Family & Consumer Sciences B

Instructional Guide 2024-2025

FCS B

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 FCSB

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

SixBasic Nutrients

Childcare Free

Food Safety/ Measuring

Units

Enterprise

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

Strand7 Standard 3

Strand7 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 10-15days Food Safety and Measuring 15-20days MyPlate 5-10days Dietary Guidelines 5-10days

Six Basic Nutrient Childcare Free Enterprise

Units

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

Pacing

Strand5 Strand7

Strand4 Strand6

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 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.

Unit 1

Personal Skills

Pacing

Key Language Use(s)

● 10-15 Class Periods

Narrate Argue Inform Explain

Key Standard(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.

● 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 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

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/ Suggested Lesson(s) 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 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

● Self Image ● Personal Skills ● Personal Values ● Values ● Tangible Values ● Intangible Values ● Short Term goals ● Physical Stress ● Behavioral Stress ● Distress ● Stress Reducer

● Roadblocks ● Self Esteem ● Self Concept

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

Unit 2

Food Safety/ Measuring

Pacing

Key Language Usage

● 15-20 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. 7.5: Integrate consumerism, entrepreneurship, and careers related to food and nutrition.

End of Unit Competency ● I can identify food safety and sanitation guidelines.

● I can explain how to calculate and formulate basic equivalent conversions.

● I can narrate correct measuring techniques.

● I can identify cooking terms and demonstrate food preparation. 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

7.1 Lab Management and Safety: ● Kitchen safety scavenger hunts to identify hazards ● Proper hand-washing and sanitization demos and practice ● Measurements and conversions practice activities ● Equipment operation and maintenance guides/videos ● Cooking term and technique fashcards or matching games ● Setting proper place settings and table manners exercises ● Follow recipes step-by-step, doubling or halving as needed 7.5 Food Consumerism and Careers: ● Grocery store scavenger hunts analyzing packaging, marketing ● Consumer skills like budgeting, meal planning, couponing ● Research and present on careers like chef, nutritionist, food scientist ● Guest speakers from restaurant, catering, or food service felds ● Entrepreneurial projects creating a food product or small business plan ● Food truck or restaurant management simulations and decisions ● Virtual Field trips to industrial food production or processing facilities ● Cultural food labs exploring global cuisine and traditions ● Create instructional videos modeling cooking techniques ● Practice plating, garnishing, and food presentation skills ● Conduct taste tests and sensory evaluation experiments ● Design nutritional analysis for recipes and dietary modifcations ● Special projects like canning, bread baking, cake decorating

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 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 specifc 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 Guideline

Pacing

Key Language Usage

● 5-10 Class Periods

Narrate Argue Inform Explain

Standards 7: Students will determine the importance of proper nutrition and food preparation techniques. 7.3: 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. 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 Hands-On Activities: ● Create visual plate models using actual food items to represent MyPlate portions ● Cook and prepare sample meals that meet the Dietary Guidelines ● Track and analyze their daily food intake compared to MyPlate recommendations ● Go on a grocery store tour identifying healthy options from each food group

● Pack a nutritious lunchbox following MyPlate guidance Interactive Learning: ● MyPlate menu-planning activities and challenges ● Online games/quizzes about Dietary Guidelines and food group recommendations ● Video tutorials explaining the rationale behind the Dietary Guidelines ● Interactive websites allow them to input data and get personalized feedback ● Group discussions analyzing real sample menus for nutrition adequacy Project-Based: ● Research projects on the history of dietary guidance and how it has evolved ● Public health campaigns promoting the Dietary Guidelines through posters, videos ● MyPlate meal-prep challenge - student teams create and present balanced meals ● Interview a nutrition professional about how they apply the Guidelines ● Dietary analysis of favorite meals and modifying recipes to meet Guidelines ● Bring in nutritious snacks representing the 5 food groups for taste tests ● News discussion - analyzing how current events/trends relate to the Guidelines ● Field trips to farms, and food production facilities to learn about food sources ● Guest speakers from nutrition, health, and ftness backgrounds ● Cultural studies exploring dietary patterns and guidelines globally

Extension

Resources Activities:

● MyPlate.gov

Skills : ● Students will complete unit notes on different standards from teacher 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

● Vitamins ● Minerals ● MyPlate ● USDA

Unit 4

Six Basic Nutrients

Pacing

Key Language Usage

● 10-20 Class Periods

Narrate Argue Inform Explain

Standards 7: Students will determine the importance of proper nutrition and food preparation techniques. 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. 7.4: 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. 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 7.2 Analyzing Basic Nutrition Information: ● Create visual aids like posters, models, or games to represent the 6 nutrient groups

● Food group sorting activities categorize items by their primary nutrient ● Nutrient scavenger hunts identify foods high in each nutrient ● Research projects on functions, recommended intakes, and defciencies of each nutrient ● Examination of nutrition labels to analyze nutrient content ● Laboratory testing of foods for the presence/amounts of nutrients 7.4 Preparing Healthy Recipes: ● Conduct taste tests comparing nutrient-rich foods prepared in different ways ● Recipe makeovers - modifying recipes to boost nutritional value ● Plan a menu for a day getting all 6 nutrients, then prepare one of the meals/snacks ● Cooking demos by the instructor highlighting nutrient retention techniques ● Individual or group recipe competitions with specifc nutrient requirements ● Create a healthy cookbook, blog, or video series featuring nutrient-dense dishes ● Virtual grocery shopping and meal planning within a budget ● Dietary analysis software to assess if recipes meet nutrient needs ● Virtual Field trips to farms, orchards, and food production facilities ● Guest speakers like dietitians, nutritionists, chefs, food scientists ● Cultural exploration of nutrient-rich traditional foods from various cuisines ● Food journaling and analyzing personal nutrient intake over time

Extension

Resources/Suggested Lesson(s) Activities: ● 6 Basic Nutrients Notes - Andrea Smith FCS Integrated Google Drive (link in Canvas); 4 Foods & Nutrition folder ● 6 Essential Nutrients PPT - Emalee Brown’s FCS B Folder Google Drive (link in Canvas); Foods & Nutrition folder Skills : ● Students will complete unit notes on different standards from teacher lectures. ● Students will participate in food lab experiences that include the six basic nutrients. ● Students will follow proper nutrition guidelines to create meal plans using all six basic

nutrients. ● Students will correctly identify different ingredients from recipes into the six basic nutrient 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. ● Assign kitchen tasks where the student excels or is capable of performing well. For accelerated learners : ● Consider having students research one of the nutrients and teach it to the class. ● Consider having students create posters or pamphlets about each different nutrient. The posters or brochures can be used to teach the next group of students about the nutrients. ● Consider providing students with more diffcult recipes to prepare.

Vocabulary

● Nutrients ● Carbohydrates ● Protein ● Lipids

● Vitamins ● Minerals ● USDA

Unit 5

Childcare

Pacing

Key Language Usage

● 10-15 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 situation 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. ● Identify age-appropriate activities that promote creative play. ● Discuss how play infuences social, emotional, and physical development. 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.

● 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 explain 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 ● Observe children at play and document developmental milestones being practiced ● Design developmentally appropriate play activity plans for different agegroups ● 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 ● 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

6.2 Value of Play:

6.3 Child Nutrition:

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).

For accelerated learners : ● Students can create their games using specifc props or equipment.

● 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 ● Sexual abuse ● Development ● Social development

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

Free Enterprise

Unit 6

Pacing

Key Language Usage

● 8-13 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 are helpful in obtaining and maintaining 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 explain 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 4.1 Employability Skills: ● Role-playing workplace scenarios to practice professionalism, teamwork, communication

● Analyze job postings and identify desired employability skills ● Conduct mock interviews and get feedback on interview skills ● Invite employed guest speakers to discuss what makes a good employee ● Self-assessment activities evaluating personal employability strengths/weaknesses ● Confict resolution scenarios - how to handle diffcult coworker situations ● Develop a full business plan for a student product/service company ● Conduct market research through surveys, focus groups, competitive analysis ● Prototype and refne product/service offerings based on feedback ● Determine pricing, marketing, and sales strategies ● Experiential learning by actually producing and selling the product ● Financial literacy components like budgeting, record keeping, proft/loss ● Self and peer evaluation of the business process and outcomes ● Explore economic concepts like supply/demand through simulations ● Entrepreneurship skills practice like pitching ideas, negotiating, networking ● Virtual Field trips or guest speakers from local small businesses and startups ● Participate in a business plan or pitch competitions ● Apply project management tools to product development cycles

4.2 Free Enterprise Experience:

Extension

Resources 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 food

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

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 area 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 the feld of Family Consumer Science.

I can explain the education required for several careers in the feld of Family Consumer Science. 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

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 ● 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 ● Integration of technological tools for career research and planning

1.2 FCCLA Step One:

Extension

Resources/ Suggested Lesson(s) Activities: ● FCCLA Step One (FCCLA Website) ● FCCLA Career Investigation (FCCLA Website) ● YouScience Aptitude Assessments (YouScience Website) Skills :

● Students will complete unit notes on different standards from teacher lectures. ● Students will complete the FCCLA Step ONE assignment on the Internet. Scaffolded Learning: For new learners : ● Consider scaffolded notes or limit the scope of assignments or projects. ● Use precision partnering and give students specifc questions they can easily fnd on the website.

For accelerated learners : ● Students can use careeronestop.org to research the different career pathways that cover the FCS topics: Arts, Audio/Visual Technology and Communication; Architecture and Construction; Agriculture, Food and Natural Resources; Education and Training)

Vocabulary ● Career and Technical Education (CTE) ● Family and Consumer Sciences (FCS) ● Family, Career, and Community Leaders of America (FCCLA)

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

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

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

English Language Arts

Mathematics

Social Studies

Science

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

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

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

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

observations, investigations

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

Adapted from Shanahan, shanahanonliteracy.com

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Implementation Tools & Resources

A critical component of the Utah Core Standards for Reading is the requirement that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Being able to read complex text independently and profciently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. To grow, our students must read a lot, more specifcally they must read a lot of complex texts that offer them new language, new knowledge, and new modes of thought.

The Utah Core Standards defne a three-part model for determining how easy or diffcult a particular text is to read as well as grade-by-grade specifcations for increasing text complexity in successive years of schooling (Reading standard 10). These are to be used together with grade-specifc standards that require increasing sophistication in students’ reading comprehension abilities (Reading standards 1–9). In this way, the Standards approach the intertwined issues of what and how students read. The three-part model includes quantitative and qualitative measures of text complexity as well as reader and task considerations.

Quantitative

Qualitative

Reader & Task Considerations

Readability and other scores of text complexity often best measured by computer software.

Levels of meaning, structure, language conventionality and clarify, and knowledge demands often best measured by an attentive human reader. Levels of meaning, levels of purpose, structure, organization, language conventionality, language clarity, prior knowledge demands

Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Considerations such as motivation, prior knowledge, purpose for reading, complexity of task assigned regarding text.

Word length, word frequency, word diffculty, sentence length, text length, text cohesion

Determine lexile level of a text at lexile.com

Use the text complexity rubrics

Reader & Task Considerations

Revisiting How We Match Readers and Texts “For decades, teachers have been told that quality instruction requires a careful matching of materials to students. The goal has been to select materials that are neither too diffcult nor too easy for student. Typically, students are assessed on their ability to orally read and comprehend text. Then, instructional materials are selected to match the students’ current performance” (Fisher, Frey, & Lapp, 2012). The main issue with this approach is it limits what students can read with instruction and creates a divide between what the Standards are calling for and what students’ access. “There is evidence that students learn, and perhaps more, when they are taught from challenging texts“ (Morgan, Wilcox, & Eldredge, 2000; O’Connor, Swanson, & Geraghty, 2010).

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Quantitative Measures

A popular method used to measure a student reader’s ability is Lexile level or a Lexile Measure. A Lexile measure is a valuable tool for teachers, parents, and students. It serves two unique functions: it is the measure of how diffcult a text is OR a student’s reading ability level.

Teachers can determine the Lexile of any text at lexile.com. First, a free account must be created, next paste text, and a Lexile score will be determined.

The Reading Inventory (RI) is given to students in Grades 4-12 and SALTA students Grades 1-5, as a screener 3 times per year (Fall, Winter, Spring). This exam calculates a student reader’s ability to read. The Lexile text level for each CSD student can be found on the CSD Data Dashboard. Knowing the reading ability of each student will help determine what types of scaffolds are needed.

When planning a close read, grade level text should be used, even if students are below grade level. The purpose of close reading is to scaffold the text enough for all students to be able to access the text.

The table below displays grade band Lexile levels. Students who fall in the Basic or Below Basic categories will require signifcant scaffolds to access grade level text.

Grade

Below Basic

Basic

Profcient

Advanced

1

BR

BR - 99

100 - 400

401 - 1700+

2

BR - 99

100 - 449

450 - 620

621 - 1700+

3

BR - 299

300 - 609

610 - 790

791 - 1700+

4

BR - 499

500 - 769

770 - 885

886 - 1700+

5

BR - 599

600-864

865 - 980

981 - 1700+

6

BR - 699

700 - 954

955 - 1020

1021 - 1700+

7

BR - 749

750 - 995

996 - 1060

1061 - 1700+

8

BR - 799

800 - 1038

1039 - 1155

1156 - 1700+

9

BR - 849

850 - 1079

1080 - 1210

1211 - 1700+

10

BR - 849

850 - 1186

1187 - 1305

1306 - 1700+

11

BR - 899

900 - 1214

1215 - 1310

1311 - 1700+

12

BR - 899

900 - 1284

1285 - 1355

1356 - 1700+