​ Structured Taste Test

Extension

●​ News discussion

○​ Students analyze recent news articles or media

clips about food trends, public health, or changes in dietary policy. ○​ Teachers facilitate guided discussions using evidence-based questioning and media analysis tools, promoting critical thinking and civic awareness. ○​ Students participate in on-site visits or virtual tours of farms, dairies, or food processing plants to explore food origins and production systems. ○​ Teachers connect field observations to classroom content through pre-visit research, observation guides, and post-visit reflections, fostering a deeper understanding of food systems and sustainability. ○​ Professionals from fields such as dietetics, public health, or personal training visit the class (or connect virtually) to discuss how they apply the Dietary Guidelines in their work. ○​ Students prepare questions in advance and complete post-interview reflections, helping them connect classroom learning to real-world professions. ○​ Students investigate how different cultures approach nutrition, meal structure, and dietary recommendations, comparing these to the U.S. Dietary Guidelines. ○​ Teachers support exploration through multimedia resources, student research, and cross-cultural comparisons, promoting global awareness and inclusive thinking.

●​ Field trips

●​ Guest speakers

●​ Cultural Studies

Resources Activities:

●​ MyPlate.gov (1 day)

Skills : ●​ Students will complete unit notes on different standards from the teacher's lectures. ●​ Students will create on paper or online their own MyPlate based on a past meal and evaluate whether it follows MyPlate guidelines or not. ●​ Students can utilize online resources at MyPlate.gov to evaluate their nutrition practices.

Scaffolded Learning : For new learners :

●​ Consider scaffolded notes or limit the scope of assignments or projects. ●​ Provide one-on-one guidance or precision partnering for classroom activities or projects. ●​ Assign kitchen tasks where the student excels or is capable of performing well. ●​ Students will create one meal following MyPlate guidelines instead of creating multiple meals.

For accelerated learners : ●​ Students will plan a day of meals following the MyPlate guidelines. ●​ Students can price out the meals they plan using MyPlate guidelines.

Vocabulary

●​ Nutrients ●​ Carbohydrates ●​ Protein ●​ Lipids (fats)

●​ Vitamins ●​ Minerals ●​ MyPlate ●​ Fruit ●​ Vegetables

●​ Dairy ●​ USDA

Unit 4

Six Basic Nutrients

Pacing

Key Language Usage

●​ 10-20 Class Periods

Narrate Argue Inform Explain

Standards Strand 7: Students will determine the importance of proper nutrition and food preparation techniques. Standard 2 : Students will analyze basic nutrition information that is practiced in dietetic careers. ●​ Identify the six basic nutrients. (carbohydrates, protein, lipids, vitamins, minerals, and water) ●​ Identify food sources for the six basic nutrients. Standard 4 : Prepare healthy recipes that include the six basic nutrients

End of Unit Competency ●​ I can identify and describe the six basic nutrients.

●​ I can identify food sources for each of the six basic nutrients.

●​ I can explain proper food and nutrition preparation techniques. Performance Objectives: ●​ Demonstrate food safety, sanitation, lab management, and healthy food choices in a food lab setting. Language Functions & Features: ■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information