Family & Consumer Sciences A

Instructional Guide 2025 - 2026

FCS A

Year- at- a Glance FCS A

FCS A – A/B Day Schedule 1 st Quarter

2 nd Quarter

3 rd 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

Interior Design

Fashion and Textiles 12-15 days of unit content Strand 3: Students will participate in hands-on skill development related to sewing, construction, and textile design.

Clothing Construction

Free Enterprise

Units

15-20 days of unit content Strand 2: Students will be introduced to elements of design, housing, interior design, and apparel, and how they impact families, communities, and careers.

35-40 Days

15-20 Days

Pacing

Strand 3: Students will participate in hands-on skill development related to sewing, construction, and textile design.

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

Strand

Standard 1 Standard 2 Standard 3 Standard 4

Standard 4 Standard 5

Standard 1 Standard 2 Standard 3

Standard 1 Standard 2

Standards

FCS A – Semester Schedule

1st Quarter/3rd Quarter

2nd 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

Interior Design Fashion and Textiles

Clothing Construction Free Enterprise

Units

Interior Design 17-22 days; Fashion and Textiles 12-15 days

Clothing Construction 40-45 days; Free Enterprise 12-15 days

Pacing

Strand 2: Students will be introduced to elements of design, housing, interior design, and apparel and how they impact families, communities, and careers. Strand 3: Students will participate in hands-on skill development related to sewing, construction, and textile design.

Strand 3: Students will participate in hands-on skill development related to sewing, construction, and textile design. Strand 4: Students will explore employability skills and the principles of the free enterprise system.

Strands

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the first two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ●​ Consider precision partnering or individualized work for PBL and simulation assignments ●​ Allow a student to develop potential new projects for the cluster area lesson ●​ Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.) ●​ Consider more involved projects (drawstring bag).

STRANDS AND STANDARDS FCS EXPLORATION

Learning that works for Utah CTE®

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

Intended Grade Level

7-8 0.5

Units of Credit

Core Code

34.01.00.00.230

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

CTE and/or Secondary Education 6-12

Required Endorsement(s) Endorsement 1

Family & Consumer Sciences General

Endorsement 2 Endorsement 3

FCS Basic

FCS Essentials

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

2]Page

REVISED: DECEMBER 2024

FCS EXPLORATION

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

3]Page

REVISED: DECEMBER 2024

FCS EXPLORATION

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

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

4]Page

REVISED: DECEMBER 2024

FCS EXPLORATION

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

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

5]Page

REVISED: DECEMBER 2024

FCS EXPLORATION

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

6]Page

REVISED: DECEMBER 2024

FCS EXPLORATION

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

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

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

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

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

7]Page

REVISED: DECEMBER 2024

FCS EXPLORATION

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

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

8]Page

REVISED: DECEMBER 2024

FCS EXPLORATION

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

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

• Game • Story

9]Page

REVISED: DECEMBER 2024

FCS EXPLORATION

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

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

10]Page

REVISED: DECEMBER 2024

Unit 1

Interior Design

Pacing

Key Language Use(s)

●​ 15-20 Class Periods

Narrate Argue Inform Explain

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

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

Differentiation in Action Skill Building

Strand 2, Standard 1 : Elements and Principles of Design: ●​ Have students create mood boards/collages

○​ Students collect images, textures, and materials to assemble mood boards or digital collages that demonstrate key design concepts (e.g., balance, contrast, unity). ○​ Teachers guide with graphic organizers, examples, and reflection prompts to connect visuals to vocabulary. ○​ Students practice freehand drawing while analyzing the form and structure of everyday items to develop an understanding of design elements. ○​ Teachers lead with modeling techniques, guided drawing warm-ups, and feedback on composition. ●​ Mix colors and create color wheels/charts ○​ Students work with paint or digital tools to blend primary, secondary, and tertiary colors, exploring warm vs. cool tones and complementary schemes. ●​ Do observational drawing exercises ○​ Teachers provide demonstrations, color mixing challenges, and guided practice opportunities. ○​ Students engage in gallery walks, image analysis worksheets, or group discussions to deconstruct how professionals use elements and principles in real-world design. ○​ Teachers scaffold with terminology review, guided questioning, and comparison exercises. ●​ Analyze artwork, fashion, and interior design

Strand 2, Standard 2 : Home/Business Design ●​ Case studies

○​ Students examine real or fictional case studies of residential, commercial, or public spaces, identifying how layout, materials, and aesthetics serve specific user needs.

○​ Teachers guide with annotation tools, analysis frameworks, and Socratic discussions to unpack design decisions. ○​ Students design and conduct interviews or surveys to gather qualitative data on the housing priorities of diverse individuals (e.g., accessibility, style, function). ○​ Teachers support with question design, rubrics, sample scripts, and reflection tasks. ○​ Students use digital tools or physical materials to create blueprints, 3D models, or interior layouts, aligning features with the needs of their chosen "client." ○​ Teachers provide design briefs, tech tool tutorials, and peer critique sessions throughout the process. ○​ Students investigate various roles within the interior design industry (e.g., residential designer, commercial designer, staging consultant) and compile findings into written reports, infographics, or presentations. ○​ Teachers provide research prompts, digital resource guides, and presentation rubrics to support depth and clarity. ○​ Students create a mock budget for furnishing or renovating a space using pricing research, spreadsheets, and cost comparison tools. ○​ Teachers model budgeting techniques and provide scenarios with constraints to foster critical decision-making. ○​ Students analyze advertisements, social media content, and showroom displays to evaluate how design, branding, and psychology influence buying choices. ○​ Teachers facilitate media deconstruction exercises, group discussions, and ad critique tasks.

●​ Interview or survey friends/family

●​ Virtual/model home design projects

Strand 2, Standard 3 : Consumerism/Careers ●​ Research and report on different career paths

●​ Cost Calculations

●​ Explore the marketing strategies of companies

Strand 2, Standard 4 : Floor Plans and Furniture Arrangement ●​ Create scale models

○​ Students design room layouts using physical scale models or digital design platforms (e.g., SketchUp, Roomstyler) to explore balance, proportion, and function.​

○​ Teachers provide measurement guides, layout templates, and modeling demonstrations to scaffold learning. ●​ Analyze floor plans ○​ Students examine architectural floor plans to identify layout efficiency, accessibility, and adherence to design principles like rhythm and scale. ○​ Teachers guide with color-coding exercises, annotation strategies, and peer comparison discussions. ●​ Rearrange classroom furniture ○​ Students collaboratively redesign the classroom layout to enhance flow, functionality, and aesthetics, applying concepts like zoning and focal points. ○​ Teachers facilitate planning discussions, student-led proposals, and post-activity reflections. ●​ Virtual/in-person audits ○​ Students evaluate public or commercial spaces (virtually or on-site), documenting layout effectiveness, design elements, and suggested improvements. ○​ Teachers provide checklists, reflection prompts, and evaluation rubrics for structured observations. Other Ideas: ●​ Guest speakers ○​ Students engage with professionals from design industries through guest lectures, interviews, or virtual meetups, learning about real-world applications of design skills. ○​ Teachers facilitate pre-visit research, question preparation activities, and post-session reflections or thank-you letters. ●​ Site visits ○​ Students tour local design-centered spaces, completing observation checklists, sketches, or comparison charts to apply classroom concepts in real environments. ○​ Teachers support with pre-visit orientation, guided inquiry prompts, and follow-up discussion/debriefs. ●​ Student design contests ○​ Students submit original design projects for peer critique or formal competitions, applying design elements and principles to real or hypothetical client needs. ○​ Teachers provide rubrics, critique protocols, and gallery walks or digital showcases to facilitate constructive feedback.

Extension

Project Extensions: ●​ Design and create a tiny home/micro-apartment

○​ Students engage in a hands-on design project, using scaled drawings or design software to creatively plan compact, functional living spaces. ○​ Teachers provide design constraints, planning templates, and peer feedback sessions to guide design thinking. ○​ Students apply concepts like balance, harmony, and emphasis by redesigning an actual space, documenting the process with mood boards, before/after photos, and reflections. ○​ Teachers support through design consultations, material sourcing strategies, and progress check-ins. ○​ Students engage in creative expression through design, experimenting with textiles and fashion sketches or prototypes. ○​ Teachers provide color theory mini-lessons, fabric swatch exploration, and technique demonstrations. ○​ Students investigate eco-friendly design solutions such as renewable materials, energy-efficient layouts, and smart home tech, presenting their findings in digital reports or presentations. ○​ Teachers guide with research organizers, credible source evaluation, and rubrics for presentation quality. ○​ Students utilize digital tools (e.g., VR or AR platforms) to design and explore three-dimensional spaces, adjusting layouts and features in real time. ○​ Teachers introduce design software tutorials, VR walkthrough demonstrations, and peer showcase sessions.

●​ Plan and execute the redecorating of a room

●​ Design clothing, accessories, or textiles

●​ Explore sustainable/green design for housing

●​ Use virtual reality tools

Career Exploration: ●​ Job shadow or interview professionals

○​ Students participate in job shadowing or conduct structured interviews with professionals, guided by pre-written questions and a reflection assignment. ○​ Teachers support by modeling interview techniques, providing career exploration worksheets, and leading post-activity discussions.

●​ Research education paths and certifications

○​ Students conduct independent or group research

projects on postsecondary programs, certifications, and credentials for various design professions. ○​ Teachers provide career cluster exploration tools, digital research scaffolds, and presentation rubrics for sharing findings. ●​ Explore related fields ( Landscape Design, Set Design, Visual Merchandising) ○​ Students investigate lesser-known design fields by creating comparison charts, career posters, or multimedia presentations highlighting responsibilities, required skills, and industry outlook. ○​ Teachers incorporate guest speaker panels, career videos, or interactive career exploration platforms. Cultural Studies: ●​ Analyze how different cultures ○​ Students engage in visual analysis of architecture and interiors from diverse cultures using photos, videos, and readings, identifying stylistic influences and cultural symbolism. ○​ Teachers guide with graphic organizers, guided comparison prompts, and gallery walks or virtual tours. ●​ Study housing traditions, materials, and floor plans ○​ Students research traditional housing types (e.g., yurts, adobe homes, longhouses) and create informational displays, posters, or digital slideshows explaining their function and materials. ○​ Teachers scaffold with research templates, regional housing maps, and comparative discussion activities.

●​ Investigate the cultural significance

○​ Students study color symbolism and traditional textile designs, then create visual mood boards, pattern recreations, or design projects that reflect specific cultural meanings. ○​ Teachers incorporate mini-lessons on color theory and cultural symbolism, artifact analysis, and peer critique protocols.

Technology Integration: ●​ Use CAD, 3D modeling, or interior design software

○​ Students receive direct instruction and guided practice in computer-aided design (CAD) and interior design platforms (e.g., SketchUp, Roomstyler). ○​ Teachers model software tools via step-by-step tutorials, provide scaffolded design challenges, and assess through rubrics focused on accuracy and creativity.

●​ Build a virtual reality walk-through simulation ○​ Students use VR-compatible design tools to construct and present interactive walk-throughs of their spaces, emphasizing functionality and aesthetic decisions. ○​ Teachers facilitate by incorporating peer feedback sessions, reflection journals, and demo days to showcase work. ○​ Students use beginner-friendly platforms (e.g., Scratch, Tynker, Unity) to design interactive games or simulations that teach or demonstrate design elements and principles. ○​ Instruction includes mini-lessons on game logic, storytelling, and design application, with options for collaborative coding projects. Service Learning: ●​ Work with a local organization to design a renovation plan ○​ Students collaborate with a local business, nonprofit, or ○​ Teachers guide students through client interviews, site assessments, project planning templates, and design feedback loops. ●​ Create instructional resources teaching design principles ○​ Students develop kid-friendly guides, videos, or activity kits that explain design elements and principles in simple, engaging ways for younger learners. ○​ Teachers facilitate by modeling age-appropriate communication strategies, integrating graphic design tools, and setting up peer review protocols. ●​ Redesign and beautify a community space ○​ The class works together to plan, design, and execute a makeover of a selected space (e.g., school lobby, garden, community center) using principles of interior/exterior design. ○​ Instruction includes brainstorming sessions, group work roles, design boards, and progress checkpoints. ●​ Code animations or games school to assess needs, gather input, and develop renovation proposals using design tools and visual presentations.

Resources/Suggested Lesson(s) Activities: ●​ Show Box Room - Canvas (3 - 5 days) ●​ Positive Negative Art Space - Canvas (.5 - 1 day) ●​ Elements & Principles of Design Scavenger Hunt - Canvas (.5 day) ●​ Texture Mood Board - Canvas (.5 day)

●​ Elements of Design Foldable - Canvas (.5 - 1 day) ●​ Harmony Quilt Block - Canvas (.5 - 1 day) ●​ Create Your Color Wheel - Canvas (.5 - 1 day) ●​ Color Wheel Paint Review - Canvas (.5 - 1 day) ●​ Frosting Color Wheel - Canvas (.5 - 1 day) ●​ Color Quiz - Canvas (.5 - 1 day)

●​ Color Terms Crossword - Canvas (.5 - 1 day) ●​ Floorplanner.com Design - Canvas (2 - 4 days) ●​ Paper House Project - Canvas (1 - 3 days) ●​ Interior Design Challenge - Canvas (1 - 3 days) 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 floor plan on paper or use online software to show proper use of principles and elements of design. ●​ Students will identify proper and improper traffic 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 floor 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 ●​ Traffic Patterns ●​ Pattern

Unit 2

Fashion & Textiles

PACING

Key Language Usage

●​ 12-15 Class Periods

Narrate Argue Inform Explain

STANDARDS Strand 3: Students will participate in hands-on skill development related to sewing, construction, and textile design. Standard 4 : Explain the purpose of fashion. ●​ Discuss how fashion is used as a means of expression. ●​ Discuss proper laundering techniques. Standard 5 : Integrate consumerism, entrepreneurship, and careers in the fashion and textile industry. ●​ Discuss brand names, advertising, merchandising, and how they affect the consumer. End of Unit Competency ●​ I can explain key terms related to fashion.

●​ I can explain how to express myself through fashion. ●​ I can describe how advertising affects buying choices. ●​ I can demonstrate 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 define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions)

Differentiation in Action Skill Building

Strand 3, Standard 4 : Purpose of Fashion

●​ Have students analyze iconic fashion looks/styles ○​ Students engage in visual case studies of fashion across time and cultures to examine how clothing reflects identity, social status, values, and historical context. ○​ Teachers provide image galleries, fashion timelines, and guided analysis prompts, encouraging critical thinking and discussion. ○​ Students complete personal style inventories, reflection journals, or style collages, analyzing how their clothing choices convey personality, beliefs, and mood. ○​ Teachers facilitate with model examples, group discussions, and peer-sharing activities. ○​ Professionals are invited to speak about their design process, inspiration, and pathways into the fashion industry. ○​ Students prepare interview questions and complete reflection worksheets to deepen learning. ○​ Students view films or read profiles exploring how fashion reflects political movements, cultural shifts, or generational values. ○​ Instruction includes guided viewing questions, note-taking strategies, and Socratic seminar-style discussion. ○​ Students rotate through laundry care stations to learn techniques like stain removal, sorting, machine settings, and ironing for various materials. ○​ Teachers model skills through live demonstrations, lab guides, and safety checklists. Strand 3, Standard 5 : Consumerism and Fashion Careers ●​ Analyze marketing campaigns ○​ Students examine print ads, social media campaigns, and commercials from fashion brands, identifying target audiences, emotional appeals, and branding strategies.​ ●​ Fashion Choice Activity ●​ Guest Speakers ●​ Watch documentaries or read case studies ●​ Practice laundering

○​ Teachers guide students through advertisement deconstruction worksheets, group discussions, and comparison charts. ●​ Research the manufacturing process and business models ○​ Students investigate the supply chain, sustainability practices, and profit structure of selected fashion companies. ○​ Instruction includes note-taking frameworks, source evaluation checklists, and presentation rubrics. ○​ Students apply visual merchandising concepts by designing mock store displays, planograms, or digital retail layouts. ○​ Teachers model the process through design sketches, mood boards, and peer critique protocols. ○​ Students create comprehensive business plans that include target market research, budgeting, branding, and marketing strategies. ○​ Teachers scaffold the process with planning templates, timeline checkpoints, and peer feedback sessions. ○​ Students research career paths such as fashion buyer, stylist, journalist, and designer using occupational databases, job shadow interviews, or guest speaker notes. ○​ Deliverables may include career posters, digital brochures, or career comparison charts. ●​ Explore merchandising ●​ Develop business plans ●​ Career exploration ○​ Students engage in studio-based labs where they experiment with surface design techniques. ○​ Instruction includes modeling by the teacher, step-by-step demonstrations, and process journaling. ○​ Learners select garments to deconstruct and redesign using sewing techniques, pattern alteration, and design sketches. ○​ Teachers provide rubrics, peer critique protocols, and reflection prompts. ●​ Recycle/upcycle old clothing ●​ Hands-on textile design

Extension

●​ Styling activities

○​ Students act as stylists, curating looks based on

mood boards, client personas, or specific event needs. ○​ Emphasizes professional communication, visual presentation, and aesthetic decision-making. ○​ Students use budget worksheets, online catalogs, and brand research tools to build a minimalist wardrobe. ○​ Teachers guide students through ethical sourcing evaluations and spending reflection logs. ○​ Students investigate ethical topics and engage in guided debates, position papers, or panel discussions. ○​ Teachers provide background readings, debate frameworks, and discussion norms.

●​ Track spending and ethical sourcing

●​ Debate ethical issues

Resource Activities:

●​ My Fashion Style Assignment - Canvas (.5 - 1 day) ●​ Fashion History Presentation - Canvas (2 - 3 days) Skills : ●​ 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 whether they are successful or unsuccessful. 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 : ●​ Students can draw and design different outfits that were popular in a chosen decade. ●​ Students can research different types of fibers and what items they are best used for. ●​ Students can research local clothing companies to see what kind of advertising they have used and whether it was successful. Vocabulary ●​ Fashion ●​ Fad

●​ Classic ●​ Design

●​ Haute Couture ●​ Avant-Garde ●​ Fashion Cycle ●​ Trend ●​ Accessories ●​ Laundry ●​ Brand Name

Unit 3

Clothing Construction

Pacing

Key Language Usage

●​ 30-45 Class Periods

Narrate Argue Inform Explain

Standards Strand 3: Students will participate in hands-on skill development related to sewing, construction, and textile design. Standard 1 : Demonstrate proper care and use of sewing equipment. ●​ Distinguish the parts of the sewing machine and their functions. ●​ Demonstrate how to correctly thread the sewing machine. ●​ Demonstrate how to correctly wind and insert a bobbin into the sewing machine. Standard 2 : Identify industry-based sewing equipment and follow safety standards. ●​ Scissors/shears ●​ Rotary cutter and mat board ●​ Pins

●​ Hand Needles ●​ Seam Gauge ●​ Measuring tape/tape measure ●​ Seam Ripper ●​ Iron Standard 3 : Apply basic industry sewing techniques.

●​ Pattern markings ●​ Seam allowances ●​ Backstitch ●​ Pivot ●​ Casing ●​ Attach a button ●​ Measuring ●​ Pressing/ironing techniques ●​ Identify the fold, lengthwise, and crosswise grain of fabric

End of Unit Competency ●​ I can demonstrate hands-on skill development related to clothing construction, fashion, textile technology, and careers. ●​ I can demonstrate skill in using and caring for the sewing machine, serger, and other specialty sewing machines.

●​ I can identify the parts of the sewing machine and their functions. ●​ I can demonstrate how to change a needle in the sewing machine.

●​ I can demonstrate how to thread the sewing machine correctly. ●​ I can demonstrate 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 safely demonstrate proper rotary cutter, mat board, pins, handle needles, seam gauge, measuring tape, seam ripper, and iron usage. ●​ I can identify and adjust patterns appropriately. ●​ I can explain what backstitch, pivot, finishing seam, topstitch, and seam allowances mean. ●​ I can demonstrate how to sew a buttonhole and attach a button. Performance Objectives: ●​ Demonstrate competence in sewing machine use, care, and safety with the completion of a soft good that includes all of the following: ○​ Pattern markings, seam allowances, backstitch, pivot, casing, attach a button, measuring, pressing & ironing techniques

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

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

Differentiation in Action Skill Building

Strand 3, Standard 1 : Using a Sewing Machine ●​ Instructor demonstrations ○​ The teacher provides step-by-step

demonstrations using a document camera or live modeling to show how to identify machine parts, wind a bobbin, and thread the machine. ○​ Emphasis is placed on think-aloud strategies and visual cues to build procedural understanding. ○​ Students engage in repetitive, scaffolded practice threading and winding bobbins under supervision until mastery is reached.

●​ Students practice threading the machine

○​ The instructor offers immediate feedback and uses peer coaching when appropriate. ○​ Machines and work areas are labeled with clear visual aids that help students independently identify parts and functions, supporting visual learners and promoting self-directed learning. ○​ Students view online tutorials or how-to videos as supplementary reinforcement either before or after class instruction. ○​ This supports asynchronous learning and allows for differentiated pacing. ○​ Students first practice stitching lines, curves, and corners on paper to build control and familiarity with the machine. ○​ This reduces material waste and builds confidence before advancing to fabric-based projects. ○​ Students rotate through interactive stations set up around the room to gain kinesthetic, hands-on experience using various tools such as seam rippers, measuring tapes, and pins. ○​ Each station includes clear instructions, visuals, and tool-specific tasks to build familiarity and competence. ○​ The teacher provides explicit demonstrations on the correct and safe use of scissors, rotary cutters, and irons. ○​ Emphasis is placed on visual modeling and verbal cues to ensure understanding of safety protocols. presentations, or tutorial videos that outline tool hazards, proper use, and safety precautions. ○​ Students are guided through routine machine maintenance tasks like cleaning lint, oiling parts, and troubleshooting basic issues.

●​ Sewing machine workstation labels

●​ Videos or online tutorials

●​ Sewing simples

Strand 3, Standard 2 : Sewing Equipment and Safety ●​ Stations Creation

●​ The teacher models the proper techniques

●​ Create safety posters, videos, or presentations ○​ Students create safety posters, digital

●​ Sewing machine maintenance

●​ Quizzes or identification tests

○​ Students complete quizzes, flashcard games, or hands-on identification tasks to demonstrate their knowledge of tool names, functions, and safety features.

Strand 3, Standard 3 : Basic Sewing Techniques ●​ Samples of exemplars

○​ Display samples or teacher-created examples showcasing a variety of seam finishes, buttonholes, and casings to give students a clear visual reference for quality work and construction expectations. ○​ Begin with deliberate practice activities using minimal materials to master foundational skills like seam allowances, pivoting corners, and consistent stitching. ○​ Assign projects of increasing complexity, integrating new skills like pressing techniques and working with fabric grainlines. ○​ Students participate in “blind” sewing challenges, identifying pattern markings and sewing by touch to heighten tactile awareness and reinforce pattern reading and handling. ○​ Use authentic garments to examine real-world construction techniques. Students may also carefully take garments apart to analyze seams, finishes, and pattern shapes, fostering critical thinking and applied learning. ○​ Incorporate digital or physical games (e.g., Kahoot, matching games, tool bingo) that engage students in learning names, functions, and safety protocols for sewing tools through interactive, low-stakes competition. ○​ Assign student experts or peer coaches to support classmates during practice sessions, reinforcing proper handling and technique while building leadership and communication skills.

●​ Skill Practice with Limited Supplies

●​ Progressively Challenging Projects

●​ "Blind" sewing activities

●​ Deconstructing Real Garments

●​ Interactive Learning Games

Extension

●​ Peer Teaching & Student Enterprise Roles

●​ Simulations or animations

○​ Show animated demonstrations or video

simulations of the lockstitch formation process to support visual learners and enhance understanding of internal sewing machine mechanics.

Resources Activities:

●​ Sewing Math Quiz - Canvas (.5 - 1 day) ●​ Stitching Practice - Canvas (1 - 2 days) ●​ Sewing Samples - Canvas (2 - 4 days)

●​ PJ Pants - Canvas (4 - 6 days) ●​ Hoodie - Canvas (3 - 5 days) ●​ COVID Mask - Canvas (1 day) ●​ Zipper Bag - Canvas (2 - 4 days) ●​ Apron - Canvas (2 - 3 days) ●​ Felt Monster - Andrea Smith FCS Integrated Google Drive (link in Canvas) (2 - 3 days) 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. 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

(i.e., sweatshirts, pajama bottoms, small duffle bags, etc.). ●​ Consider allowing students to choose their sewing projects. Vocabulary Back Stitch Grainline Bobbin Pivot Thread Scissors Hand Wheel Tension Control Seam Shears Feed Dogs Take-up lever Allowance Rotary Cutter Spool Pin Bobbin Winder Seam Finish Rotary Mat Pressure Foot Tension Casing

Pins

Lever

Power Switch

Topstitch

Hand Needle

Stitch

Thread Cutter

Pattern

Seam Gauge

Width

Serger

Fold

Measuring

Control Stitch

Button Hole

Unit 4

Free Enterprise

Pacing

Key Language Usage

●​ 15-20 Class Periods

Narrate Argue Inform Explain

Standards Strand 4: Students will explore employability skills and the principles of the free enterprise system. Standard 1 : Explore the importance of employability skills. ●​ Identify characteristics of a good employee. ○​ Effective communication, problem-solving, teamwork, critical thinking, dependability, accountability, legal requirement/expectations (i.e., adhering to USDA or OSHA) ●​ Discuss how social skills and conflict resolution help obtain and maintain a job. Standard 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 End of Unit Competency ●​ I can explain what it means to be a good employee and have the skills required for a job. ●​ I can explain and demonstrate how social skills and conflict resolution help obtain and maintain a job. ●​ I can inform others that a business plan includes effective components of producing, promoting, selling, and evaluating a product. Performance Objectives: ●​ Develop a business plan using a fictitious product AND/OR ●​ Practicing the characteristics of a good employee could be a part of classroom expectations. Language Functions & Features: ●​ Establish a price for the product ●​ Conduct an advertising campaign ●​ Produce and sell the product ●​ Evaluate the effectiveness of the process/business plan

■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information