Monroe Township Schools...Monroe Township Schools . Curriculum Management System . Independent Living . Grade 9-12 July, 2008 * For adoption by all regular education programs Board

Monroe Township Schools

Curriculum Management System

Independent Living

Grade 9-12 July, 2008

* For adoption by all regular education programs Board Approved: August 2008

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-10 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 11-51 Benchmarks Page 52

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Mr. Joseph King, Interim Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Veronica Geyer, Assistant Superintendent

BOARD OF EDUCATION

Ms. Amy Antelis, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Mr. Ken Chiarella Ms. Kathy Kolupanowich

Mr. John Leary Ms. Kathy Leonard Mrs. Rita Ostrager

Mr. Ira Tessler

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Ms. Melissa Bonamici Ms. Nidhi Bhatt

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Amy Farrell, Sondra Rosenberg Supervisor Name: Robert Mele Supervisor of Arts and Careers Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debby Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The philosophy of the Family and Consumer Sciences program is to provide students with the necessary experiences

needed to develop basic life skills for their present and future roles. In its attempt to develop the individual, interpersonal skills,

management skills and communication skills are addressed. Family and Consumer Sciences is a systematic approach to developing

the individual as a whole. This program emphasizes preparation for the employment in occupations related to Family and Consumer

Sciences. Skills transferable to the workplace and the development of positive attitudes toward work are stressed, as well as enriching

the family experience, which contributes greatly to the health of our society.

Educational Goals

1. To transfer Family and Consumer Sciences skills to the work setting, as well as the home and community. 2. To foster the growth of self-esteem and responsible citizenship, which enables the student to contribute to the community. 3. To emphasize the value of working toward good health and safety practices. 4. To develop a tolerance for, acceptance of, and respect for other people and cultures. 5. To manage resources by analyzing and weighing alternatives. 6. To cultivate and promote student growth in self-expression and creativity. 7. To develop a knowledge of the economic contributions of the family to society.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about Family and Consumer Sciences Standards And Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for the Visual Arts were revised in 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for the Visual Arts may also be found at: http://www.nj.gov/njded/cccs/s9_career.htm

http://www.nj.gov/njded/cccs/s9_career.htm

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Independent Living

Scope and Sequence

Quarter I

Big Idea: Communication I. Forms of communication a. Verbal 1. telephone conversations 2. writing letters 3. making appointments 4. forms b. Non -verbal 1. Active listening 2. Facial expressions 3. Personal space

Big Idea: Conflicts II. Using communication to resolve conflicts a. Compromising

Big Idea: Safety III. Preventing kitchen accidents a. Safety rules b. Burns and fires c. Choking d. Preventing falls e. Knives and cuts f. Preventing electrical shocks g. Preventing poisoning h. Food-borne illnesses i. Safe handling of food

Big Idea: Sanitation IV. Sanitation a. Personal sanitation b. Care of equipment and appliances

Big Idea: Survival V. Menu Planning and preparation a. Reading recipes b. Measuring ingredients c. Plan and prepare a breakfast, lunch, dinner and snack

Big Idea: Survival VI. Becoming a wise consumer a. Reading labels b. Planning a shopping list c. Cost comparison of products d. Unit pricing

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Quarter II Big Idea: Creativity VII. Wardrobe Inventory a. Fabrics and fibers b. Proper fit c. Care of clothing d. Shopping for clothing

Big Idea: Creation and Construction VIII. Hand sewing equipment and techniques a. Measuring tools b. Marking tools c. Cutting tools d. Sewing tools e. Hand stitches f. Hand repairs

Big Idea: Creation and Construction IX. Basic machine usage a. Basic parts of the sewing machine b. Safe use of the machine with a needle guard c. Simple sewing machine project d. Sewing machine alterations

Big Idea: Consumerism X. Consumer skills in the marketplace a. Advertising b. Buying decisions c. Comparison Shopping d. Complaining

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Quarter III

Big Idea: Goals and Values XI. Life View a. Setting goals b. List values c. Needs and wants d. Budget planning

Big Idea: Managing Money XII. Impact of money on quality of life a. Bank accounts b. Keeping a checkbook c. Interest rates

Big Idea: Credit XIII. Using Credit Wisely a. Credit cards b. Automated Teller Machines

Big Idea: Insurance XIV. Types of Insurance a. Benefits of insurance b. Auto insurance c. Homeowner’s Insurance d. Life Insurance

Quarter IV Big Idea: Housing XV. Types of Housing a. Renting 1. Leases b. Owning 1. Mortgages

Big Idea: Principles of Design XVI. Understanding a floor plan a. Using scale drawings b. Budgeting for furniture

Big Idea: Child Development XVII. Areas of development a. Physical development b. Social/emotional/moral development c. Intellectual development

Big Idea: Child Development XVIII. Keeping children safe a. Accident prevention b. Handling emergencies c. First aid d. Guiding behavior e. Babysitting f. Preparing activities for children

Big Idea: Careers XIX. Job Skills a. Qualities of a good employee b. Skills needed for employment c. Finding a job d. Career decisions

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n Curriculum Management System Grade Level/Subject: 9-12/Independent Living

Big Idea: Communication

Topic: Verbal and non-verbal communication

Goal 1: The student will be able to communicate with others.

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Essential Questions Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

1 1.1. list the forms of verbal and non-verbal communication. (3.2.12.A.2.2, 9.1.12.B.4, 9.2.12.C.1-2)

1.2. explain body language,

facial expressions and the use of personal space as forms of non-verbal communication. (3.2.12.A.2.2, 9.1.12.B.4, 9.2.12.C.1-2)

1.3. communicate with a place of

business or physician on the telephone (3.3.12.A.1, 3.4.12.A.1-3, 9.1.12.B.4, 9.2.12.C.1-2)

1.4. write a friendly letter.

(9.1.12.B.9, 9.2.12.B.2, 9.2.12.F.4)

1.5. write a business letter.

(9.1.12.B.9, 9.2.12.B.2, 9.2.12.F.4)

1.6. complete a business form.

(9.1.12.B.9, 9.2.12.B.2, 9.2.12.F.4)

• What are some forms of non-verbal communication? • How can verbal and non-verbal communication be

used effectively? • What is the importance of feedback when

communicating? • Why is active listening effective? • What is the difference between a friendly letter and a

business letter?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Dunn-Strohecker, Martha, Teen Life, Goodheart-Willcox Company, 2008. What are some of the non-verbal messages that you communicate? Role-play in front of the class and demonstrate examples of body language and the messages communicated. (Application) Game, “Life Stories” Worksheet, “Communication Mix-up” on vocabulary As a group, brainstorm all the situations in life where effective communication is necessary. Students can then exchange personal stories of problems that have arisen from ineffective communication. (Application)

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Curriculum Management System Grade Level/Subject: 9-12/Independent Living




Objectives / Cluster Concepts / Cumulativ



e Progress Indicators (CPI's) The student will be able to: 1.7. use “I” messages and active

listening (9.1.12.B.9, 9.2.12.B.2, 9.2.12.F.4)

Play the “telephone game.” As the class sits in a circle the teacher will start giving one student a phrase. The student will whisper it to the next student and continue until the last student says the phrase out loud. The first student will read the original phrase aloud. The two versions will be compared. Discuss the importance of feedback and communicating effectively. (Comprehension) Discuss with students the advantages and disadvantages of long-distance communication methods such as telephone and e-mail, where there are no non-verbal clues to aid communication. Why would misunderstandings be more likely to occur with these forms of communication rather than face-to-face communication? (Comprehension) Have students describe the importance of speaking clearly on the telephone. Ask them to prepare a list of do’s and don’ts when talking on the telephone. (Comprehension) Practice filling out various forms for jobs, warrantees, other applications. (Application) Write a business letter asking for product information, use or repair. (Application) Write a friendly letter to a classmate that has moved away. (Application)

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Curriculum Management System Grade Level/Subject: 9-12/Independent Living







Plan a skit using active listening. Assign one student to read aloud, several others to be active listeners and still others to have distracting behavior. Analyze together how this affects the reader and the listeners. (Analysis) Plan a panel discussion titled, “The Communication Gap.” Invite people such as parents, siblings, teachers and guidance counselors to be on the panel. Ask members of the panel to share their ideas on how teens can develop good skills in communicating with others. (Comprehension) Ask students to work together to write a thirty second public service announcements for Monroe Network News on the topic of improving communication between teens and their parents. Videotape the announcement and submit to the video-tech department. (Application)

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Curriculum Management System Grade Level/Subject: 9-12/ Independent Living

Big Idea: Conflicts

Topic: Using communication to resolve conflicts

Goal 2: The student will be able to resolve conflicts.




1 2.1. define conflict. (9.1.12.A.3, 9.1.12.B.1-2,4, 9.1.12.A.2,4)

2.2. understand and use

compromise. (9.1.12.A.3, 9.1.12.B.1-2,4, 9.1.12.A.2,4)

2.3. list suggestions to aide

compromise. (9.1.12.A.3, 9.1.12.B.1-2,4, 9.1.12.A.2,4)

• How would you describe your teamwork skills? • Why is it important to keep an open mind when working

on a team? • How can conflict affect your happiness and well-being? • What are various ways to express feelings

appropriately when you are involved in a conflict?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Ask volunteers to describe a recent conflict, Have them describe the cause of the conflict, how the conflict could be prevented, and how it was resolved. Have other students suggest alternative resolutions to the conflict. (Application) Wanat, John, Learning for Earning, Goodheart-Wilcox Publishing, 2006 Each student will have a paper “mirror” on which he will list his personality and physical traits. This will be used as a class bulletin board. (Comprehension) Read, “The Goose Story,” handout and discuss. (Comprehension)

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n Curriculum Management System Grade Level/Subject: 9-12/ Independent Living

Big Idea: Conflicts

Topic: Using communication to resolve conflicts

Goal 2: The student will be able to resolve conflicts.




Divide the class into teams. Provide each team with a bag of marhmallows and a box of toothpicks. Give students ten minutes to build the tallest free standing structure. When time is up evaluate the structure as well as the process. (Evaluation)

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Big Idea: Safety

Topic: Preventing kitchen accidents

Goal 3: The student will be able to prevent kitchen accidents




3 3.1. know kitchen safety rules. (9.1.12.B.9, 9.2.12.F.1-5)

3.2. prevent burns and fires in

the kitchen. (9.1.12.B.9, 9.2.12.F.1-5)

3.3. describe the use of the

Heimlich Maneuver. (9.1.12.B.9, 9.2.12.F.1-5)

3.4. describe how to prevent

kitchen falls. (9.1.12.B.9, 9.2.12.F.1-5)

3.5. describe the correct use of

knives to prevent cuts. (9.1.12.B.9, 9.2.12.F.1-5)

3.6. prevent electrical shocks.

(9.1.12.B.9, 9.2.12.F.1-5) 3.7. prevent poisoning.

(9.1.12.B.9, 9.2.12.F.1-5) 3.8. describe how to prevent

food borne illnesses. (9.1.12.B.9, 9.2.12.F.1-5)

• Why is the kitchen a major source of accidents? • What is the Heimlich Maneuver and how is it

performed? • What are the procedures that should be followed when

there is an accident in the home kitchen? • How does cleanliness contribute to the prevention of

food-borne illnesses? • Why should hot foods be served hot and cold foods be

served cold?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Websites: www.cpsc.gov (Consumer Safety Commission), www.fns.usda.gov/fncs (USDA Consumer Services) Read case studies about home kitchen accidents and discuss how they could be prevented. (Comprehension) Videos: “Safety in the Kitchen,” “Basic Food Safety,” “”Common Sense Kitchen.” Administer a kitchen safety test. (Knowledge) As students enter the room, pass out cards that represent a household accident, such as a loose rug, candle poison bottles under the sink or frayed electrical cords. Have students use the internet to research ways to prevent the safety problem

http://www.cpsc.gov/

http://www.fns.usda.gov/fncs

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Big Idea: Safety

Topic: Preventing kitchen accidents

Goal 3: The student will be able to prevent kitchen accidents

Objectives / Cluster Concepts / Cumulativ



e Progress Indicators (CPI's) The student will be able to: 3.9. describe the safe handling

of food. (9.1.12.B.9, 9.2.12.F.1-5)

depicted on the card. Groups can supplement their reports with visual aids. (Synthesis) Divide students into groups. Have each group develop a poster to illustrate an important safety tip and discuss the importance of each. (Comprehension) Teacher will demonstrate how to pick up broken glass. (Knowledge) Demonstrate how to safely use a knife. Emphasize the position of your fingers when using a sharp knife. Call on students to come forward to chop and cut foods under close supervision. (Application) Working as a class, prepare a safety checklist to include falls, poisoning, fires and electricity, to be filled out by all students at their home. (Application) Invite the fire department or paramedics to speak to the class on accidents in the home and how they can be prevented. (Comprehension) Have a guest speaker from the Department of Health or the school cafeteria to discuss food borne illness prevention. (Knowledge)

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Big Idea: Sanitation

Topic: Sanitation

Goal 4: The student will be able to keep themselves and the kitchen clean.




2 4.1. describe how to maintain personal cleanliness. (9.1.12.B.9, 9.2.12.F.1-5)

4.2. describe the safe and

sanitary use of equipment and appliances. (9.1.12.B.9, 9.2.12.F.1-5)

• Why is personal cleanliness important? • Why must kitchen equipment be sanitary before being

used? • How are microwave ovens, cook tops and ovens kept

clean and safely functioning?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Show students two wrapped presents. One present should be neatly wrapped, and the other should be messy. Ask students to tell you which present they would like to receive and why. Connect the presents to the way society looks at people. Then explain that although what is inside matters most, people are judged by the way they appear. (Comprehension) Conduct an experiment with students to show the growth of bacteria. Touch a sterile swab to a student’s unwashed hands and place on it on a Petri dish filled with agar. Have the same student wash his hands with anti-bacterial soap and repeat the experiment. Cover the dishes and let them sit for several days. Then, have students examine the dishes and use their observations as a basis for washing hands before working with food. This same experiment can be expanded using equipment rather than hands. (Evaluation)

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Topic: Sanitation





Demonstrate how to thoroughly wash your hands. Then, challenge students to wash their hands. To simulate washing off pathogens, have all students rub both sides of their hands with a teaspoon of cooking oil. Next, sprinkle their hands liberally with cinnamon. Instruct students to wash their hands with hot, soapy water while singing “Happy Birthday” twice. Compare students’ hands. How did students’ washing techniques correspond to the cleanliness of their hands? (Application) Divide students into groups. Ask each group to brainstorm a list of ideas as to why sanitation is important in the kitchen. Give each group points for each idea. Give extra points to any group whose ideas are not duplicated by any other group. (Application) Have students prepare a bulletin board of a large thermometer to show the temperature danger zone for bacterial growth. (Analysis) Students will be exposed to the safe way to use and care for large equipment in the classroom. After the demonstration, students will have an opportunity to work with the equipment. (Comprehension) Create a bulletin board entitled “Microwaving Successfully.” Divide the board into two sections entitled “Safe Cookware” and “Safe Cooking Techniques.” Provide appropriate information

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Topic: Sanitation





under each. Use this bulletin board to introduce microwave cooking techniques and cookware concepts. (Knowledge) Demonstrate how to arrange food for microwave cooking in a ring or doughnut shape to allow for even energy distribution when cooking. Have students practice by arranging ready-to-serve biscuits on a plate in a ring, being sure to leave a hole in the center. (Application) In small groups, students will microwave various products to evaluate the results and compare color, taste and texture. (Analysis)

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Big Idea: Survival

Topic: Menu planning and preparation

Goal 5: The student will be able to plan and prepare meals.




8 5.1. read a recipe. (3.1.12.d.1,3, 3.1.12.G.1, 9.1.12.B.5,7, 9.2.12.B.2)

5.2. become familiar with recipe

ingredients. (3.1.12.D.1,3, 3.1.12.G.1, 9.1.12.B.5,7, 9.2.12.B.2)

5.3. measure and convert

recipes. (4.1.12.B.1, 4.2.12.D.2, 9.1.12.B.5-7)

5.4. plan and prepare meals.

(3.1.12.D.1,3, 3.1.12.G.1, 9.1.12.B.5,7, 9.2.12.B.2)

5.5. use convenience foods.

(3.1.12.D.1,3, 3.1.12.G.1, 9.1.12.B.5,7, 9.2.12.B.2)

• Why are recipes used to prepare food? • What are the basic ingredients in a well stocked

kitchen? • What are the basic measuring tools and how are they

used? • What is a meal plan? • How can convenience foods be used to make family

life easier?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Assemble a collection of kitchen tools that the students will be using in class, as well as the tools they might find in the kitchens in their homes. Divide students into teams. One by one hold up a tool and ask for its identification and use. Have the team whose member raised their hand first provide the answer. Award one point for each correct identification. (Application) Measuring and small equipment will be demonstrated by the teacher with student assistants to create an end product. (Application) Use a blender to demonstrate how to create a nutritious drink. Have students work in pairs to repeat teacher demonstration. Choose one fruit-either banana, strawberries, cantaloupe, kiwi or blueberries. Break them into three pieces and put them into the blender. Add two cups of milk, and two teaspoons of vanilla extract. Cover and blend

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Big Idea: Survival






until smooth. Add two scoops of ice cream and blend until smooth. Pour into small paper cups for students to sample. (Application) Read various recipes and number each step. (Application) Give students two recipes, one with complete directions and the other lacking adequate directions. Ask the students which recipe does not have adequate directions and what could be added to make the recipe easier to follow. (Comprehension) Working in groups, students will measure various ingredients and convert the ingredients to standard measurements. (Application) Students will work on math skills, doubling and halving recipes. Compare standard measuring tools to tableware found in the school lab. Have them measure a “cup” of water with a teacup and measuring cup and a “teaspoon” of sugar with tableware and standard measuring spoons. (Analysis) Video: “Timing and Organization in Food Preparation.” Give the students a supply of cookbooks, brochures

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Big Idea: Survival






and periodicals with recipes. Have each group find examples of breakfasts, lunches, and dinners. Groups should mount their menus on poster board and display the menus, as in a restaurant. (Application) Have students make a list of all foods they eat in one day. Ask them to identify which of the foods is a convenience food. (Analysis) Use convenience foods and recipes from scratch to prepare a simple breakfast, lunch and dinner. (Application)

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Big Idea: Survival

Topic: Becoming a wise consumer.

Goal 6: The student will be able to purchase food for the home.




7 6.1. read food labels. (2.1.12.C.1-6, 3.1.12.D.1,3, 3.1.12.G.1, 4.1.12..B.1, 9.1.12.B.5-6, 9.2.12.E.5-6)

6.2. plan a shopping list.

(9.1.12.B.5,7, 9.2.12.B.2) 6.3. complete a cost comparison

of store brands, national brands and generic brands. (2.1.12.C.1-6, 3.1.12.D.1,3, 3.1.12.G.1, 4.1.12..B.1, 9.1.12.B.5-6, 9.2.12.E.5-6)

6.4. describe unit pricing.

(2.1.12.C.1-6, 3.1.12.D.1,3, 3.1.12.G.1, 4.1.12..B.1, 9.1.12.B.5-6, 9.2.12.E.5-6)

• What information is on a food label? • What is the benefit of a shopping list? • What is unit pricing and how does it help when

purchasing food?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Websites: www.pueblo.gsa.gov (Federal Citizen Information Center, Consumer Information Catalogue) Demonstrate how to analyze and interpret food labels. Ask students to bring various examples of food labels to class. In small groups they should identify the following: name of product, net weight or contents, name and address of manufacturer, distributor, list of ingredients in descending order, product dating, recipes, serving suggestions and nutritional information. (Evaluation) Using grocery flyers students will prepare shopping lists and compare the costs in various markets. (Application) Working in groups students will design a product box or can that has all of the necessary food

http://www.pueblo.gsa.gov/

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Big Idea: Survival

Topic: Becoming a wise consumer.

Goal 6: The student will be able to purchase food for the home.




labeling. (Evaluation) Compare three brands for taste and cost. Rate the products. (Evaluation) Display three products of various sizes. In pairs, students should compute the unit prices for the products and then compare the prices to determine which product is the least expensive. (Evaluation) Small kitchen groups will plan menus for two days for breakfast, lunch and dinner and collect recipes for those meals. From those recipes they will then prepare shopping lists and compare the cost per meal. (Synthesis)

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Big Idea: Creativity

Topic: Wardrobe inventory

Goal 7: The student will be able to build a wardrobe.




2 7.1. make a detailed list of clothing and accessories to assess wardrobe needs. (9.2.12.A.1)

7.2. describe basic fibers and

fabrics. (9.1.12.B.5,7) 7.3. explain how color, line, and

texture affect appearance. (9.1.12.A.6, 9.1.12.B.2)

7.4. describe proper clothing fit.

(9.1.12.B.5,7) 7.5. describe how to wash, dry

and iron clothing. (3.12.G.1-2, 9.1.12.B.5, 9.2.12.B.2)

7.6. read clothing labels and

recognize quality in clothing before shopping. (3.1.12.D.1,3, 3.1.12.G.1-2)

7.7. store clothing properly.

(3.12.G.1-2, 9.1.12.B.5, 9.2.12.B.2)

• What is the importance of a wardrobe inventory? • How do fibers affect the quality of clothes? • What factors are important in a well-made garment? • What care information is on the clothing label or

hangtag?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Create a wardrobe inventory and complete it. (Synthesis) Plan a small wardrobe for a weekend away. State the location visiting and the activities which will be done. Coordinate all colors. (Synthesis) Bring in samples of different fibers in fabrics for students to handle and describe the “hand.” Then, explain the traits of each fiber. (Comprehension) Compare two shirts of different fibers and describe how the fibers wash and wear. (Knowledge)

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Show examples of fabric swatches made from different natural and manufactured fibers. Review the traits of each fabric. Show examples of blended fabrics. Explain how the blends combine good traits of two or more fibers and hide the bad traits. (Knowledge) Generate discussion about what the world would be like without color. Print out computer pictures with and without natural color and unnatural colors. Provide sugar cookies in their natural color and in dark blue. Ask students why they think color is one of the main factors people consider when they choose clothes. (Analysis) Have pairs of students look through magazines to find examples of clothing that show vertical, horizontal, and diagonal lines. Have them place tracing paper over the pictures and trace the lines in the clothing pictures. Have them label the lines in each garment and explain the visual effects of the lines. (Comprehension) Show examples of construction details to look for when examining garments. Bring in examples of poor quality garments and explain why they would not be good buys. Is this information helpful, for the consumer, to make a wise decision when shopping for clothing? (Analysis)

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Use a computer program on-line and design and compare the visual effect on body size of different colors, lines and textures. (Comprehension) Video: “Clothing Care,” Maytag Company Each student will wash, dry and iron a skirt, a pair of jeans and jacket or vest. (Application) Tie a tie. (Application) Working together, with a partner, design the layout for a closet to hold all of the clothing in the student’s wardrobe inventory. (Synthesis)

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Big Idea: Creativity and Construction

Topic: Hand sewing equipment and techniques

Goal 8: The student will be able to use hand sewing equipment and stitches.




8 8.1. be familiar with the use and care of hand sewing equipment. (9.1.12.B.9, 9.2.12.B.2, 9.2.12.F.4)

8.2. prepare samples of hand

stitches. (9.1.12.A.6, 9.1.12.B.8, 9.2.12.B.2, 9.2.12.F.4)

8.3. make minor hand sewing

repairs on clothing. (9.1.12.A.6, 9.1.12.B.8, 9.2.12.B.2, 9.2.12.F.4)

• What special equipment is used for hand sewing? • What are three basic hand sewing stitches? • How can the consumer save money through the use of

basic hand sewing techniques?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Sewing safety rules and hand equipment will be demonstrated by the teacher with class interaction. (Application) Video, Sew. Bring in samples of hand stitches on a completed project such as a throw pillow with blanket stitching around an applique, backstitching for decoration and buttons for closure. The students will then make a small hand sewn project, such as a Tooth Fairy Pillow for a child. (Synthesis) Students will prepare a hand sewn project, which will include a seam, a hem, a snag in a knit and sewing buttons, both flat and with a shank. (Synthesis)

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Topic: Basic machine usage

Goal 9: The student will be able to use a sewing machine to create a project.




1 9.1. become familiar with simple parts of the sewing machine. (9.1.12.B.9, 9.2.12.B.2, 9.2.12.F.4)

9.2. perform basic construction

techniques using a sewing machine. (9.1.12.A.6, 9.1.12.B.8, 9.2.12.B.2, 9.2.12.F.4)

9.3. demonstrate how to do

simple clothing alterations using a sewing machine. (9.1.12.A.6, 9.1.12.B.8, 9.2.12.B.2, 9.2.12.F.4)

• What advantage does the sewing machine have over hand sewing? What are the basic parts of the sewing machine?

• How is a sewing machine threaded? • What minor repairs and alterations can be made with

the sewing machine?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Students will complete a sewing machine parts diagram and list the name and purpose of each part. (Knowledge) Safety test. (Knowledge) Teacher will model and students will follow, the directions to thread a machine. Each sewing machine will be labeled with numbers on the thread order. (Application) Students will demonstrate the ability to safely sew a straight line through the use of sewing exercise sheets. (Application) Students will complete samples of straight and curved seams, using a needle guard. (Application)

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Topic: Basic machine usage

Goal 9: The student will be able to use a sewing machine to create a project.




Students will complete a square or round pillow project to be used in their home. The teacher will prepare patterns and instructional sheets with step-by-step directions. (Synthesis) Students will repair or alter an item of clothing that they bring in from home such as patching a hole in the knee, taking in a pair of pants or repairing holes in pockets. (Synthesis) .

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Big Idea: Consumer Skills

Topic: Consumer skills in the marketplace

Goal 10: The student will be able to become a wise consumer.




2 10.1. describe how to evaluate advertisements. (9.1.12.B.5,7, 9.2.12.B.2)

10.2. compare price and quality of

goods and services. (3.5.12.C.1, 4.1.12.B.1, 4.4.12.D.2, 8.3.12.A.2, 9.2.12.A.1, 9.2.12.A.1, 9.2.12.B.2-3, 9.2.12.E.5-6)

10.3. evaluate places to shop.

(3.5.12.C.1, 4.1.12.B.1, 4.4.12.D.2, 8.3.12.A.2, 9.2.12.A.1, 9.2.12.A.1, 9.2.12.B.2-3, 9.2.12.E.5-6)

10.4. describe consumer rights

and responsibilities. (6.1.12.C.1-4, 9.1.12.6, 9.2.12.E.1-8)

10.5. know ways to solve

consumer problems. (6.1.12.C.1-4, 9.1.12.6, 9.2.12.E.1-8)

• How do advertisements influence consumers? • What knowledge is necessary to become a

knowledgeable consumer of goods and services? • What factors are important to know when choosing a

place to purchase goods and services?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Discuss in small groups: What are some examples of positive and negative treatment you have received as a consumer? How did you handle the treatment? How could the treatment been handled more effectively? (Synthesis) Conduct a taste test experiment to illustrate the effect of media on consumer decisions. Show the students two bottles of a soft drink- -one nationally advertised brand and one store brand. Use small paper cups to let students taste the two drinks. Without their knowledge, pout the same drink in both cups. Have each student taste the two drinks, select the best tasting one, and write down the reasons. After each student has taken a taste and a tally has been taken, explain that they have been tricked. Discuss why some students picked one drink over the other and the effect of mass media

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Big Idea: Consumer Skills

Topic: Consumer skills in the marketplace

Goal 10: The student will be able to become a wise consumer.




and advertising on the consumer. (Evaluation) Provide students with copies of teen magazines. Ask the class to count the number of pages devoted to advertisements and discuss whether the ads in the magazines influence their buying decisions. Ask each small group of students to identify three ads that they think might strongly influence teens and explain their choices. (Comprehension) In pairs, students will go on-line to the Federal Trade Commission’s Bureau of Consumer Protection (www.ftc.gov) to research recent recalls and advice on avoiding consumer scams. (Application) Role-play how to return a defective item. Using props and details about the defective item students can “return” the item in person or through a letter. (Synthesis) Websites: www.pueblo.gsa.gov. (Federal Citizen Information Center), www.commerce.gov (Federal Department of Commerce, www.energy.gov (U.S. Department of Energy)

http://www.ftc.gov/

http://www.pueblo.gsa.gov/

http://www.commerce.gov/

http://www.energy.gov/

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Big Idea: Goals and Values

Topic: Life view

Goal 11: The student will be able to explain how values and goals affect the individual.




4 11.1. explain the differences between needs and wants. (9.1.12.B.4, 9.2.12.B.1-3, 9.2.12.E.1-2)

11.2. set long and short term

goals.(2.2.12.F.2, 9.1.12.B.4)

11.3. prepare a values list.

(9.1.12.A.3, 9.2.12.D.1-5) 11.4. develop a budget and

savings plan.(9.1.12.A.3, 9.2.12.D.1-5, 9.2.12.E.1-7)

11.5. relate knowledge of basic

consumer information to their lives.(9.2.12.B.1-3, 9.2.12.E.5-6)

• What are examples of long and short term goals? • How do your values affect your goals? • What is impulse buying?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Websites: www.commerce.gov (U.S. Department of Commerce), www.energy.gov (U.S. Department of Energy), www.natlconsumersleague.org (National Consumer League) Read the Greek myth about King Midas, who turned everything he touched into gold. Discuss how King Midas got what he wanted, but not what he needed. (Evaluation) List both fixed and flexible personal expenses through the use of a monthly spending calendar.(Comprehension) Organize posters of needs and wants. (Application)


http://www.energy.gov/

http://www.natlconsumersleague.org/

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Big Idea: Goals and Values

Topic: Life view

Goal 11: The student will be able to explain how values and goals affect the individual.




Students can have an opportunity to learn how to manage and budget money by performing tasks during the unit. For example, if the student’s notebook is open he may earn one play money dollar. Students can then budget their money to buy special privileges, such as extra credit on a test, or skipped homework assignment. (Application)

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Big Idea: Managing Money

Topic: Money has an impact on the quality of life.

Goal 12: The student will be able to manage money.




7 12.1. set up a savings account. (4.3.12.C.1, 9.1.12.B.4, 9.2.12.E.1-2)

12.2. evaluate checking accounts.

(4.4.12.A.1-2, 9.1.12.B.4, 9.2.12.E.1-2)

12.3. write checks and properly

manage a checking account. (8.1.12.B.7, 9.1.12.B.4, 9.2.12.E.1)

12.4. discuss interest rates.

(4.3.12.C.1, 9.1.12.B.4, 9.2.12.E.1-2)

• How should a consumer choose a financial institution before opening up a savings account?

• What are the conveniences of a checking account? • What are the differences between interest bearing and

non-interest bearing checking accounts? • How can checking and savings accounts be managed

on-line. • What are the various ways to save money?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Websites: www.ncee.net (National Council on Economic Education, www.fdic.gov (Federal Deposit Insurance Corporation) Practice writing sample checks and balancing a check book register. (Application) Prepare a chart to compare and contrast savings accounts, savings clubs, direct deposit, certificates of deposit, mutual funds and U.S. Savings Bonds. (Evaluation) In small groups students will write short quiz questions on banking and then share questions and answers. (Comprehension)

http://www.ncee.net/

http://www.fdic.gov/

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Big Idea: Credit

Topic: Using credit wisely

Goal 13: The student will be able to use credit wisely.




4 13.1. describe different types of credit. (9.1.12.B.4, 9.2.12.E.1-4)

13.2. describe the safe use of

credit cards. (4.4.12.A.1-2, 9.1.12.B.4, 9.2.12.E.1-4)

13.3. explain the safe use of an

automated teller machine. 4.4.12.A.1-2, 9.1.12.B.4, 9.2.12.E.1-4)

• What are the advantages and disadvantages of using credit?

• What are the types of credit available to the consumer?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Websites: www.commerce.gov (U.S. Department of Commerce), www.cuna.org (Credit Union National Association), www.nclc.org (Consumer Law Center), www.nfcc.org (National Foundations for Credit Counseling) Share examples of how wealth, poverty, greed, generosity and other money issues are used to reveal characters, capture an era, or evoke reactions in readers or viewers. Possible works include The Great Gatsby, The Grapes of Wrath, and Great Expectations. After viewing videos or reading passages the group will hypothesize the financial outcome for the characters. (Synthesis) As a class, prepare a list of stores where the students shop for clothes. Divide the list among the class and each student will contact the stores, either by phone or in person, to find out what forms of payment they will accept. They should also ask


http://www.cuna.org/

http://www.nclc.org/

http://www.nfcc.org/

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Big Idea: Credit

Topic: Using credit wisely

Goal 13: The student will be able to use credit wisely.




about financial services available to the consumer. Students should then report their findings back to the class. (Analysis) Show students articles about famous people who shop in thrift stores. Invite the manager of a thrift store into the class to speak to students about how to buy secondhand clothes. Have him explain and show examples of, secondhand clothing that can save money, stretch a wardrobe and help the environment. (Comprehension) Prepare a poster listing the advantages and disadvantages of using credit. (Synthesis) Divide class into two groups- - borrowers and lenders. Explain the responsibilities of each group. (Synthesis)

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Big Idea: Insurance

Topic: Types of insurance

Goal 14: The student will be able to explain the purpose of different forms of insurance.




7 14.1. identify the unexpected events that expose individuals to personal and financial risk. (3.3.12.A.1, 9.2.12.E.2, 4, 7, 8)

14.2. identifying the different

methods for handling these risks and understand how insurance works. (9.2.12.A.1, 9.2.12.E.2, 4, 7, 8)

14.3. know how to purchase

insurance for a variety of areas in an individual’s life. . (3.1.12.G.1-2, 9.2.12.B.2, 9.2.12.E.2, 4, 7, 8)

• What is the purpose of insurance? • What types of insurance are available? • Why is insurance necessary?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Websites: www.iii.org (Insurance Information Institute) Compare and contrast various types of insurance. (Analysis) Create a display to identify and describe the various types of car insurance. (Synthesis) Invite an insurance agent into the classroom to discuss the various types of insurance. (Knowledge) Research the cost of visiting a doctor or dentist for routine visits with and without insurance. (Synthesis)

http://www.iii.org/

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Big Idea: Housing

Topic: Types of housing

Goal 15: The student will be able to describe the different types of housing




3 15.1. describe how a home provides shelter and security. (4.4.12.D.2, 9.1.12.B.4, 9.2.12.E.1-5)

15.2. identify the advantages and

disadvantages of renting. (4.4.12.D.2, 9.1.12.B.4, 9.2.12.E.1-5)

15.3. examine the options

available to locate a rental unit. (9.1.12.B.4, 9.2.12.E., 1-5)

15.4. investigate the possibility of

sharing an apartment to cut expenses and the advantages of carefully choosing a roommate. (9.1.12.B.4,6,8, 9.2.12.E.1-5)

15.5. fill out sample leases and

define rental terminology. (3.1.12.D.1,3, 3.1.12.G.1,14, 9.2.12.B.1-3, 9.2.12.E.1-5)

• How do renting and owning compare? • What is the legal responsibility of renting? Of owning? • How can a person furnish a home on a limited budget? • What can you search for a place to live?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Students will write up a contract to be signed by parents if the student decides to live at home. Include chores and responsibilities and ideas to demonstrate the student can handle financial responsibilities. (Comprehension) Have students interview one or more people who live in a type of housing other than the student’s own. Students might ask the following questions: Why did the person choose that type of housing. What is the most and least satisfying about it? Are there advantages, disadvantages or expenses the student did not think about? (Comprehension) In small groups use apartment rental and real estate brochures to cut out advertisements for both apartment and home rentals. Make a chart to compare the features before deciding on the best choice. (Analysis)

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Big Idea: Housing

Topic: Types of housing

Goal 15: The student will be able to describe the different types of housing

Objectives / Cluster Concepts / Essential Questions Sample Conceptual Understandings


Cumulative Progress Indicators (CPI's) The student will be able to: 15.6. examine the advantages

and disadvantages of buying a home. (9.1.12.B.4,6,8, 9.2.12.E.1-5)

15.7. explain a mortgage.

(9.1.12.B.4,6,8, 9.2.12.E.1-5)

Have students use Internet resources to evaluate floor plans and amenities of various rental units. In small groups they can report back to the class on how they compare in size and layout to each other. (Evaluation) Tell students to imagine they are renting a home with numerous problems that their landlord has promised to repair, such as a dripping faucet, a leaky roof or a lawn that needs care. In pairs have them write a business letter asking the landlord to follow through on these promises. The tone should be business-like and not confrontational or insulting. (Comprehension) In small groups students will investigate laws, government programs, and other means that encourage home ownership. Examples include tax incentives, low-interest loans, and loan insurance available to many people. Then, as a class, they will answer the question, “How do these programs encourage home ownership?” (Analysis) Invite a banker into the class to help explain and identify the different types of mortgages, eligibility for and interest rates available. (Knowledge)

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Big Idea: Principles of Design

Topic: Developing a floor plan

Goal 16: The student will be able to develop a floor plan.




5 16.1. explain how design elements and principles are used. (9.1.12.A.6, 9.1.12.B.2)

16.2. use scale models to layout a

room. (4.2.12.A.3, 4.2.12.B.2,4, 4.2.12.E.2, 9.1.12.B.5,7-8, 9.2.12.B.2)

16.3. use a budget for furnishing

for a room. (4.1.12.B.1, 9.1.12.B.5, 7-8, 9.2.12.B.2, 9.2.12.E.5,6)

• How do scale drawings help the consumer to plan a room layout?

• How can design elements and the use of color enhance a room?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Give students concrete examples of a floor plan after first reviewing the abbreviations and symbols. On the tile floor illustrate scale floor plan directly on the tile. Let each tile equal one foot and place various pieces of furniture (black paper) to scale on the tile. Then, divide the class into groups and have each group evaluate the floor plans. (Evaluation) Provide furniture catalogues, wallpaper books and paint samples to students to create their dream bedroom to scale and then place their materials on a poster. (Application) Have each student take a photo of a room in their home and evaluate the room for adequate traffic patterns and effective furniture arrangement. (Evaluation)

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Big Idea: Principles of Design

Topic: Developing a floor plan

Goal 16: The student will be able to develop a floor plan.




Using the above photos students should think about how they would like to change the room. They should make two plans. In the first plan they should change only one design element, such as color. In the second plan, they should change two or more elements such as changing furniture lines or adding pillows or textures. Appraise the before and after solutions. (Evaluation)

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Big Idea: Child Development

Topic: Areas of development

Goal 17: The student will be able to demonstrate knowledge of the areas of development.




5 17.1. describe the physical development of children. (2.1.12.B.2-4, 9.1.12.B.6, 9.2.12.A.4, 9.2.12.D.5, 9.2.12.F.5)

17.2. explain developmental tasks

of young children. (2.1.12.B.2-4, 9.1.12.B.6, 9.2.12.A.4, 9.2.12.D.5, 9.2.12.F.5)

17.3. describe the

social/emotional/moral development of children. (2.1.12.B.2-4, 9.1.12.B.6, 9.2.12.A.4, 9.2.12.D.5, 9.2.12.F.5)

17.4. describe the cognitive

development of children. (2.1.12.B.2-4, 9.1.12.B.6, 9.2.12.A.4, 9.2.12.D.5, 9.2.12.F.5)

• How can adults foster independence in children while watching out for their safety?

• What are the developmental tasks of infants and preschool children?

• What are the steps in physical development of children?

• How do young children express their emotions? • What are the benefits of books and reading to young

children? • How do developmentally appropriate toys and activities

enhance cognitive development?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Videos: “I Am Your Child,” “The First Years of Life Last Forever,” “The First Five Years of Life,” “Physical Development,” “Intellectual Development.” Show students pictures of infants and young children performing tasks typical of different ages. Ask them to brainstorm the correct chronological order. (Knowledge) Students will work together to create a baby book for an imaginary baby. Using reference materials provided by the teacher, students should include descriptions of the baby’s physical traits, physical, social and cognitive development. The book should also include a list of baby’s firsts, such as the first smile, or first steps. (Knowledge)

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Using cartoon pictures of children gathered from newspapers, determine if the children are developing large or small muscles or communication skills. (Application) Have students create a chart that classifies “Children’s Needs.” Use four columns labeled “Physical,” “Social,” “Intellectual,” and “Emotional. Have students work in small groups to give an example of each. Ask each group to share their responses. (Comprehension) Students will re-word guidance commands to include only positive statements. For example, “Don’t run,” would be changed to “Walk.” (Application) As students walk into the room, pass out cards that represent one of the five senses ( mouth, hands, ears, eyes and nose). Have students form groups with other students who have the same cards. Ask each group to make a list of how children use this sense to learn. Share the lists with the class. (Analysis) Ask students, “Why read to children?” From the answers given, students should brainstorm how reading to children benefits both the adult and the children. As a follow-up activity each student will choose a children’s book and evaluate it using a rating scale designed by the group. (Analysis)

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Check the public library and Falcon’s Nest library for books that would be appropriate for various age levels. Try these books out on children. What is their response? Make a list of these books to place in yo9ur Babysitter’s Handbook. (Application) Pairs of students will tell a story or read a book to the class. The story can be illustrated with an easel pad or puppets. (Application) The class will evaluate various children’s toys for safety, age appropriateness, primary use and learning experiences. Before the evaluation the students should have an opportunity to play and use the toys. (Evaluation) Students will do a walk through of the preschool and write a description of the classroom centers. (Comprehension) Students will work together to plan a game, write and illustrate a story book or make a musical instrument to share in the preschool. (Application) Prepare fun snacks for the preschool children in the Falcon’s Nest Preschool. (Application) Students will observe the preschool and describe what they have observed. (Comprehension)

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The teacher will bring in samples of children’s art at various ages and share with the class. Based upon the information on fine and gross motor development children will interpret the approximate age of each child. (Comprehension) Discuss language development of preschoolers. Ask students to provide responses when children use inappropriate language, have difficulty with articulation or stuttering and begin to put words together to form simple sentences. (Comprehension) Prepare a chart together showing what infants, toddlers and preschoolers are capable or not capable of doing. (Knowledge) Students will plan a group game or finger play to explain to the preschool children. (Application) Invite a parent of an infant into the classroom to describe the changes in the family with the addition of the child and the changes in the child’s growth and development since birth. (Knowledge) Using a doll, students will demonstrate how to care for an infant’s physical needs, such as carrying the infant, diapering and feeding.(Comprehension)

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Topic: Keeping children safe.

Goal 18: The student will be able to interact in a safe and developmentally appropriate manner with children.




6 18.1. discuss childproofing areas of the home to prevent accidents. (2.1.12.E.5.5, 2.1.12.F.10-122, 2.3.12.B.1, 9.1.12.B.5,9, 9.2.12.F.1-5)

18.2. handle emergencies. .

(2.1.12.E.5.5, 2.1.12.F.10-122, 2.3.12.B.1, 9.1.12.B.5,9, 9.2.12.F.1-5)

18.3. know simple first aid.

(2.1.12.E.5.5, 2.1.12.F.10-122, 2.3.12.B.1, 9.1.12.B.5,9, 9.2.12.F.1-5)

18.4. guide children’s behavior.

(9.2.12.C.2, 9.2.12.F.1-4) 18.5. interact positively with

young children. (1.3.12.B.4, 2.4.12.B.2-3)

18.6. plan and select play

activities appropriate for young children.( 9.1.12.B.6, 9.2.12.A.4, 9.2.12.D.5, 9.2.12.F.5)

18.7. identify ways to help meet

the special needs of children

• How can you best prepare to be a babysitter? • What safety precautions and products are available for

child-proofing the home? • What important phone numbers should be available to

the babysitter? • Why is consistency important for children? • What are simple activities and stories appropriate for

young children? • How can care givers modify activities for children with

special needs?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Organize the class into buzz groups of two or three students. Then set up stations for traveling discussions with one question at each station. Questions could include the following: What are the responsibilities of a good babysitter? What are the skills a babysitter should have? How can you prepare for a babysitting job? What would you do differently if you were babysitting for a child with special needs? Have each group spend five minutes at each station and then move to the next station. At each station, have a member of the group record the group’s answer to the question. When all groups are completed, have them share their answers. (Knowledge) Organize students into small groups and assign each group a different room in a home. Ask each group to show what needs to be done to child-proof the room. Have each group share their ideas with the other groups. (Synthesis) Each student will prepare a babysitting/child care

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Topic: Keeping children safe.

Goal 18: The student will be able to interact in a safe and developmentally appropriate manner with children.

Objectives / Cluster Concepts / Cumulativ(CPI's



e Progress Indicators )

The student will be able to: with disabilities.( 9.1.12.B.6, 9.2.12.A.4, 9.2.12.D.5, 9.2.12.F.5)

18.8. explain the responsibilities

of a babysitter. (9.1.12.B.6, 9.2.12.A.4, 9.2.12.D.5, 9.2.12.F.5)

notebook to include such topics as important phone numbers, safety procedures, simple first aid, craft activities for children at various ages and stages and parental instructions. (Application) Invite resource people such as the school nurse, a Red Cross nurse or an extension service agent to train the students to be good child care providers. Students can then provide free babysitting services at PTO meetings for parents of young children. (Application) Each student will prepare a “Baby-sitting Bag of Tricks.” Each shopping bag will include some inexpensive ideas and projects, along with crayons, paper, paints, books, puppets and activities to use as they baby-sit. (Application) Class should discuss: Pretend you have agreed to baby-sit for three hours for a certain amount of money. When you arrive, the parents ask you to wash dishes and iron clothes. This was not a part of the agreement. What should be your response to the parents? (Application)

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Big Idea: Careers

Topic: Job skills

Goal 19: The student will be able to investigate various careers.




4 19.1. list sources of career information (9.1.12.A.1-5, 9.1.12.B.4, 9.1.12.B.9)

19.2. describe how interests,

aptitudes and abilities can help you choose a career. (9.1.12.A.1-5, 9.1.12.B.4, 9.1.12.B.9)

19.3. explain how a career could

affect lifestyle. (9.1.12.A.1-5, 9.1.12.B.4, 9.1.12.B.9)

19.4. know how to apply for a job.

(9.1.12.A.1-5, 9.1.12.B.1,2,4, 9.1.12.B.9)

19.5. fill out job application forms.

(9.1.12.A.1-5, 9.1.12.B.1,2,4, 9.1.12.B.9)

19.6. prepare for a job interview.

(9.1.12.A.1-5, 9.1.12.B.1,2,4, 9.1.12.B.9)

19.7. list the qualifications of a

responsible employee. (9.1.12.A.1-5, 9.1.12.B.1,2,4, 9.1.12.B.9)

• Where can a person find sources of career information?

• How should a career match a person’s lifestyle? • What is a resume? • What information is included in a job application? • Why is the interview the most important step in the job

search? • What are the qualifications of a responsible employee?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Websites: www.monster.com, www.worktree.com, www.employment911.com, www.jobonline.com, www.careerbuilder.com www.bpa.org (Business Professionals of America) In small groups, hve students identify the benefits of career exploration before leaving high school. Ask students to identify jobs that are related to the school subjects they are taking. How can they learn which subjects will be helpful in specific careers? (Comprehension) In small groups write and role play job scenarios demonstrating positive and negative employee/customer relations. (Comprehension) Divide class into teams. Have one person from each team write a want ad abbreviation on the board while the other team must call out the word.

http://www.monster.com/

http://www.worktree.com/

http://www.employment911.com/

http://www.jobonline.com/

http://www.careerbuilder.com/

http://www.bpa.org/

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Big Idea: Careers

Topic: Job skills

Goal 19: The student will be able to investigate various careers.




(Knowledge) Invite a potential employer or career counselor to share information and hints on how to write a resume. (Knowledge) Write a resume using the resume builder on www.jobbankusa.com (Application) List types of people who are regarded as good references. (Comprehension) Have students role play mock and telephone interviews.(comprehension) Invite workers to have a panel discussion on how to dress for an interview. (Knowledge) Complete sample job applications. (Application) Have students write sample questions addressing information on job interviews and application forms. (Application) Select an advertisement from the classified section of the newspaper. Predict what types of questions the employer might ask and the skills needed for the particular job. (Comprehension) Create a poster titled, “Interview Dos and Don’ts” (Synthesis)

http://www.jobbankusa.com/

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INDEPENDENT LIVING

COURSE BENCHMARKS

1. The student will be able to communicate with others 2. The student will be able to resolve conflicts. 3. The student will be able to prevent kitchen accidents. 4. The student will be able to keep themselves and the kitchen clean. 5. The student will be able to plan and prepare meals. 6. The student will be able to purchase food for the home. 7. The student will be able to build a wardrobe. 8. The student will be able to use hand sewing equipment and stitches. 9. The student will be able to use a sewing machine to make a project. 10. The student will be able to become a wise consumer. 11. The student will be able to explain how values and goals affect the individual. 12. The student will be able to manage money. 13. The student will be able to use credit wisely. 14. The student will be able to explain the purpose of different forms of insurance. 15. The student will be able to describe the different types of housing. 16. The student will be able to develop a floor plan. 17. The student will be able to demonstrate knowledge of the areas of development. 18. The student will be able to interact in a safe and developmentally appropriate environment with children. 19. The student will be able to investigate various careers.

Monroe Township Schools...Monroe Township Schools . Curriculum Management System . Independent Living . Grade 9-12 July, 2008 * For adoption by all regular education programs Board

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