FCS Integrated

Instructional Guide 202 4 -202 5

FCS Integrated

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 Integrated

FCS Integrated – A/B Day Schedule

Overarching Unit

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

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 Integrated – Semester Schedule

1st Quarter/3rd Quarter

2nd Quarter/4th Quarter

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 own recipe and plan the execution of the recipe in the allotted class time.

Unit 1

Personal Skills

Pacing

Key Language Use(s)

● 8-10 Class Periods

Narrate Argue Inform Explain

Key Standards(s) 5: Students will exercise the social and emotional skills related to Human Services. 5.1: Demonstrate character traits necessary to be successful in school, personal life, and future employment. ● Explore the impact of making responsible decisions. ● Identify Havighurst’s developmental tasks and challenges that occur during adolescence and conditions that can impede, delay, or interrupt these tasks/roadblocks. ● Identify skills that lead to an understanding of self (self-esteem, self-concept/self-confdence, how to build self-concept/self-confdence, and personality assessment) ● Identify and defne personal values (tangible and intangible) using the values cycle. ● Defne short and long-term goals. Discuss how the goals are stepping stones to achieving long-term goals. Discuss the qualities of successful goals. 5.2: ● Identify strategies for adapting and coping with challenging issues. ● Defne stress. ● Identify and review stress management skills. End of Unit Competency ● I can narrate how to make responsible decisions. ● I can identify and explain Havighurst’s developmental tasks and challenges. ● I can identify my personal values. ● I can explain the difference between short-term and long-term goals. ● I can explain the different techniques to overcome a challenge successfully.

● I can identify and describe the different types of stress. ● I can explain different techniques to manage stress.

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

5.1 Character Traits/Personal Development:

● Self-refection activities - journaling, personal mission statements, values assessments ● Role-playing scenarios demonstrating responsible decision-making ● Analyzing case studies or biographies highlighting developmental challenges ● Creating vision boards or goal ladders mapping out short-term and long-term aspirations ● Lessons on emotional intelligence, self-awareness, self-management strategies ● Personality/strengths assessments to explore individual traits ● Mindfulness and relaxation technique practice (deep breathing, meditation, etc.) ● Identify personal stressors through stress logs or journals ● Research and present different stress management methods ● Create public service campaigns promoting healthy coping mechanisms ● Role-playing effective communication and confict resolution ● Connect with community mental health resources and spokespeople ● Peer mentoring programs pairing upperclassmen with underclassmen ● Service learning projects tutoring/mentoring younger students ● Lessons analyzing infuences like media, peer pressure, social norms ● Guest speakers sharing inspirational stories of perseverance

5.2 Coping Strategies:

Extension

RESOURCES Activities:

● Roadmap of Life - Canvas ● Positive Talk Flower - Canvas ● I am Unique - Canvas ● All About Me T-shirt - Canvas ● ABC’s of Values - Canvas ● Decision Making Infographic - Canvas ● SMART Goals - Canvas ● Self Refection Assignment - Andrea Smith FCS Integrated Google Drive (link in Canvas) ● Values Story Book - Emalee Brown FCS Int Folder Skills : ● Students will complete unit notes on different standards from teacher lectures. ● Students will refect 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 specifc, 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 specifc goals in different areas of their lives, instead of generalizations (i.e., one goal for school, one goal for personal relationships, one goal for extracurriculars, etc.) ● Have students lead the class in their own stress-relieving activities or activities they have researched. VOCABULARY ● Character Traits ● Developmental Tasks

● Self Image ● Personal Skills ● Personal Values ● Values ● Tangible Values ● Intangible Values

● Roadblocks ● Self Esteem ● Self Concept ● Self Confdence

● Long-Term Goals ● Stress ● Emotional Stress ● Eustress ● Stressor ● Stress Management

● Short Term goals ● Physical Stress ● Behavioral Stress ● Distress ● Stress Reducer

Unit 2 Clothing & Textile Design

Pacing

Key Language Usage

● 30-34 Class Periods

Narrate Argue Inform Explain

STANDARDS Strand 3: Students will participate in hands-on skill development related to sewing construction and textile design. 3.1: 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. 3.2: Identify industry-based sewing equipment and follow safety standards. ● Scissors/shears ● Rotary cutter and mat board ● Pins ● Pattern markings ● Seam allowances ● Backstitch ● Pivot ● Casing ● Attach a button ● Measuring ● Pressing/ironing techniques ● Identify the fold, lengthwise, and crosswise grain of fabric 3.4: Explain the purpose of fashion. ● Discuss how fashion is used as a means of expression. ● Discuss proper laundering techniques. 3.5: Integrate consumerism, entrepreneurship, and careers in the fashion and textile industry. ● Hand Needles ● SeamGauge ● Measuring tape/tape measure ● Seam Ripper ● Iron 3.3: Apply basic industry sewing techniques.

● Discuss brand names, advertising, merchandising, and how they affect the consumer.

End of Unit Competency ● I can explain hands-on skill development related to clothing construction, fashion, textile technology, and careers. ● I can explain skill use and care for the sewing machine, serger, and other specialty sewing machines. ● I can identify the parts of the sewing machine and their functions. ● I can explain how to change a needle in the sewing machine. ● I can explain how to correctly thread the sewing machine. ● I can explain how to wind and insert the bobbin into the sewing machine. ● I can identify the proper/safe usage of a serger. ● I can identify industry-based sewing equipment and follow safety standards as they apply. ● I can narrate the proper usage of a rotary cutter, mat board, pins, handle needles, seam gauge, measuring tape, seam ripper, and iron safely. ● I can identify and adjust patterns appropriately. ● I can explain what backstitch, pivot, fnishing seam, top stitch, and seam allowances mean. ● I can narrate how to sew a buttonhole and attach a button. ● I can explain key terms related to fashion.

● I can explain how to express myself through fashion. ● I can narrate how advertising affects buying choices. ● I can explain how to care for clothing appropriately . Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

3.1 Using Sewing Machines: ● Label the machine parts and have students identify them ● Instructor demonstrations on proper threading and bobbin winding ● Students practice threading and re-threading machines repeatedly ● Sewing simple lines, shapes, and seams on paper frst before using fabric ● Troubleshoot common machine issues like jammed threads 3.2 Sewing Equipment and Safety: ● Set up stations with various tools for students to examine ● Model appropriate handling and hazard precautions for each tool ● Create safety quizzes or identifcation activities ● Practice body positioning, grip, and cutting techniques with sheers ● Designate safety inspectors to assess workstations 3.3 Basic Sewing Techniques: ● Provide fabric swatch samples highlighting markings, grainlines ● Seam guides, or plates to practice proper seam allowances ● Stitch exercises focused on backstitch, pivoting, casing on samples ● Student demonstrations showing pressing, pattern layouts, etc. ● Real-world examples analyzing construction techniques used 3.4 Purpose of Fashion: ● Analyze iconic fashion looks and how they represent values/identity ● Discuss how clothing choices can send social/cultural messages ● Read excerpts from fashion histories or trends ● Proper care activities like stain removal, hand washing, etc.

3.5 Fashion Industry: ● Case studies of marketing campaigns for popular brands ● Explore merchandising principles through store planograms/layouts ● Update products by redesigning packaging, branding, etc. ● Research career options and training requirements ● Design challenges creating textile patterns, embellishments ● Community service like teaching sewing basics at a center ● Workplace simulation managing a sewing production workfow ● Fashion shows or exhibits showcasing student work

Extension

Resources/Suggested Lesson(s) Activities: ● Sewing Math Quiz - Canvas ● Stitching Practice - Canvas ● Sewing Samples - Canvas

● PJ Pants - Canvas ● Hoodie - Canvas ● COVID Mask - Canvas ● Zipper Bag - Canvas ● Apron - Canvas

● My Fashion Style Assignment - Canvas ● Fashion History Presentation - Canvas ● Felt Monster - Andrea Smith FCS Integrated Google Drive (link in Canvas) Skills : ● Students will identify different sewing equipment and describe their appropriate use. ● Students will demonstrate proper safety and use of the sewing machine and serger. ● Students will demonstrate appropriate use of the sewing machines and sergers to complete different sewing projects. ● Students will identify their fashion styles and preferred trends. ● Students will identify and give examples of different fashion terms (i.e., fashion, fad, classic, style, design). ● Students will identify different laundering techniques depending on the textile. ● Students will identify the advertising campaigns of various companies and brands, and analyze if they are successful or unsuccessful campaigns. 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 ● Consider doing simple projects such as a pencil roll, hot pad, rice bag, etc. For accelerated learners: ● Students can complete more detailed projects that require advanced sewing techniques ● Students can draw and design different outfts that were popular in a chosen decade. ● Students can research different types of fbers and what items they are best used for. ● Students can research local clothing companies to see what kind of advertising they have used, and if it was successful or not. Vocabulary Back Stitch Grainline Bobbin Pivot Thread Scissors HandWheel Tension Control Seam Shears FeedDogs Take-up lever Allowance Rotary Cutter Spool Pin Bobbin Winder Seam Finish RotaryMat Pressure Foot Tension Casing Pins Lever Power Switch Topstitch Hand Needle Stitch Thread Cutter Pattern SeamGauge Width Serger Fold Measuring Control Stitch Button Hole Fashion Fad Classic Design Haute Couture Avant Garde Trend Accessories Laundry BrandName (i.e., sweatshirts, pajama bottoms, small duffe bags, etc.). ● Consider allowing students to choose their sewing projects.

Unit 3

Childcare

Pacing

Key Language Usage

● 8-10 Class Periods

Narrate Argue Inform Explain

Standards 6: Students will participate in activities regarding early childhood education. 6.1: Outline the responsibilities of childcare providers who work in early childhood careers. ● Identify safety hazards, accident prevention, and emergency procedures. ● Discuss the types and signs of child abuse and how to prevent it. ● Differentiate between negative and positive methods of guidance for children. 6.2: Describe the developmental value of play. 6.3: Plan and/or prepare a food experience that appeals to children, promotes healthy eating habits, and follows current USDA nutritional guidelines for food preparation. 6.4: Demonstrate a hands-on early childhood education experience. ● Select a theme, games, healthy snacks, stories, fngerplays, art projects, and science or sensory projects to use for childcare activities. 6.5: Integrate consumerism, entrepreneurship, and careers related to early childhood education. (Pre-school, K-3) ● Investigate the costs associated with childcare for one year. End of Unit Competency ● I can identify and describe the responsibilities of being a childcare provider. ● I can identify safety hazards for children and demonstrate what to do in the case of an accident or emergency. ● I can identify and describe the signs of child abuse and know how to proceed. ● I can explain how play affects a child’s development emotionally, socially, and physically. ● Identify age-appropriate activities that promote creative play. ● Discuss how play infuences social, emotional, and physical development.

● I can identify and create age-appropriate, creative play activities. ● I can narrate how to plan and carry out a hands-on childcare experience. ● I can identify careers related to childcare. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building 6.1 Childcare Provider Responsibilities: ● Identify safety hazards through simulations or in actual childcare environments ● View videos/case studies highlighting different types of child abuse and prevention ● Compare discipline techniques like time-outs, reinforcement, and redirection and discuss the pros/cons ● First aid/CPR training specifc to caring for young children

6.2 Value of Play:

● Observe children at play and document developmental milestones being practiced ● Design developmentally appropriate play activity plans for different age groups ● Read literature on play theory and its infuence on domains like social-emotional, cognitive, physical ● Analyze differences between open-ended materials that encourage creativity vs. structured toys

6.3 Child Nutrition:

● USDA MyPlate guidelines for youngsters - create visual plate models ● Develop child-friendly, nutritious snack or meal ideas incorporating food activities ● Consider modifcations for common childhood dietary restrictions

● Practice principles of appetizing plating and portion sizes for kids

6.4 Hands-On Experiences:

● Design thematic units integrating stories, songs, games, art, science, etc. ● Implement group times with stories, fngerplays, movement/music activities ● Set up exploratory learning centers and rotate facilitating each center ● Opportunities to assist in actual preschool/childcare classrooms ● Research training paths, credentials, and roles in early childhood education ● Calculate start-up and operational costs for childcare facilities ● Explore funding sources like tuition models, grants, educational discounts ● Develop business plans or marketing for hypothetical childcare programs ● Design and create developmentally appropriate toys, games, or learning materials ● Set up and run a classroom simulation, taking turns as "teachers" ● Role-play scenarios responding to situations childcare workers commonly face ● Fundraise/collect book and toy donations for organizations serving underprivileged children

6.5 Careers/Childcare Economics:

Extension

Resources Activities:

● Preschool Planner - Canvas ● FACS Exploration Preschool Lesson Plan Template - Andrea Smith FCS Integrated Google Drive (link in Canvas), 2 Childcare folder ● What A Baby Needs - Andrea Smith FCS Integrated Google Drive (link in Canvas) ● Toy Websearch - Emalee Brown’s FCS B Folder Google Drive (link in Canvas), Child Care & Development folder ● Parenting Book- Emalee Brown’s FCS B Folder Google Drive (link in Canvas), Child Care & Development folder ● Cost of A Baby- Emalee Brown’s FCS B Folder Google Drive (link in Canvas), Child Care & Development folder ● Flour Baby Book - Emalee Brown’s FCS B Folder Google Drive (link in Canvas), Child Care & Development folder

Skills : ● Students will complete unit notes on different standards from teacher lectures. ● Students will plan and prepare various healthy snacks for children. ● Students will plan at least 3 activities (see Standard 6.4 for options) that are age-appropriate for early childhood education. Students will engage in these activities with their class or pre-school-age children. ● Students will engage in discussion about the social, emotional, and physical effects of play. ● Students will engage in lectures and discussions about the different signs of abuse in children. Students will know what actions to take if they notice someone who shows signs of abuse. 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. ● Focus activity planning on the interests or strengths of the student (i.e., a student who loves drawing can plan an art activity) ● Students can create new activity props, e.g., fnger puppets, paper puzzles, etc. ● Students can research the process of abuse reporting in their school by interviewing counselors or administration. Vocabulary ● Hazard ● First-degree burn ● Poison control ● Child abuse ● Physical abuse ● Emotional abuse ● Neglect For accelerated learners : ● Students can create their games using specifc props or equipment.

● Sexual abuse ● Development ● Social development

● Emotional development ● Physical development ● Developmentally Appropriate Practices (DAP)

Unit 4

Interior Design

Pacing

Key Language Use(s)

● 8-10 Class Periods

Narrate Argue Inform Explain

Key Standard(s) Strand2 : Students will be introduced to elements of design, housing, interior design, and apparel and how it impacts families. 2.1: ● 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. 2.2: Discuss how homes and businesses can be designed according to the activities, wants, and needs of the occupants. 2.3: Integrate consumerism/entrepreneurship and careers related to the interior design industry. ● Explore the cost associated with owning a home or business. 2.4: Discuss how interiors are affected by furniture arrangements and traffc patterns in the home and or business. ● Evaluate foor plans and the traffc patterns developed by furniture arrangements. ● Create a foor plan and arrange furniture for an apartment, home, and/or business implementing the elements and principles of design.

End of Unit Competency ● I can explain the basics of Interior Design. ● I can identify the needs and wants of a family. ● I can identify the principles and elements of design ● I can identify careers in Interior Design.

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building 2.1 Elements and Principles of Design: ● Have students create mood boards/collages showcasing different elements and principles ● Do observational drawing exercises to analyze lines, shapes, and textures in objects

● Mix colors and create color wheels/charts to explore color theory ● Analyze artwork, fashion, and interior design examples to identify the elements/principles used 2.2 Home/Business Design: ● Case studies analyzing how different spaces are designed for intended use/occupants ● Interview or survey friends/family about their housing needs/wants ● Virtual/model home design projects applying concepts of user-centered design 2.3 Consumerism/Careers: ● Research and report on different career paths in interior design ● Calculate costs for a hypothetical home renovation or furnishing a space ● Explore marketing strategies companies use to infuence consumer behavior 2.4 Floor Plans and Furniture Arrangement: ● Create scale models or use design software to experiment with furniture layout

● Analyze foor plans for effcient traffc fow and furniture positioning ● Rearrange classroom furniture intentionally applying design principles ● Virtual/in-person audits evaluating the use of space in buildings Other Ideas: ● Guest speakers from interior design, architecture, etc. felds ● Site visits to design showrooms, furniture stores, and model homes ● Student design contests or critiques of each other's work Project Extensions: ● Design and create a tiny home/micro-apartment layout considering space optimization ● Plan and execute redecorating a room at home or school applying design principles ● Design clothing, accessories, or textiles experimenting with colors, patterns, textures ● Explore sustainable/green design for housing through research projects ● Use virtual reality tools to create and walk through 3D interior designs Career Exploration: ● Job shadow or interview professionals in interior design, architecture, etc. ● Research education paths and certifcations needed for design careers ● Explore related felds like landscape design, set design, visual merchandising Cultural Studies: ● Analyze how different cultures infuence architecture, interior design styles ● Study housing traditions, materials, and foor plans from various societies ● Investigate the cultural signifcance of colors, patterns, and textiles in design Technology Integration: ● Use CAD, 3D modeling, or interior design software to create plans ● Build a virtual reality walk-through simulation of a designed space ● Code animations or games focused on applying design concepts

Extension

Service Learning: ● Work with a local organization to design a renovation plan for their space ● Create instructional resources teaching design principles for youth groups ● Redesign and beautify a community space as a class project

RESOURCES Activities:

● Show Box Room - Canvas ● Cookie Color Wheel - Canvas ● Positive Negative Art Space - Canvas ● Elements & Principles of Design Scavenger Hunt - Canvas ● Texture Mood Board - Canvas ● Elements of Design Foldable - Canvas ● Harmony Quilt Block - Canvas

● Create Your Color Wheel - Canvas ● Color Wheel Paint Review - Canvas ● Frosting Color Wheel - Canvas ● Color Quiz - Canvas

● Color Terms Crossword - Canvas ● Floorplanner.com Design - Canvas ● Paper House Project - Canvas ● Interior Design Challenge - Canvas Skills : ● Students will identify different principles and elements of interior design in photos of different interiors. ● Students will identify different color schemes associated with an interior space. ● Students will explain how the function of the room dictates the design of the space. ● Students will create a foor plan on paper, or using an online software, to show proper use of principles and elements of design. ● Students will identify proper and improper traffc patterns in an interior space. 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. ● Provide students with a blank picture of an interior (instead of having them create their own) that they can design with different colors and textures.

For accelerated learners : ● Students can create an entire apartment foor plan, including the main living area, kitchen, bathroom, and bedroom. ● Students can identify different principles and elements of design used in the classroom or another room in the building, and create a presentation about the interior space they analyzed. They can address why the elements and principles of design were used well or poorly . VOCABULARY ● Needs ● Value ● Analogous ● Wants ● Scale/Proportion ● Achromatic ● Space ● Balance ● Triadic ● Complementary ● Furniture Arrangement ● Shape ● Rhythm ● Monochromatic ● Form ● Color ● Floor Plan ● Line ● Color schemes ● Traffc Patterns ● Pattern

Unit 5

Food & Nutrition

Pacing

Key Language Usage

● 27-30 Class Periods

Narrate Argue Inform Explain

Standards 7: Students will determine the importance of proper nutrition and food preparation and techniques .

7.1: 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. 7.2: 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. 7.3: Discuss the current USDA Dietary Guidelines and MyPlate. 7.4: Prepare healthy recipes that include the six basic nutrients 7.5: Integrate consumerism, entrepreneurship, and careers related to food and nutrition.

End of Unit Competency ● I can identify food safety and sanitation guidelines. ● I can narrate how to calculate and formulate basic equivalent conversations. ● I can explain correct measuring techniques. ● I can identify cooking terms and demonstrate food preparation. ● I can explain the current USDA Dietary Guidelines. ● I can explain proper food and nutrition preparation techniques. ● I can identify and describe the six basic nutrients. ● I can identify food sources for each of the six basic nutrients.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building 7.1 Apply lab management and safety procedures:

● Hands-on kitchen labs practicing proper food handling, sanitation, and equipment use ● Video demonstrations of techniques like measuring, knife skills, equipment operation ● Cooking labs putting recipes into practice while reinforcing safety protocols

7.2 Analyze basic nutrition information:

● Nutrition analysis projects examining the nutrient content of different foods ● Create visual aids/models representing the six nutrient groups ● Taste testing activities identifying nutrients in various foods

7.3 Discuss USDA Dietary Guidelines and MyPlate:

● Research projects on the rationale and recommendations behind the guidelines ● Menu planning activities applying MyPlate portion recommendations ● Compare dietary guidelines across cultures/countries

7.4 Prepare healthy recipes with all six nutrients:

● Cooking labs focused on balanced nutrient-rich recipes ● Modify standard recipes to increase nutritional value ● Dietary restriction challenge - accommodating specifc needs

7.5 Integrate consumerism and careers related to nutrition:

● Case studies on marketing, consumer trends in the food industry ● Interview/job shadowing with nutrition professionals ● Entrepreneurial projects creating a food product or nutrition service ● Grow some food in a classroom garden ● Explore food science concepts like molecular gastronomy ● Marketing campaign for a new healthy product line ● Create and publish a healthy cookbook or blog ● Meal plan for specifc dietary needs (e.g. diabetes, food allergies) ● Design/prototype a new piece of kitchen equipment or utensil

Extension

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

● Reading A Recipe - Canvas ● Great Recipe Race - Canvas ● Cooking Skit - Canvas ● Cooking Equipment Matching Game - Emalee Brown FCS Int Folder Google Drive, Foods & Nutrition folder ● Doubling & Halving A Recipe - Emalee Brown FCS Int Folder Google Drive, Foods & Nutrition folder ● Kitchen Equipment BINGO - Emalee Brown FCS Int Folder Google Drive, Foods & Nutrition folder Skills : ● Students will complete unit notes on different standards from teacher 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 learn how to multiply and divide recipe amounts. ● Students will practice measuring techniques when acquiring ingredients for a recipe during a cooking lab. ● Students will demonstrate appropriate food preparation procedures when cooking with their lab groups. ● Students will create on paper or online their own MyPlate based on a past meal and ● MyPlate

evaluate whether it follows MyPlate guidelines or not. ● Students can utilize online resources at Myplate.gov to evaluate their nutrition practices. ● Students will follow proper nutrition guidelines to create meal plans using all six basic nutrients. ● Students will correctly identify and label different recipe ingredients from recipes into the six basic nutrient groups. Scaffolded Lessons : For new learners: ● Consider scaffolded notes or limit 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. ● Students will create one meal following MyPlate guidelines instead of creating multiple meals. For accelerated learners: ● Consider having students teach/reteach the class how to complete fractions. ● Students can create safety or sanitation PSA videos. ● Students can demonstrate to the class how to perform specifc food preparation procedures (i.e., cut, dice, saute, cream, whip). ● Consider having students research one of the nutrients and teaching it to the class. ● Consider having students create posters or pamphlets about each different nutrient. The posters and pamphlets can then be used to teach the next group of students about the nutrients. ● Consider providing students with more diffcult recipes to prepare. Vocabulary ● Students can research, plan, and execute their recipes for a cooking lab. ● Students will plan a day of meals following the MyPlate guidelines. ● Students can price out the meals they plan following MyPlate guidelines.

● Sanitation Danger ● Zone Foodborne Illness ● Cook ● Chill ● Cross-Contamination ● Separate ● Clean

● Nutrients ● Carbohydrates ● Protein ● Lipids

● Vitamins ● Minerals ● MyPlate

● USDA ● Whip

● Wet Ingredients ● Dry Ingredients ● Beat ● Chop ● Boil

Unit 6

Free Enterprise

Pacing

Key Language Usage

● 5-7 Class Periods

Narrate Argue Inform Explain

Standards 4: Students will explore employability skills and the principles of the free enterprise system.

4.1: Explore the importance of employability skills. ● Identify characteristics of a good employee. ● Discuss how social skills and confict resolution help obtain and maintain a job. 4.2: Complete a free enterprise experience. Develop a business plan following project management principles. ● 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

End of Unit Competency ● I can explain what it means to be a good employee and demonstrate the skills required for a job. ● I can explain and demonstrate how social skills and confict resolution help obtain and maintain a job. ● I can explain how to develop a business plan dealing with producing, promoting, selling, and evaluating a product. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of)

■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building 4.1 Employability Skills:

● Role-playing scenarios - students act out positive/negative employee behaviors and peer evaluate ● Mock job interviews where students practice interviewing skills ● Analyze real job postings and discuss desired qualifcations ● Bring in guest speakers from local businesses to discuss what they look for in employees ● Have students develop personal vision/mission statements and career goals ● Confict resolution activities - how to handle diffcult situations professionally ● Student-run school store or pop-up business applying all steps of the entrepreneurial process ● Assign business roles/departments (marketing, fnance, operations, etc.) and responsibilities ● Conduct market research surveys through observations, interviews, online data ● Prototype development of product/service ideas followed by revisions ● Create business plans, pitches, and marketing campaigns for their proposed venture ● Financial literacy components - managing costs, pricing, record keeping ● Evaluation through self/peer analysis, customer feedback, proft/loss calculation ● Guest entrepreneurs share their startup experiences and lessons learned ● Field trips to local businesses to see operations frsthand ● Project management simulations make decisions that impact time, scope, cost ● Explore economic concepts like supply/demand,

4.2 Free Enterprise Experience:

Extension

competition, positioning ● Participate in entrepreneurial competitions or pitch contest

Resources/Suggested Lesson(s) Activities: ● Food Trucks - Canvas ● Market Survey - Canvas ● Company Plan - Canvas ● Financial Report - Canvas

Skills : ● Students will complete unit notes on different standards from teacher lectures. ● Students will use business principles learned in class to create a company that sells a food item. They will research products, complete a market survey, create the product and packaging, sell the product, and then complete a business evaluation. ● Students will create advertising for their chosen product.

Scaffolded Learning : For new learners: ● Consider scaffolded notes or limit scope of assignments or projects.

● Provide one-on-one guidance or precision partnering for classroom activities or projects. ● Consider providing the students with a basic recipe (chocolate chips, rice krispy treats, etc.) that will be easy to make with high success. For accelerated learners: ● Encourage students to choose a recipe they have never made before. ● Students can create multiple advertising pieces for their product (i.e., packaging, mini-billboard, TV commercial for Food Network, etc.) Vocabulary ● Free enterprise

● Price ● Place ● Promotion ● Proft ● Loss ● Marketing ● Business plan ● Packaging ● Employee skills ● Advertising ● Product

FCS Career Pathways

Overarching Unit

Pacing

Key Language Usage

● 2-4 10-minute mini-lessons throughout each unit.

Narrate Argue Inform Explain

Standards Strand 1: Students will identify the six Family and Consumer Science career pathways and the associated clusters. 1.1: Students will identify the six Family and Consumer Science career pathways and the associated clusters. 1.2: Complete FCCLA Step ONE. End of Unit Competency I can identify the CTE pathways related to the areas of Family and Consumer Science.

I can identify and explain careers related to the six Family and Consumer Science career pathways.

I can explain key skills a person would need to work in Family Consumer Science.

I can explain the education required for several careers in Family Consumer Science. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity

■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

1.1 Identifying FCS Pathways and Clusters: ● Career exploration activities like online assessments, interest inventories ● Research projects on the 6 career pathways (descriptions, job titles, education) ● Guest speakers from different FCS felds share their career journeys ● Virtual Site visits or in-person job shadowing opportunities in various FCS-related workplaces ● Create visual pathway diagrams/graphics showing connections between areas ● Analyze labor market data to explore demand and growth projections 1.2 FCCLA Step One: ● Review the FCCLA planning process and criteria for Step One thoroughly ● Self-refective exercises on interests, values, skills, learning styles ● Develop SMART goals related to academic, career, and personal growth ● Practice writing personal mission statements that capture the purpose/vision ● Peer review and feedback on draft materials for the Step One submission ● Time management strategies for completing long-term projects like this ● Career fair or roundtable networking with FCS professionals ● Create videos, websites, or information campaigns to promote FCS pathways ● Examine current events and societal issues relevant to FCS disciplines ● Alumni panel discussions with former students pursuing FCS careers

Extension